2025 IJRSE – Volume 14 Issue 12
Available Online: 22 June 2025
Author/s:
Makula, James*
Institute Of Accountancy Arusha, Tanzania (james.makula@iaa.ac.tz)
Niima, Augustino
Institute Of Accountancy Arusha, Tanzania (Augustino.niima@iaa.ac.tz)
Abstract:
This study explored how competence-based teaching methods are used to enhance pupils’ listening and speaking skills in public primary schools in Mbulu District, Tanzania. Grounded in Vygotsky’s Social Constructivism Theory, the research focused on the role of interactive, student-centered strategies—such as group discussions, pair work, and the use of audio-visual resources in fostering communicative competence among learners. A qualitative case study design was employed, involving 101 participants: 15 English teachers and 76 pupils from Standard Six and Seven across three purposively selected schools. Data were collected through semi-structured interviews, non-participant classroom observations, and documentary reviews. Thematic analysis revealed that most teachers implemented collaborative teaching techniques that aligned with competence-based education, effectively supporting the development of pupils’ oral language skills. However, challenges such as limited teaching resources, large class sizes, and constrained instructional time were also noted. The findings highlight the importance of professional competence, adequate support, and resource availability in enhancing the quality of English language instruction. The study concludes that practical, interactive teaching methods are essential for developing pupils’ listening and speaking skills and recommends ongoing teacher training and institutional support to sustain these practices within the broader educational framework.
Keywords: competence-based teaching, listening and speaking skills
DOI: https://doi.org/10.5861/ijrse.2025.25164
Cite this article:
Makula, J., & Niima, A. (2025). Enhancing pupils’ listening and speaking skills through competence-based teaching methods in Mbulu District. International Journal of Research Studies in Education, 14(12), 35-43. https://doi.org/10.5861/ijrse.2025.25164
* Corresponding Author