Enhancing English Competences in Tanzania: Developing Activity-oriented Learning Materials in Poetry Lessons

Gabrieli, Prosper; Mastura, Swaibu

doi:10.9734/bjesbs/2017/30859

Cited by 2 publications

(2 citation statements)

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“…This is because the existing materials bored students during teaching and learning. The current results concur with data from Gabriel and Elisa, 2017;Gabriel and Swaibu, (2017) who said that existing teaching and learning materials such as textbooks and manila cards bored and made students anxious. This implies that lack of digital lesson contents leads poor descriptive writing ability of students and it leads them to write in poor grammar and miss correct punctuation.…”

Section: Lack Of Digital Lesson Content For Teaching and Learning Des...supporting

confidence: 89%

“…Due to the improvement of science and technology language teachers tend to use digital lesson contents through electronic boards, projectors, audio and video devices in order to improve the quality of teaching and learning descriptive writing (Deal et al, 2017). Some secondary schools teachers use in appropriate and irrelevant materials and causes insufficient descriptive writing ability (Gabriel & Swaibu, 2017). This indicates that, there is a need to investigate errors made by students in descriptive writing and factors that affect teaching and learning materials in descriptive writing to secondary schools…”

Section: Introductionmentioning

confidence: 99%

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Status of teaching and learning descriptive writing in Zanzibar secondary schools: a case of Wete District

Hamad,

Ndibalema,

Matalu

2024

Int. J. Edu. Inno. Res.

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This paper investigated the status of teaching and learning descriptive writing among Secondary Schools in Zanzibar. The paper focused on (i) Identifying the types of errors made by secondary school students in their descriptive writing skills and (ii) exploring teaching and learning materials in descriptive writing for secondary schools. A mixed method approach was used, and a case study design employed. Simple random sampling was used to select 140 form four students and they have given a test. Also, eight English language subject teachers and two quality assurers were purposively selected. Data were collected using students’ test, interview, and documentary reviews. The results depict that students had different errors such as grammatical errors, punctuation marks, coherence and content problems. Also, the findings show that many topics prosed using non-digital materials such as textbooks, and written text for teaching and learning descriptive writing in secondary schools. These materials were also not sufficient to give students ability and competence in descriptive writing in ordinary secondary schools. This indicates that there is a need for designing digital lessons for supporting teaching and learning descriptive writing for F1 students. The study concludes that proper teaching and learning digital contents lessons is needed to support teachers and motivate students in the teaching and learning of descriptive writing to secondary school students. To achieve effective descriptive writing to secondary school students, curriculum developers, teachers and other education stakeholders should emphasize on digital materials to motivate students in teaching and learning process.

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Section: Lack Of Digital Lesson Content For Teaching and Learning Des...supporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Status of teaching and learning descriptive writing in Zanzibar secondary schools: a case of Wete District

Hamad,

Ndibalema,

Matalu

2024

Int. J. Edu. Inno. Res.

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Fostering Cultural Awareness and Academic Engagement through Poetry Analysis in Kazakh Educational Contexts

Sultan,

Yessenova,

Seyitova

et al. 2024

J Ethn Cult Stud

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This study investigated the effects of activity-based and traditional analysis methods on students’ attitudes toward poetry, academic achievement, and cultural identity. A pre-test-post-test control group experimental design—a quantitative research method—was employed. The class using activity-based analysis methods for poetry analysis was designated as the experimental group, while the class following the traditional analysis method served as the control group. Participants were second-year students from the Kazakh Literature Department at a university in Almaty, Kazakhstan. The study spanned eight weeks and involved 18 female and 15 male students in the experimental group, with 17 female and 15 male students in the control group. All students provided informed consent to participate voluntarily. The Scale of Attitude toward Poetry, Poetry Analysis Skills Academic Achievement Test, and Cultural Identity Perception Scale were administered to measure the study variables. The findings revealed that activity-based analysis methods positively impacted students’ attitudes toward poetry, with the experimental group demonstrating a more favorable approach than the control group. Additionally, students in the experimental group achieved higher academic performance in poetry analysis skills than those in the control group. Although both groups showed a general improvement in their cultural identity perception, no significant difference was found between them. These results support the potential of activity-based approaches in poetry education to increase student achievement and attitudes. Consequently, integrating such methods should be actively encouraged in future educational practices.

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Enhancing English Competences in Tanzania: Developing Activity-oriented Learning Materials in Poetry Lessons

Cited by 2 publications

References 0 publications

Status of teaching and learning descriptive writing in Zanzibar secondary schools: a case of Wete District

Status of teaching and learning descriptive writing in Zanzibar secondary schools: a case of Wete District

Fostering Cultural Awareness and Academic Engagement through Poetry Analysis in Kazakh Educational Contexts

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