Comprehensible Input and Written English Proficiency among Kenyan Secondary School Learners; An Error Analysis

Abstract

This study examined the effectiveness of comprehensible input in improving written English proficiency among Kenya secondary school students using an error analysis approach. Guided by Stephen Krashen’s Input Hypothesis, the study investigated how exposure to English language input relates to learners’ written output. The study employed a mixed-method design targeting 357 Form three (F3) students representing different school categories (Extra-County, County, and Sub-County) students’ written compositions. Of these, 295 complete samples were obtained and analysed yielding a response rate of 82.6%. The reduction resulted mainly from missing submissions. Writing samples were classified into grammatical errors, lexical errors, orthographic and mechanics errors, and discourse-level errors; and were also analysed according to surface error types (omission, addition, misinformation, misordering) and error source (interlingual or intralingual). Quantitative data were analysed using frequency, percentage, and Chi-square tests, while qualitative data from interviews and classroom observations were thematically analysed.  Descriptive statistics were used to compare mean scores and error frequencies across the four schools. Findings showed moderate to low levels of written English proficiency across schools (30%-55%) which corresponded with D- to C+ grades. In addition, most errors were intralingual reflecting incomplete mastery of English grammar, vocabulary and discourse organization. A smaller proportion was influenced by learners’ first language (Interlingual). Qualitative data revealed that strategies such as visual aids, speaking slowly and contextual explanations are employed by teachers to facilitate understanding, though constraints such as large classes and limited resources hindered consistency. The study concludes that comprehensible input plays a significant role in enhancing written English proficiency among secondary school learners; however, there is need to support it through teacher training, curriculum reforms and resource provision.