Paradigm Shift in Teaching Communication Skills Course in a Tanzanian University: An assessment and Lessons for Other Universities

Hashim Issa Mohammed

doi:doi:10.11648/j.ijll.20180605.15

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Paradigm Shift in Teaching Communication Skills Course in a Tanzanian University: An assessment and Lessons for Other Universities

Hashim Issa Mohammed

Published in International Journal of Language and Linguistics (Volume 6, Issue 5)

Received: 17 August 2018 Accepted: 25 September 2018 Published: 25 October 2018

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Abstract

Communication Skills Courses (henceforth CSCs) are offered in many universities and other higher learning institutions in Tanzania. The CSCs were designed to enable students cope with their university studies. Besides CSCs, remedial English courses became an additional component because the language proficiency of undergraduate students was often found to be too low at the time of joining the university In the University under study, English remedial courses started to be offered in tandem with CSCs to all first year undergraduate students. However, over the years, since the introduction of the course, examiners have been concerned that the two tier CSCs arrangement has had little impact in improving English language proficiency and academic literacy among students. Accordingly, the Language Department at the University under reference took many measures redress the situation. These efforts amounted to a paradigm shift in the teaching of CSCs at the University. It is over two full academic years since the adoption of the new approach. The current study therefore aimed at assessing the implementation of the new approach. Specifically, the study wanted to find out how successfully the new approach has been in meeting the objectives of the changing trends in the teaching of English towards more communicative approaches in what is referred to here as paradigm shift. The data for this study were collected at one of the universities in Tanzania in the 2016/2017 academic year following a qualitative evaluation of the participants’ perceptions, involvement, achievement, classroom observation, and documentary review. The study followed a communicative framework by Jacobs and Farrell, to assess the implementation of these elements in the new approach. The findings indicated few successes of the new approach especially in the area of curriculum integration where the concept of spiral and non-linear arrangement of topics proved effective in students learning. However, there were many challenges in the implementation of the new approach in the context of University under study and Tanzania generally, and revolved around large sizes, learner cantered, reading habits and critical thinking skills. The paper recommends that universities should invest in self-learning resource centres as additional avenues for learning outside classroom, encourage reading culture, and build capacity in handling large classes. Others include collaborating with pre-university institutions especially secondary schools in working out common mechanism of addressing the problem through exchange of experience and best practices.

Published in	International Journal of Language and Linguistics (Volume 6, Issue 5)
DOI	10.11648/j.ijll.20180605.15
Page(s)	173-185
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Academic Communication, Remedial English, Study Skills, Communicative Framework, Higher Learning Institutions, University Studies

