Monograph_finshing_orinal_1_3_1_

Armindo José Mariquele
Factors Affecting Negatively the Quality of English Language Teaching and Learning in
Quelimane’s Secondary Schls with focus at ‘’Escola Secundária 25 de Setembro’’ Grade
11 and 12;
Honours Degree in English Language Teaching with Abilities in Portuguese Teaching
Universidade Pedagógica
Quelimane
2015

Factors Affecting Negatively the Quality of English Language Teaching and Learning in
Quelimane’s Secondary Schools with Focus at ‘’Escola Secundária 25 de Setembro’’
Grade 11 and 12
Universidade Pedagógica
Quelimane
2015
Dissertation Submitted to the
Department of Language Sciences,
Communication and Arts as a Partial
Requirement for Attainment of an
Honour Degree in E L T (Minor in
Portuguese Teaching).
Supervisor: dr. Laurito Artur Bocage

Content Page
List of Tables ………………………………………………….……………………………….i
List of Figures……………...………………………………………………………………….ii
List of Abbreviations and Acronyms…………………………………………………………iii
Declaration……………………………………………………………………………………iv
Dedication……………………………………………………………………………………..v
Acknowledgment……………………………………………………………………………..vi
Abstract………………………………………………………………………………………vii
Chapter I
1.1. Introduction…..……………………………………………………………………….5
1.2. Rationale and Significance of the Study……………………………………………...6
1.3. Objectives of the Study………………………………………………………………..7
1.3.1. General………………………………………………………………………………..7
1.3.2. Specific……………………………………………………………………...…………7
1.4. Statement of the Problem……………………………………………………………...8
1.5. Hypothesis……………………………………………………………………………..9
1.6. Delimitation of the Study…………………………...…………………………………9
1.7. Limitations of the Study……………………………………………………………….9
Chapter II
2.1. Literature Review………………………...……………...……………………..…….10
2.1.1. Factors Affecting the Quality of English Language Teaching and Learning at
Secondary Schools……..……………………………….…………………..…..……10
2.1.2. Factors Affecting Specifically Quality Teaching…………………………………….12
2.1.3. Teacher’s Skills and Qualifications…………………………………………………..13
2.1.4. The Teaching Process………………………………………………………………...14
2.1.5. Working Condition and Organization Structure……………………………………..15
2.1.6. Monitoring and Evaluation…………………………………………………………...16
2.2. Quality Learning……………………………………………………………………..16
2.3. Quality Learners……………………………………………………………………...17
2.3.1. Good Health and Nutrition…………………………………………………………...17
2.3.2. Early Childhood Psychosocial Development Experiences……….……..…………...17
2.3.3. Regular Attendance for Learning…………………………...………………………..18
2.3.4. Family Support for Learning…………………………………………………………18

2.4. Quality Learning Environments………...……………………………………………19
2.4.1. Physical Elements……………………………………………………………………19
2.4.2. Psychosocial Elements……………………………………………………………….19
2.4.2.1. Teachers’ Behaviours that Affect Safety…..…………………………………20
2.4.2.2. Effective School Discipline Polices………………………………………….20
2.4.2.3. Inclusive Environments………………………………………………………21
2.4.2.4. Non – Violence……………………………………………………………….21
Chapter III
3.1. Research Methodology……………………………………………………………….22
3.2. Research Design……………………………………………………………………...22
3.3. Methodology…………………………………………………………………………22
3.4. Type of Research…………………………………………………………………….22
3.5. Data Collection Techniques………………………………………………………….23
3.5.1. Interview……………………………………………………………………………..23
3.6. Target Population…………………………….………………………………………24
3.7. Inquiry Duration………………………….…………………………………………..24
Chapter IV
4.1. Data Analyses and Discussion….……………………………….………………...…25
4.2. Students Opinion Analysis on Factors Affecting Negatively the Quality Learning…25
4.2.1. Factors………………………………………………………………………………..26
4.2.2. Motivation……………………………………………………………………………26
4.2.3. English Syllabus Content…………………………………………………………….27
4.2.4. Contribution of Modern Technology………………...………………………………28
4.2.5. Recommendation to Improve the Quality of English Language Learning ….………29
4.2.6. English Teachers Skills………………………………………………………………2
4.3. English Teachers Opinions on Factors Affecting Negatively Quality Teaching…….29
4.3.1. Other Potential Factors……………………………………………………………….30
4.4. Teachers Recommendations to Improve Quality Teaching…………………,,……...31
4.5. English Subject Delegate Opinion…………………………………………………...31
4.5.1. Possible Changes of English Syllabus……………………………………………….32
4.5.2. Class Supervision…………………………………………………………………….32
4.6. Discussion……………………………………………………………………………32
4.6.1. Summary of the Findings…………………………………………………………….32

Chapter V
5.1. Conclusion and Suggestions……………...…………………………….…………….35
5.2. Conclusion……………………………………………………………………………35
5.3. Suggestions…………………………………………...………………………………39
6. References………………………………………………………….…………...………..40
7. Appendix…………………………………………………..……………………..………42
8. Attachments’…………………...………………………………………………………...45

List of Tables
Table -1 Other Potential Factors………...………………..…………………….……………31
Table-2 Factors Mentioned by the Subject Delegate…...………..………………….……….33

List of Figures
Figure 1 Factors Affecting Negatively the Quality learning (students)………………….......26
Figure 2 Motivation ……………………………………………………………………..…...27
Figure 3- Opinion about Present English Syllabus……………..……...……….…….….…..28
Figure 4-Contribution of Modern Technology ………………………..……………...…..….29
Figure 5- Recommendations to Boost up English Learning Quality …………………..……29
Figure 6- Required English Skill for English Teachers……………………..…...…...….......30
Figure 7- Factors Affecting Negatively the Quality Teaching (teachers) …………...………31
Figure 8- Teachers Recommendations to Improve Quality Teaching……………..……..….33
Figure 9- Possible Changes of English Syllabus…………………….……………..…….…..34
Figure 10- Class Supervision……………………...…………………………………..……..34
‘

List of Abbreviations and Acronyms
UPQ- ‘’Universidade Pedagógica-Quelimane’’
T- Teacher
Ss-Students or Group of Respondents’
ELTLQ- English Language Teaching and Learning Quality
ELT- English Language Teaching
G11S- Grade 11 student
G12S- Grade 12 student
L1- First Language
UNESCO: United Nations Educational Scientific and Cultural Organization
UNICEF: United Nations Children's Fund
WHO: World Health Organization
IMAP- Instituto Magistério Primário
Q- Question

Declaration
I declare that this monograph is the result of my personal research and guidance of my
supervisor, its content is original and all sources were properly consulted and mentioned in
the bibliography page.
Moreover, I declare that this monograph has not been submitted to any other institution for
obtaining any degree and I’m responsible for any imperfection in it.
Quelimane, 4th
March 2015
___________________________

Dedication
Firstly, this Monograph is dedicated to the memories of my late grandmother Flora and
Brother Hilário Mariquele.
Secondly, I would like to offer my piece of work to my beloved brother, Venâncio Mariquele,
whom there is no disbelief in my brain that without his incessant support I could not have
studied and finished this course. I am happy to present my development by this application
even though the reality that I have been living far away from him.
I also confer this piece of work to my former classmates in Quelimane, without whose hold
up, responsiveness and regard, it would not have been up-and-coming to stay in Quelimane
for 4 years and achieve the target.

Acknowledgment
Though it would be difficult to recognise everyone who has contributed to this study, the
author wishes to take this opportunity to express appreciation and acknowledge assistance
from many people whose time, efforts, and cooperation have made possible the completion of
this study within the allotted time.
I take this opportunity to express my profound gratitude and deep regards to my supervisor
dr. Laurito Artur Bocage, for his exemplary guidance and invaluable assistance and
encouragement throughout the entire line up.
The author is indebted to dr. Gregório Jorge Gonçalves whom I kindly call Master Greg, dr.
Américo Nhasssengo the so called Malume, Mr Langa and Madala (dr.Sidonio) for their
ceaseless cooperation and fueling ideas in the monograph make ups.
Appreciation is extended to all respondents’ of the study, especially Mr. Daniel Viano for
providing me vital data in the field and his total availability for any inquiry, dr. Suzana Evali
the current English course director at UPQ and dr. Manuel Jossias the so called scope of
linguistics during our first year studies, for their motivation, faith and meaningful points of
view along the project designing and data collection. The author is grateful to Architect and
Consultant Won Seok Lee, for the printing of most of the drafts.
Although busier with his PhD thesis in UK, recognition is extended to Boutiza and
‘’Scholar’’ Amade Mualaca my colleague of all the times during the academic journal in
Quelimane for their proof-reading of the manuscripts.
Last but not least, I thank my parents, brothers and friends for their constant encouragement
without which this Monograph would not be possible.
Honey (Leonilde Alexandre Cumbi), as my speech goes off, all I have to say is that I real
appreciated the way you supported me during this time. I remember when you used to tell me
not to disappoint you because you banked on me. Thanks for having used your accountancy
knowledge to guide me for the percentage calculations.

