Effective English Language Instruction in Ward Secondary School in Mkuranga District
Dorothea Musa *
Jordan University College, Tanzania.
Eugenia Wandela
A Constituent College of St. Augustine University of Tanzania, P.O. Box 1878, Morogoro, Tanzania.
*Author to whom correspondence should be addressed.
Abstract
This study aimed to explore effective English language instruction by analyzing teaching strategies, evaluating their effectiveness, and examining factors affecting English language teaching in ward secondary schools in Mkuranga District. The study contributes to understanding how interactive strategies enhance learning in multilingual classrooms. A mixed-methods approach was employed, involving 100 students, 6 school heads, and 12 English teachers. The study was guided by Lev Vygotsky’s sociocultural theory (1978). Data were collected through questionnaires and interview guides. Quantitative data were analyzed using descriptive statistics, including frequencies and percentages, while qualitative data were analyzed thematically in alignment with the quantitative findings. The findings revealed limited use of strategies such as role-play, debates, question-and-answer sessions, and group tasks and discussions in English language instruction. Challenges such as overcrowded classrooms, insufficient teaching materials and facilities, and a lack of adequately trained teachers were identified as key obstacles to effective English language teaching. The study recommends that the government ensure schools have adequate language learning resources, including textbooks and multimedia tools.
Keywords: English language, ward secondary schools, effective, instructions, multilingual classrooms