Practicality of Collaborative Learning Strategy in Enhancing English Language Proficiency among Public Secondary School Students in Kigoma Region, Tanzania

Abstract

This study examined the practicality of collaborative learning strategy in enhancing English language proficiency among public secondary school students in Kigoma region. Grounded in Dell Hymes' Communicative Competence Theory, a mixed research approach was employed with a convergent research design. The target population included one regional education office (REO), 168 heads of schools (HOS), 168 Heads of English Departments (HED), and 56,598 students from 158 public secondary schools. The sample consisted of one REO, 17 HOS, 17 HED, and 464 secondary school students, selected using purposive and stratified random sampling. Data were collected through questionnaires, interviews, and English proficiency tests. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed through coding and thematic analysis. Reliability for quantitative research instruments was determined by Cronbach's alpha value, with a 0.78 coefficient of students’ questionnaires on Likert scale items. Reliability for qualitative instruments was determined by triangulation of research instruments. Ethical issues were maintained by getting a research permit, informed consent, confidentiality, and anonymity of information. The study revealed that peer interaction positively impacts students' English skills, and learning in pairs enhances collaboration and comfort. However, overcrowded classrooms and teachers' absence hindered group work and resulted in unrelated activities. The study concludes that pair work improves English proficiency among public secondary school students by reducing shyness and anxiety. However, the absence of teacher supervision hampered focus and engagement, leading to lower language learning outcomes and decreased confidence in English communication. Based on the conclusion, the study recommends that schools should actively promote pair work, assign specific tasks requiring conversations and idea exchange to foster active participation and provide teachers guidance for effectively modifying conversational interactions and creating a supportive learning environment.