Abstract
This study was conducted to explore different factors affecting negatively the quality of
English language teaching and learning in Quelimane’s Secondary Schools with focus at
‘’Escola Secundária 25 de Setembro’’ grades 11 and 12. The objectives of the study were to
find out factors affecting negatively the quality of English language learning and teaching
and to provide a base for improvement of teaching and learning English as a Second
Language at the school and grades above mentioned. The target population comprised 5
teachers of English, 1 delegate of English Subject, 30 students of grade 11 and equal number
from grade 12 summing a total of 60 students of both genders (male and female). The survey
was conducted by using interview for information gathering about different factors affecting
the quality of English language learning and teaching. Secondary data was collected by
reviewing closely linked existing literatures as well as websites and other written documents.
A number of semi-structured interviews were conducted in the written as well as recorded
forms with every students and teachers. The main findings of the study were; the teachers
were not sufficiently English qualified and had not adequate knowledge of modern methods
to teach English, students were not highly motivated to learn English because they found it
boring and difficult, the classes of both grades were somehow large with low learning
conditions and teachers were used to translate the lessons into Portuguese and similarly they
chose to explain them in Portuguese.
Keywords: Factors, Quality teaching and learning, Teaching methods.

Chapter I
1.1. Introduction
English language is now becoming the walk of all trades and developments. It serves as the
window through which we can peep into the outside world and can get the knowledge of the
whole universe. The Global Information Technology Report (2010-2011:249) reports that
English became part of Mozambican education system and yet English is beyond the reach of
most of young people, which make for highly unequal access. In Mozambique the quality of
English Teaching is simply not good enough. The support systems, such as the number of
teachers or materials for teaching, are neither adequate nor appropriate. The implementation
of English Language in Mozambique’s public education was done out of the realisation that
English is increasingly becoming the global language with speakers in almost all parts of the
world. Yet the fact that Mozambique was a Portuguese colony for almost five hundred years
(1505-1975) means a lot on how Portuguese as a language has impacted and continues
affecting Mozambican People.
The present study entitled ‘’Factors Affecting Negatively the Quality of English Language
Teaching and Learning in Quelimane’s Secondary Schools with focus at ‘‘Escola Secundária
25 de Setembro-Quelimane’’ grade 11 and 12 under its scope intended to find out factors
affecting the Quality of English Language Teaching and Learning and examine the
difficulties encountered by both Mozambican teachers and students in the teaching-learning
process at the school and grades above mentioned. In order to identify the problems, the
research was carried out in Quelimane where, interview was mainly used as data collection
tool. Data was analysed quantitatively using frequency tables and analysed qualitatively using
evaluative descriptions.
This study consists of five chapters. Chapter I includes significance of the study, objectives,
statement of the problem, hypothesis, delimitation and limitations of the study. Chapter II
depicts review of relevant literature across the country. Chapter III explains the methodology
applied to this study, sample area, sample school, duration, and procedure of the data
collection and analysis. Chapter IV focuses on analysis of the result and interpretation of the
data. Chapter V includes conclusions and policy recommendation and some suggestions for
future study.

1.2. Rationale and Significance of the Study
The knowledge of English is vital as well as significant in the context of global marketplace
that is, in education, trade, society and in the age of digital information technology. GOLAM
(2012:7) says ‘’ Proficiency in English is a must for the nation to abolish poverty, hunger,
disease, illiteracy and indignity.’’ This research was carried out to make contributions
towards the quality improvements of English language teaching and learning at ‘‘Escola
Secundária 25 de Setembro-Quelimane’’ by clarifying the factors affecting the quality of
English language teaching and learning. This study also attempted to suggest a way of how to
improve achievement and effective policy input.
The results of this study can be used for a variety of purposes. Principally, it will help
teacher-trainers, educational administrators, policy makers, researchers and teachers in
Quelimane to identify the factors likely to increase English language teaching and learning
quality, this study will try to point out some areas where steps may be taken to promote
English teaching and learning conditions in Quelimane.
By and large, the topic has been chosen because of the predominance of low quality of
English language teaching and learning at ‘‘Escola Secundária 25 de Setembro-Quelimane’’
in grade 11 and 12 and across the country due to compound factors. Some of those factors are
clearly discussed as follows; for instance, the functional aspect of language is totally ignored,
thus, it results in deteriorating the standard of English in the present generation and signal to
further decline. AHMAD et Al (2011:24) also observed that the condition of leaning English
at secondary level is worse and there is a need to address these problems on priory bases.
Leaning English is a subconscious process; the leaner has few opportunities to absorb the
language from the environment. It is not the learner who lacks the capacity to learn the
language, but the total academic settings whose capacity need to built up. (The Global
Information Technology Report 2010-2011:249).
The researcher’s view in alignment to KERSHNER (2000:71) supports that learning
difficulties of students are due to the lack of innate or cognitive abilities, perceptual
impairment, and learning disability, deficiencies in memory or poor motivation. Most of
researches focused on these fixed characteristics of students who are least controllable.
LOCKHEED & KOMENAN (1989:33) observes that school characteristics have a greater
effect on students’ achievement.

1.3. Objectives of the Study
1.3.1. General
 To find out the factors affecting negatively the quality of English language teaching and
learning.
1.3.2. Specific
 To identify the difficulties encountered by both teachers and students in the teaching and
learning processes;
 To provide a base for improvement of teaching and learning English as a second
language;
 To contribute with strategies on the teaching and learning quality in Quelimane
specifically at ‘‘Escola Secundária 25 de Setembro’’ grade 11 and 12.

1.4. Statement of the Problem
Mozambique took a bold step to introduce English as one of the subjects taught in public
schools. Yet, this has never been an easy task given to Mozambique’s crippling poverty level
and lack of adequate training for the teachers. While the problem of English in public
secondary education is widely known by Mozambicans, little research has been done,
particularly on the factors affecting the quality of English Language teaching and learning at
secondary schools. Yet, lack of research on such important subject will always have negative
impact to society’s socioeconomic and political development that cannot be underestimated
or ignored. This is because although indigenous/local languages are as important as any other
language in the world, it is important to acknowledge that English is increasingly becoming
the most widely spoken language in business, education, job markets and many other arenas
the world over. As such, it is now necessity for non English speaking people to acquire
knowledge of English if they are to be able to operate well and sensibly in the global world.
To give light to these compound problems, four (4) research questions were raised:
1. What are the real factors affecting negatively the quality of English Language Teaching
and Learning and students’ achievement at ‘‘Escola Secundária 25 de Setembro’’ in
grade 11 and 12?
2. Which policy inputs are useful in improving students’ English achievement and
quality?
3. Are the teachers skilled enough to promote quality learning and students language use?

1.5. Hypotheses
 H1: Lack of qualified teachers and relevant materials (like English textbooks, dictionaries
and audiovisual lessons are among the major factors affecting negatively the quality of
ELT and learning;
 H2: The difficulties (lack of motivation, learning disability, and lack of innate or
cognitive abilities, perceptual impairment) that students of ‘‘Escola Secundária 25 de
Setembro-Quelimane’’ grades 11 and 12 have affect the quality of English Language
Teaching and Learning;
 H3: English Language learning is a conscious process; the learners have few
opportunities’ to absorb the language from achievement.
1.6. Delimitation of the Study
Studies under factors affecting the quality of English language teaching and learning may be
carried out under different approaches, circumstances and perspectives. This study sought
finding out these factors at ‘‘Escola Secundária 25 de Setembro’’ in grades 11 and 12 based
on field work. This school is located in Quelimane city, making boarder with Amed Sekoul
Touré Avenue in south, National Liberation Avenue in East with Liberty Avenue and in north
with Piloto neighbourhood and Eduardo Mondlane Avenue.
1.7. Limitations of the Study
The study was carried out only in 1 school; 60 students, 5 teachers, and 1 delegate were
interviewed. Due to unexpected issues some respondents were not totally available for
interviews henceforth it was needed to go and meet them out of school, sometimes at the
weekend.
Moreover, as the study was conducted in one chosen school the results of the research cannot
describe the entire picture of the secondary English education in Quelimane.

