East African Journal of Education Studies, Volume 7, Issue 3, 2024

Article DOI: [Link]

East African Journal of Education

Studies
EAST AFRICAN
[Link] NATURE &
Volume 7, Issue 3, 2024 SCIENCE
ORGANIZATION
Print ISSN: 2707-3939 | Online ISSN: 2707-3947
Title DOI: [Link]
Original Article

Challenges Encountered by Secondary School Teachers in Teaching

English Language: The Case of Micheweni District
Rashid Othman Ali1* & Dr. Said Nassoro Jaff, PhD1
1 Muslim University of Morogoro, P. O. Box 1031, Morogoro Tanzania.
* Author for Correspondence Email: salwarashid5@[Link]
Article DOI: [Link]
Date Published: ABSTRACT
This study investigated challenges encountered by secondary school teachers
24 July 2024
in teaching English in public secondary schools of Micheweni District. The
study was guided by three specific objectives; to explore challenges related to
Keywords:
English language instructional materials, to investigate pedagogical challenges
Challenges, in teaching English, and to examine challenges related to the nature of the
Teaching, students in learning English. A qualitative research approach under a multiple
case study design was employed with 36 participants. Focus Group Discussion
Learning
and interviews were used in data collection. Data were analyzed through
content and thematic analysis and presented through quotations and narrations.
The findings revealed that the major challenges related to English language
instructional materials were shortcomings of English language curriculum
content, poor access to ICT facilities which include absence/scarcity of ICT
tools, and lack of skills to access ICT tools as well as absence/scarcity of
instructional materials. Pedagogical challenges in teaching English were
ineffective teaching/learning environment, students’ low level of English
Language Proficiency, high teaching load among English language teachers
and students’ negative attitude towards learning English. Also, the study found
that the nature of students affects teaching/learning English language therefore,
teachers should be very careful to find the best teaching strategies regarding
individual learning styles. The study concluded that if these challenges were
dealt with, English language teachers would teach effectively and students
would perform better in their examinations.
APA CITATION
Ali, R. O. & Jaff, S. N. (2024). Challenges Encountered by Secondary School Teachers in Teaching English Language:
The Case of Micheweni District East African Journal of Education Studies, 7(3), 119-131.
[Link]
CHICAGO CITATION
Ali, Rashid Othman and Said Nassoro Jaff. 2024. “Challenges Encountered by Secondary School Teachers in Teaching
English Language: The Case of Micheweni District”. East African Journal of Education Studies 7 (3), 119-131.
[Link]
HARVARD CITATION
Ali, R. O. & Jaff, S. N. (2024) “Challenges Encountered by Secondary School Teachers in Teaching English Language:
The Case of Micheweni District”, East African Journal of Education Studies, 7(3), pp. 119-131. doi:
10.37284/eajes.7.3.2059.
IEEE CITATION
R. O., Ali & S. N. Jaff “Challenges Encountered by Secondary School Teachers in Teaching English Language: The Case
of Micheweni District” EAJES, vol. 7, no. 3, pp. 119-131, Jul. 2024. doi: 10.37284/eajes.7.3.2059.

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East African Journal of Education Studies, Volume 7, Issue 3, 2024
Article DOI: [Link]

MLA CITATION
Ali, Rashid Othman & Said Nassoro Jaff. “Challenges Encountered by Secondary School Teachers in Teaching English
Language: The Case of Micheweni District”. East African Journal of Education Studies, Vol. 7, no. 3, Jul. 2024, pp. 119-
131, doi:10.37284/eajes.7.3.2059

