BibTex RIS Kaynak Göster

Students’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania

Yıl 2013, Cilt: 6 Sayı: 2, - , 01.12.2012

Lazarus Ndiku Makewa Elizabeth Role Ellen Tuguta

Öz

This paper looked at students’ perceived level of English proficiency among Dodoma secondary schools in Tanzania. Factors like attitude, anxiety, classroom activities, motivation, and learning resources were considered as influencing English learning. The study was guided by three theories: Input Hypothesis, Inter- language andVygotsky’s theory of value. Correlation design was used to describe the association between the student and teacher-related factors and students’ perceived level of English proficiency. Purposive sampling was used to select 300 form three students. Questionnaires were used to collect data from the participants. Reliability of the research instrument was determined by conducting a pilot study. Pearson Descriptive statistics and Kendall’s Tau-b were used to analyze the data. The study revealed that the students’ perceived level of proficiency in spoken English was average. The findings indicated a significant positive correlation between perceived English proficiency and attitude toward the English language, classroom activities, teacher motivation, and classroom environment. It is suggested that further studies integrate qualitative research methods to the research design in order to get an in-depth understanding of students’ perception on English proficiency

Anahtar Kelimeler

Proficiency English Perception Level Dodoma Tanzania

Kaynakça

  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
  • Ames, C. (1990) Motivation: What teachers need to know. Teachers College Record, 91, 4094
  • Ary, D. (2002). Introduction to research in Education. London: Held Rinehart and Winstorn.
  • Bernat, E. and Gvozdenko, I. (2005) ‘Beliefs about language learning: Current knowledge, pedagogical implications, and new research directions’, TESL EJ, Vol.9, No.1, (2005), pp.1-21.
  • Biggs, J. B., & Telfer, R. (1987). The process of learning (2nd ed.). Sydney, Australia: Prentice Hall.
  • Brighhouse, T. (1999). How to improve your school. New York: Routledge and Falmer.
  • Brown, R. A. (2003). Self attribution for achievement outcomes among Japanese college students. Manuscript Submitted for Publication.
  • Chance, P., & Chance, E. (2002). Introduction to Educational leadership and organizational behavior: Theory into Practice. USA: Eye on Education.
  • Chastain, C. (1975). Reference and Context. In Gunderson, K. (ed). Language, Mind and Knowledge. Minnesota Studies in the Philosophy of Science, 7, 194-269.
  • Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44, 417– 448.
  • Csizer, K. and Dornyei, Z. (2005) The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89, i, 19
  • Davydov, V. & Kerr, S. (1995). The Influence of L. S. Vygotsky on Education Theory, Research, and Practice. Educational Researcher 24 (3). 18.
  • Deci, E.L., Vallerand, R.J., Pelletier, L.G. and Ryan, R.M. (1991). Motivation in education: The self-determination perspective. Educational Psychologist, 26, 325- 346.
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273–284.
  • Dörnyei, Z. (1997). Psychological process in cooperative language learning: Group dynamics and motivation. Modern Language Journal, 81(4), 482-493.
  • Dörnyei, Z & Murphey, T. (2003). Group dynamics in the classroom, Cambridge: Cambridge University Press.
  • Elaine, P. (1992). Effect of language anxiety on students. Michigan: West Michigan University.
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
  • Gardner, R. C, & MacInyre, P. D. (1991). An instrumental motivation in language study; Studies in second language acquisition. ELT Journal, 13, 57-72.
  • Gardner, R., & M acIntyre, P. On the measurement of affective variables in Anxiety. Englewood Cliffs, NJ: Prentice Hall. (1993).
  • Gardner, R. C., Day, J. B., & MacIntyre, P. D. (1992). Integrative motivation, induced anxiety, and language learning in a controlled environment. Studies in Second Language Acquisition, 14, 197–242.
  • Gardner, R. C., Tremblay, P. F., & Masgoret, A.-M. (1997). Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, 81, 344–362.
  • Gay, L.R., Mills, G., & Airasian (2006). Educational research. New Jesey: Upper Saddle River.
  • Greene, B.A., Miller, R.B., Crowson, M., Duke, B.L., & Akey L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462-482.
  • Hamilton, R. & Ghatala, E. (1994). Learning and Instruction .New York: McGraw-Hill. Jack C. 19 The teacher as self-observer. In Jack C. Richards, The Language Teaching Matrix. New York:Cambridge University Press (pp. 118-143)
  • Kinigi, M. (2002). The dynamics of language use in Tanzania. Dar-es-Salaam: Medium primary school. Dar-es-Salaam: Tanzania
