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

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dc.creatorKomba, S. C.
dc.creatorKafanabo, E. J.
dc.creatorNjabili, A. F.
dc.date2016-12-28T08:52:56Z
dc.date2016-12-28T08:52:56Z
dc.date2012
dc.date.accessioned2022-10-25T08:51:41Z
dc.date.available2022-10-25T08:51:41Z
dc.descriptionInternational Journal of Development and Sustainability, 2012; 1 (2): 305-325
dc.descriptionThis 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.formatapplication/pdf
dc.identifier2168-8662
dc.identifierhttps://www.suaire.sua.ac.tz/handle/123456789/1150
dc.identifier.urihttp://hdl.handle.net/123456789/91650
dc.languageen
dc.subjectAcademic performance
dc.subjectLanguage skills
dc.subjectEnglish language
dc.subjectTanzanian perspective
dc.titleComparison between students’ academic performance and their abilities in written English language skills: A Tanzanian perspective
dc.typeArticle

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