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

Ndabakurane, Jesse Julius

dc.creator	Ndabakurane, Jesse Julius
dc.date	2021-02-11T17:15:43Z
dc.date	2021-02-11T17:15:43Z
dc.date	2020
dc.date.accessioned	2021-05-06T13:15:58Z
dc.date.available	2021-05-06T13:15:58Z
dc.identifier	Ndabakurane, 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.
dc.identifier	http://hdl.handle.net/20.500.12661/2768
dc.identifier.uri	http://hdl.handle.net/20.500.12661/2768
dc.description	Doctoral Thesis
dc.description	The 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.
dc.language	en
dc.publisher	The University of Dodoma
dc.subject	Tanzania
dc.subject	English language
dc.subject	Supportive material
dc.subject	Vocabulary
dc.subject	Secondary schools
dc.subject	Kagera
dc.subject	English teachers
dc.subject	Kiswahili
dc.subject	English-Kiswahili
dc.subject	Comprehension proficiencies
dc.subject	Vocabulary and reading comprehension
dc.subject	English learning
dc.subject	English language supportive material
dc.subject	ELSM
dc.title	Improving vocabulary and reading comprehension in English learning in Tanzania using English language supportive material (ELSM)
dc.type	Thesis