Students’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania

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dc.contributor.authorMAKEWA, Lazarus Ndiku
dc.contributor.authorROLE, Elizabeth
dc.contributor.authorTUGUTA, Ellen
dc.date.accessioned2022-03-22T09:35:08Z
dc.date.available2022-03-22T09:35:08Z
dc.date.issued2013
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThis 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.en_US
dc.identifier.citationMakewa, 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/5137/69999en_US
dc.identifier.urihttps://hdl.handle.net/11616/56903
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Instructionen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titleStudents’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzaniaen_US
dc.typeArticleen_US

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