International Journal of English Language Teaching (IJELT)

EA Journals

Kiswahili language

Application of Bloom’s Taxonomy of Educational Objectives in Formative and Summative Assessments of Kiswahili Language: A Case of Secondary Schools in Meru District Council (Published)

Currently, the educational field emphasizes on the teaching and learning that is competence based. This article examines how Bloom’s Taxonomy is applied in formative and summative assessments of Kiswahili language in secondary schools. The article is guided by Vygotsky’s Cognitive Development Theory. Data were collected through interview, documentary analysis and observation. Kiswahili language teachers were involved in data collection. The findings reveal that in assessment of Kiswahili language, the Lower Order Thinking skills is highly applied in formative assessment while the Higher Order Thinking skills is mostly included in summative assessment. The reason behind this is that many Kiswahili teachers lack enough skills on composing HOTs questions, as well as preparing LOTs and HOTs questions based on competence-based approach. Therefore, Kiswahili teachers need more trainings on Bloom’s Taxonomy application in line with competence-based approach; this could be done through workshops, sharing knowledge between teachers within the school, and interschool cooperation

Keywords: Bloom’s taxonomy, Formative assessment, Kiswahili language, summative assessments

Speaking Anxiety and Its Effects on Participation in Group Discussions in L2 Classrooms (Published)

Group discussions, if properly harnessed, can help learners to own the learning process, communicate their thoughts, feelings, ideas or information freely and efficiently in their environment. Group discussions can also provide opportunities for self-learning, rather than having learners to sit passively to memorize and repeat what the teacher gives them. In the twenty-first century, teachers need to focus on empowering learners to create, interpret, legitimize and disseminate knowledge. Therefore, this paper examines the influence of speaking anxiety on the effectiveness of group discussion as a learning strategy in Kiswahili language classrooms. The theoretical framework of the study that informed this paper was drawn from the Communicative Language Theory (CLT). The study involved a sample of 21 public secondary schools purposively sampled from a total of 206 public secondary schools in Bungoma County, Kenya. Three hundred and seventy-eight Form Two learners formed the study sample. The study adopted a correlation study design and used students’ questionnaire and a semi-structured interview schedule for data collection. Analysed data was presented using frequencies percentages and histograms. The research findings revealed that there is a significant relationship between speaking anxiety and effectiveness of group discussion as a learning strategy. Subsequently, this paper recommends that teachers of Kiswahili should focus on reducing the levels of speaking anxiety among learners in Kiswahili language classrooms. This strategy will improve their participation in group discussions. They should also increase the use of group discussions to help reduce the levels of anxiety because group discussions cannot be conducted successfully with students who have high levels of social anxiety.

Keywords: Group Discussion, Kiswahili language, Second Language, Speaking Anxiety

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