Assessment Of Teachers’ Competence In Integration Of Four English Language Skills In Classroom: The Case Of Dodoma City; Tanzania

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.