Chapter II
2.1. Literature review
2.1.1. Factors Affecting Quality of English Language Teaching and Learning at
Secondary Schools.
“Quality teaching and learning never occur accidently, they always result from high
intention, sincere effort, intelligent direction and skilful execution representing the wise
choice of many alternatives”
WILLIAM A. FOSTER cited in IVANA & VESNA (2009:702)
The author has tried to make an intensive review of related literature about the factors
affecting Quality of English Language Teaching and Learning at Secondary Schools across
the city and beyond. Several researches on this topic were conducted in developing as well as
in developed countries (Japan, Germany, Italy, Canada and South Korea). In developing
countries, for instance, Bangladesh, Nigeria, Vietnam and Pakistan, school factors were more
important for students’ English Quality and achievement than family factors.
As put on in the Global Information Technology Report (2010-2011: 249), linguists like
HUSAN (2005:98), conducted a linguistic study on “English language Curriculum at the
Secondary Level in some African Portuguese Speaking Countries (Angola, São Tome
Principe and Guine Bissau)” he discovered that 82% of rural and urban secondary school
students complain that English is not sufficiently used in the class; with an average of 68% of
teachers admitting that they do not arrange the practice of the four skills (reading, writing,
listening and speaking) of English language in the classroom.
According to JOHSON (2001) in GLOBAL INFORMATION TECHNOLOGY REPORT
(2010-2011: 200) another survey shows that trained teachers are more efficient than non-
trained teachers at the secondary levels. Of course, this point is credible, as known there is no
achievable proficiency without skills and specific knowledge. Moreover, KRASHEN
(2002:40) discusses under the effective filter that consists of various physical factors, such
anxiety, monetization, and self-confidence which can strongly enhance or inhibit secondary
students’ language learning.
That is to say that once learners do not carry with them the complexity of effective filters
they may by and large fail meeting the goals as referred above.

The researcher’s particular view on the issue above is that students of any age and in any
culture will differ from one another in various intellectual and physical abilities. In alignment
to this point, the researcher views that this is noticed in general and specialised prior
knowledge, interest, motivation and in personal styles of thought. Furthermore, these
differences often relate directly to differences in students learning process.
KAVALIAUSKIENE (2008) in MALAKA (2001:33) has explored the motivation problems
in teaching secondary school students at high school level with a particular reference at 9th
,
10th
, 11th
standard in Brazil.
Now, this point stressed by the author above, sounds interesting and obvious because tends to
resemble Mozambican reality.
According to IVANA (2009:201) citing WILKINS (1994) ‘’a teacher is an important
variable in foreign language, and teacher’s skills and personality are instrumental in creating
the condition for learning a language’’.
Actually this view leads us to understand that in fact where we do not have skilled teachers
we cannot expect to have mature language users or models. A trained teacher plays a very
powerful role in the process of language teaching and learning.
KRASHEN (2002:100) contends that learners with high motivation, self-confidence, self-
efficacy, a good self image, and a low level of anxiety are well equipped for successes in
second language acquisition.
It seems that the role of English in Quelimane is or will be characterized by a multipurpose
functionality. For instance, English has been used for years and for different purposes, i.e. for
communication beyond the country and important subject of school levels, and gradually it is
becoming part of the socio-cultural system, that is, the society is nowadays seeing the
importance of English and people in general are already learning English.
WALBERG (1984) in GOLAM (2012:12) approaches theory of educational productivity that
requires nine (9) factors to increase students’ achievement of cognitive and affective
outcomes and quality learning itself. These factors are:
a) Student’s aptitude variables or prior achievement;
b) Age;
c) Motivation;

d) Quality of instruction;
e) Quality of instruction experience;
f) Home environment;
g) Classroom or school environment;
h) Peer group environment, and;
i) Mass media (especially Television).
2.1.2. Factors Affecting Specifically Quality Teaching
As teaching is mainly unpredicted and dynamic process, since it involves people with all their
human needs, aspiration and pre-knowledge, achieving and maintaining quality is a difficult
task. Therefore, a careful planning is crucial. Getting to know students better is the first step,
and the final one is getting their feedback about what they have learned. UNICEF (2000:86)
puts on that the complex quality assurance can be examined from main aspects:
1) Teacher’s skills and qualifications;
2) Teaching process;
3) Working conditions;
4) Evaluation and monitoring.
Each of them is equally important in quality assurance, and if they are successfully integrated
into one optional process which is constantly being upgraded, we can say that a real learning
is surely taking place.
2.1.3. Teacher’s Skills and Qualifications
While many things can be done to create a context for good teaching, teachers themselves are
the ones who ultimately determine the success of a program. Good teachers can often
compensate the deficiencies in the curriculum or the resources they use in their teaching.
These should have the following components;
a) Practical knowledge: the teacher’s repertoire of classroom techniques and strategies;
b) Content knowledge: the teacher’s competence of grammar, phonology, second
language acquisition, teaching theories;
c) Contextual Knowledge: familiarity with the school context, norms, cultural and other
relevant information;

d) Pedagogical knowledge: ability to restructure content knowledge for teaching
purposes and to plan, adapt, improvise.
e) Personal knowledge: the teacher’s personal beliefs and principles, and her/his
individual approach to teaching;
f) Reflexive knowledge: the teacher’s capacity to reflect on and access his/her own
practice when describing teacher’s skill it is possible to compare teachers according to
whether they are novice or experienced. For example, basing on (UNESCO: 2000:85)
the UCLES Certificate in Language Teaching to Adults is a widely thought initial
qualification for language teachers focuses on 6 areas of basic teaching skills:
1) Language awareness;
2) The learner, the teacher and the teaching/learning context;
3) Planning for effective teaching of adult learners of English;
4) Resources and materials for teaching;
5) Classroom management and teaching skills;
6) Professional development
It is suggested that, compared to experienced teachers, non native teachers tend to work from
the textbook rather than in terms of pupils achievement levels; they lack routines to keep
pupils a task, they are less able to select which information is more important when planning
a lesson, and they lack knowledge of what to expect of pupils, with challenging to set and
what difficult to anticipate. (UNESCO: 2000:86)
Opportunities to develop these skills and try obtaining more teaching can be provided in
different ways, including observation of more experienced teachers, practice teaching under
the mentor’s supervision, taking specified courses (ELTA or seminar), watching training
videos.
If teachers are expected to teach well and maintain quality teaching, they definitely need
ongoing support. In addition to this point, HARMER (2001:99) says that this requires the
following forms:
Adequate Materials: nothing is more de-motivating to teachers than having to use a
textbook that no one likes, or poorly prepared and presented materials.
Division of Responsibilities: teachers have many different responsibilities apart from
teaching, like course-planning, testing, course-coordination, administration work. Deciding

when and how to do these is important, as well as developing such tasks to different members
of a team.
Further Training: it is important for teachers to be sent to workshops or sessions
(specialized, form the staff or not) were new skills should be adopt.
Feedback: teachers need to be told when they are doing well and when they have problems
with their performance. Good teaching sometimes goes unnoticed. In case of negative
feedback ways need to be found for providing contraction feedback.
Mentors: a system of mentoring is often helpful in a school where there are teachers of
different levels of experience or training. Mentor is typical a colleague in whom the teacher
has confidence and trust to get ideas and advice.
2.1.4. The Teaching Process
In the report of UNESCO (2000:11) it is said that the focus in this part is on the teaching
process itself and how quality teaching can be achieved and maintained. A language
curriculum can be viewed as a network of interesting systems involving teachers, learners,
materials, administration, and curriculum planners at one level after other elements in the
system. Thus, the choice based on particular curriculum philosophy implies a particular
model of teaching. Teaching models are often based on particular methods or approaches.
HARMER (2001:101) proposes the following examples:
 The communicative approach: the focus of teaching is authentic communication,
fluency is a priority, and extensive use is made of pair and group and activity.
 The cooperative learning model: students work in cooperative learning situation and
encouraged to work together on common tasks, to coordinate efforts.
 The whole-language approach: language is taught as a whole and not through its
separate components. Students are encouraged to read and write naturally with a focus
on real communication, authentic texts, and reading and writing for pleasure.
According to HARMER (2001:101) ‘’no matter which approach a teacher chooses, there is a
set of principles that reflect how quality teaching and learning should be approached’’. The
following statements describe the teaching philosophy;
 Students are engaged in particular task to use English.
 Teachers serve as facilitators of learning rather as presenters of information.
 Realistic and communicative users of language are given priority.

