English remains the official medium of instruction in higher education institutions in Tanzania despite persistent concerns about students' ability to learn effectively through the language. This study explored diploma students' perceptions of English as the medium of instruction at the Institute of Adult Education. Specifically, the study examined students' confidence in using English, comprehension of academic content, and overall perceptions of English as the medium of instruction. The study adopted a quantitative research approach employing a descriptive survey research design. Data were collected using a structured questionnaire administered to 377 diploma students selected through simple random sampling. The collected data were analysed using descriptive statistics (frequencies, percentages, means, and standard deviations) with the aid of the Statistical Package for the Social Sciences (SPSS). The findings revealed that students generally held positive perceptions of English as the medium of instruction, recognising its importance for academic learning, access to educational resources, and future career opportunities. However, respondents also reported challenges related to classroom participation, oral communication, and understanding specialised academic vocabulary. The study concludes that although English remains an appropriate medium of instruction in higher education, institutions should strengthen academic English support programmes and promote learner-centred instructional approaches to enhance students' confidence, comprehension, and overall learning experiences.
Khadija Hassan Namagono, Jesse Lukindo· East African Journal of Educ...· 0 citations
English language proficiency plays a critical role in facilitating learning in English-Medium Instruction (EMI) settings, yet many students in Tanzanian higher education institutions continue to experience challenges in comprehending academic content delivered through English. This study examined the relationship between English language proficiency, subject matter comprehension, and academic performance among diploma students at the Institute of Adult Education (IAE), Tanzania. Guided by the Sociocultural Theory and García's Translanguaging Theory, the study employed a convergent mixed-methods design involving 377 participants, comprising 334 diploma students, 32 lecturers, seven examination officers, and four quality assurance officers. Quantitative data were collected using questionnaires and an English Language Proficiency (ELP) test, while qualitative data were obtained through semi-structured interviews. Quantitative data were analysed using descriptive statistics, Pearson's correlation, and regression analysis, whereas qualitative data were analysed thematically. The findings revealed significant positive relationships between English language proficiency and subject matter comprehension (r = .641, p < .001) and academic performance (r = .513, p < .001). Qualitative findings further demonstrated that students with stronger English language skills understood lectures more effectively, participated more actively in classroom discussions, and performed better in academic assessments. The study concludes that English language proficiency is an important determinant of both subject matter comprehension and academic performance among diploma students. It recommends strengthening institutional English language support programmes, promoting learner-centred pedagogical approaches, and strategically integrating Kiswahili to enhance comprehension without undermining English language development
Khadija Hassan Namagono, Jesse Lukindo· East African Journal of Educ...· 0 citations
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