The COVID-19 pandemic has affected human life at different levels and is still a tremendous challenge for all sectors of life without exception to education. To cope with those COVID-19 effects in education, online teaching and learning was adopted. This study throws light on online learning situation in higher education in Rwanda. The study is geared by interpretivist approach. Data were collected in a series of online individual interviews and focus group discussions with twenty master students from different subjects offered by the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS). The gathered data were analysed thematically. The study revealed communication platforms, ICT infrastructures and software, and online resources as opportunities for online learning. Despite learners' willingness to play their part in online learning, the study further brought to light numerous challenges of learning mathematics and science such as absence of practical activities, inadequate support for structured exercises, few open resources and inadequate access to online resources. Limited internet connectivity, English proficiency coupled with insufficient collaboration among students and with facilitators were reported as limitation too. Since online mode of instruction was adopted for effective blended learning, its adjustment and adaptation are needed to grab the identified opportunities and cautiously address the identified challenges.

pandemic has slowed down progress in many sectors of human life worldwide and education has considerably been affected from pre-primary to tertiary levels. Coping with this pandemic resulted in the move to E-leaning from face -to-face teaching whereby a number of challenges are impeding the intended learning outcomes. In this study, Introduction to Literature in English is focused with specific interest in undergraduate students. While they should be taught Literature to be equipped not only with ethical values, critical thinking and analytical skills but also communication skills in English; online teaching challenges them hence jeopardizing the intended goal due to a number of factors such as limited or lack of ICT skills and resources which make online learning during the COVID-19 lockdowns not inclusive.

While English is an official language and holds a significant role in education not only as a medium of instruction but also a subject of study from primary to tertiary level in Rwandan education system, some students still stick on their mother tongue in academic environment and this impedes language education and quality education as a whole. Based on Communicative approach, this study explored students’ perceptions of using a second language in a mother tongue dominated environment. The study involved 36 Diploma students from language education combinations. Questionnaire was used for data collection. Analysis revealed that mother tongue environment affects second language use. It was recommended that efforts be made to practice and improve their English language for effective communication.

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The author’s goal to successfully impart a thought through fiction depends largely on the synergetic relationship between narrative techniques and other literary elements. This paper explores the synergic alliance between the authors’ choice of methods or literary devices to reveal the audience how characters and themes affecting them cannot be disconnected.  The study hinges on a qualitative document analysis involving Ngugi’s novel A Grain of Wheat. Discussion was guided by three study questions concerning the place that narrative techniques hold among the fictional generic elements; the use of dramatic irony in A Grain of Wheat; and what can be learnt from that situation. Analysis revealed that dramatic irony is used in that novel to show the reader that people could be cautious to decide on heroes and traitors before the story conflict resolution. It was also confirmed that the interface between elements of literature cannot be doubted.

This study reports on students' interest in English for Specific Purposes (ESP) and challenges impeding their effective learning. The study is anchored on Richards' Communicative Language teaching theory (CLT) framed on principles of language teaching and learning. Both qualitative and quantitative approaches were used. A four Likert Scale questionnaire was used to gather information from fortyfive respondents determined basing on Morgan and Krejcie's approach. Analysis revealed that despite that majority of students are interested in English for Specific purposes, factors such as fear of practice, few or lack of appropriate facilities, class size affect teaching and learning . It was recommended that the three parts concerned with the teaching and learning play their parts to grapple with these challenges.

In Rwanda, Literature in English is taught in higher education to enable University leavers not only be equipped with ethical values, critical thinking and analytical skills but also communication skills in English; a global language which has become a multipurpose communication tool especially in this century geared by information Technology in many if not all life domains. From Pre-primary to tertiary levels of education, English has been emphasised in Rwanda to enable its citizens be acquainted with it and be proficient in it so that they can communicate without many difficulties and integrate with the globalisation. While efforts have been made at all education levels, the English language proficiency issue is still rampant. At tertiary level, crosscutting courses such as EAP (English for Academic Purposes) and ESP (English for Specific Purposes) have been emphasised but they are not enough for students to be well equipped with enough communication skills in English. Subjects such as literature in English should complement the two subjects for learners to improve and enhance that language. This study aims to exploring the role that literary genres hold in that process. The researcher builds on the belief that literary genres can be used to enhance language communication skills, critical thinking and creativity in language learning as they expose learners to contexts that can enable them to use language in describing various things and situations, hence developi ng their communication competences. The study bears qualitative analysis and involved year two students enrolled in English and Literature Education discipline with particular interest in how their language has improved each through literary genres. It was found that most of the students underwent increase of language proficiency at various level each in the four language skills namely listening, speaking, writing and reading.

The aim of this paper was to throw light on group assignments in literary subjects as a means to enhance communication skills with particular interest in undergraduate one students who have learnt "Introduction to Literature in English". The study involved Cusoe Joe's Taxonomy of Specific Cooperativelearning Structure which can be applied in different contexts for distinctive purposes. Four research questions guided this study such as (1) How are students interested in group assignments? (2) To what extent do group works in Literature in English engage learners ( 3) what are the challenges that impede effective group works and (4) how can these challenges be addressed? The researchers used both qualitative and quatitative analysis of data generated from 58 respondents selected basing on Morgan and Krejcie's sample size determination. Analysis of findings revealed that majority of students are very much interested in group assignments in Literature in English because they enhance communication skills through interaction. However, factors such as mixed combinations coupled with fear of practice and little English communication skills militate against the effective collaborative works. It was recommended that the twio parts concerned with the teaching and learning play their parts each to grapple with these challenges.