This study sought to analyze the factors influencing students' ability to express themselves fluently
in English in public secondary schools in Dagoretti Sub-County, Nairobi County. Proficiency in
spoken English is a critical component of academic success and career readiness, yet many learners
in Kenyan public schools continue to struggle with fluent self-expression. The study was driven
by the recognition that while English is both the medium of instruction and an examinable subject
in Kenya, several learners face challenges in articulating their thoughts confidently and coherently.
The study was guided by the following objectives: to examine the influence of teaching methods
on students’ fluency in spoken English, to assess the availability and use of teaching and learning
resources, to determine the impact of students’ attitudes and motivation, and to investigate the role
of the school environment and peer interaction on oral English proficiency. The study adopted a
descriptive survey design targeting teachers of English and Form Three students from selected
public secondary schools in Dagoretti Sub-County. Stratified and purposive sampling techniques
were used to select a representative sample of schools, teachers, and students. Data was collected
using questionnaires, interview guides, and observation checklists. Quantitative data was analyzed
using descriptive statistics such as frequencies, percentages, and means, while qualitative data was
analyzed thematically. The findings revealed that traditional teacher-centered methods dominated
classroom practices, limiting opportunities for student interaction and oral language use. The
scarcity of resources such as English audio-visual materials, language laboratories, and reading
texts also contributed to poor fluency. Furthermore, students’ low self-confidence, anxiety, and
limited exposure to English outside the classroom negatively affected their spoken language

development. However, schools with vibrant English clubs, debate forums, and supportive teacher-
student interactions demonstrated relatively better fluency levels among students. The study

concludes that a combination of pedagogical practices, learning resources, student motivation, and
an enabling environment significantly influences students’ oral fluency in English.The study
recommends the adoption of learner-centered and communicative language teaching approaches,
enhanced provision of instructional materials, and the integration of co-curricular speaking
activities to nurture learners' fluency. Further, teacher training on interactive language
methodologies and increased parental and community support in promoting English use beyond
the classroom are suggested as key interventions. The findings of this study are expected to inform
educators, policy makers, and curriculum developers on strategies to improve English language
speaking competencies in Kenyan secondary schools.