INTRODUCTION writing tasks according to the required

English language is spoken worldwide (Barber, conventions; to use ones knowledge of English to
1999). It has established itself as a lingua franca demonstrate awareness and consciousness of
and become the language of worldwide basics of society; to use one‘s knowledge of
communication in media (Francisconi, 2012). English in furthering one‘s education; and to
English is a language of business, technology, communicate effectively with other speakers of
science, internet, entertainment, and international English both inside and outside the country (URT,
sports, (Nunan, 2003). In the world of 2005).
globalization, English language is an important Many English language subject teachers in
factor in globalizing the world. The dominance of Tanzania suffer from incompetence in
English language in the world and Tanzania in disseminating linguistic competence to their
particular has created a great demand for its learners because of lacking content knowledge
teaching and learning. In educational matters, and teaching methodologies (Lwaitama &
English language has positioned itself as a Galabawa, 2007). The researchers such as (Batibo
worldly important medium of instruction and/or (1990) and Rugemalira (2005), confirmed that
subject which is taught at different levels of most teachers who teach English are unable to use
education (Macedo, 2019). Teaching of English the language inside and outside the classroom
language should align with the national demand, environment and they lack exposure to language
national development as well as should be teaching methodologies. Research and students’
directed into facing 21st-century challenges by performance in national examinations suggests
producing competent, skillful and proficient that there are challenges in teaching and learning
graduates. This implies that, there is a need for English language in the country. Consequently,
teaching and learning English to develop language many school leavers are unable to express
proficiency for the learners. This is because themselves well in English language because their
English Language Proficiency contributes mastery of grammatical elements and English
towards access to higher education, science and tenses is low (Kikoti, 2004; Mosha, 2014; Mussa,
technology, research, employment opportunities, 2015). In addition, Makewa et al. (2013), revealed
business, academia, politics, traveling widely, and that the students’ perceived level of proficiency in
even a better life in general (Nunan, 2003; spoken English is average. In their study, the
Francisconi, 2012; Pathan, 2016). findings indicated a significant positive
In Tanzania, English language syllabus for correlation between perceived proficiency and
ordinary-level secondary schools has stated class- attitude toward the English language, classroom
level competencies and objectives. The general activities, teachers’ motivation and classroom
competencies that are required to be met by environment.
students are; by the end of Form four, the student Snoeyink & Ertmer (2001) stated that teachers
is expected to use appropriate English to face challenges due to the barriers that exist.
communicate in a variety of settings. Also, the These barriers have been classified as external and
student is expected to use English to achieve all internal barriers. External barriers are those that
content areas. The objectives of teaching English can be caused by external influences or factors
language in Tanzanian secondary schools are to while, internal barriers are the ones that can be
enable the students to: express themselves in both found inside the school environment. These
spoken and written English; to read widely for barriers are the challenges encountered by
pleasure and information; to perform a variety of teachers in teaching English. These challenges

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East African Journal of Education Studies, Volume 7, Issue 3, 2024
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affect the whole process of teaching/learning This study investigated challenges encountered by
English language and therefore, contribute to poor secondary school teachers in teaching English in
achievement for the learners. As a result, English public secondary schools of Micheweni District.
language in Tanzanian public secondary schools The study was guided by three specific objectives;
experienced poor performance in every to explore challenges related to English language
examination result in each year instructional materials, to investigate pedagogical
(Mwakinyolobi, 2013; Mosha, 2014; Mussa, challenges in teaching English, and to examine
2015; Keenja et al. 2022). challenges related to the nature of the students in
learning English. The persistence of poor
Moreover, Wilson and Komba (2012), in terms of
performance in English language in Micheweni
academic achievements, revealed that, there is a
District and Tanzanian public secondary schools
significant weak positive relationship between
in general, is a sign of having many challenges
English Language Proficiency and students’
that face English language teachers in their
academic achievement in English rather than in
teaching process. The district percentage of
other subjects which were investigated in their
performance in English language subject becomes
study. This implies that students in Tanzanian
worse still. The trends show that there is always
public schools perceive poor achievement in
low performance in English language each year.
English language. The situation of teaching
For example; table 1.2: shows the trends whereby
English in Tanzania highlights the need for
in 2015 the percentage of performance in English
interventions in teachers’ training in content
language subject in Micheweni District was 27%,
knowledge and pedagogical skills. This would
in 2016 was 25%, in 2017 was 21%, in 2018 was
facilitate effective teaching and improve students’
25%, in 2019 was 24%, 2020 was 23%, 2021 was
academic achievement in English language
55% and in 2022 was 41% as shown:
subjects.
Table 1.2: CSEE Percentage of Performance Trends and Grades in English Language Subject
from 2015 to 2022 in Micheweni District.
Year Percentage of Performance Grade
2015 27% F
2016 25% F
2017 21% F
2018 25% F
2019 24% F
2020 23% F
2021 55% C
2022 41% D
Source: NECTA (2015-2022).
With this evidence, the situation of teaching public secondary schools of Micheweni District.
English language in Micheweni District becomes A purposive sampling technique was used to
an educational research problem. On that basis, it select a sample of 36 total participants from seven
calls for the need to have a systematic public secondary schools within Micheweni
investigation of challenges encountered by District. Focus Group Discussion and interview
secondary school teachers in teaching English were used in data collection. Data were analyzed
language within Micheweni District. through content and thematic analysis and
presented through quotations and narrations. This
METHODOLOGY
was very appropriate to convey challenges
This study employed a qualitative research encountered by secondary school teachers in
approach under multiple case study design to teaching English in public secondary schools of
investigate challenges encountered by secondary Micheweni District.
school teachers in teaching English language in

