JONAED

There is a growing call for English as a second language teachers to explore different learning environments and teaching options to spice up the traditional ‘boring’ English language classes. The onus lies on the language teachers to discover innovative methods and use same in their classes. It is against this background that this study investigated the effects the peer team gritty method would have in stimulating students’ interest in English oracy skills. One research question and one null-hypothesis guided the study. The quasi-experimental research design involving non-equivalent control group was used for the study. A sample of 207 Js1 students drawn from eight intact classes in Anyigba Education Zone of Kogi State, Nigeria was used for the study. Pre-test and post-test were administered to all the groups (treatment and control). An English Oracy Skill Achievement Test (EOSAT) was used for data collection. The data collected was analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The finding of the study was that students exposed to the peer team gritty method achieved higher than their counterparts who were not exposed to it. The paper recommends, among others, that the English studies curriculum should be reviewed to incorporate the peer team gritty method in teaching oracy skills.