Instructional Challenges in Teaching English Reading Comprehension in Tanzanian Public Primary Schools

Abstract

This study explored the status of teaching and learning English reading comprehension skills in public primary schools in Tanzania, focusing on instructional approaches, teachers’ preparedness, and assessment practices. A mixed-methods case study design was employed. Data were collected from ten public primary schools in Morogoro Municipality. Participants included 10 English subject teachers who participated in semi-structured interviews, a cohort of 1,324 Standard Six pupils who completed reading comprehension tests, and a subset of 100 pupils who participated in focus group discussions (10 pupils per school). Qualitative data were analysed thematically following Braun and Clarke's six-phase process, while test scores were analysed using descriptive statistics (means, standard deviations) via SPSS version 25. Pupils demonstrated low reading comprehension ability, with mean test scores ranging from 3.56 to 4.15 out of 10 across all ten schools. No school achieved a mean score above 4.15, indicating consistently poor performance. Qualitative findings revealed three major thematic challenges: (1) persistent use of teacher-centred, passive instructional approaches with minimal pupil interaction; (2) limited teachers’ pedagogical preparedness and lack of regular in-service professional development opportunities; and (3) significant difficulties among teachers in designing and implementing effective reading comprehension assessments. Current instructional practices are insufficient for developing foundational reading comprehension skills among Tanzanian public primary pupils. Regular school-based in-service training focused on learner-centred strategies and authentic assessment design is urgently needed. The study contributes empirical evidence from a previously under-researched region to the growing literature on reading instruction in East African public primary schools.