English-Medium of Instruction (EMI) in Tanzanian secondary school: Students' and Teachers' perceptions and challenges

Abstract

The purpose of this study is to examine secondary school students' and instructors' attitudes of using English as a teaching medium in Tanzania. The study was held in three schools in the Unguja North region. The study was based on answering research questions; first, what are the perceptions of Tanzanian secondary school students and teachers toward the English language medium of instruction? as well as what obstacles do students and teachers face while employing English as a medium of teaching in school? It is a mixed method study that collects and analyses data using qualitative and quantitative methods. Furthermore, the researcher employed a questionnaire to answer the first research question. The research discovered that teachers and students had a favorable opinion of English as a teaching medium and that students feel at ease in English-taught subjects. The study discovered several obstacles teachers and students face while utilizing English as a medium of education, such as low student competence in English, the effect of primary school language of instruction, overcrowded classes, and instructional approaches. The research will assist teachers in revising their teaching methods and strategies, as well as the government restructuring the national secondary school curriculum and revising the national language policy. Furthermore, the study will shed insight on future studies on English language medium of instruction and second language learning in Tanzania based on qualitative, quantitative, or mixed method research.