Strengthening English Learning in Language Transition Classes by Spiraling English Teachers’ Competences in Tanzania

Gabrieli, Prosper; Doroth, Elisa

doi:10.9734/arjass/2017/32271

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%

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%

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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“…Prosper and Doroth [49] also designed, implemented, and evaluated a school-based INSET, which aimed at strengthening English learning by increasing English teachers' competencies through the interpretation of short stories. The findings indicate that the training enabled English language teachers to improve their knowledge and pedagogical skills using short stories to teach competence-based lessons.…”

Section: Empirical Literature Reviewmentioning

confidence: 99%

The Impact of In-Service Education and Training on Teachers’ Learning: Perspectives from English Foreign Language Teachers in Tanzania

Msamba

Msuya

Anangisye

2023

Education Research International

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This study evaluates the impact of in-service education and training on Tanzanian foreign language teachers learning. The in-service training focused on equipping teachers with knowledge and skills in competency-based language teaching. The qualitative research approach and the Most Significant Change (MSC) technique were used to guide the research process. The data were collected from Manyara and Kilimanjaro Regions. Twenty-one respondents were purposely selected and interviewed in a one-to-one unstructured interview. Information from the interview was managed using ATLAS.ti and thematically analyzed using a thematic approach. The finding indicated that the in-service training effectively impacted teachers learning on subject knowledge, general knowledge, and pedagogical content knowledge relating to competency-based language teaching. Therefore, the Ministry of Education and Vocational Training and other education stakeholders need to sustain the knowledge gained to reflect it in English language teachers’ classroom practice by providing follow-up and support. Moreover, the discrepancy in some facets of knowledge gained and limited change stories related to the planning, teaching, and assessing grammar call for more in-service training so that teachers gain the correct information and appropriately teach and assess grammar by associating it with functional usage.

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Strengthening English Learning in Language Transition Classes by Spiraling English Teachers’ Competences in Tanzania

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

The Impact of In-Service Education and Training on Teachers’ Learning: Perspectives from English Foreign Language Teachers in Tanzania

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