ERIC Number: EJ1085391
Record Type: Journal
Publication Date: 2013-Jul
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1694-609X
EISSN: N/A
Available Date: N/A
Students' Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania
Makewa, Lazarus Ndiku; Role, Elizabeth; Tuguta, Ellen
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, Interlanguage 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.
Descriptors: Foreign Countries, Teacher Motivation, Class Activities, Learning Activities, Student Attitudes, Teaching Methods, Second Language Learning, English (Second Language), Classroom Environment, Questionnaires, Anxiety, Linguistic Theory, Linguistic Input, Reliability, Language Proficiency, Qualitative Research, Interlanguage, Secondary School Students, Language Attitudes, Statistical Analysis
International Journal of Instruction. Usak University, College of Education, Ankara Izmir Yolu, 1 Eylul Kampusu, Usak, 64200, Turkey. Tel: +90-5357355455; e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
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
Grant or Contract Numbers: N/A
Author Affiliations: N/A