Received April 12, 2020; Revised July 14, 2020; Accepted July 17, 2020

Abstract: Passing English at Ordinary level in Zimbabwe is still a prerequisite into any further studies that learners may want to do. Many educationists in Zimbabwe are worried at the low pass rate in English at O’ level. It is a worrying factor that learners get to form three unable to read fluently with comprehension, considering that they would have spent eleven years in school whose classroom activities are based on reading and writing. This Action Research carried out at classroom level with form three learners at one high school in Gweru, Zimbabwe, assessed the impact of intensive novel reading on performance in English comprehension to combat failure rate of English Language at Ordinary Level in Gweru District, Zimbabwe. The study used descriptive statistics, paired-sample t-test and one-way ANOVA to analyze data. The study found out that Intensive Novel Reading significantly improved performance in English comprehension. Findings showed that there was no interaction of gender and method. It is recommended that intensive novel reading be employed with learners who are poor performers in English comprehension. The method should be tested on other aspects of English language teaching.

Received December 5, 2018; Revised December 14, 2018; Accepted December 16, 2018

Abstract: Creating learning approaches on classroom interaction for sustainable learning development among secondary students requires an understanding of proper language to use. This study explored the use of Kiswahili language in line with Education Policy imposes a greater role for Kiswahili in teaching and learning, particularly in classroom interaction in Dodoma, Tanzania. The study was guided by three objectives: to examine the intervention strategies in classroom interaction that are better for students’ learning, to analyze the use of Kiswahili in classroom activities and to show the usefulness of changing instructional language. The research employed a sample size of 30 respondents and was done qualitatively with the use of simple statistics. The data were collected through interviews, observations and focus group discussion. The findings revealed that most students are currently being instructed in the language which they are not confident and this impact on both their learning outcomes and experiences. Kiswahili seems to be a favourable language in Tanzania although the medium of instruction in secondary education is in English after primary education where teachers and students use Kiswahili as familiar and national language. Kiswahili was declared in classroom-based approaches centred on teaching and learning as well as a socio-cultural language. In additional, the study recommends East African countries to make use of Kiswahili in their national curriculum.