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Table 2.2: Shows the Study Sample, Number of Participants, Sampling Techniques and Data
Collection Tools
Study Sample Participants Technique Data Collection Tool
English Language Teachers 23 Purposive Sampling FGD
Quality Assurance Officer 01 Purposive Sampling Interview
English Language Advisors 01 Purposive Sampling Interview
District Hub Directors 02 Purposive Sampling Interview
District Academic Officer 01 Purposive Sampling Interview
District Education Officer 01 Purposive Sampling Interview
Heads Schools 07 Purposive Sampling Interview
TOTAL 36

FINDINGS AND ANALYSIS classrooms” (One of the English language

Pedagogical Challenges in Teaching English teacher respondents from S2. June, 2023)
Language in Public Secondary Schools. Another English language teacher emphasized
that:
The objective of this research which seeks to
explore the pedagogical challenges that teachers “You see, these classrooms are not well
face in teaching English language in public ventilated. They create difficulty in teaching
secondary schools of Micheweni District. Using English language because they allow external
Focus Group Discussions (FGD) and interview, interferences. They are not conducive for
all participants were involved in providing language teaching/learning” (One of the
information on this objective. During Focus English language teacher respondents from
Group Discussion (FGD) with English language S3. June, 2023)
teachers, the following question was posed: What In S4, one of the English language teacher
pedagogical challenges do you face in teaching respondents commented that:
English language in this school? The following
“Classrooms for teaching English should be
were the findings based on this objective:
very good enough to attract various methods
Ineffective Teaching/Learning Environment of teaching the language. These classrooms
are not the same. Look at these blackboards,
During Focus Group Discussion (FGD) the data chairs, tables and large number of students in
indicated that, seventeen (17) respondents out of one class” (One of the English language
twenty-three (23) English language teacher teacher respondents from S3. June, 2023)
respondents outlined the challenge of ineffective
teaching/learning environment attributed to poor Also, one of the English language teachers from
teaching and learning English language in public school 7 provided his opinion that:
secondary schools of Micheweni District. The “You know language teaching needs the best
responses from English language teacher approaches in teaching it well. For example,
respondents showed that the teaching/learning some topics require audio-lingual method but
environment for English language subject in most we cannot apply it in these classrooms since
of the public secondary schools of Micheweni the classrooms are not supportive of that
District is not conducive. For example; one of the method” (One of the English language
English language teacher respondents from teacher respondents from S7. June, 2023)
School 2 said that:
The data from the interview showed that seven
“Our school has inadequate teaching and (07) interviewees out of thirteen (13) interviewed
learning facilities such as books, teaching respondents implied that many public secondary
aids, dictionaries, desks, chairs and schools in Micheweni District experienced poor
teaching/learning environment that affect

