This study examines the role of literature in improving students’ fluency in English language
in public secondary schools in Langata Sub-County, Nairobi County. The research was
guided by the objective of investigating how exposure to literary texts enhances learners’
speaking, reading, and writing fluency. A descriptive research design was adopted, targeting
students and English teachers from selected public secondary schools. Data were collected
using questionnaires, interviews, and classroom observations, and analyzed both qualitatively
and quantitatively.
The findings revealed that the integration of literature into English language instruction
significantly contributes to the development of students’ fluency. Reading literary texts
improved learners’ vocabulary and comprehension, while dramatization and oral discussions
based on literature enhanced their confidence and communicative competence. Teachers also
reported that literature fosters critical thinking and provides cultural contexts that enrich
language learning. However, challenges such as limited resources, inadequate teacher
training, and students’ negative attitudes towards reading were noted as barriers to effective
use of literature.
The study concludes that literature plays a vital role in promoting English fluency among
secondary school learners. It recommends increased incorporation of literary materials in the
curriculum, teacher professional development on literature-based pedagogy, and provision of
adequate resources to support extensive reading and interactive learning.