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.
Shekwavi, M (2021). Challenges Of Learning Spoken English In Community Based Secondary Schools In Tanzania: A Case Of Lushoto District. Afribary. Retrieved from https://tracking.afribary.com/works/challenges-of-learning-spoken-english-in-community-based-secondary-schools-in-tanzania-a-case-of-lushoto-district
Shekwavi, Martin "Challenges Of Learning Spoken English In Community Based Secondary Schools In Tanzania: A Case Of Lushoto District" Afribary. Afribary, 25 Apr. 2021, https://tracking.afribary.com/works/challenges-of-learning-spoken-english-in-community-based-secondary-schools-in-tanzania-a-case-of-lushoto-district. Accessed 10 Nov. 2024.
Shekwavi, Martin . "Challenges Of Learning Spoken English In Community Based Secondary Schools In Tanzania: A Case Of Lushoto District". Afribary, Afribary, 25 Apr. 2021. Web. 10 Nov. 2024. < https://tracking.afribary.com/works/challenges-of-learning-spoken-english-in-community-based-secondary-schools-in-tanzania-a-case-of-lushoto-district >.
Shekwavi, Martin . "Challenges Of Learning Spoken English In Community Based Secondary Schools In Tanzania: A Case Of Lushoto District" Afribary (2021). Accessed November 10, 2024. https://tracking.afribary.com/works/challenges-of-learning-spoken-english-in-community-based-secondary-schools-in-tanzania-a-case-of-lushoto-district