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effective teaching of English language subject. English language. In that sense, a conducive
For instance one of the heads of schools said: environment should be ensured to facilitate
effective teaching/learning English.
“Our school has poor teaching/learning
environment for teaching English language Students’ Low Levels of English Language
that is why, we used to bring our students to Proficiency (ELP)
the district hubs. At the hubs there are special
rooms (language labs) for language The data from Focus Group Discussion (FGD)
teaching/learning” (Interview session with indicated that, twenty-two (22) English language
the head of S3. June, 2023) teachers out of twenty-three (23) English
language teacher respondents outlined the
On the same vein, Quality Assurance Officer
challenge of students’ low level of English
didn’t hesitate to say something, he commented
Language Proficiency. The responses from the
that:
English language teacher respondents showed that
“Some of our teachers teach English the level of English Language Proficiency for
language subject in a difficult time since the most of the students in public secondary schools
environment are not supportive for language of Micheweni District is very low. For example;
teaching. Some classes are not designed for one of the English language teachers from
language teaching/learning” (Interview secondary school 1 commented that:
session with QAO. June, 2023)
“We suffered with low level of English
On the other hand, the District Hub Director Language Proficiency to our students due to
insisted that: language background. This made our
students feel shy in speaking English
“We insist English language teachers to bring
language. Therefore, we face it difficult to
their students and use these hubs in language
implement Communicative Language
teaching/learning. Here at the hub, we have
Teaching especially in the use of learner-
special rooms (language labs) for language
centered methods within the classroom” (One
teaching/learning. We are here to help them”
of the English language teachers from S1.
(Interview session with DHD1. June, 2023)
June, 2023)
Also, the District Education Officer underscore
From school 2, one of the English language
this challenge by saying that:
teachers commented that:
“It is true that some of our schools have poor
“Our students can’t communicate in English
classroom environment but the government is
language because of low level of English
in the process of making sure that each school
Language Proficiency. This made us use code
in Zanzibar will have good, enough and
mixing and code switching when we teach
modern classes that will attract
English” (One of the English language
teaching/learning of all subjects” (Interview
teachers from S2. June, 2023)
session with DEO. June, 2023)
The data during the interview also showed that
The data from FGD and Interview indicated that
eleven (11) interviewees out of thirteen (13)
most of the respondents, twenty-four (24)
interviewed respondents implied that many
respondents out of thirty-six (36) interviewees
students in public secondary schools of
agreed that there is a challenge of poor
Micheweni District have low level of English
teaching/learning environment in most of the
Language Proficiency. For instance, one of the
secondary schools of Micheweni District. Failure
heads of schools said:
to have a conducive environment and good
facilities may foster boredom to English language “It is true that most of our students cannot
teachers and their students in teaching/learning communicate in English. When we want to ask

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them something, we must use Kiswahili, that English Language Subject Teachers in most
otherwise communication cannot take place” of the public secondary schools of Micheweni
(Interview session with the head of S5. June, District are overloaded due to the fact that they are
2023) very few in number. For example; one of the
English language teacher respondents from
In S3, the headmaster asserted that:
secondary school 6 commented that:
“The students’ ability to use English
“We are very few, we are only two in this
language in normal conversation is very low.
school. It is very difficult to use participatory
I think this is the reason why collaborative
methods of teaching as well as to make follow
methods of teaching English language failed”
up because we have many periods in other
(Interview session with the head of S3. June,
classes” (One of the English language
2023)
teachers from S6. June, 2023)
In the same vein, the District Quality Assurance
Another English language teacher from school 2
officer said:
asserted that:
“Many students fail their examinations due to
“It’s very difficult for two English language
poor ELP. They fail to conceptualize the
teachers to teach all students in this school.
questions asked in their examinations.
We have more than seven hundred students
Teachers should use the methods of teaching
here, sometimes we need to use lecture
that will build the learners’ ability to
method in order to cub the situation” (One of
communicate effectively in English
the English language teachers from S2. June,
language” (Interview session with QAO.
2023)
June, 2023)
The findings during the interview also showed
The data from Focus Group Discussion (FGD)
that nine (09) interviewees out of thirteen (13)
and Interview made the researcher conclude that
interviewed respondents implied that English
most of the respondents, thirty-three (33)
language teachers in public secondary schools of
respondents out of thirty-six (36) interviewed,
Micheweni District are fully occupied due to their
agreed that there is a challenge of low level of
scarcity. For instance, one of the heads of schools
English Language Proficiency to most of the
confirmed that:
students in public secondary schools of
Micheweni District. Students are not active in “We have only two English language teachers
classroom lessons due to poor communicative in this school. They are very few compared to
competence in English language something that the number of students we have. This hinders
impedes effective teaching/learning English them from teaching English language in a
language. ELSTs should encourage their students collaborative method” (Interview session
to use English as it is the medium of with the head of S2. June, 2023)
communication in Tanzanian secondary
Another head of school was quoted saying:
education.
“I try my best to insist and to make follow up
High Teaching Work-Load among English
in the best teaching of English language
Language Subject Teachers (ELSTs)
subject in my school but I don’t have enough
English language teachers. This is why our
The data from Focus Group Discussion (FGD)
students experienced failure” (Interview
indicated that, all twenty-three (23) English
session with the head of S3. June, 2023)
language teacher respondents outlined the
challenge of high teaching workload among In supporting of this challenge, the Quality
English language teachers. The responses from Assurance Officer provided his opinion that:
the English language teacher respondents showed