References

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[2]	O. S. Nyinondi, A. S. Mhandeni and H. I. Mohamed, “The use of communicative language teaching approach in the teaching of communication skills courses in Tanzanian universities,” International Journal of Research Studies in Language Learning,, vol. 6, no. 3, pp. 89-99, 2017.
[3]	S. C. Komba and H. I. Mohamed, “Towards re-defining communication skills courses at Sokoine University of Agriculture : Lessons from selected African Universities,” International Journal of Research Studies in Language Learning, pp. 1-13, 2016.
[4]	J. Crandall and D. Kaufman, Content Based Instruction in Higher Education Settings, Maryland: TESOL, 2002.
[5]	G. M. Jacobs and T. S. C. Farrell, “Understanding and implementing the CLT (Communicative Language Teaching) paradigm,” RELC Journal, vol. 34, no. 1, pp. 5-30, 2003.
[6]	J. C. Richards, Communicative Language Teaching Today, UK: Cambridge University Press, 2006.
[7]	M. A. Snow and D. Brinton, The Content Based Classroom: New Perspectives in Integrating language and Content, 2nd ed., Michigan: New University of Michigan Press, 2018.
[8]	M. Breen and C. Candlin, “The essentials of a communicative curriculum in language teaching.,” Applied Linguistics,, vol. 1, no. 2, pp. 89-112, 1980.
[9]	M. A. K. Halliday and C. M. I. M. Matthiessen, “Construing Experience through Meaning : A Language-based Approach to Cognition,” Computational Linguistics, vol. 27, no. 1, pp. 140-142, 1999.
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[11]	L. Anderson, D. Krathwohl, P. Airasian, K. Cruikshank, R. Mayer, P. R. J. Pintrich and M. Wittrock, A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives., New York: Pearson, 2001.
[12]	B. Cope and M. Kalantzis, “A pedagogy of Multiliteracies designing social futures,” in Multiliteracies: Literacy Learning and the Design of Social Futures, B. Cope and M. Kalantzis, Eds., London, Routledge, 2000, pp. 9-37.
[13]	Department of Language studies, Students Activity Book, Morogoro: Sokoine University of Agriculture, 2014.
[14]	H. I. Mohamed and O. S. Nyinondi, “How Tanzanian Universities Can Respond to Increasing Market Demands of Specialized Forms of English Language Learning and Communication Skills,” Journal of English Language, vol. 6, no. 2, pp. 1-9, 2016.
[15]	L. K. Heilenman, “Self-Assessment of Second Language Ability: the Role of Response Effects,” Language Testing, vol. 7, no. 2, pp. 174-201., 1990.
[16]	B. Peirce, M. Swain and D. Hart, “Self-Assessment, French Immersion, and Locus of Control,” Applied Linguistics, vol. 14, no. 1, pp. 25-42, 1993.
[17]	G. Wiggins, “Toward more authentic assessment of language performances,” in Teaching, testing, and assessment: Making the connection. Northeast conference reports, C. Hancock, Ed., IL, National Textbook Co, 1994.
[18]	K. Yap, “Integrating assessment with instruction in ABE/ESL programs,” in The annual meeting of the American Educational Research Association, 1993.
[19]	M. C. Tama, “Critical Thinking: Promoting It in the Classroom,” ERIC Digest, pp. 1-4, 1989.
[20]	E. Üstünlüog, “Language Teaching through Critial Thinking and Self-Awareness,” English Teaching Forum, pp. 2-8, July 2004.
[21]	H. I. Mohamed and F. Banda, “Classroom Discourse and Discursive Practices in Higher Education in Tanzania,” Multilingual and Multicultural Developments, vol. 29, no. 2, pp. 95-109, 2008.
[22]	R. M. Kavuma, In Africa’s Universities, quantity threatens quality, vol. p 2, The Guardian, 2011.

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Hashim Issa Mohammed. (2018). Paradigm Shift in Teaching Communication Skills Course in a Tanzanian University: An assessment and Lessons for Other Universities. International Journal of Language and Linguistics, 6(5), 173-185. https://doi.org/10.11648/j.ijll.20180605.15

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ACS Style

Hashim Issa Mohammed. Paradigm Shift in Teaching Communication Skills Course in a Tanzanian University: An assessment and Lessons for Other Universities. Int. J. Lang. Linguist. 2018, 6(5), 173-185. doi: 10.11648/j.ijll.20180605.15

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AMA Style

Hashim Issa Mohammed. Paradigm Shift in Teaching Communication Skills Course in a Tanzanian University: An assessment and Lessons for Other Universities. Int J Lang Linguist. 2018;6(5):173-185. doi: 10.11648/j.ijll.20180605.15

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@article{10.11648/j.ijll.20180605.15,
  author = {Hashim Issa Mohammed},
  title = {Paradigm Shift in Teaching Communication Skills Course in a Tanzanian University: An assessment and Lessons for Other Universities},
  journal = {International Journal of Language and Linguistics},
  volume = {6},
  number = {5},
  pages = {173-185},
  doi = {10.11648/j.ijll.20180605.15},
  url = {https://doi.org/10.11648/j.ijll.20180605.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20180605.15},
  abstract = {Communication Skills Courses (henceforth CSCs) are offered in many universities and other higher learning institutions in Tanzania. The CSCs were designed to enable students cope with their university studies. Besides CSCs, remedial English courses became an additional component because the language proficiency of undergraduate students was often found to be too low at the time of joining the university In the University under study, English remedial courses started to be offered in tandem with CSCs to all first year undergraduate students. However, over the years, since the introduction of the course, examiners have been concerned that the two tier CSCs arrangement has had little impact in improving English language proficiency and academic literacy among students. Accordingly, the Language Department at the University under reference took many measures redress the situation. These efforts amounted to a paradigm shift in the teaching of CSCs at the University. It is over two full academic years since the adoption of the new approach. The current study therefore aimed at assessing the implementation of the new approach. Specifically, the study wanted to find out how successfully the new approach has been in meeting the objectives of the changing trends in the teaching of English towards more communicative approaches in what is referred to here as paradigm shift. The data for this study were collected at one of the universities in Tanzania in the 2016/2017 academic year following a qualitative evaluation of the participants’ perceptions, involvement, achievement, classroom observation, and documentary review. The study followed a communicative framework by Jacobs and Farrell, to assess the implementation of these elements in the new approach. The findings indicated few successes of the new approach especially in the area of curriculum integration where the concept of spiral and non-linear arrangement of topics proved effective in students learning. However, there were many challenges in the implementation of the new approach in the context of University under study and Tanzania generally, and revolved around large sizes, learner cantered, reading habits and critical thinking skills. The paper recommends that universities should invest in self-learning resource centres as additional avenues for learning outside classroom, encourage reading culture, and build capacity in handling large classes. Others include collaborating with pre-university institutions especially secondary schools in working out common mechanism of addressing the problem through exchange of experience and best practices.},
 year = {2018}
}

