Student Perception of Their Effectiveness in English as A Subject in Public Secondary Schools in Tanzania

Student Perception of Their Effectiveness in English as A Subject in Public Secondary Schools in Tanzania

Abraham Reid. Youze, Jane Genga Ayienba & Benson N. Kinuthia
University of Eastern Africa, Baraton, Kenya
Email: youzeab@ueab.ac.ke

Abstract: This study investigated student perceptions of their effectiveness in learning English as a subject in public secondary schools in Tanzania. It specifically focused on four key areas: students’ attitudes toward English, their interest in the subject, motivation to learn, and student-teacher interaction during English lessons. The study was guided by Aaron Chao’s theory of learner autonomy in language learning, emphasizing that students must actively “push” their linguistic boundaries through frequent, intense, and effective communication. A descriptive research design was used, drawing a sample of 720 students and 79 teachers from 158 public secondary schools through purposive and simple random sampling techniques. Data were collected using semi-structured questionnaires, interviews, and classroom observations, and analyzed using SPSS and thematic content analysis. Findings showed that most students held moderately positive attitudes toward English, with many viewing it as a favorite subject. However, intrinsic motivation and enjoyment of English lessons were relatively low, indicating a need for more engaging teaching methods. Interest in English was also mixed, with many students participating in class but showing little initiative to study outside of it. Motivation was generally high, especially for achieving good grades, but fewer students recognized the social benefits of learning English. Student-teacher interaction was rated moderate; while teachers were seen as clear and dependable, they were often perceived as unapproachable and unresponsive to students’ learning difficulties. The study concludes that student engagement in English could be improved through interactive, student-centered teaching, more supportive teacher communication, and encouragement of autonomous learning practices.