Teaching large classes interactively has always been posing great challenges to language teachers in many of the developing countries. This study sought to explore whether the blending of WhatsApp Social Networking Tool (WSNT) in English Second Language (L2) learning class would make the class more interactive. Specifically, the study investigated roles and extent to which WSNT helps in the improvement of English Proficiency. Further, it explored advantages and challenges of using the tool in L2 learning. The study was conducted at one university involving first year undergraduate students who were pursuing different programs, and English grammar course was a compulsory course to them. WSNT was blended in grammar course for a period of one semester. Thereafter, evaluation forms and WhatsApp discussion board were used in data collection. It was realised that the tool plays a great role to the largest extent in helping students learn English interactively and collaboratively. In respect to advantages and challenges, it was reflected that the benefits of blending WSNT in L2 classroom far outweigh the challenges. This implies that WSNT does much good than harm on student's L2 learning and development. The study concludes that WSNT can be fully utilised for education purposes. The government is therefore urged to provide loans to university students for online mobile learning tools as part of their special faculty requirements. Also, instructors are recommended to adapt the tool synchronously in their courses because the tool is effective at creating interactive learning environment.

English has been used as a medium of instruction in secondary schools and universities in Tanzanian. Pedagogical practice in these levels has however, continued to generate huge challenges in the education system. Considerable amount of time is wasted by students grappling with the language of instruction instead of learning their other subjects. In universities, Communication Skills (CS) course was introduced primarily to enable students apply the existing knowledge of English to particular skills in order to respond to specific academic communicative needs in their disciplines. But, students' existing knowledge of English at the moment of joining the university, is often so inadequate to have any meaningful application of such knowledge. This happens against the backdrop of a paradigm shift where communicative language teaching (CLT) has currently permeated pedagogical practice globally. In the current study, the researchers undertook to investigate how universities in Tanzania have been able to implement Communicative Language Teaching (CLT) approach in the teaching of Communication Skills Courses. Researchers used qualitative study design through interviews of students and staff, focus group interviews with staff, documentary analyses of CS courses, and classrooms Observations. The findings reveal that inadequacy of CS as competency based course, diversity of students in language abilities and disciplines, localization of teaching material, and instructors' authority working against students' autonomy have been compromising students' development of academic communication competence. The study recommends for a scrutiny of CS curricular to make them more competent based, specific and connected to communication rather than linguistic minutia.

English language and communications skills have undergo tremendous changes in the recent years globally. Increasingly, people realise that they need English language and communication skills not only in employment but also in full participation in social and political discourses, and Information and Communication Technology. Studies have shown that while learners have the motivation and innate ability to learn English, there is lack of requisite opportunities to learn and practice the language. This is because many English language learning proficiency programmes especially in Tanzania are unstructured and not tailored to learners' particular interests; this is in addition to using methodologies that emphasize on teaching about language instead of teaching language use. The current study therefore sought to explore the roles in which universities in Tanzania could play to address the rising market demand of English language proficiency programmes with the aim of providing outreach services and generate revenue. Face to face interviews, telephone conversations, focus group discussion, questionnaires, and documentary review were carried out during data collection. The findings show that the demand for English language proficiency programmes in Tanzania is strong. Similarly, the assessment of motivation and expectation indicates that availability of professional teachers and practical sessions, fair fee structure, and learners' passion for learning the language were key drivers behind attending the programme. This implies that English language proficiency is a potential niche market which Tanzanian universities could exploit to meet the rising language demands and at the same time generate the much required income.

The language of public space in Tanzania is increasingly reported to be dominated by English in the bottom-up signage for maintaining the higher status quo. At the same time, the utility of Kiswahili predominates for the top-down signposts that aim to pass information to the public quickly. While the literature shows the utility of Kiswahili is skewed towards the communication intended message, the COVID-19 situation expanded this utility in the public universities in the country. The expression of statements that select Kiswahili words is primarily associated with a warning (e.g., tafadhari nawa mikono 'please wash hands') and safety (Tujilinde 'Let us protect ourselves). Therefore, English words are not featured in the signposts, except for the statement produced by manufacturers of the handwashing machines. Apart from texts, visual pictures are provided in the COVID-19 signposts to reinforce the text message.