  • Klausmeier, J. H. (1985). Educational psychology (5 th Ed.). New York: New York.
  • Kleinmann, H. H. (1977). Avoidance in adult second language acquition. Language Learning, 22, 93-107
  • Komente, B. S. (1995). The problem of integrating English language teaching strategies and the learning process in Tanzania secondary school classrooms. Unpublished thesis, Masters of Arts, University of Dar-es-Salaam, Dar –es-Salaam, Tanzania.
  • Krashen, S. (1995). The input hypothesis. New York: Longman.
  • Lambert, W. E. (1974). Culture and language as factors in learning and education. In F. E. Aboud & R. D. Meade (Eds.), Cultural factors in learning and education (pp. 91–122). Bellingham, WA: Fifth Western Washington Symposium on Learning.
  • MacIntyre, P. D, & Gardner, R. C. (1999). Conceptualizing willingness to communicate in L2: a situational model of L2 confidence and affiliation. The Modern Language Journal, 82, 545-562.
  • Maclntyre, P.D., Noels, K. A., & Clement, R. (1997). Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47 (2), 265-287.
  • Ministry of Education and Vocational Training, Tanzania (2009).
  • Müller, F.H. & Louw, J. (2004). Learning environment, motivation and interest: Perspectives on self-determination theory. South African Journal of Psychology,34, 169-190.
  • Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78, 12–28.
  • Palacios, L,M. (1998). Foreign language anxiety and classroom environment: A study of Spanish university students. Unpublished doctoral dissertation. The University of Texas, Austin.
  • Qin, X. & Wen, Q. (2002). Feiyingyu zhuanye daxuesheng xuexi dongji de neizai jiegou (The internal structure of non-English majors’ English-learning motivation). Waiyu Jiaoxue yu Yanjiu, (1), 51–58.
  • Rubagumya, C. (2003). English medium in primary schools in Tanzania: Language of Instruction in Tanzania and South Africa. Dar-es-Salaam: E&D Limited.
  • Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28 (1), 129-141.
  • Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10, 201-231.
  • Spielmann, G., & Radnotsky, M. (2001). Learning language under tension. Modern Language Journal, 85, 259-278.
  • Spitalli, E.J. The relationship between foreign language anxiety and attitudes toward multiculturalism in high-school students. Unpublished master's thesis, Benedictine University, Lisle, IL. (2000)
  • Starks, D. and Paltridge, B. (1994). ‘Varieties of English and the EFL Classroom: A New Zealand study’. The TESOLANZ Journal, 2, 69-77.
  • Stefanou, C., Perencevich, K.C., DiCintio, M., & Turner, J.C. (2004). Supporting autonomy in the classroom: Ways teaches encourage student decision making and ownership. Educational Psychologist, 39, 97-110.
  • Taylor, A. (2007). How the brain learns best. The Journal of Adventist Education, 70(2), 3
  • Tremblay, P. F., & Gardner, R. C. (1995). Expanding the motivation construct in language learning. Modern Language Journal, 79, 505–518.
  • Trylong, V.L. (1987). Aptitude, attitudes, and anxiety: A study of their relationships to achievement in the foreign language classroom Unpublished doctoral dissertation, Purdue University, West Lafayette, Inc.
  • Ur, P. (2003). A Course in English teaching. London: Cambridge University.
  • Waithaka, J. M. (1987). A Handbook for teachers of English in secondary schools in Kenya. Kenya Institute of Education: Jomo Kenyatta Foundation.
  • Weil, M. (1996). Models of teaching (5 th Ed). Boston: Allyn & Bacon.
  • Wen, Q. (2001). Yingyu xuexizhe dongji, guannian, celue de bianhua guilu yu tedian (Developmental patterns in motivation, beliefs and strategies of English learners in China). Waiyu Jiaoxue yu Yanjiu, 2001(2), 105–110.
  • Wen, Q., & Wang, H. (1996). Xuexizhe yinsu yu daxue yingyu siji kaoshi chengji de guanxi. (Relationship between learner factors and College English Band 4 examination results). Waiyu Jiaoxue yu Yanjiu, 1996(4), 33–39.
  • Wenden, A.L. (1991). Learner strategies for learner autonomy. London: Prentice Hall.
  • Wenger, E. (2006). Communities of practice: An introduction. Retrieved January 6, 2013 from http://www.ewenger.com/tech
  • William, D. (2008). Changing Classroom practices in Educational Leadership. Journal of Association for Supervision and Curriculum Development, 65(4), 36-42
  • Wolf, P. (2001). Brain matters, translating research into classroom practice. Virginal: Hunter Hollingsworth.
  • Wu, Y., Liu, R., & Jeffrey, P. (1993). Zhongguo yingyu benke xuesheng suzhi diaocha baogao (Learner factors and language learning achievement: A survey). Waiyu Jiaoxue yu Yanjiu, 1993(1), 36–46.
  • Zhou, Y. (1996). Social-psychological factors and language learning. In G. Xu (Ed.), ELT in China 1992 (pp. 49–83). Beijing, People’s Republic of China: Foreign Language Teaching and Research Press.

