Investigating the Use of English Tenses in Essays of Second Language Learners at the Muslim University of Morogoro

Abstract

English tense use presents persistent challenges in academic writing among English as a Second Language Learners (ESLLs). This study investigated the use of English tenses in essays written by students at Muslim University of Morogoro (MUM), Tanzania. The study focused specifically on the use of present and past tense forms in students’ academic writing. The study involved 106 human participants, comprising 100 students who responded to the questionnaire and six lecturers who participated as key informants. In addition to the human participants, 100 student examination essays were used as documentary data sources to examine the application of English tense forms in written texts. Proportionate sampling was used to select students and essays across the second- and third-year groups, resulting in 37 second-year and 63 third-year students and corresponding essays. Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) and Microsoft Excel, while qualitative data were analysed thematically. The findings revealed that students experienced difficulties in using English tense forms accurately in essay writing. The major difficulties included confusion between present and past tense forms, inappropriate tense shifts within sentences and paragraphs, and incorrect subject–verb agreement. The study recommends strengthening English language programmes and grammar clubs, adopting student-centred teaching approaches, using visual aids in grammar instruction, and integrating technology to support tense learning and practice.