 Students develop the ability to monitor their own learning process and ways of setting
personal goals for language improvement.
 Maximum use is made of pair and group activities where students complete tasks
collaboratively.
At the same time teachers should have the opportunities to teach in way that reflect their own
preferred teaching styles. Teachers teach in different ways. Even though two teachers work
towards identical goals they may choose different ways of getting there. As put on by
HARMER (2001:102), many authors such as; FAROOQ (1999), CHAUDHRY (2005) and
SHAFIQ (2007) agree that successful learning takes place when:
1. Learners are exposed to rich input of the target language;
2. They have many opportunities to interact with the language;
3. They are motivated to learn.
2.1.5. Working Condition and Organization Structure
Secondary schools vary greatly in terms of how they view their educational mission.
Hopefully, majority of schools are committed to providing quality educational services. Each
of them has a strategic plan, a description of the long-term vision of an institution and the
means it undertakes for fulfilling them. Quality assurance mechanisms are thus needed to
ensure the quality of the practices. According to UNESCO (2000:11) some of the issues
concerning this problem are given as follows:
Equipment - where investment is lacking (DVD, stereo, photocopier) there may be a
negative impact on teacher’s work.
Teaching Facilities – where does teaching take place? How adequate are the facilities? Is
there a multi-media lab, or a self-access centre?
Class size - common sense suggests that the class size should not exceed 15 although you
sometimes have to work bigger groups. GIAUQUE (1984:96)
Support Staff – adequate support staff can also facilitate teacher’s work. Is there
administrative stuff to help with typing, duplicating and administration?
2.1.6. Monitoring and Evaluation
Quality teaching cannot simply be assumed to happen. One of the final, but greatly important
steps in the quality assurance cycle is monitoring and evaluation. According to AHMAD et

all (2013:77) information needs to be collected regularly on all aspects of the program to find
out the quality teaching is taking place. It is usually done through formal and informal
mechanisms such as group meeting written reports, classroom visits, and student evaluation.
As GOLAM (2012:17) says, the teaching evaluation is the key in quality English teaching.
Teaching assessments, to be precise, should contain the feedback in the light of the students’
feedback, it is important to be positive and accept complains or suggestion, and as a result,
some challenges in teaching should be made.
2.2. Quality Learning
As known, and put on by KAVALIAUSKIENE (2008:88) quality learning is learning that
fosters the individual’s ability to acquire knowledge and understating which is then utilized
within real situations’ to make valid, informed decisions, and also enhances the individual’s
ability to be positively involved in the sharing of ideas, understanding and opinions.
Additionally, Educational services are often not tangible and are difficult to measure because
they result in the form of transformation of knowledge, life skills and behaviour
modifications of learners (TSINIDOU, GEROGIANNIS, & FITSILIS, 2010 in AHMAD et
all 2013:77).
The environment and the proposal characteristics of learners play an important role in the
academic success. According to GODDARD: 2003 in AHMAD et all 2013:77, schools
personnel, members of the families and the communist provide help and support to students
for the quality of their academic performance.
Besides the social structure, parents’ involvement in their child’s education increases the rate
of academic success of their child (FURSTENBERG & HUGHES, 1995 in AHMAD et all
2013:100). Therefore, as teachers we must be aiming to develop in our pupils:
 The growth of knowledge and understanding;
 The ability to apply knowledge and understanding in real life situation;
 The ability to make valid, appropriate and insightful decision;
 The ability to share competently their understanding, opinions and ideas.

Quality Learning includes:
Learners who are healthy, well-nourished and ready to participate and learn, and supported in
learning by their families and countries;
Environments that are healthy, safe, protective and gender-sensitive, and provide adequate
resources and facilities;
Content that reflected in relevant curriculum and materials for the acquisition of basic skills,
especially in the areas of literacy, numeracy and skills for live and knowledge in such areas
as gender, health nutrition, HIV/AIDS prevention and peace. Processes through which trained
teachers use child-centred teaching learning in such areas and well-managed classrooms and
schools and skill assessment to facilitate learning and reduce disparities in outcomes that
encompass knowledge, skills and attitudes, and are linked to national goals for education and
positive participation in society, UNICEF (2000:4).
2.3. Quality Learners
According to UNICEF (2000:5) ‘’school systems work with the children who come into
them. The quality of children’s lives before beginning formal education greatly influences the
kind of learners they can be. Many elements go into making a quality learner, including
health, early childhood experiences and home support’’.
2.3.1. Good Health and Nutrition
Basing on MACLEAN (1966:54) thoughts, physically and psychosocially healthy children
learn well. Healthy development in early childhood, especially during the first three years of
life, plays an important role in providing the basis for a healthy life and a successful formal
school experience. Adequate nutrition is critical for normal brain development in the early
years, and early detection and intervention for disabilities can give children the best chances
for healthy development. Prevention of infection, disease and injury prior to school enrolment
are also critical to the early development of a quality learner.
2.3.2. Early Childhood Psychosocial Development Experiences
As referred by MACLEAN (1966:44), positive early experiences and interactions are also
vital to preparing a quality learner. A large study in L2 Latin American countries found that
attendance at day care coupled with higher levels of parental involvement that includes
parents reading to young children is associated with higher test scores and lower rates of

grade repetition in primary school. Evidence from the Philippines, Sri Lanka and Turkey
have shown that children who participate in early intervention programmes do better in
primary school than those who do not benefit from formal early child programmes, and
studies from India, Morocco and Latin America demonstrate that disadvantaged children
benefit the most from such programmes (UNICEF, 1998 cited in UNICEF 2000:5). In
addition to cognitive effects, the benefits of good early childhood programmes include better
psychosocial development. Effective and appropriate stimulation in a child’s early years
influences the brain development necessary for emotional regulation, arousal, and
behavioural management.
On the other side, GIAUQUE (1984:96) approaches that a child who misses positive
stimulation or is subject to chronic stress in the pre-school years may have difficulty with
psychosocial development later in life. A high level of quality in early childhood
development programmes can be achieved when health and nutrition components are
combined with structured psychosocial development in the pre-school years.
2.3.3. Regular attendance for Learning
According to LARSEN (1983:109) ‘’to achieve academically children must attend school
consistently. A child’s exposure to curriculum — his or her ‘opportunity to learn’ —
significantly influences achievement, and exposure to curriculum comes from being in
school. A study of village-based schools in Malawi found that students with higher rates of
attendance had greater learning gains and lower rates of repetition, a finding consistent with
many other studies’’.
2.3.4. Family Support for Learning
Parents may not always have the tools and background to support their children’s cognitive
and psychosocial development throughout their school years. Parents’ level of education, for
example, has a multifaceted impact on children’s ability to learn in school.
In one study by LITTLE (1983:51), children whose parents had primary school education or
less were more than three times as likely to have low test scores or grade repetition than
children whose parents had at least some secondary schooling. Parental education not only
influences parent-child interactions related to learning, but also affects parents’ income and
need for help in the home or field-help that often comes at the expense of keeping children in
school. Furthermore, parents with little formal education may also be less familiar with the

