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    The effectiveness of communicative language teaching to A-level English language learners
    (The University of Dodoma, 2012) Madata, Wilfred
    This study aimed at investigating the effectiveness of Communicative Language Teaching to A-level English language learners. The study was conducted in two areas which are Mbeya and Dodoma. A-level English language teachers and learners, heads of schools and English language school inspectors were involved in this study. The English language curriculum developers were also one of the informants involved in the study. The instruments used in data collection were interview, observation and documentary analysis. This study was guided by three questions: The first question aimed at exploring the factors which impact on the effective application of communicative approach. The second one was planned to scrutinize how the features and principles of CLT adhered to by teachers in A-level English Language Teaching. The last question was projected to find out the teachers‟ and other stakeholders' opinions for improving the state of ELT in Tanzania. The findings have shown that in many schools there is minimal application of features of communicative approach. For example, the use of communicative activities and authentic materials in classroom teaching are not frequently applied by English language teachers. A number of challenges have been observed towards unsuccessful application of communicative approach. These challenges include lack of in-service training for English language teachers, large classes, teachers‟ heavy workload, lack of resources and equipment for application of CLT, and mismatch between English language curriculum and the type of English language examination given by NECTA. The concerned bodies in Tanzania have been advised by stakeholders of English language to eradicate these challenges for better results in the implementation of communicative language teaching in Tanzania.