Challenges Of Learning Spoken English In Community Based Secondary Schools In Tanzania: A Case Of Lushoto District

ABSTRACT

This study was designed to examine the challenges of learning spoken English in

community based secondary schools in Tanzania; it was conducted at Lushoto

district in Tanga region. The study was guided by three objectives which were

focusing on the assessment of English speaking proficiency in community based

secondary schools, examining the challenges of learning spoken English in

community based secondary schools, and suggesting possible measures towards

those challenges. The study used Blooms’ (1982) model of evaluation as its

conceptual framework. The model assumes that a second language learner becomes

fluent in L2 if predictor variables (i.e. learning environment, teachers’ qualifications,

teaching and learning materials, and class size) and mediating variables (i.e.

students’ attitudes, frequent use of the language, methods of teaching, and students’

motivation) are favourable. The study employed both qualitative and quantitative

approaches in data collection and analysis. A sample of four schools from Lushoto

district was used. Questionnaire, interview and observation were used for data

collection.

The findings of the study revealed that both English teachers and the students in

community based secondary schools were not fluent in English. Their problems were

mainly in pronunciation, vocabulary and grammar. The study also revealed that the

challenges of learning spoken English included methods of teaching, students’

chance to practise speaking English, teaching and learning materials, students’

motivation, class size, incompetent teachers, attitudes of the learners toward spoken

English, anxiety, and the dominance of Kiswahili and mother tongue within the

students’ localities. Therefore, the study suggests that in order to eradicate these

challenges; the government should support teachers by providing them with teaching

and learning materials, English teachers should be role models in speaking English

and the school community should support the students to speak English.