language used in the school, limiting their ability to support learning and participate in
school-related activities.
By and large, healthy children with positive early learning experiences and supportive,
involved parents are thus most likely to succeed in school. Quality teachers need similar
support for their tasks in schools. Another essential ingredient for a successful educational
system is a quality learning environment.
2.4. Quality Learning Environments
Leaning can actually occur everywhere but they are those said to be best places to learn
languages.
2.4.1. Physical Elements
Physical learning environments or the places, in which formal learning occurs, range from
relatively modern and well-equipped buildings to open-air gathering places. The quality of
school facilities seems to have an indirect effect on learning, an effect that is hard to measure.
LITTLE (1983:51) argues that “extant empirical evidence is inconclusive as to whether the
condition of school buildings is related to higher student achievement after taking into
account student’s background”. According to LOCKHEED (1989:19) a study in India,
however, sampled 59 schools and found that of these only 49 had buildings and of these, 25
had a toilet, 20 had electricity, 10 had a school library and four had a television. In this case,
LOCKHEED (1989:19) says that the quality of the learning environment is strongly
correlated with pupils’ achievement. According to WILLIAMS (1998:103) in Latin America
there was a study that included 50,000 students in grades three and four found that children
whose schools lacked classroom materials and had an inadequate library were significantly
more likely to show lower test scores and higher grade repetition than those whose schools
were well equipped.
2.4.2. Psychosocial Elements
Within schools and classrooms, a welcoming and non-discriminatory climate is critical to
creating a quality learning environment. In many countries, attitudes discouraging girls’
participation in education has been significant barriers to providing quality education to all
students. According to SUTTON (1999:29) in UNICEF (2000:8), the Republic of Guinea
provides an example of how this barrier can begin to be overcome. Between 1989 and 1997,
Guinea was able to increase the percentage of school-age girls’ enrolment from 17 per cent to

37 per cent. This was done through the establishment of a high-profile Equity Committee,
research to better understand various communities’ needs and attitudes, policy reforms
related to pregnancy of school-age mothers, the building of latrines for girls in schools,
institutional reform that brought more women into teaching and administrative positions, and
a sensitization campaign to raise community awareness about the value of girls’ education.
Although curricular reform and other issues remain to be acted upon, and girls’ persistence
and achievement have not yet reached the level of boys’, this case shows that efforts to
improve the learning environment for girls and all students can lead to real.
Once girls gain access to schools, however, they may experience both direct physical threats
and more subtle assaults on their confidence, self-esteem and identity PIGOZZI (2000) in
UNICEF (2000:9). The journey to school may be unsafe, since many girls experience
harassment and physical attacks either on public transportation in cities or remote paths in
rural areas.
2.4.2.1. Teachers’ Behaviours that Affect Safety
Relative to both girls and boys, parents, educators and researchers express important concerns
about teachers who create an unsafe environment for students. In some schools in Malawi, for
example, male teachers’ sexually harassed girls even with outside observers present. MISKE,
DOWD, et al. (1998) in UNICEF (2000:9). When parents in Burkina Faso, Mali and
Tanzania were asked about reasons they might withdraw their children from schools, they
most often cited a lack of discipline, violence of teachers towards pupils (corporal
punishment), and the risk of pregnancy due to the male teachers’ behavior.
As stated by VERWIMP (1999:53) a study in Ethiopia found that nearly 50 per cent of
teachers interviewed reported using corporal punishment at least once a week, with 11 per
cent saying they use it every day. Just over one third said they never use corporal punishment.
That means, teachers behaviors affect the quality of the learning environment since the
learning process cannot take place when the basic needs of survival and self-protection are
threatened.
2.4.2.2. Effective School Discipline Polices
HALLINGER (1998:17) says that well-managed schools and classrooms contribute to
educational quality. Students, teachers and administrators should agree upon school and
classroom rules and policies, and these should be clear and understandable. Order,
constructive discipline and reinforcement of positive behavior communicate a seriousness
of purpose to students. It is important not to mistake small group cooperative learning for

disorder, however; although noise levels may increase, task-orientation and focus on
learning signal effective practices. Policies are also needed on bullying, harassment, drug
and tobacco use, and anti-discrimination with regard to disabilities, HIV/AIDS and
pregnancy.
2.4.2.3. Inclusive Environments
Reducing other forms of discrimination is also critical to quality improvement in learning
environments. Most countries, in all parts of the world, struggle with effective inclusion of
students with special needs and disabilities. An examination of special education policies and
practices in China, Indonesia, Japan, Malaysia, New Zealand, South Korea, Thailand and
Vietnam found that although most educational policies include some philosophy of inclusion,
significant gaps between policies and actual practices in schools and classrooms exist
(MITCHELL, 1995 cited in UNICEF (2000:9). Children of ethnic and language minorities,
politically or geographically disfavored groups, and groups at low socio-economic levels may
also suffer from discriminatory policies and practices that hinder the advancement of quality
education for all children. MITCHELL, 1995 cited in UNICEF (2000:10) says that can occur
by excluding such children from school or by excluding their participation in school once
they are attending. In general, continued restructuring of most learning environments needs to
occur to improve learning opportunities for children of all abilities and background.
2.4.2.4. Non – Violence
According to WHO (1998) cited in UNICEF (2000:10), war and other forms of interpersonal
and group conflict clearly have an impact on children’s mental health and their ability to
learn. Many young victims of violence suffer lasting physical, psychological, social-
emotional and behavioral effects. Although it is difficult for schools to provide safe havens
from some forms of violence, other forms can be effectively prevented through interventions.

Chapter III
3.1. Research Methodology
This chapter depicts the research setting along with research respondents, instruments,
procedures of data collection and data analysis. This study was designed to recognise the
potential factors that might have impacts on English language quality teaching and learning at
‘‘Escola Secundária 25 de Setembro’’ grade 11 and 12.
3.2. Research Design
In this study, the qualitative research design is used to describe the collected data in their
natural settings.
3.3. Methodology
According to GILL (2006:60), a method is the way to reach to a certain destination. This idea
mainly highlights that if we need to achieve some goals we need first to select a method for
the concern. Additionally, HAWKINS & SWANNELL (1991:407) stress that methodology
is used in a particular activity. As known to carry out a study it is vital to determine a
methodology that will guide to the knowledge in question. For the effectiveness of the study,
it was mainly based on Descriptive or Qualitative methodology and Quantitative to some
extent. This type of research method involves describing in details specific situation using
research tools like interviews, surveys, and observations. It focuses on gathering of mainly
verbal data rather than measurements of literature review and interview. Furthermore,
inductive thematic analysis was employed to analyse the interview data.
3.4. Type of Research
As known and put on by HAWKINS & SWANNELL (1991:400) there are two major types
of research which can be done to develop a thesis or monograph namely: Practical Research
and Theoretical Research. So, this study was based on practical research that consists of the
empirical study of the topic under research and chiefly consists of hands on approach. This
involved first hand research in the form of interview.

3.5. Data Collection Techniques
In this study, the researcher used ‘note taking’ technique while conducting the interview
because there are some unexplained cases participants’ did not want the interview to be
recorded, the researcher took notes and filled in the forms after or during the interview. To
the students, teachers and delegate interviews were conducted individually basing on face to
face method. It would be an hour (1) face to face interview when the participants were
willing to share their experiences without strains and embarrassment. The data collected was
tabulated and graphed down to have a clear overview of the factors affecting teaching-
learning English quality. The simple percentage method was used for calculation of results in
the study.
3.5.1. Interview
As previously mentioned, interview as a tool for data collection was used to find out factors
affecting the quality of teaching and learning English at ‘‘Escola Secundária 25 de
Setembro’’ grade 11 and 12. In order to guide the interview session an interview script for all
respondents was developed. Students’ interview script had 6 questions and the types of
questions were selected according to the research objectives. For instance, Q1 was focusing
on factors affecting negatively the quality of English language teaching and learning, Q2
dealt with the sorts of motivation required to learn English and improve the quality, Q3 had
to do with how much the English syllabus content would meet social demand, Q4 was more
concerned about the contribution of modern technology to learn English, Q5 focused on skills
required for the English teachers to increase the quality learning and Q6 gave opportunity to
students to make their recommendations to increase English learning quality.
In order to get clear and cogent information from the teachers 3 questions were organised. Q1
was as the one addressed to students. It focused on factors affecting negatively the quality of
English language teaching and learning, Q2 was under potential factors affecting the quality
teaching and Q3 covered teachers’ recommendation to increase English quality of secondary
level students. Other contact was with the English subject delegate who strategically and
methodologically shared his insights on 5 questions raised to him. Q1 focused on factors
affecting negatively the quality of English language teaching and learning, Q2 was on any
possible change on English syllabus in grade 11 and 12, Q3 was more specifically on the
supervision of English classes, Q4 was on how often he supervised students’ English class’s
each month and Q5 dealt on his recommendation to increase English quality of secondary
level students.The purpose of conducting personal interview survey was to explore the

