Exploring Diploma Students' Perceptions of English as the Medium of Instruction: A Case of the Institute of Adult Education

Abstract

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.