ABSTRACT
This study assessed teachers’ competence in integration of four english language
skills in classroom: the case of dodoma city; Tanzania. It was conducted inorder to: i)
Assess teachers’ knowledge on the integration of reading, writing, speaking and
listening ii) Assess teachers’ pedagogical competence on the integration of reading,
writing, speaking and listening iii) Explore strategies used by teachers in assessing
reading, writing, speaking and listening skills in formative assessment. The study
employed mixed research approach as both qualitative and quantitative data were
significant in investigation of the particular matter. The study employed exploratory
and descriptive research designs in planning, collecting and analysing data in this
inquiry.The study was guided by social constructivism theory in which social
interaction culture in teaching and learning environment was regarded as very
important factors to determining the students’ cognitive and social development. The
sample of the study consist of 63 English Language subject teachers and 24 students
both from the 10 selected ordinary level Secondary Schools in Dodoma City. Semistructured
interviews, focused group discussion, questionnaire and observation were
the methods used for collecting data. Qualitative data were analysed through content
analysis while quantitative data were analysed statistically using descriptive statistics
with the aid of SPSS version 21. Findings revealed that, majority of English language
subject teachers are lacking competence in teaching the the four English language
skills through integrated skill Approach. It is therefore recommended that, English
language teachers should be given regular professional development training to
acquaint them with newly emerging teaching and learning methods and techniques.
Additionaly; The English Language subject syllabus to be revised to accommodate
integration of the four English language skills.
NDIBALEMA, D & (PhD), P (2021). Assessment Of Teachers’ Competence In Integration Of Four English Language Skills In Classroom: The Case Of Dodoma City; Tanzania. Afribary. Retrieved from https://track.afribary.com/works/assessment-of-teachers-competence-in-integration-of-four-english-language-skills-in-classroom-the-case-of-dodoma-city-tanzania
NDIBALEMA, DR. and P. (PhD) "Assessment Of Teachers’ Competence In Integration Of Four English Language Skills In Classroom: The Case Of Dodoma City; Tanzania" Afribary. Afribary, 25 Apr. 2021, https://track.afribary.com/works/assessment-of-teachers-competence-in-integration-of-four-english-language-skills-in-classroom-the-case-of-dodoma-city-tanzania. Accessed 19 Nov. 2024.
NDIBALEMA, DR., P. (PhD) . "Assessment Of Teachers’ Competence In Integration Of Four English Language Skills In Classroom: The Case Of Dodoma City; Tanzania". Afribary, Afribary, 25 Apr. 2021. Web. 19 Nov. 2024. < https://track.afribary.com/works/assessment-of-teachers-competence-in-integration-of-four-english-language-skills-in-classroom-the-case-of-dodoma-city-tanzania >.
NDIBALEMA, DR. and (PhD), P. . "Assessment Of Teachers’ Competence In Integration Of Four English Language Skills In Classroom: The Case Of Dodoma City; Tanzania" Afribary (2021). Accessed November 19, 2024. https://track.afribary.com/works/assessment-of-teachers-competence-in-integration-of-four-english-language-skills-in-classroom-the-case-of-dodoma-city-tanzania