responses of the respondents and to gather more and deeper information. It was also used to
probe the answers of the respondents and at the same time, to observe the behaviour of the
respondents, either individually or as a group.
3.6. Target Population
It is assumed by the researcher that this study would even be deeper and based on national
findings sources. Nevertheless, the main respondents of the study were:
 Five (5) experienced teachers of English teaching grade 11 and 12 at ‘‘Escola
Secundária 25 de Setembro - Quelimane’’ grade 11 and 12. These teachers are said to
be experienced due to long years in the teaching field, that is, they have more than 5
years teaching although did not have further training in English after the ones held in
‘’IMAP’’ and UP (12+1).
 Thirty (30) students in each level summing a total of 60 students. These were selected
randomly from different shifts and streams, that is, during the period of teaching
practices and data collection, meanwhile in the last semester of the 4th
year, the
researcher registered and kindly went for ‘’a cup of coffee’’ with those students who
were willing to go for an interview. Most of them were found directly while attending
morning and night shifts classes with their teachers. In the first stage the researcher
had an ear to girls who greatly shared their thoughts on the researcher’s concern.
Among these students, the ages, social or economic backgrounds varied. Some were
from low level backgrounds (academic and economic) only few of them were socio
and economically balanced.
 One (1) responsible delegate of English subject (grade 11 and 12) holding honour
degree in English language teaching by ‘’Universidade Pedagógica Delegação de
Maputo’’ and master degree in MBA by ‘’Universidade Católica de Quelimane’’.
This respondent is said to be one of the first qualified teachers with many years of
working experience.
3.7. Inquiry Duration
As previously designed, the data collection was carried out from September 2014 to
November 2014. In this period, the researcher worked hand on hand with the respondents
basing on first hand evidence. That is, vast ranges of the interviews were conducted on face
to face circumstances.

Chapter IV
4.1. Data Analyses and Discussion
As the author mentioned in Chapter 3, the evidences were collected from students, English
subject teachers, 1 delegate of English subject at ‘‘Escola Secundária 25 de Setembro’’.
Inductive Thematic Analysis was employed to analyse the data. In this chapter, the author
would like to describe the aggregated analysis from the above-mentioned respondents in
order named earlier:
The author adopted a semi-structured interview (which consisted on different questions
focusing on factors affecting the quality of English language teaching) for collecting the
qualitative data to craft information from individuals. During this field work, the author
interviewed 60 students from both grades, that is, 30 students for each grade
4.2. Students Opinion Analysis on Factors Affecting Negatively the Quality Learning
4.2.1. Factors
The students in grade 11 were asked to identify the main factors responsible for creating
barriers to learn English and consequently low quality learning. On the issue, a group of 6
students (S1) said, ‘‘our education system, ways of teaching are liable for low English quality
learning’’. S2 mentioned, ‘‘our environment was not favourable to learn English. S 3
''Advocated, ‘we are many and teachers cannot manage the classes’’.S4 said, ‘‘teachers are
teaching in traditional methods, they speak much Portuguese than English, they tell us to
make copies from books ’’ S5 Said, ‘we cannot understand the contents and the language in
its self’’.
The same question was raised to Grade 12 students. S1 Replied, ‘‘our teachers are not
specialists in English language teaching.’’ S2 said, ‘’most of the times we do not have classes
and we stay long time focusing on the same topics’’ S3 said, ‘’ as students, we have never
seen any advantage to learn English’’. Other respondents (S4) said, ‘‘quality English
learning can be gained properly by practicing English more and more and also reading’’. S
(5) said ‘’ we never had chance to listen to a native speaker in the class and no English
textbooks available in the library at all’’.

Figure 1- Factors Affecting Negatively the Quality Learning (students)
Source: Author, 2014
The above figures, show that the identified factors can be categorised as five main groups
namely – (1) lack of practice corresponding to 33 % and 17 % of the 30 respondents of each
grade (2) lack of specialised English teachers 7% and 33 % (3) teaching methods 20% and
23 % (4) lack of a conducive environment 17 % and 10%) lack of library facilities 23% and
17%. In grade 11, the result shows that the lack of practice was the main factor affecting the
quality English language learning different from grade 12 whereby the main factor was
viewed as lack of specialised English teachers.
4.2.2. Motivation
Students hailed from grade 11 and 12 were asked on ‘‘what sorts of motivation are required
to learn English and improve the quality?’’
Some of the respondents (S1 ) from grade 11 said, ‘‘students should be motivated to get a
better job in the future by learning English, and others from grade 12, asserted, ‘‘students
should be motivated positively to learn English to serve the nation’’.
Grade 12Grade 11

Figure 2: Motivation
The result shows that 67 % of the students in grade 11, that is, in 30 students 20 were
motivated to learn English for instrumental aspects which is utilitarian in nature. Learners
may acquire a second language to obtain employment or a promotion, or help their children’s
education while in grade 12, as the figure 2 on right shows, 23 % (7 students) were motivated
instrumentally. Conversely, 33% and 77% of learners were integrative motivated, that means;
they lent English to affiliate with a different language community. Such learners wished to
join in with the minority or majority language’s cultural activities, find their roots, or form
friendships
4.2.3. English Syllabus Content
Grade 11 and 12 students were asked on ‘’how much they think the offered English syllabus
content meat social demand’’. The opinions of students were as follows;
Grade 11 Grade 12

Figure 3: English Syllabus Content
The above figures demonstrate that most of the respondents of both grades identified the
existing English syllabus as ‘not effective’ (70 % which correspond to 21 students and 67 %
which is 20 students in grade 11 and 12). Few students (5 students from grade 11 and 3 from
grade 12) identified the present syllabus as ‘very effective’ which was17 % and 10 % and 4
students from grade 11 said it is ‘effective’ which is 13 % and 23 % (7 students).
4.2.4. Contribution of Modern Technology
Students in both grades were asked to answer on the contribution of modern technology for
the English language leaning quality. One of the pupils (S1) in grade 11 articulated, ‘‘I think
modern technology is very essential because students can learn more about English by
modern machines like, T.V, computer, etc. " S2 said, ‘‘It is essential, as modern technology
helps us to improve English, develop our mind’’. S3 told, ‘‘Teacher cannot use it; I think’’.
On the issue, one of the respondents (S1) from grade 12 advocated, ‘‘If we would like to
develop ourselves and our country, we should make the best use of modern technology. It is
very much essential for us now and future’’. S2 mentioned,’ it is essential, as we can learn
about the world, and we can easily learn English’’. S3 said, ‘‘I cannot use it; we have no
computer room’’.

Figure 4 Contribution of modern Technology
The above figure shows that the contribution of modern technology was found ‘very
essential’ by 73 % (23 students) in grade 11and 57 % (17 students) in grade 12, ‘essential’
10% (6 students) and 30 % (9 students) , ‘ not essential’ 3% (1 student) of grade 11 and 13
% (4 students) in grade 12.
4.2.5. Recommendation to Improve the Quality of English Language Learning
Students were asked to recommend how to improve the quality of english language learning.
With a view on the issue, respondents’ recommendations varied substantially across the
grades.
Figure 5: Recommendations in order to have quality English Learning
The result in the above figure shows that 50 % (15 students) of the respondents in grade 11
recommended ‘skilled teachers, 17 % (5 students) on ‘practice’ 17 % on ‘use of modern
technology 9 % (3 students) on ‘curriculum’. From the respondents 7 % (2 students) did not
Grade 11 Grade 12
Grade 11 Grade 12

recommend anyone of the above-mentioned factors. On the other side, the result shows a
closely related scenario in grade 12 where most of the respondents (50%) recommended the
necessity of ‘practice’ as an influential factor. 23% (7students) English skilled teachers. 13%
( 4 students) the use of ‘modern technology’ , 7% (2 students) appointed ‘appropriate
curriculum’. None of the above-mentioned factors were recommended by only 7 % (2
students) of the respondents. Thus, the most influential factor for increasing the quality in
English learning was ‘practice’ and ‘skilled teachers.
4.2.6. English Teachers Skills
Students were questioned about the required skills for the English teachers to increase the
quality learning.
Figure 6: Skills for English Teachers
The effectiveness of appropriate skills required for English teachers were examined by
dividing into five broad categories, which were (1) Problem of content (2) Proper knowledge
of the teachers (3) Friendly attitude (4) Creativity and (5) Teaching by technology. The above
figures show that the skills of the teachers to ‘change content', and the ‘proper knowledge’
was supported by 33 % (10 students) and 30 % (9 students) in grade 11, moreover, 7% (2
students) supported Teaching by Technology, 10% (3 Ss) Creativity and 20% (6 Ss) Friendly
Attitude. In grade 12 the scenario differs, 40 % (12 students) and 33 % (10 Ss) supported
Problem of Content and Proper Knowledge, 10% (3 Ss) Teaching by Technology and
Creativity and 7% Friendly Attitude.
Grade 12
Grade 11

