Özet:
This paper looked at students’ perceived level of English proficiency among
Dodoma secondary schools in Tanzania. Factors like attitude, anxiety, classroom
activities, motivation, and learning resources were considered as influencing
English learning. The study was guided by three theories: Input Hypothesis, Interlanguage and Vygotsky’s theory of value. Correlation design was used to describe
the association between the student and teacher-related factors and students’
perceived level of English proficiency. Purposive sampling was used to select 300
form three students. Questionnaires were used to collect data from the
participants. Reliability of the research instrument was determined by conducting
a pilot study. Pearson Descriptive statistics and Kendall’s Tau-b were used to
analyze the data. The study revealed that the students’ perceived level of
proficiency in spoken English was average. The findings indicated a significant
positive correlation between perceived English proficiency and attitude toward the
English language, classroom activities, teacher motivation, and classroom
environment. It is suggested that further studies integrate qualitative research
methods to the research design in order to get an in-depth understanding of
students’ perception on English proficiency.
