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ERIC Number: ED544061
Record Type: Non-Journal
Publication Date: 2013-Jul
Pages: 18
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-1694-609X
Students' Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania
Makewa, Lazarus Ndiku; Role, Elizabeth; Tuguta, Ellen
Online Submission, International Journal of Instruction v6 n2 p35-52 Jul 2013
This paper looked at students' perceived level of English proficiency among Dodoma secondary schools in Tanzania. Factors like attitude, anxiety, classroom activities, motivation, and learning resources were considered as influencing English learning. The study was guided by three theories: Input Hypothesis, Inter-language and Vygotsky's theory of value. Correlation design was used to describe the association between the student and teacher-related factors and students' perceived level of English proficiency. Purposive sampling was used to select 300 form three students. Questionnaires were used to collect data from the participants. Reliability of the research instrument was determined by conducting a pilot study. Pearson Descriptive statistics and Kendall's Tau-b were used to analyze the data. The study revealed that the students' perceived level of proficiency in spoken English was average. The findings indicated a significant positive correlation between perceived English proficiency and attitude toward the English language, classroom activities, teacher motivation, and classroom environment. It is suggested that further studies integrate qualitative research methods to the research design in order to get an in-depth understanding of students' perception on English proficiency. (Contains 9 tables.)
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tanzania