TEACHERS’ IMPLEMENTATION OF THE TEXT BASED INTEGRATED APPROACH (TBIA) TO GRADE 11 PUPILS IN TEACHING ENGLISH IN SELECTED SECONDARY SCHOOLS IN LUANSHYA2
Date
2019
Authors
MUMBA, CYPRIAN
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
English language is a compulsory subject in Zambia from Grades Five to Grade Twelve.
Therefore, it is vital that learners are equipped with the necessary skills to improve their
communicative competence. The purpose of this study was to establish teachers’ application
of the Text-based Integrated Approach in the teaching of English language to Grade Eleven
pupils in selected secondary schools of Luanshya District. The objectives of the study were to
ascertain: (i) teachers’ understanding of the Text-based Integrated Approach, (ii) the teachers’
classroom application of the Text-based Integrated Approach, (iii) whether teachers were
adequately trained to use the Text-based Integrated Approach, (iv) teachers’ attitudes towards
the Text-based Integrated Approach and the challenges teachers faced when using the Textbased
Integrated Approach. The study employed a congruent parallel mixed method design
which incorporates both qualitative and quantitative research designs. Interview guide,
document analysis, lesson observation guide and the questionnaire were the data collection
instruments used in the study. A sample of 54 respondents comprising 45 qualified teachers
of English language and nine Heads of Departments participated in the study. The data were
analyzed quantitatively and qualitatively and were merged into common themes according to
the research objectives. The findings of the first and second objectives showed that despite
teachers affirming that they understood and applied the Text-based Integrated Approach in
their teaching during face to face interviews, quantitative findings revealed that only 59% of
the participants understood the approach, 28% held misconceptions about the approach and
13% bluntly stated that they did not have a slight idea about the method. Further, through the
teachers’ responses in the questionnaire and the interviews, teachers had limited knowledge about what approaches the syllabus recommended for the teaching of English language at
senior secondary school level. Classroom lesson observations data showed that teachers were
not implementing the Text-based Integrated Approach as stipulated in the syllabus. The
findings of the third objective revealed that some teachers were adequately trained as
lecturers from various learning institutions prepared them well in the use of TBIA. However,
other teachers stated that they were inadequately prepared as lecturers merely mentioned the
methods and did not go into details to elaborate how to apply the Text-based Integrated
Approach. In addition, findings of the fourth objective showed that some teachers had
positive attitudes towards the Text-based Integrated Approach, while others had negative
attitudes. The findings of the last objective revealed a number of challenges such as lack of
teaching materials, poor foundation in English language, low reading levels and lack of
pupils’ self-motivation to learn. In view of the findings, it is recommended that the Ministry
of General Education should organize formal and comprehensive in-service training for
teachers on how to apply the Text-based Integrated Approach. Further, there should be close
collaboration between the Ministry of General Education and higher learning institutions to
ensure that teachers are adequately trained to apply the recommended methodologies such asthe Text-based Integrated Approach.
Description
Thesis
Keywords
Text based integrated approach , Syllabus , Communicative competence