Aug 2026· Journal of Languages and Linguistics (JLL)· Vol 5, pp. 75-84· 0 citations
Abstract
This study examines how effective use of instructional media contributes to refining primary school pupils' English language proficiency in Wete District, Zanzibar, Tanzania. It explores how English teachers utilise instructional materials to meet learning objectives, focusing on primary levels where integrating pictures and real objects is essential for building vocabulary and communicative competence. A convergent mixed-methods design was employed, combining qualitative and quantitative data collection, presentation, and analysis, with results compared to conclude. The target population comprised primary school English teachers, teacher-college tutors, and subject inspectors. Systematic random sampling divided the district's 28 primary schools into seven groups of four, selecting the first and fourth school from each group, yielding 14 schools (50% of the total). The same technique was used to select teacher respondents, except where schools had too few English teachers, in which case purposive sampling was applied. Tutors and inspectors were purposively selected due to their limited numbers. Data were gathered through teacher interviews, non-participant observation of 14 English lessons, and interviews with tutors and inspectors. Findings show that pupils' active participation and interaction with instructional materials signalled improved language proficiency. Effective use of instructional media stimulated curiosity, engagement, and learner-centred activities, leading to measurable gains in proficiency. The study recommends regular in-service training for primary English teachers to strengthen their capacity to use instructional materials effectively as an integral part of quality teaching.
This paper aims to examine the key challenges that English language teachers face in their day-to-day preparation and selection of instructional media. The study identifies contributing factors that create these challenges as barriers to attaining the goals of communicative language teaching (CLT). The need to develop vocabulary knowledge and understanding of both form and meaning in language learning at the elementary level of education is among the reasons for choosing primary schools as the focus of this study. The study took place in Wete District, Zanzibar, where the target population included primary school English language teachers together with headteachers or representatives of school administrative staff. A qualitative research design was employed, using descriptive and explanatory forms of data collection, presentation, and discussion of findings. The study used purposive and convenience sampling techniques to select teacher respondents and headteachers from the target population, while their availability, consent, and cooperation were carefully considered. A total of thirty-two (32) English language teachers, comprising 19 males and 13 females from sixteen (16) primary schools, participated in the data collection process by consenting to complete the study questionnaires. Additionally, seven headteachers, comprising 5 females and 2 males, were purposively selected and interviewed, producing a total of 39 respondents who fully participated in the study. The findings revealed that multiple responsibilities among teachers, financial limitations, lack of classroom connectivity, limited teacher knowledge, large enrolled classes, teachers’ perceptions, low teacher motivation, lack of talents and intelligences, and low commitment among English language teachers are key challenges faced by primary school English language teachers in the preparation and selection of instructional media in the study area.
Rubeya Ali Salim· Asian Journal of Education a...· 0 citations
This study aims to describe English language teaching practices in elementary schools in Pacitan Regency, the challenges faced by teachers, and the methods applied in teaching and learning activities. This study employed a qualitative approach with a descriptive design. The research subjects consisted of four fifth-grade English teachers from four elementary schools selected using purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and were subsequently analyzed using Creswell’s interactive analysis model. The findings of this study indicate that English language teaching practices across the schools share similarities and differences in the selection of materials, media used, strategies, and implementation methods, all of which are tailored to the students’ characteristics and the school environment. Teachers still face challenges related to their own competencies, students’ English proficiency, classroom management, and limited educational facilities. To overcome these obstacles, teachers employ various strategies, particularly Communicative Language Teaching (CLT), Inquiry-Based Learning, and Total Physical Response (TPR), which are integrated with a variety of learning activities. This study confirms that success in teaching English is influenced by teachers’ ability to adapt teaching strategies to students’ needs and school conditions.
Nadilla Emma Elsadela Elsadela, Samsul Hadi, Chusna Apriyanti· The Journal Of English Teach...· 0 citations
This study explored the status of teaching and learning English reading comprehension skills in public primary schools in Tanzania, focusing on instructional approaches, teachers’ preparedness, and assessment practices. A mixed-methods case study design was employed. Data were collected from ten public primary schools in Morogoro Municipality. Participants included 10 English subject teachers who participated in semi-structured interviews, a cohort of 1,324 Standard Six pupils who completed reading comprehension tests, and a subset of 100 pupils who participated in focus group discussions (10 pupils per school). Qualitative data were analysed thematically following Braun and Clarke's six-phase process, while test scores were analysed using descriptive statistics (means, standard deviations) via SPSS version 25. Pupils demonstrated low reading comprehension ability, with mean test scores ranging from 3.56 to 4.15 out of 10 across all ten schools. No school achieved a mean score above 4.15, indicating consistently poor performance. Qualitative findings revealed three major thematic challenges: (1) persistent use of teacher-centred, passive instructional approaches with minimal pupil interaction; (2) limited teachers’ pedagogical preparedness and lack of regular in-service professional development opportunities; and (3) significant difficulties among teachers in designing and implementing effective reading comprehension assessments. Current instructional practices are insufficient for developing foundational reading comprehension skills among Tanzanian public primary pupils. Regular school-based in-service training focused on learner-centred strategies and authentic assessment design is urgently needed. The study contributes empirical evidence from a previously under-researched region to the growing literature on reading instruction in East African public primary schools.