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“The massive shortage of English language Another respondent from school 2 emphasized
teachers in this District contributes to that:
massive failure in English language subject”
“Participatory methods of teaching English
(Interview session with QAO. June, 2023)
language often fail because our learners
On the other hand, the District Education Officer believe that English is a foreign language and
had this to say: therefore, it is not familiar to them. This is the
reason behind their poor performance in
“It is true that we have few English language
English language subject each year” (One of
teachers in this district. We have only 32 male
the English language teachers from S2. June,
and 09 female teachers distributed in all 15
2023)
public secondary schools of Micheweni
District. It should be noted that, shortage of Another English language teacher from school 4
English language teachers is a problem to was quoted saying that:
many public secondary schools throughout
“We try to use different approaches in
the country” (Interview session with DEO.
teaching English language but our students
June, 2023)
don’t want to learn the language since it is a
The data from Focus Group Discussion (FGD) difficult subject to understand” (One of the
and Interview concluded that most of the English language teachers from S4. June,
respondents, thirty-two (32) respondents out of 2023)
thirty-six (36) interviewed agreed that English
Also, one of the English language teachers from
language teachers in public secondary schools of
school 1 aired out that:
Micheweni District have high teaching work-load
due to their scarcity. This is because they are very “Our students don’t want to participate in
few compared to the number of students they debate, they don’t want to demonstrate and
have. The shortage of teachers in public secondary they don’t want to sing or to perform drama
schools of Micheweni District hindered the in the stage or to participate in the debates.
effective use of best approaches (learner-centered Remember these are the best methods of
approach) in teaching/learning English language. learning the language well. When it comes,
As a result, students get poor performance in we have to enforce them” (One of the English
English language subject in Micheweni District. language teachers from S1. June, 2023)

Students’ Negative Attitude towards Learning The data during the interview also showed that
English Language seven (07) interviewees out of thirteen (13)
interviewed respondents implied that students in
The data from Focus Group Discussion (FGD) public secondary schools of Micheweni District
confirmed that, sixteen (16) English language have negative attitudes towards learning English
teacher respondents verified that most of the language. For example, one of the heads of
students in public secondary schools in schools said:
Micheweni District have negative attitude
“Among the challenges in teaching English is
towards learning English language subject. For
poor participation of our learners to
example; one of the English language teacher
teaching/learning activities. This is because
respondents from secondary school 5 provided his
our learners perceive English language as a
opinion that:
very tough subject to perform, hence they
“Our students believe that English language dislike to learn it” (Interview session with the
is a tough subject which needs much effort to head of S5. June, 2023)
master it compared to other subjects they
In addition, the District Quality Assurance Officer
learn at school” (One of the English language
provided his opinion on this:
teachers from S5. June, 2023)