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TY  - JOUR
T1  - Paradigm Shift in Teaching Communication Skills Course in a Tanzanian University: An assessment and Lessons for Other Universities
AU  - Hashim Issa Mohammed
Y1  - 2018/10/25
PY  - 2018
N1  - https://doi.org/10.11648/j.ijll.20180605.15
DO  - 10.11648/j.ijll.20180605.15
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 173
EP  - 185
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20180605.15
AB  - Communication Skills Courses (henceforth CSCs) are offered in many universities and other higher learning institutions in Tanzania. The CSCs were designed to enable students cope with their university studies. Besides CSCs, remedial English courses became an additional component because the language proficiency of undergraduate students was often found to be too low at the time of joining the university In the University under study, English remedial courses started to be offered in tandem with CSCs to all first year undergraduate students. However, over the years, since the introduction of the course, examiners have been concerned that the two tier CSCs arrangement has had little impact in improving English language proficiency and academic literacy among students. Accordingly, the Language Department at the University under reference took many measures redress the situation. These efforts amounted to a paradigm shift in the teaching of CSCs at the University. It is over two full academic years since the adoption of the new approach. The current study therefore aimed at assessing the implementation of the new approach. Specifically, the study wanted to find out how successfully the new approach has been in meeting the objectives of the changing trends in the teaching of English towards more communicative approaches in what is referred to here as paradigm shift. The data for this study were collected at one of the universities in Tanzania in the 2016/2017 academic year following a qualitative evaluation of the participants’ perceptions, involvement, achievement, classroom observation, and documentary review. The study followed a communicative framework by Jacobs and Farrell, to assess the implementation of these elements in the new approach. The findings indicated few successes of the new approach especially in the area of curriculum integration where the concept of spiral and non-linear arrangement of topics proved effective in students learning. However, there were many challenges in the implementation of the new approach in the context of University under study and Tanzania generally, and revolved around large sizes, learner cantered, reading habits and critical thinking skills. The paper recommends that universities should invest in self-learning resource centres as additional avenues for learning outside classroom, encourage reading culture, and build capacity in handling large classes. Others include collaborating with pre-university institutions especially secondary schools in working out common mechanism of addressing the problem through exchange of experience and best practices.
VL  - 6
IS  - 5
ER  -

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Author Information

Hashim Issa Mohammed

Department of Language Studies, Sokoine University of Agriculture, Morogoro, Tanzania

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Hashim Issa Mohammed. (2018). Paradigm Shift in Teaching Communication Skills Course in a Tanzanian University: An assessment and Lessons for Other Universities. International Journal of Language and Linguistics, 6(5), 173-185. https://doi.org/10.11648/j.ijll.20180605.15

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ACS Style

Hashim Issa Mohammed. Paradigm Shift in Teaching Communication Skills Course in a Tanzanian University: An assessment and Lessons for Other Universities. Int. J. Lang. Linguist. 2018, 6(5), 173-185. doi: 10.11648/j.ijll.20180605.15

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AMA Style

Hashim Issa Mohammed. Paradigm Shift in Teaching Communication Skills Course in a Tanzanian University: An assessment and Lessons for Other Universities. Int J Lang Linguist. 2018;6(5):173-185. doi: 10.11648/j.ijll.20180605.15