Students’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania

Yıl 2013, Cilt: 6 Sayı: 2, - , 01.12.2012

Lazarus Ndiku Makewa Elizabeth Role Ellen Tuguta

Öz

-

Anahtar Kelimeler

-

Kaynakça

  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
  • Ames, C. (1990) Motivation: What teachers need to know. Teachers College Record, 91, 4094
  • Ary, D. (2002). Introduction to research in Education. London: Held Rinehart and Winstorn.
  • Bernat, E. and Gvozdenko, I. (2005) ‘Beliefs about language learning: Current knowledge, pedagogical implications, and new research directions’, TESL EJ, Vol.9, No.1, (2005), pp.1-21.
  • Biggs, J. B., & Telfer, R. (1987). The process of learning (2nd ed.). Sydney, Australia: Prentice Hall.
  • Brighhouse, T. (1999). How to improve your school. New York: Routledge and Falmer.
  • Brown, R. A. (2003). Self attribution for achievement outcomes among Japanese college students. Manuscript Submitted for Publication.
  • Chance, P., & Chance, E. (2002). Introduction to Educational leadership and organizational behavior: Theory into Practice. USA: Eye on Education.
  • Chastain, C. (1975). Reference and Context. In Gunderson, K. (ed). Language, Mind and Knowledge. Minnesota Studies in the Philosophy of Science, 7, 194-269.
  • Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44, 417– 448.
  • Csizer, K. and Dornyei, Z. (2005) The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89, i, 19
  • Davydov, V. & Kerr, S. (1995). The Influence of L. S. Vygotsky on Education Theory, Research, and Practice. Educational Researcher 24 (3). 18.
  • Deci, E.L., Vallerand, R.J., Pelletier, L.G. and Ryan, R.M. (1991). Motivation in education: The self-determination perspective. Educational Psychologist, 26, 325- 346.
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273–284.
  • Dörnyei, Z. (1997). Psychological process in cooperative language learning: Group dynamics and motivation. Modern Language Journal, 81(4), 482-493.
  • Dörnyei, Z & Murphey, T. (2003). Group dynamics in the classroom, Cambridge: Cambridge University Press.
  • Elaine, P. (1992). Effect of language anxiety on students. Michigan: West Michigan University.
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
  • Gardner, R. C, & MacInyre, P. D. (1991). An instrumental motivation in language study; Studies in second language acquisition. ELT Journal, 13, 57-72.
  • Gardner, R., & M acIntyre, P. On the measurement of affective variables in Anxiety. Englewood Cliffs, NJ: Prentice Hall. (1993).
  • Gardner, R. C., Day, J. B., & MacIntyre, P. D. (1992). Integrative motivation, induced anxiety, and language learning in a controlled environment. Studies in Second Language Acquisition, 14, 197–242.
  • Gardner, R. C., Tremblay, P. F., & Masgoret, A.-M. (1997). Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, 81, 344–362.
  • Gay, L.R., Mills, G., & Airasian (2006). Educational research. New Jesey: Upper Saddle River.
  • Greene, B.A., Miller, R.B., Crowson, M., Duke, B.L., & Akey L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462-482.
  • Hamilton, R. & Ghatala, E. (1994). Learning and Instruction .New York: McGraw-Hill. Jack C. 19 The teacher as self-observer. In Jack C. Richards, The Language Teaching Matrix. New York:Cambridge University Press (pp. 118-143)
  • Kinigi, M. (2002). The dynamics of language use in Tanzania. Dar-es-Salaam: Medium primary school. Dar-es-Salaam: Tanzania
  • Klausmeier, J. H. (1985). Educational psychology (5 th Ed.). New York: New York.
  • Kleinmann, H. H. (1977). Avoidance in adult second language acquition. Language Learning, 22, 93-107
  • Komente, B. S. (1995). The problem of integrating English language teaching strategies and the learning process in Tanzania secondary school classrooms. Unpublished thesis, Masters of Arts, University of Dar-es-Salaam, Dar –es-Salaam, Tanzania.
  • Krashen, S. (1995). The input hypothesis. New York: Longman.
  • Lambert, W. E. (1974). Culture and language as factors in learning and education. In F. E. Aboud & R. D. Meade (Eds.), Cultural factors in learning and education (pp. 91–122). Bellingham, WA: Fifth Western Washington Symposium on Learning.
