Teachers’ Perceptions Towards the Effectiveness of TBTM on Pupils’ Motivation and Engagement in Reading English as a Second Language in Morogoro Municipality, Tanzania

Salmin Adamu Ahmada; Hashim Issa Mohamed

doi:10.37284/eajes.8.1.2704

Salmin Adamu Ahmada Muslim University of Morogoro
Hashim Issa Mohamed, PhD Muslim University of Morogoro

DOI: https://doi.org/10.37284/eajes.8.1.2704

Keywords: Reading For Comprehension, Cooperation, Task-Based Teaching Method, Reading Ability

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Abstract

The study investigated the teachers’ perceptions towards the effectiveness of TBTM on pupils’ motivation and engagement in reading English as a Second Language in Morogoro municipality, Tanzania. The research employed a quantitative descriptive design to measure learners' motivation and engagement. The sample included 18 respondents selected through purposive sampling comprising English and non-English language teachers. Data were collected using Secondary data and questionnaires. The study ensured the reliability and validity of its instruments. Analysis of the data revealed that task-based instruction was more effective than traditional exercise-based methods in enhancing reading skills and language proficiency in Tanzanian primary school pupils

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