Students’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania
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Tarih
2013
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
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.
Açıklama
Anahtar Kelimeler
Kaynak
International Journal of Instruction
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Makewa, L. N. , Role, E. & Tuguta, E. (2012). Students’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania . International Journal of Instruction , 6 (2) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5137/69999
