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In many countries, including Tanzania, Communication Skills (CSs) courses have been
taught for many years so as to help students improve their ability to communicate in
English while doing academic activities at college/university. However, research shows
that, in such countries, the courses do not bear the expected results. Therefore, this study
sought to assess the contribution of CSs teaching methods and learning strategies to
improving students’ CSs in four universities in Tanzania. Specifically, the study
analysed methods and strategies used in CSs teaching and learning. Secondly, it sought
to find out the relationship existing between the teaching methods and learning
strategies. Finally, it evaluated the effectiveness of the methods, strategies and the
courses in upgrading tertiary students’ CSs. The study used a mixed methods design and
involved 596 participants sampled through purposive and random procedures from
Sokoine University of Agriculture (SUA), University of Dar es Salaam (UDSM),
Mwenge Catholic University (MWECAU) and University of Iringa (Uol). The data were
collected using questionnaires, interviews, Focus Group Discussions (FGDs),
documentary review, observation and a test. They were then treated quantitatively using
SPSS version 21 computer software to obtain descriptive statistics, and qualitatively to
obtain themes/categories relating to the study.
The findings ofthe study show that CSs instructors use multiple and varied methods and
tools in teaching, but questions and answers, web browsing and library research are
regarded as the most appropriate/ejfective in enhancing students’ CSs. It has been
revealed that students also use multiple strategies in studying the CSs courses, but group
discussions, the Google search engine and listening to English conversations are
regarded as very appropriate/effective strategies. Furthermore, it has been indicated that
there is a statistically significant relationship between instructors’ teaching methods and
students’ preferred CSs courses learning strategies (p= 0.000 < 0.05). The realised
balance/matching between the teaching methods and learning strategies is important so
as to have a supportive classroom teaching-learning environment. Concerning the
effectiveness of the variables related to the teaching and learning process such as the
context aspects, inputs and the product, it has been realised that they are effective, but
not very effective because of the negative factors prevailing during the conduct of the
courses such as large-class size, instructors’ heavy teaching load, low students’
autonomous learning and motivation, together with low English Language Proficiency
(ELP), to mention a few. The study concludes that the ineffectiveness ofthe CSs courses
in producing desired results in upgrading students’ CSs is mainly attributed to the
negative factors which prevail in the conduct of the courses. Therefore, instructors are
urged to spend some time studying the incoming students, particularly with respect to
how they leam/behave during the learning process to accommodate students’ learning
differences, difficulties and preferences when selecting teaching methods. Furthermore,
establishing a strict filtering mechanism so as to improve students’ CSs, as proposed by
Rugemalira (2017), is a good option. However, the mechanism can filter all applicants,
since literature shows that at entry point the majority of them have weak ELP. Thus,
what we need to do in the meantime is blending formally modem mobile technologies
with the CSs teaching and learning methods, since they help to increase student’s
interaction, interest, creativity, engagement and collaborative learning environment,
which all are low /lacking in our current high-class size classrooms |
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