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@article{10.11648/j.ijll.20180605.15,
  author = {Hashim Issa Mohammed},
  title = {Paradigm Shift in Teaching Communication Skills Course in a Tanzanian University: An assessment and Lessons for Other Universities},
  journal = {International Journal of Language and Linguistics},
  volume = {6},
  number = {5},
  pages = {173-185},
  doi = {10.11648/j.ijll.20180605.15},
  url = {https://doi.org/10.11648/j.ijll.20180605.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20180605.15},
  abstract = {Communication Skills Courses (henceforth CSCs) are offered in many universities and other higher learning institutions in Tanzania. The CSCs were designed to enable students cope with their university studies. Besides CSCs, remedial English courses became an additional component because the language proficiency of undergraduate students was often found to be too low at the time of joining the university In the University under study, English remedial courses started to be offered in tandem with CSCs to all first year undergraduate students. However, over the years, since the introduction of the course, examiners have been concerned that the two tier CSCs arrangement has had little impact in improving English language proficiency and academic literacy among students. Accordingly, the Language Department at the University under reference took many measures redress the situation. These efforts amounted to a paradigm shift in the teaching of CSCs at the University. It is over two full academic years since the adoption of the new approach. The current study therefore aimed at assessing the implementation of the new approach. Specifically, the study wanted to find out how successfully the new approach has been in meeting the objectives of the changing trends in the teaching of English towards more communicative approaches in what is referred to here as paradigm shift. The data for this study were collected at one of the universities in Tanzania in the 2016/2017 academic year following a qualitative evaluation of the participants’ perceptions, involvement, achievement, classroom observation, and documentary review. The study followed a communicative framework by Jacobs and Farrell, to assess the implementation of these elements in the new approach. The findings indicated few successes of the new approach especially in the area of curriculum integration where the concept of spiral and non-linear arrangement of topics proved effective in students learning. However, there were many challenges in the implementation of the new approach in the context of University under study and Tanzania generally, and revolved around large sizes, learner cantered, reading habits and critical thinking skills. The paper recommends that universities should invest in self-learning resource centres as additional avenues for learning outside classroom, encourage reading culture, and build capacity in handling large classes. Others include collaborating with pre-university institutions especially secondary schools in working out common mechanism of addressing the problem through exchange of experience and best practices.},
 year = {2018}
}

Copy | Download

TY  - JOUR
T1  - Paradigm Shift in Teaching Communication Skills Course in a Tanzanian University: An assessment and Lessons for Other Universities
AU  - Hashim Issa Mohammed
Y1  - 2018/10/25
PY  - 2018
N1  - https://doi.org/10.11648/j.ijll.20180605.15
DO  - 10.11648/j.ijll.20180605.15
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 173
EP  - 185
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20180605.15
AB  - Communication Skills Courses (henceforth CSCs) are offered in many universities and other higher learning institutions in Tanzania. The CSCs were designed to enable students cope with their university studies. Besides CSCs, remedial English courses became an additional component because the language proficiency of undergraduate students was often found to be too low at the time of joining the university In the University under study, English remedial courses started to be offered in tandem with CSCs to all first year undergraduate students. However, over the years, since the introduction of the course, examiners have been concerned that the two tier CSCs arrangement has had little impact in improving English language proficiency and academic literacy among students. Accordingly, the Language Department at the University under reference took many measures redress the situation. These efforts amounted to a paradigm shift in the teaching of CSCs at the University. It is over two full academic years since the adoption of the new approach. The current study therefore aimed at assessing the implementation of the new approach. Specifically, the study wanted to find out how successfully the new approach has been in meeting the objectives of the changing trends in the teaching of English towards more communicative approaches in what is referred to here as paradigm shift. The data for this study were collected at one of the universities in Tanzania in the 2016/2017 academic year following a qualitative evaluation of the participants’ perceptions, involvement, achievement, classroom observation, and documentary review. The study followed a communicative framework by Jacobs and Farrell, to assess the implementation of these elements in the new approach. The findings indicated few successes of the new approach especially in the area of curriculum integration where the concept of spiral and non-linear arrangement of topics proved effective in students learning. However, there were many challenges in the implementation of the new approach in the context of University under study and Tanzania generally, and revolved around large sizes, learner cantered, reading habits and critical thinking skills. The paper recommends that universities should invest in self-learning resource centres as additional avenues for learning outside classroom, encourage reading culture, and build capacity in handling large classes. Others include collaborating with pre-university institutions especially secondary schools in working out common mechanism of addressing the problem through exchange of experience and best practices.
VL  - 6
IS  - 5
ER  -

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