4.3. English Teachers Opinion on Factors Affecting Negatively Quality Teaching
The author interviewed 5 English teachers of both grades as motioned in the previous
chapters.
The English subject teachers at ‘‘Escola Secundária 25 de Setembro’’ were asked to identify
the main factors affecting negatively the quality teaching. Teachers shared answers in
common because some of them teach both grades simultaneously.
Figure 6: Factors Affecting Negatively the Quality Teaching (Teachers)
The above figure illustrates that the main factors was categorized as four main groups such as
– (1) Large student size 40% (2 teachers), (2) Lack of qualified teachers 20 % (1 teacher),
(3) Lack of training 20 %, (4 ) Few English subject teachers with honour degree 20 %. The
result shows that a large student size was the main factor.
4.3.1. Other Potential Factors
Apart from the above factors, teachers’ were once more asked to identify those considered as
being potential factors affecting the quality teaching consequently their effectiveness’. The
answers are as tabulated;
Table 1: Other Potential Factors
Nr R Answers %
2 Structure of School System
Respondents’ stressed that the organization of the school system affects how
40%

well the teacher is supported.
1 Classroom Conditions
The behavior, motivation and personality of the students can either enhance
teacher effectiveness or hinder the positive qualities of the teachers. If students
are excited about learning, motivated to excel academically, determined to
reach long term goals such as college and their personality and culture
complement the teacher, then the teacher is able to focus better on teaching.
UNESCO (2000:11)
20%
2 Budget
The school's budget limits the amount of funding that teachers can use to
supplement and improve the classroom lessons. A low pay grade can
inadvertently lower the quality of teaching. The stress from trying to survive
financially and the feeling of being unappreciated can reflect negatively in the
classroom. However, a larger budget enables teachers to expose their students
to real life experience through field trips, conduct interesting experiments in
science class, use less of their own money to purchase teaching materials and
ease the stress of budgeting for their own lives. GOLAM (2012:17)
40%
4.4. Teachers Recommendation to Improve Quality Teaching
Teachers were asked about the recommendation to have English quality teaching. One of the
participants (T1) said, ‘‘they should be taught by trained teachers; teachers should be
selected through demonstration class.’’ T2 mentioned, ‘‘all sorts of modern facilities should
be ensured for them’’ to teach them all the lessons’’. T3 said, ‘‘offered curriculum must be
changed because there are some short-coming in this course’’. T4 depicted, ‘‘Conversational
English must be included in examination, and private tutoring must be stopped’’.’’ T5 told,
‘‘we expect technological support from the government and ‘‘Courses should be reshaped.
Proper concentration should be given on achieving 4 skills.

Figure 8: Teachers Recommendation to Improve Quality Teaching
By and Large, The result in the above figure shows that 20 % (1 teacher) of the respondents
recommended ‘skilled teachers, 20 %, on ‘use of modern technology, 20 % on ‘change the
curriculum’, 20 % ‘to stop private tutoring’ and the rest of 20 % ‘to introduce oral English
exam on the above-mentioned issues.
4.5. English Subject Delegate Opinion
The English Language subject delegate of grade 11 and 12 at ‘‘Escola Secundária 25 de
Setembro’’ was asked to identify the main factors responsible for low English quality
achievement. He replied as follows;
Table 2: Factors mentioned by the subject delegate
Factors
Grade 11 Grade 12
Teachers and Students Personalities Self motivation
School Resources Student empowerment in class activities
School Attendance The overuse of students L1
4.5.1. Possible Changes of English Syllabus
The question was ‘’Is there an indication of whether the delegate supports any possible
change of English syllabus?’’ The delegate believed, ‘‘Present syllabus is not up to the mark
to address the present challenges, is ineffective, needs to be changed for the betterment of the

pupils ’’. The results indicate that present syllabus is not effective because it cannot meet the
social demand.
Figure 9: Possible Changes of English Syllabus
The above figure shows that the delegate support changes in the syllabus of both grades.
4.5.2. Class Supervision
The other question was; ‘’Is there any indication of whether you visited the classes? The
delegate depicted, ‘‘Frequently, I supervise the teachers and students performance ’’’. The
results indicate that he regularly supervises the classes to fuel their regular performance.
Figure 10: Class Supervision
The above figure shows that both in grade 11 and 12 the the delegate frequenty supervised
classes.
4.6. Discussion
4.6.1. Summary of the Findings
The study intended to find out significant factors that affect negatively the quality of English
language teaching and learning in Quelimane’s Secondary Schools with a specific focus on
‘‘Escola Secundária 25 de Setembro’’, grades 11 and 12. 60 students for both grades, 5
teachers of English subject (grade 11 and 12) and 1 delegate were selected as respondents
for this study. Three categories of respondents such as students in grade 11 and 12, English
teachers, English subject delegate, were selected for conducting the study and the sample size
for each category for each region was 60, 5, and 1 respectively. The survey was conducted
from September, 2014 to October, 2014.

This study is descriptive in nature. The study revealed important findings, which can provide
policy implications and suggestions to improve the quality of English language teaching and
learning in Quelimane’s Secondary Schools and across the city.
Students: Research results showed that lack of practicing English is the dominant factor in
both grades. Still, it is more severe in grade 11. The lack of integrative motivation and the
size of the class was found equally bigger in both grades, for example, on average 65 students
were found in grade 11 and 50-55 on grade 12. This means; students in grade 11 got less
friendly environments to continue their English practice with their teachers. However,
students with appropriate opportune moment to conduct practice among themselves within
the large size of students in the classes were pair work or group work.
However, the lack of specialised or qualified teachers of English were found to have a less
significant factor in learning English regarding both grades because of their teaching
experience. The study revealed that most of the teachers teaching grade 11 and 12 at ‘‘Escola
Secundária 25 de Setembro’’ do not have needed qualifications (for instance, holding honour
degree in English language teaching) to work with students of those levels.
The differences of the motivational aspects with learning English between grade 11 and 12
students can be explained by the differences in the socio economic backgrounds of the
students’ families. Most of the families are characterized by large family sizes and most of
the students especially at night shift, grade 12 are engaged in blue -collar jobs.
As referred by WALBERG (1984) in GOLAM (2012:15) these factors are mainly responsible
for creating differences between instrumental and integrative motivation. For example, the
instrumental motivation for learning English is higher in grade 11 because the students of that
grade are motivated to learn English for getting job and to meet their immediate needs in
grade 12. Similarly, the integrative motivation for learning English is higher in grade 12
because most of their families are able to meet their basic needs and they have already a
choice for their future. As a result, some students of this grade want to learn English not only
for gaining employment but for other purposes.
Students in both grades dominantly want to learn English to complete their grades. As a
result, English becomes one of the most important factors when students want to continue
their studies at University.

English teachers: 20% (one teacher) of the teachers claimed that large student size is a
dominant problem. This finding is consistent with the student opinion as most of the students
in both grades mentioned that lack of practice was their main problem for learning English
due to large class sizes. Conversely, 33% of the students in grade 12 mentioned that their
main problem for learning English was the lack of specialized English teachers able to meet
their needs. Respondents also mentioned potential factors affecting quality teaching, on the
issue, they talked about; Structure of School System, Classroom Conditions and Budget.
English Subject delegate: Research results revealed that the School Resources, School
Attendance, The overuse students L1, Student empowerment in class activities, Teachers and
Students Personality, Self motivation were the leading factor for low English quality at
‘‘Escola Secundária 25 de Setembro’’.
From this discussion, the factors affecting the quality of English language teaching and
learning quality at ‘‘Escola Secundária 25 de Setembro’’, grade 11 and 12’ can be
summarised as follows;
1. Lack of skilled and specialised English teachers;
2. Lack of practice;
3. Lack of conducive environment;
4. Large classes;
5. Lack of teaching manuals;
6. Lack of using particular grammar books
7. Self motivation;
8. The overuse of L1;
9. Structure of School System;
10. Classroom Conditions;
11. Budget.

