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All Journal Journal of Classrom Action Research
Haule , J, Emmanuely
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Languange, Linguistic, Communication & Media

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Enhancing Competency-Based Learning Through Flipped Classroom Approach Nsyengula, Stephen; Haule , J, Emmanuely; Mhagama, Willy; Wang'uba Okello, Joel
Journal of Classroom Action Research Vol. 3 No. 2 (2024): August 2024
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v3i2.248

Abstract

Implementation of competence-based education requires innovative teaching methodologies that actively engage learners and develop higher-order thinking skills. This study explored the effectiveness of flipped classrooms in enhancing competency-based learning through a qualitative case study of English instruction in secondary schools in the Mbeya region. Semi-structured interviews with English teachers revealed increased student preparation before class using pre-recorded video lessons and online resources under the flipped model. Focus group discussions with students reported improved understanding and retention through self-paced learning of content as homework. Document analysis of lesson plans and student assignments provided evidence of more profound analytical skills expected in competency-based curricula. Key findings highlight that the flipped classroom approach enabled learners to arrive at lessons equipped with introductory content knowledge. This allowed more class time for collaborative problem-solving activities, discussions, and applying learning to real-world scenarios. Students demonstrated enhanced communication, critical thinking, and self-directed learning abilities. The flipped model shows promise in promoting key competencies mandates, such as communication, collaboration, and digital literacy. Recommendations include scaling up the model through cluster-based teacher training programs and affordable technology support. Strategic integration into English and other subjects can transform learning outcomes to meet 21st-century competency demands. Keywords: Flipped classroom; Competency-Based Education; Innovative Teaching
Safeguarding Tanzania's Linguistic Heritage: Addressing The Impact of Global Integration on Natural Languages Mhagama, Willy; Haule , J, Emmanuely; Nsyengula, P., Stephen; Wang'uba , Joel
Journal of Classroom Action Research Vol. 3 No. 2 (2024): August 2024
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v3i2.255

Abstract

Global integration, characterized by business activities, intermarriage, migration, tourism, and digital media glocalization, has significantly influenced language use in Tanzania. This paper investigates the diminishing space for natural languages in Mbeya, Iringa, and Njombe due to these global interactions. Using qualitative methods, the study examines the extent of linguistic genocide and proposes interventions to preserve and value natural languages. Findings underscore the urgent and immediate need for societal and familial actions to prevent the loss of linguistic heritage. The paper concludes with recommendations for policy and community initiatives to support language preservation. Keywords: Global integration:  Linguistic genocide, Natural languages
Questioning the Role that Storytelling Can Play in Prefaring Children for Primary Education in Tanzania Mhagama, Willy; Wang'uba Okello, Joel; Nsyengula, P., Stephen; Haule , J, Emmanuely
Journal of Classroom Action Research Vol. 4 No. 1 (2025): February, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v4i1.247

Abstract

The central focus of this study was the importance of storytelling in preparing Tanzanian children for pre-primary education. Anchored in the socio-cultural practices propounded by Lev Vygotsky, the study was a collaborative effort that explores the significant yet under-researched role of oral storytelling in early childhood education, particularly in East Africa. Through observations, interviews, focus group discussions, and document analysis involving parents, teachers, and community members, the study investigates the impact of storytelling on various aspects of children's development, including communication skills, creativity, problem-solving abilities, confidence, language acquisition, teamwork, and moral values. The findings highlighted the multifaceted benefits of storytelling and propose evidence-based recommendations for stakeholders to promote and integrate storytelling into educational practices, making them an integral part of the research process. Keywords: Storytelling; Early Child Education; Sociocultural practices.
Challenges and Opportunities for Technology and Language Learning in Sub-Saharan Africa Nsyengula, Stephen; Haule , J, Emmanuely; Mhagama, Willy; Wang'uba Okello, Joel; Yassin, Anna
Journal of Classroom Action Research Vol. 4 No. 1 (2025): February, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v4i1.360

Abstract

Sub-Saharan Africa has experienced a technological revolution in recent decades, with the rapid propagation of mobile devices and internet access influencing various aspects of life. This technological advancement has opened new frontiers for language learning in education, presenting both challenges and opportunities, particularly in the Mbeya region of Tanzania. This qualitative study explores the current state of technology-assisted language learning in Mbeya, identifying key obstacles and potential for growth. Through in-depth interviews and Focussed Group Discussions with educators, students, and policymakers, the research delves into the access and utilisation of technological resources within the language learning ecosystem. The findings of this study are significant, revealing disparities in connectivity, device availability, and digital literacy, particularly among marginalised communities, which limit their ability to fully leverage technology for language acquisition. However, the study also underscores the necessity of a comprehensive, multi-pronged strategy that includes investments in infrastructure, teacher training, and culturally relevant digital content. This strategy is urgent and crucial, aiming to inform stakeholders and contribute to developing equitable and sustainable technology-enhanced language learning strategies in Mbeya and beyond. Keywords:  Technology-assisted language learning; Teacher Training, Educational inequalities
Co-Authors Mhagama, Willy Nsyengula, P., Stephen Nsyengula, Stephen Wang'uba , Joel Wang'uba Okello, Joel Yassin, Anna