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“You know, nowadays students prefer to learn teacher-centered and are mostly theory-based
science subjects compared to languages or rather than practical-based and there was no
social subjects. They don’t want to learn conducive and supportive environment for
subjects such as English language. They have teaching/learning a foreign language. This is
developed negative attitude on it” (Interview because students do not have supplementary
session with QAO. June, 2023) materials for learning English language. Mayaru
(2015) noted that teaching and learning
The data from Focus Group Discussion and
environment has a strong relationship as variables
Interview signified that most of the respondents,
in students’ low English language performance in
twenty-three (23) out of thirty-six (36)
public secondary schools.
interviewed commented that some students in
public secondary schools of Micheweni District Students’ Low Levels of English Language
have negative attitudes toward learning English Proficiency (ELP)
language. This challenge creates pedagogical
difficulties in teaching/learning English. It also The study revealed that ELSTs said that the
stimulated these students to a low level of English students’ low level of English Language
Language Proficiency and therefore, leads them to Proficiency is another challenge that hindered the
poor performance in their examinations. implementation of Communicative Language
Teaching (CLT) in the classrooms. It was reported
DISCUSSION OF THE FINDINGS
by most of the respondents that it is very difficult
Pedagogical Challenges in Teaching English to engage secondary school students in
Language in Public Secondary Schools. communicative language teaching activities
which includes; debates, group discussions, role
Ineffective Teaching/Learning Environment plays, demonstration, dialogues, communicative
games and others due to their low level of English
The study found that teaching/learning
Language Proficiency. The study found that this
environment for English language subject in
circumstance is caused by fear and shyness where
public secondary schools of Micheweni District
most of the students in public secondary schools
was not conducive due to the fact that there were
of Micheweni District feel shy to speak English.
inadequate teaching/learning facilities such as
This is because they feel embarrassed and teased
classrooms, desks, chairs as well as English
by their fellow students when they construct
Language Instructional Materials. Always, good
ungrammatical sentences in their speaking.
infrastructures motivate both students and
English Language Proficiency (ELP), according
teachers to work hard. Hence, it creates a good
to Rao (2016), is the ability to speak or express the
teaching/learning environment that facilitates
language with sufficient structural accuracy and
students’ performance in their studies. Most of the
vocabulary as well as the ability to participate
classrooms in many public secondary schools of
smoothly and effectively in most formal and
Micheweni District were not well supportive in
informal conversations on practical, social, and
teaching/learning English language. The findings
professional topics. The findings concur with
are in line with those of Mwakinyolobi (2013),
Weimann (1996); Li (1998); Chang (2010);
Wayimba (2016), Elibariki (2017), and Byabato
Chishipula (2016); Elibariki (2017); Halahala
(2022). For example: Elibariki (2017) found that
(2022). For example, Chishipula (2016) found
there were poor teaching facilities and lack of
that students’ low level of English Language
specialist teachers to teach English language.
Proficiency negatively affects the implementation
Mwakinyolobi (2013) added that many teachers
of Communicative Language Teaching in
teach English using code switching and code
teaching English language. According to Chang
mixing due to poor teaching/learning
(2010) many researchers conducted extensive
environment. Also, Solak & Bayar (2015)
studies on Asian students learning and revealed
explained that English lessons are generally

