Comparison between students’ academic performance and their abilities in written English language skills: A Tanzanian perspective

Komba, S. C.; Kafanabo, E. J.; Njabili, A. F.

dc.creator	Komba, S. C.
dc.creator	Kafanabo, E. J.
dc.creator	Njabili, A. F.
dc.date	2016-12-28T08:52:56Z
dc.date	2016-12-28T08:52:56Z
dc.date	2012
dc.date.accessioned	2022-10-25T08:51:41Z
dc.date.available	2022-10-25T08:51:41Z
dc.identifier	2168-8662
dc.identifier	https://www.suaire.sua.ac.tz/handle/123456789/1150
dc.identifier.uri	http://hdl.handle.net/123456789/91650
dc.description	International Journal of Development and Sustainability, 2012; 1 (2): 305-325
dc.description	This article is based on the study which sought to compare between the students’ academic performance and their abilities in written English Language Skills. The study was conducted at the Sokoine University of Agriculture (SUA), Tanzania. The respondents were 358 finalists from six degree programmes selected randomly out of the 20 degree programmes at the university. The findings indicated that there was a statistically significant positive relationship between the students’ abilities in the English Writing Skills Test (EWST) and their University GPAs (r=314, p< 0.01). However, the content analysis of the EWST essays showed that the students had serious problems in spelling, using appropriate forms of adjectives, punctuation marks, simple present tense, recognizing passive voice and using relative pronouns and prepositions.
dc.format	application/pdf
dc.language	en
dc.subject	Academic performance
dc.subject	Language skills
dc.subject	English language
dc.subject	Tanzanian perspective
dc.title	Comparison between students’ academic performance and their abilities in written English language skills: A Tanzanian perspective
dc.type	Article