Exploring Teaching Practices for Developing Paragraph Writing Skills in English as a Foreign Language through a Competence-Based Approach in Tanzania's Secondary Schools
Saved in:
| Title: | Exploring Teaching Practices for Developing Paragraph Writing Skills in English as a Foreign Language through a Competence-Based Approach in Tanzania's Secondary Schools |
|---|---|
| Language: | English |
| Authors: | Devotha Msuya, Jafari Abdala |
| Source: | Discover Education. 2025 4. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, English (Second Language), Second Language Learning, Secondary School Students, Paragraph Composition, Writing Skills, Competency Based Education, Educational Practices, Teaching Methods, Educational Strategies, Language of Instruction, Secondary School Teachers, Teacher Attitudes, Student Attitudes |
| Geographic Terms: | Tanzania |
| DOI: | 10.1007/s44217-025-00478-7 |
| ISSN: | 2731-5525 |
| Abstract: | This study investigated teachers' classroom practices in teaching English writing skills through competence-based language teaching among secondary students in the Mtama district. It aimed to identify teachers' instructional strategies and explore the challenges faced in ordinary-level classrooms. Employing a qualitative case study design, the research involved 32 participants and collected data through classroom observations, interviews, and focus group discussions. Data were analysed through thematic analysis. The findings revealed that teachers employed various instructional strategies, including dictation, demonstrations, question-and-answer sessions, discussions, and oral presentations. However, several challenges hindered the effectiveness of teaching English writing skills, such as insufficient teaching materials, unpreparedness among teachers, students' poor English background, inadequate time for writing practice, and lack of commitment. The study concludes that these obstacles significantly affect students' ability to achieve writing skills. It recommends the use of communicative instructional strategies to ensure active student engagement and the provision of sufficient textbooks in secondary schools. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1467309 |
| Database: | ERIC |
| Abstract: | This study investigated teachers' classroom practices in teaching English writing skills through competence-based language teaching among secondary students in the Mtama district. It aimed to identify teachers' instructional strategies and explore the challenges faced in ordinary-level classrooms. Employing a qualitative case study design, the research involved 32 participants and collected data through classroom observations, interviews, and focus group discussions. Data were analysed through thematic analysis. The findings revealed that teachers employed various instructional strategies, including dictation, demonstrations, question-and-answer sessions, discussions, and oral presentations. However, several challenges hindered the effectiveness of teaching English writing skills, such as insufficient teaching materials, unpreparedness among teachers, students' poor English background, inadequate time for writing practice, and lack of commitment. The study concludes that these obstacles significantly affect students' ability to achieve writing skills. It recommends the use of communicative instructional strategies to ensure active student engagement and the provision of sufficient textbooks in secondary schools. |
|---|---|
| ISSN: | 2731-5525 |
| DOI: | 10.1007/s44217-025-00478-7 |