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East African Journal of Education Studies, Volume 7, Issue 3, 2024
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that most Asian students have limited English (2020) identified various difficulties teachers face
language vocabulary necessary for in managing overcrowded classes due to a lack of
communicative activities. Elibariki (2017) time, lack of cooperation, slow learners,
revealed that learning of language is more inadequate assessment, inadequate
effective when the language is spoken and taught. teaching/learning materials and difficulty in
Quorro (2014) insisted that learning English is completing a given subject syllabus.
affected by dialect, mother tongue and major
Negative Attitude towards Learning English
spoken languages. In Micheweni District,
Language
Kiswahili is the major spoken language at school
and home, thus it is the first language for almost The findings in this study verified that students in
all students from this area. public secondary schools of Micheweni District
High Teaching Work-Load among English have negative attitude towards learning English
Language Subject Teachers language subject. This challenge created
pedagogical difficulties in teaching/learning
The responses from most of the respondents of English which later on led to students’ low level
this study showed that ELSTs in public secondary of English Language Proficiency and therefore,
schools of Micheweni District have a high led to poor performance in English language.
teaching workload due to the fact that they were Negative attitudes in learning English are because
very few in number. English language teachers in it's a foreign language therefore, it is not familiar
this study aired out that they were always fully to the native Tanzanian students. English
occupied with many periods in different classes language teachers claimed that students believed
due to their scarcity. Most English language that English is a complicated language to them.
teachers explained that they have more than 40 Because of this perception, these learners always
periods per week which is beyond the standard fail to communicate in English with their teachers,
teaching load. According to District Education something that leads them to low English
Officer, Micheweni District had only 41 English Language Proficiency. During the examinations,
Language Subject Teachers distributed in all most of the learners are unable to understand the
fifteen (15) public secondary schools. Having few instructions given in English; hence, they fail to
teachers created difficulty in implementing capture the needs of the questions. The study
Competent Based Teaching including application concurs with that of Byabato (2022) and Keenja et
of Communicative Language Teaching in al. (2023). For instance, Byabato (2022) revealed
teaching English. The challenge, later on hindered that the major challenge for pupils in learning
the effectiveness of teaching the language in English language is that, most of the pupils do not
public secondary schools of Micheweni District. understand English. Uwezo (2010) reported that
This study concurs with the study conducted by pupils who learn English as a foreign language
Mwakinyolobi (2013) in Rungwe District where face double problems that is, acquiring new
among the factors affecting effective teaching and knowledge and learning a new language.
learning of English language in ward-based
CONCLUSION
community secondary schools in Tanzania was
lack of English language teachers. He found that This study investigated challenges encountered by
there were only two English language teachers at teachers in teaching English language in public
‘B’ ward-based community secondary school who secondary schools of Micheweni District. Based
were supposed to teach 476 students from form I on these research findings, the study concludes
to form IV. This made teachers to be very busy that the major challenges that create pedagogical
something that made it difficult for them to initiate implications in teaching/learning English in
effective methods and strategies in teaching public secondary schools of Micheweni District
English language. Also, Charles and Mkulu were ineffective teaching/learning environment,
students’ low levels of English Language

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East African Journal of Education Studies, Volume 7, Issue 3, 2024
Article DOI: [Link]

Proficiency, high teaching work-load among • Heads of schools, heads of English language
English language teachers as well as students’ departments, English language teachers and
negative attitude towards learning English. These their students should work together, helping
challenges hinder the effective teaching/learning each other to select and use appropriate
English and therefore, lead to poor performance participatory teaching/learning methods for
of secondary school students. If these challenges overall betterment to improve English
were considered thoroughly, it could enable language performance in their respective
teachers to teach and improve students’ academic schools.
performance in English language in Tanzanian
Recommendations for Heads of Schools
public secondary schools.
RECOMMENDATIONS It is generally recommended that HSs should
perform their duties effectively in enhancing
This study investigated challenges encountered by
effective teaching/learning English language
teachers in teaching English language in public
subject. They should sit with their ELSTs in order
secondary schools of Micheweni District. Based
to ask what hinders effective teaching in their
on the research findings on the challenges that
schools. HSs are hereby recommended to involve
faced teachers in teaching/learning English
non-teaching staff such as students, parents,
language in public secondary schools in Tanzania,
District Hub Directors (DHDs), Quality
the study recommends the following:
Assurance Officers (QAOs), English Language
Recommendations for Action Subject Advisors (ELSAs), District Academic
Officers (DAOs), District Education Officers
Based on the research findings and conclusions of (DEOs) and other education stakeholders in
this study, the following actions should be made searching for the best alternatives to reduce some
to improve teaching/learning English language in challenges encountered teaching/learning English
public secondary schools of Tanzania: in their schools. HSs are supposed to plan and
• The Revolutionary Government of Zanzibar implement in-service training programs for their
and the Government of the United Republic teachers to improve their pedagogical skills so that
of Tanzania through the responsible they could deliver lessons to students effectively,
ministries of education should formulate especially for the newly appointed English
sound policies to enable proper training of language teachers. Heads of schools have an
teachers on the best approaches to important role to play in facilitating in-service
teaching/learning English. This can help training programs by promoting collective ideas
teachers to enhance their teaching capability for change and supporting the programs by
by building their confidence in the modern involving other educational stakeholders in
ways of language teaching. improving the academic performance of their
students. Finally, Heads of schools should
• Regional Education Officers (REOs), District
encourage learners to learn English by showing
Education Officers (DEOs), Quality
them the importance of this subject in their daily
Assurance Officers (QAOs) and School
lives.
Inspectors (SIs) should solicit people,
companies and institutions to donate more Recommendations for English Language
English language teaching/learning materials Subject Teachers (ELSTs)
to public secondary schools. Furthermore,
they should communicate with publishing English language teachers are the implementers of
companies so that educational materials English language syllabus at the classroom level.
would be available for school consumption in These challenges that encountered are also
their respective areas. affecting them while implementing their duties of
teaching/learning English language. Therefore,

