Browsing by Author "Emmanuel, Nanai"

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    Instructional methods in teaching of speaking skills in English language in advanced level secondary education in Ilala Municipality
    (University of Dar es salaam, 2019) Emmanuel, Nanai
    This study examined instructional methods in the teaching of speaking skills in English language in advanced-level secondary education in Ilala Municipality. The study sought to achieve three objectives: To explore English subject teachers' perception on the teaching of speaking skills in English language in advanced-level secondary education, examine teachers' instructional practices in the teaching of speaking skills in English language in advanced-level secondary education and to explore the challenges facing the teaching of speaking skills in English language in advanced-level secondary education. The study employed qualitative research approach and a case study design. Purposive sampling was used to select three public advanced-level secondary Schools and 62 participants were involved in the study including three heads of school, three academic masters/mistress, eight English subject teachers and 48 form six students. The data collected through interview, observation, documentary review and focus group discussion methods were subjected to thematic analysis. The findings of the study revealed that English subject teachers had different perception towards the teaching of speaking skills. Four out of eight teachers perceived the teaching of speaking skills as essential in teaching and learning while other four out of eight teachers perceived the teaching of speaking skills as a most difficult component in language teaching. Moreover, the findings revealed that discussion and presentation as well as questions and answers are the most common instructional practices in the teaching of speaking skills. Furthermore findings revealed challenges facing the teaching of speaking skills such as limited authentic teaching and learning materials, limited regular in-service training for English subject teachers and limited supportive environment towards speaking of English language. Similarly low students' self-motivation and commitment towards speaking English language ad well as limited oral assessment. The study concluded that English subject teachers' perception may influence the teaching process of developing speaking ability of learners. The manner in which discussion and presentation vas well as questions and answers activity were conducted may not render students opportunities to practice speaking English language to communicate. Teaching of speaking skills so as to develop students' ability to communicate using English language becomes less affective due to challenges facing the teaching of speaking skills. The study recommends that in order to improve the teaching of speaking skills, there should be ongoing provision of in-service training for English subject teachers to equip them with knowledge and skills to teach speaking skills. In addition English