The effectiveness of English Language teaching in Nigerian secondary schools is influenced not only by teacher competence but also by the school environment and availability of instructional materials. This study examined the influence of school physical environment and instructional resources on effective English Language instruction in secondary schools in Katsina State, Nigeria. Employing a descriptive correlational research design, the study involved a population of 2,556 English Language teachers across 255 public secondary schools, from which a sample of 333 teachers was selected using the Research Advisors (2006) table. Data were collected through a structured questionnaire and analyzed using descriptive statistics, including mean and standard deviation, and multiple regression analysis to determine the relationships between variables. Findings revealed that the school physical environment, including classroom space, ventilation, lighting, cleanliness, and overall school facilities, significantly enhances teachers’ instructional effectiveness and students’ engagement. Similarly, the availability of instructional materials such as textbooks, charts, audio-visual aids, and up-to-date teaching resources was found to positively influence lesson delivery and interactive teaching. Multiple regression analysis confirmed that both the physical environment (β = 0.412, p = 0.000) and instructional materials (β = 0.389, p = 0.000) significantly predict effective English Language teaching. These findings underscore the critical role of adequate school infrastructure and instructional resources in improving teaching outcomes. The study recommends that policymakers, school administrators, and community stakeholders prioritize the provision and maintenance of conducive learning environments and sufficient instructional materials to enhance the quality of English Language education in Katsina State.
Purpose: Teaching methods remain key to the effective implementation of inclusive education, as teachers select approaches based on learners’ needs and contextual demands. This study investigated frequently used teaching methods for enhancing pupils’ performance in English Language in the South West Region of Cameroon. The methods examined were Cooperative Learning (CL), Explicit Teaching (ET), and Communicative Language Teaching (CLT).
Methodology: The study adopted a quasi-experimental design using pre-test and post-test scores. Questionnaires and an observation checklist were used for data collection. A purposive sample of 132 pupils was drawn from two inclusive primary schools: Inclusive Government English Primary School (IGEPS) Muyuka and IGEPS Man-O-War Bay, Limbe 3. Sixty-six pupils constituted the experimental group and were taught using CL and ET, while 66 formed the control group and were taught using CLT. Data were analyzed using pupil t-test and z-test.
Findings: Post-test results showed higher mean scores among pupils exposed to CL and ET than those taught using CLT. At IGEPS Muyuka, the experimental group obtained a mean score of 14.25 compared with 8.63 for the control group, while at IGEPS Man-O-War Bay, the respective means were 14.76 and 10.90.
Unique Contribution to Theory, Policy and Practice: The study recommends strengthening teachers’ competencies in CL and ET to enhance instructional effectiveness. The study contributes to theory by providing empirical evidence on the complementary use of CL and ET in improving English Language learning outcomes. Practically, it identifies contextually relevant approaches for inclusive classrooms and provides evidence to inform teacher training, inclusive education policies, and instructional guidelines in Cameroon.
Fontem Bridget Atemlefac, Nkemngong Atemnkeng· Journal of Education and Pra...· 0 citations
This study explored teachers’ pedagogical practices for enhancing English speaking skills among selected upper primary learners in Paidha Town Council, Zombo District. The study was motivated by a lack of research on how teachers actually use speaking methods in poor rural schools. The study was guided by Social Cognitive Theory and the Communicative Language Teaching approach. A qualitative research design was used to obtain an in-depth understanding of classroom practices and teachers’ instructional experiences. Data were collected from two selected primary schools through semi-structured interviews, classroom observations, and document analysis. The participants included eight upper primary English language teachers and two headteachers. Of these, three teachers were chosen for fourteen lesson observations to allow for a closer and more detailed examination of daily classroom interactions. The findings show that, while teachers knew about communicative practices such as group discussions, role-plays, storytelling, dialogues, and question-and-answer activities, they struggled to use them effectively in actual lessons. The main pattern in the findings revealed that teachers knew the theory but failed to use it in practice. Instead of conducting authentic speaking tasks, lessons became simple, repetitive routines in which group work was often poorly structured, role-plays were mainly conducted through textbook reading, storytelling activities were frequently reduced to copying notes, and choral responses dominated many lessons. The study also found a gap between planned learner-centred activities and actual classroom delivery. These findings suggest that teachers require more practical support in planning, managing, and assessing speaking-focused activities. By showing these classroom challenges in rural schools, this study adds to existing knowledge by indicating that knowledge of teaching methods alone is insufficient to help pupils speak well if teachers lack practical support for their specific school environments. The study concludes that improving pupils’ English-speaking skills requires the consistent use of participatory classroom practices, constructive feedback, and targeted professional development for teachers.
Irene Afoyorwoth, Sekitto Ayoub, Josephine Bweyale· Journal of global research i...· 0 citations