Tanzanian EFL Teachers’ Perceptions and Attitudes towards Communicative Language Teaching (CLT): A Case Study of Secondary Schools in Morogoro Municipality, Tanzania

Ndulila, Emmanuel S.; Msuya, Erasmus Akiley

doi:10.20431/2347-3134.0509007

Cited by 5 publications

(5 citation statements)

References 3 publications

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“…Many people around the world, both teachers and learners, favor Communicative Language Teaching (CLT) for its focus on real-world communication and learner needs. This approach aligns well with goals of improving communicative competence, which scholars define as the ability to use a language, including foreign languages, both accurately and in a way that suits different situations (Akramy, Noori, Orfan, & Hashemi, 2022;Ndulila & Msuya, 2017;Sherwani & Kilic, 2017;Tootkaboni, 2019;Wong & Barrea-Marlys, 2012).Moreover, language users believed that CLT enabled them to learn English skills and functions in a more systematic way. Seeking a teaching approach that is more appropriate and learner-centered to communicative aims is CLT.…”

Section: Introductionmentioning

confidence: 69%

Attitudes of EFL learners towards communicative language teaching

Akramy,

Daqiq,

Orfan

2024

Am J Edu Learn

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The main purpose of this study is to investigate the attitudes of EFL students towards CLT in an Afghan EFL setting. Communicative Language Teaching (CLT), as a responsive teaching approach to the needs of learners, has been extensively recognized as a favorable approach for English as a Foreign Language (EFL) teachers and learners around the world. It also attempts to determine the effects of CLT activities on their motivation and CLT challenges based on their demographic profile. The data were collected from 201 English major undergraduate students from the Faculty of Language and Literature at Takhar University purposefully through a questionnaire that consists of 30 items. For answering the research questions, descriptive statistics, sample T-test, and a one-way ANOVA test were employed. The findings revealed that Afghan EFL students have positive attitudes towards CLT approach. The study also showed that the attitude of the students towards CLT is positive in terms of their gender. Moreover, there is no statistically significant difference among the group factors (age, first language, and English learning experience) of the participants.

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Section: Introductionmentioning

confidence: 69%

Attitudes of EFL learners towards communicative language teaching

Akramy,

Daqiq,

Orfan

2024

Am J Edu Learn

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“…This discrepancy between their perception and practice reinforces the notion that teachers often prioritize grammar over pragmatics when teaching language, despite claiming to understand the importance of pragmatics. This contradiction between belief and practice was also observed in a study by Ndulila & Msuya (2017), which examined Tanzanian EFL teachers' attitudes towards the Communicative Language Teaching (CLT) approach. The study found that, while teachers reported a positive attitude towards CLT, they did not implement it in their classrooms.…”

Section: The Serious Error Between Grammatical and Pragmaticsmentioning

confidence: 83%

Secondary School Teachers' Perceptions and Knowledge of Pragmatic Aspects in EFL Teaching in Tanzania

Selenya¹,

Mwisongo²

2023

JSEL

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Studies have shown that language teaching has been overly concerned with grammar while disregarding the importance of pragmatics. Despite this, the reasons behind this instructional approach have not been adequately investigated. Thus, this study aimed to investigate the knowledge and perceptions of English as a Foreign Language (EFL) teachers in Kinondoni Municipality, Tanzania, regarding the integration of pragmatics teaching into the classroom. A questionnaire was shared through Google Form and completed by thirty-six English language teachers from 8 secondary schools. Results revealed that the majority of teachers have a positive attitude towards the integration of pragmatics teaching and felt confident in their ability to incorporate it into their teaching, yet they have limited knowledge of pragmatics. These findings have implications for the quality of English language teaching and learning in the schools. The study recommends that more focus be given to the integration of pragmatics in the EFL teachers' education, as well as providing regular in-service training to English language teachers in Tanzania.

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“…Tanzania is a Kiswahili-speaking country with a generally weak written and spoken English skill even among the teaching fraternity [27]. In order to accurately capture the information, shared particularly by the Kiswahili language teachers, the researcher conducted an in-depth interview with the three Kiswahili teachers that participated in the survey.…”

Section: Data Collection Proceduresmentioning

confidence: 99%

Social injustice in learning of the second language among immigrant children in Finland: conventional narratives and perceptions

Ojwang

2021

Eureka: SH

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This is a comparative ethnographic research, comparing the primary school level migrant learners’ performance in the learning of the national language of the host countries in Finland and Tanzania. A response from nine teachers, drawn from Tanzanian International Schools, attended by expats’ children, was collected through structured interviews. Additionally, two In-Depth Interviews, targeting Tanzanian Swahili teachers at the international schools, was conducted using the narration approach. The study uses MAXQDA to comparatively analyze the findings of fourteen research articles on immigrant pupils’ learning challenges of the Finnish language as a second language in Finland, and gathered information from this study’s survey is used to analyze the use of Kiswahili as a second language in Tanzania. The research focuses on a comparative analysis of the learning and use of official languages of the host countries as second languages, used in facilitating learning among primary school learners. In Finland, the official language analyzed is Finnish, whereas in Tanzania, the official language analyzed is Kiswahili. The International schools in Tanzania offer Kiswahili lessons to all learners in primary school as guided by national education policy, whereas all public and international schools in Finland offer Finnish lessons for all learners under the education policy. The responses in both Finland and Tanzania are deconstructed qualitatively to illuminate the similarities and differences between European migrant learners and African migrant learners using a second language for learning, and to further deconstruct the nuanced epistemological injustice against minorities. The theories in this research are derived using the grounded theory approach.

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Tanzanian EFL Teachers’ Perceptions and Attitudes towards Communicative Language Teaching (CLT): A Case Study of Secondary Schools in Morogoro Municipality, Tanzania

Cited by 5 publications

References 3 publications

Attitudes of EFL learners towards communicative language teaching

Attitudes of EFL learners towards communicative language teaching

Secondary School Teachers' Perceptions and Knowledge of Pragmatic Aspects in EFL Teaching in Tanzania

Social injustice in learning of the second language among immigrant children in Finland: conventional narratives and perceptions

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