Improving Vocabulary And Reading Comprehension In English Learning In Tanzania Using English Language Supportive Material (Elsm)

ABSTRACT

The study aimed to design and develop English Language Supportive Material (ELSM) to improve students‟ vocabulary and reading comprehension proficiencies. It therefore addressed the problem of low level of proficiency in vocabulary and reading comprehension among students in secondary schools in Tanzania. This study was conducted in Kagera Region and involved Community Secondary Schools. It was conducted in 11 schools and recruited 414 Form II students and 11 English teachers during preliminary investigation. Similarly, it was conducted in 4 schools and involved 144 Form II students and 4 English teachers who were purposively and randomly selected during the implementation and evaluation of ELSM. DesignBased Research (DBR) approach was adopted in developing ELSM. Five topics were designed and prototyped in two successive iterations. The study used qualitative and quantitative methods in generating data. The data were collected using selfadministered questionnaire, interview, Focus Group Discussion, attitude test, achievement tests, and classroom observation. The findings revealed that using Kiswahili in teaching and learning English was realistic. Most students were capable of learning and using more English vocabulary in interaction. They were also capable of comprehending texts with the presence of English-Kiswahili translations. Paired sample-t test of comparing pre-test and post-test mean scores of students who sat for both pre-test and post-test for reading comprehension proved significant increase in mean score for four schools (t-value=15.28, p