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East African Journal of Education Studies, Volume 7, Issue 3, 2024
Article DOI: [Link]

they should take action to find the best solutions Recommendations for Further Studies
including by working hard in teaching their
students effectively. English language teachers This study investigated challenges encountered by
can organize themselves and start to initiate well- teachers in teaching English language in public
designed strategies and approaches for assisting secondary schools of Micheweni District. This
their learners in mastering language skills. For study used a qualitative research approach in
example; conducting remedial classes to help which multiple case study design was used in data
slow learners, peer teaching and paneling, sharing collection procedures. This helped to assess the
ideas with fellow teachers from other schools in challenges encountered by teachers in teaching
which they perform better as well as conducting English language in Tanzanian public secondary
joint examinations. This would attract many schools in Micheweni District. Apart from that,
students to love and work hard in English this study was conducted in Micheweni District,
language subject at school, hence they can North Region of Pemba Island and it involved few
probably raise English language performance in participants (only thirty-six participants). This
their respective areas. suggests that further studies may focus on the
larger sample size and study area so as to come up
Recommendations for Government Policy
with comprehensive generalized research reports
Makers
based on the same field. Also, the participants
such as managers, teachers of private schools,
The government policymakers should formulate
students, members of school boards, government
sound policies to reduce some challenges
policymakers and parents were not included in the
encountered by teachers in teaching English
data collection since the study was concerning the
language in Tanzanian public secondary schools.
challenges encountered by teachers in teaching
The main aim is to ensure that, effective
English in public secondary schools of Micheweni
teaching/learning of English language is
District. Hence, it may be considered important to
guaranteed in our public secondary schools. This
include these samples in further similar studies.
in turn, would improve good performance in
Arising from the research findings, the current
English language subject in Tanzania.
study dealt only with the challenges encountered
Recommendations for Parents by teachers in the field of teaching/learning
English language within the public secondary
Parents should be involved actively in discovering schools of Micheweni District. There is a need to
and lifting their children’s talents to study hard consider the following areas in the coming
English and other subjects. Parents are supposed studies:
to assist their children by creating them awareness
of studying hard and improving them • A similar study can be done on other subjects
academically. Parents should play a role in buying taught in secondary schools to get a view of
English language learning materials for their the general teaching and learning challenges
children in order to help them have more adequate in Tanzania’s overall education system.
reading materials for their learning. More • There is a need to establish a systematic study
importantly, parents should attend school to evaluate the ordinary-level English
meetings to share their ideas with English language syllabus and other English
language teachers, school administration and Language Instructional Materials to ascertain
other students to discuss the issues concerning whether they meet the needs, situations and
discipline and academic performance of their prospects of students in Tanzanian public
children. The aim here is just to find the best secondary schools.
solutions on how to help their children in
academic development. • Other more comprehensive studies can be
done on the use and integration of ICT

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East African Journal of Education Studies, Volume 7, Issue 3, 2024
Article DOI: [Link]

facilities in classroom teaching and learning Elibariki, M. (2017). Challenges facing primary
of English language subject to find their school pupils in learning English as a
effectiveness in teaching/learning in foreign language: A Case of Primary Schools
Tanzanian public education. in Itigi District Council (Doctoral dissertatio
n, The Open University of Tanzania).
• A similar study can be done in advanced level
and higher learning institutions such as Francisconi, C. (2012). Enhancing the quality of
educational colleges and Universities so as to English language education in Ethiopia.
assess the effectiveness of learner-centered In Report on a Future Search Conference,
approach and participatory teaching/learning Sponsored by the Embassy of the United
methods in classroom teaching and learning States of America, In collaboration with The
especially in English language subject. Ministry of Education of the Government of
the Federal Democratic Republic of Ethiopia,
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