  • MacIntyre, P. D, & Gardner, R. C. (1999). Conceptualizing willingness to communicate in L2: a situational model of L2 confidence and affiliation. The Modern Language Journal, 82, 545-562.
  • Maclntyre, P.D., Noels, K. A., & Clement, R. (1997). Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47 (2), 265-287.
  • Ministry of Education and Vocational Training, Tanzania (2009).
  • Müller, F.H. & Louw, J. (2004). Learning environment, motivation and interest: Perspectives on self-determination theory. South African Journal of Psychology,34, 169-190.
  • Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78, 12–28.
  • Palacios, L,M. (1998). Foreign language anxiety and classroom environment: A study of Spanish university students. Unpublished doctoral dissertation. The University of Texas, Austin.
  • Qin, X. & Wen, Q. (2002). Feiyingyu zhuanye daxuesheng xuexi dongji de neizai jiegou (The internal structure of non-English majors’ English-learning motivation). Waiyu Jiaoxue yu Yanjiu, (1), 51–58.
  • Rubagumya, C. (2003). English medium in primary schools in Tanzania: Language of Instruction in Tanzania and South Africa. Dar-es-Salaam: E&D Limited.
  • Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28 (1), 129-141.
  • Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10, 201-231.
  • Spielmann, G., & Radnotsky, M. (2001). Learning language under tension. Modern Language Journal, 85, 259-278.
  • Spitalli, E.J. The relationship between foreign language anxiety and attitudes toward multiculturalism in high-school students. Unpublished master's thesis, Benedictine University, Lisle, IL. (2000)
  • Starks, D. and Paltridge, B. (1994). ‘Varieties of English and the EFL Classroom: A New Zealand study’. The TESOLANZ Journal, 2, 69-77.
  • Stefanou, C., Perencevich, K.C., DiCintio, M., & Turner, J.C. (2004). Supporting autonomy in the classroom: Ways teaches encourage student decision making and ownership. Educational Psychologist, 39, 97-110.
  • Taylor, A. (2007). How the brain learns best. The Journal of Adventist Education, 70(2), 3
  • Tremblay, P. F., & Gardner, R. C. (1995). Expanding the motivation construct in language learning. Modern Language Journal, 79, 505–518.
  • Trylong, V.L. (1987). Aptitude, attitudes, and anxiety: A study of their relationships to achievement in the foreign language classroom Unpublished doctoral dissertation, Purdue University, West Lafayette, Inc.
  • Ur, P. (2003). A Course in English teaching. London: Cambridge University.
  • Waithaka, J. M. (1987). A Handbook for teachers of English in secondary schools in Kenya. Kenya Institute of Education: Jomo Kenyatta Foundation.
  • Weil, M. (1996). Models of teaching (5 th Ed). Boston: Allyn & Bacon.
  • Wen, Q. (2001). Yingyu xuexizhe dongji, guannian, celue de bianhua guilu yu tedian (Developmental patterns in motivation, beliefs and strategies of English learners in China). Waiyu Jiaoxue yu Yanjiu, 2001(2), 105–110.
  • Wen, Q., & Wang, H. (1996). Xuexizhe yinsu yu daxue yingyu siji kaoshi chengji de guanxi. (Relationship between learner factors and College English Band 4 examination results). Waiyu Jiaoxue yu Yanjiu, 1996(4), 33–39.
  • Wenden, A.L. (1991). Learner strategies for learner autonomy. London: Prentice Hall.
  • Wenger, E. (2006). Communities of practice: An introduction. Retrieved January 6, 2013 from http://www.ewenger.com/tech
  • William, D. (2008). Changing Classroom practices in Educational Leadership. Journal of Association for Supervision and Curriculum Development, 65(4), 36-42
  • Wolf, P. (2001). Brain matters, translating research into classroom practice. Virginal: Hunter Hollingsworth.
  • Wu, Y., Liu, R., & Jeffrey, P. (1993). Zhongguo yingyu benke xuesheng suzhi diaocha baogao (Learner factors and language learning achievement: A survey). Waiyu Jiaoxue yu Yanjiu, 1993(1), 36–46.
  • Zhou, Y. (1996). Social-psychological factors and language learning. In G. Xu (Ed.), ELT in China 1992 (pp. 49–83). Beijing, People’s Republic of China: Foreign Language Teaching and Research Press.
Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Lazarus Ndiku Makewa Bu kişi benim

