Improving vocabulary and reading comprehension in English learning in Tanzania using English language supportive material (ELSM)

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dc.contributor.authorNdabakurane, Jesse Julius
dc.date.accessioned2021-02-11T17:15:43Z
dc.date.available2021-02-11T17:15:43Z
dc.date.issued2020
dc.descriptionDoctoral Thesisen_US
dc.description.abstractThe study aimed to design and develop English Language Supportive Material (ELSM) to improve students’ vocabulary and reading comprehension proficiencies. It therefore addressed the problem of low level of proficiency in vocabulary and reading comprehension among students in secondary schools in Tanzania. This study was conducted in Kagera Region and involved Community Secondary Schools. It was conducted in 11 schools and recruited 414 Form II students and 11 English teachers during preliminary investigation. Similarly, it was conducted in 4 schools and involved 144 Form II students and 4 English teachers who were purposively and randomly selected during the implementation and evaluation of ELSM. Design Based Research (DBR) approach was adopted in developing ELSM. Five topics were designed and prototyped in two successive iterations. The study used qualitative and quantitative methods in generating data. The data were collected using self administered questionnaire, interview, Focus Group Discussion, attitude test, achievement tests, and classroom observation. The findings revealed that using Kiswahili in teaching and learning English was realistic. Most students were capable of learning and using more English vocabulary in interaction. They were also capable of comprehending texts with the presence of English-Kiswahili translations. Paired sample-t test of comparing pre-test and post-test mean scores of students who sat for both pre-test and post-test for reading comprehension proved significant increase in mean score for four schools (t-value=15.28, p<0.0001). Based on the study findings, it can be concluded that ELSM has significant potential in improving the students’ vocabulary and reading comprehension proficiencies. Towards curriculum reform in recognition of the role of students’ familiar language as a facilitator or resource, the findings of the current study reveal that Kiswahili is useful in English teaching and learning in Tanzania. The study recommends that the government, through the Ministry of Education, Science and Technology, should review the current curriculum to accommodate Kiswahili as a resource in teaching and learning English.en_US
dc.identifier.citationNdabakurane, J. J. (2020). Improving vocabulary and reading comprehension in English learning in Tanzania using English language supportive material (ELSM), (Doctoral Thesis), The University of Dodoma, Dodoma.en_US
dc.identifier.urihttp://hdl.handle.net/20.500.12661/2768
dc.language.isoenen_US
dc.publisherThe University of Dodomaen_US
dc.subjectTanzaniaen_US
dc.subjectEnglish languageen_US
dc.subjectSupportive materialen_US
dc.subjectVocabularyen_US
dc.subjectSecondary schoolsen_US
dc.subjectKageraen_US
dc.subjectEnglish teachersen_US
dc.subjectKiswahilien_US
dc.subjectEnglish-Kiswahilien_US
dc.subjectComprehension proficienciesen_US
dc.subjectVocabulary and reading comprehensionen_US
dc.subjectEnglish learningen_US
dc.subjectEnglish language supportive materialen_US
dc.subjectELSMen_US
dc.titleImproving vocabulary and reading comprehension in English learning in Tanzania using English language supportive material (ELSM)en_US
dc.typeThesisen_US
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