Assessment of Teachers’ Ability to Use English Language in Giving Classroom Instructions in O-Level Public Secondary Schools in Moshi District, Tanzania

This study assessed teachers’ ability to use English language in giving classroom instructions in Moshi district council. The study was guided by two research questions and one hypothesis. The study aimed at finding: How teachers’ use English language to give classroom instructions in secondary schools and extent to which teachers demonstrate ability to maintain using English language to give classroom instructions. The study was guided by social development theory. The sample comprised of 234 respondents whereby 120 were students, 108 teachers and 6 heads of school. Convergent parallel design under mixed approach was employed.  Stratified and simple random samplings were used to obtain respondents. Instruments for data collection were questionnaires, observation guide and observation schedule. Quantitative data were analyzed statistically by using frequencies tables and percentages while qualitative data were Transcribed and summarized then narrated. The hypothesis was tested by Chi square at significant level of 0.05. Ethics in writing dissertation were strictly observed. The study found that teachers did not use English properly to give classroom instructions, teachers were not sensitive to note and correct student’s English language mistakes. The study concluded that students’ poor performance due to poor mastery of English language was due to teachers’ inability to note and correct student’s language mistakes, therefore the study recommended the government to ensure communication skills course offered in colleges and universities serve the need to equip teachers with English language skills.