Chapter V
5.1. Conclusion and Suggestions
5.1.1. Conclusion
The present study has been conducted to scrutinize the factors towards the quality of English
language teaching and learning at secondary school levels. The study is expressive in nature,
it tried to find out the factors affecting negatively the quality of English language teaching
and learning in Quelimane’s Secondary School with focus at ‘‘Escola Secundária 25 de
Setembro’’ grade 11 and 12. A qualitative method was used to assemble evidence from the
school under surveyed.
For addressing the specific research questions, regarding the earlier mentioned in ‘’chapter I’’
an important finding in this study is that the quality of English language learning is affected
by the teachers’ factors. The second significant findings of the study were; the teachers were
not sufficiently English qualified and had not adequate knowledge of modern methods to
teach English, students were not highly motivated to learn English because they found it
boring and difficult, the classes of both grades were somehow large with low learning
conditions so, the teachers in both grades demand further training, social status, and budget
for effective lesson planning, well structured school and reduction of class sizes.
During classes in this period, it was revealed that pupils learning English at the secondary
levels showed more dependency on the textbook. The textbook, in response, was not found
very interesting to the students as most of the students from both grades said their textbooks
were rather boring. It was found that teacher-domination and teacher-talking remarkably were
featured in English language classroom. The teachers at ‘‘Escola Secundária 25 de
Setembro’’ grade 11 and 12 relayed on translation of the lessons into Portuguese and
similarly they chose to explain them in Portuguese. Students’ learning grammar rules were
stressed. Students were found used to memorizing questions and answer as means of
preparing for their tests. Also, they practiced writing and reading in their classes. However,
the students did not seem to get sufficient opportunities to practice their speaking and writing
skills in groups with their peers.
It was also found that the students could not freely ask questions to their teachers and got
inadequate opportunities to practice grammar rules through contextualization of them.
Teachers appeared not to have a friendly attitude towards the students.

It is important to note that students wish to enhance classroom academic performance in
English but they did not attend class regularly. When they face difficulties they remained
absent minded as they do not have adequate trained teachers.
It is heartening to note that a range of activities can ensure learners’ involvement in their
English education; make the class interactive and enjoyable. At the same time, we also need
to take initiatives for the improvement of slow learners and irregular students in English
learning.

5.1.2. Suggestions
Based on the findings, the following Suggestions can be made for the policy makers,
education planners, and teachers in order to contribute for improvement of English language
teaching and learning quality at ‘‘Escola Secundária 25 de Setembro’’ grade 11 and 12 and
cross Mozambique;
 Government should appoint skilled teachers in Quelimane to mitigate the imbalanced
teacher-student ratio;
 Government should take initiatives to make available need based English teaching aids
and teaching materials, for using these aids professionally. Providing such teaching
materials should be followed by an appropriate training for the English teachers so that
they can use these materials efficiently in the classrooms.
 There is room for improving the quality of education, English, in particular, by provision
of long term teacher training. Teachers should be trained for English, especially for those
who do not have the language background.
 The modern effective techniques, i.e. question-answer, pair-work, group-work, role-play,
storytelling, simulation and so on should be introduced in the class.
 English textbooks should be introduced on an international scope based along with an
attractive setup so that the students can enjoy through reading and understanding. Also,
specific grammar books need to be introduced in the secondary level.
 Smaller class-size should be rationalized in all educational institutions especially at
''Escola Secundária 25 de Setembro'' grade 11 and 12, the ideal class size would range
between 30-35 students per class/ section.
 The audio-visual aids and other study material may be provided to the school and grades
above mentioned.
 This study is indicative in nature. However, as Quelimane is a profoundly populated city
and in it they are many secondary schools, the sample or target population size is small;
many findings have and have not yet been empirically proven. More detailed studies on
various factors which are affecting the quality of English language teaching and learning
are to be developed.

6. References
AHMAD.N.S. Ahmad, M.A. Bukhari. The nature of difficulties’ in learning English by the
at Secondary School Level. 2011
AHMAD et al. International Journal of English Language and Literature Studies. 2013
GIAUQUE, G. S. Teaching Extra-Large Foreign Language Classes: 1st
ed. ERIC. 1984
GIL.A. Método e Técnicas de Pesquisa Social. 5ed. São Paulo.Atlas.2006
GOLAM. Azam Md. Factors Affecting Students’ English Achievement at Secondary Level in
Bangladesh: The Comparative Study of Narayanganj and Bhola. 2012
HALLINGER, P. & Heck, R. H. Exploring the principal’s contribution to school
effectiveness. 4th
ed C.U.P. 1998
HARMER, J. The Practice of English language Teaching, 3
rd
edition, Longman Pearson
Education, 2001.
HAWKINS.J & SWANNEL.J. The Oxford Study Dictionary. O.U.P.1991
KAVALIAUSKIENE G, Issues of quality in teaching/learning English at tertiary level,
Santalka, Filologija, 2008.
KERSHINER. R. Developing Student Teachers Understanding of Strategies for Teaching
Children.3rd
ed. UK. 2000
KRSMANOVIĆ M. IVANA & PETROVIĆ VESNA. Factors affecting quality in teaching
english (as a second language).6
th
Research/Expert.2009
KRASHEN, Second Language Acquisition and Second Language Learning. 1st
Internet
edition. University of Southern California. 2002
LARSEN, F.D. Technique and principles in language teaching. New York: Oxford
university press. 2000.
LITTLE, L. F. & Thompson, R. T: How parents and teachers contribute. 2nd
.Ed.The School
Counsellor. 1983.
LOCKHEED. M. E & A. KOMENAN. Teaching Quality and Student Achievement in Africa:

The case of Nigeria and Swaziland. 1989
MACLEAN, I. C. Child Guidance and the School. London: Methuen & Co. Ltd. 1966.
MAWERE. M. International Journal of Scientific Research in Education, Vol.5 (1). 2012
MUEEN. A. Teaching and Teacher Education.2nd
.C.U.P. 5 (2):93-113.1992
The Global Information Technology Report 2010-2011
UNESCO. Education for All; Status and Trends; Assessing Learning Achievement.Paris.2000
UNICEF. Defining Quality in Education: United Nations Children’s Fund New York.2000
VERWIMP, P. Measuring the quality of education at two levels. 1st
ed. Education C. 1999
WILLIAMS, J & LEHERR, K. Children’s health and nutrition as educational issues:
Ghana. Technical Paper No. 91, Washington. 1998.

7. Appendix:
Interview Questions for Students
Dear Student,
As you know, I’m carrying out a survey under factors affecting the quality of English
language teaching and learning in Quelimane’s Secondary Schools. I have organised the
following questions as part of data collection. I would appreciate if you would give me clear
and honest response.
1. What factors affect negatively the quality of English language teaching and
learning?
2. What sorts of motivation are required to learn English and improve the quality?
3. How much do you think the offered English syllabus content meet social demand?
4. What is the contribution of modern technologies to learn English?
5. What kind of skills is required for the English teachers to increase the quality
learning?
6. What is your recommendation to increase English quality of secondary level
students?

Teachers Interview Questions
Dear Teacher,
Here I have organised few questions for interview. They are easy to answer and they actually
seek to explore essential factors affecting the quality of English language teaching and
learning as well as the desired outcomes in any teaching job.
1 What factors affect negatively the quality of English language teaching and
learning?
2. What are the potential factors affecting the quality teaching?
students?

English Delegate Interview Questions
Dear Delegate,
Here I have prepared few questions for data collection. The questions are as follows;
1. What factors affect negatively the quality of English language teaching and
learning?
2. Do you support any possible change on English syllabus in grade 11 and 12
3. Do you do supervision of English classes?
4. How often do supervise students’ English class’s each month?
students?

8. Attachments
Study Site Main View
Library Main View

Monograph_finshing_orinal_1_3_1_

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