How Distance Education Has Changed English Teaching In Zanzibar Primary Schools: A Case Of Urban West Region

ABSTRACT

This study explored how Distance Education has changed English language teaching in Zanzibar primary schools. The study were guided by three specific objectives which were: examine the improvement of English language proficiency among teachers who have undergone DE programme in teaching in Zanzibar primary schools, to evaluate the effectiveness of English classroom activities that are related to the knowledge of grammar for the teachers who have joined DE programme in Zanzibar and to evaluate the usefulness of DE on changing teaching English language in Zanzibar. The study was guided by the Theory of Independence Distance Learning of Wedemeyer (1971) as a theoretical framework. The study employed qualitative technique and used simple statistical data and Tables in data analysis. A sample of 56 respondents from 7 primary schools and two Teacher Centres in West Urban Region employed in this study. Interview, observation and Focus group discussion were used for data collection The findings revealed that Distance Education is useful on changing English language because it improves English language proficiency and reduces unqualified English teachers. Moreover, most of the activities used by the teachers were seen to be effective in teaching English grammar. The study recommends that, the Ministry of Education and Vocational Training through curriculum developers should make regular innovation in English teaching resources and methods to enable English teachers to accomplish teaching and learning language.