Browsing by Author "Kamara, Renatus"

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    L1 Swahili scaffolding in learning EFL in the Tanzanian secondary school classroom
    (University of Dar es Salaam, 2020) Kamara, Renatus
    This study set out to examine first language (L1) Swahili scaffolding in learning English as a foreign language (EFL) in the Tanzanian secondary school classroom. Specifically, it sought to (i) identify the role of L1 Swahili scaffolding in EFL learning in the Tanzanian secondary school classroom, (ii) analyse the outcomes of L1 Swahili scaffolding in EFL learning in the Tanzanian secondary school classroom and (iii) determine learners’ perceptions on L1 Swahili scaffolding in EFL learning in the Tanzanian secondary school classroom. Also, the study adapted the Sociocultural Theory guide it. This study was a qualitative study and it used the case-study design since it involves explaining a specific phenomenon in its real-life context to understand it well. It was also conducted at Kagango Secondary School in Biharamulo District, Kagera Region. This study employed ten L1 Swahili-speaking learners of English from the school. Classroom observation, comprehensibility-writing tasks and semi-structured interviews were used to collect data from the participants. This study employed Sociocultural Theory to analyse the data. Findings show that the learners use Kiswahili and English to clarify the latter so that they could understand the content covered. The findings also show that the L1 enabled the learners to understand the texts. Besides, the learners participated more actively in the learning process when both languages were used than when only English was used. The findings of this study suggest that Tanzania needs to implement the use of both languages, especially to or by beginner and intermediate learners of English.
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    LI Swahili scaffolding in learning EFL in the Tanzania secondary school classroom
    (University of Dar es salaam, 2020) Kamara, Renatus
    The study set out to examine first language (LI) Swahili scaffolding in learning English as a foreign language (EFL) in the Tanzania secondary school classroom. Specifically, it sought to (i) identify the role of LI Swahili scaffolding in EFL learning in the Tanzanian secondary school classroom, (ii) analyse the outcomes of LI Swahili scaffolding in EFL learning in the Tanzanian secondary school classroom and (iii) determine learners’ perceptions on LI Swahili scaffolding in EFL learning in the Tanzanian secondary school classroom. Also, the study adapted in the sociocultural theory guide it. The study was a qualitative study and it used the case study design since it involves explaining a specific phenomenon in its real-life context to understand it well. It was also conducted at Kagonngo Secondary school in Biharamulo District, Kagera Region. This study employed ten LI Swahili-speaking learners of English from the school. Classroom observation, comprehensibility-writing tasks and semi-structured interviews were used to collect data from the participants. This study employed Sociocultural Theory to analyse the data. Findings show that the learners use Kiswahili and English to clarify the latter so that they could understand the content covered. The findings also show that the LI enabled the learners to understand the texts. Besides, the learners participated more actively in the learning process when both languages were used than when only English was used. The findings of this study suggest that Tanzania needs to implement the use of both languages, especially to or by beginner and intermediate learners of English.