Elizabeth Role Bu kişi benim

Ellen Tuguta Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2012
Yayımlandığı Sayı Yıl 2013 Cilt: 6 Sayı: 2

Kaynak Göster

APA Makewa, L. N., Role, E., & Tuguta, E. (2012). Students’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania. International Journal of Instruction, 6(2).
AMA Makewa LN, Role E, Tuguta E. Students’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania. International Journal of Instruction. Aralık 2012;6(2).
Chicago Makewa, Lazarus Ndiku, Elizabeth Role, ve Ellen Tuguta. “Students’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania”. International Journal of Instruction 6, sy. 2 (Aralık 2012).
EndNote Makewa LN, Role E, Tuguta E (01 Aralık 2012) Students’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania. International Journal of Instruction 6 2
IEEE L. N. Makewa, E. Role, ve E. Tuguta, “Students’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania”, International Journal of Instruction, c. 6, sy. 2, 2012.
ISNAD Makewa, Lazarus Ndiku vd. “Students’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania”. International Journal of Instruction 6/2 (Aralık 2012).
JAMA Makewa LN, Role E, Tuguta E. Students’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania. International Journal of Instruction. 2012;6.
MLA Makewa, Lazarus Ndiku vd. “Students’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania”. International Journal of Instruction, c. 6, sy. 2, 2012.
Vancouver Makewa LN, Role E, Tuguta E. Students’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania. International Journal of Instruction. 2012;6(2).