Use of Learner-Centred Pedagogy in Enhancing Students’ Communication in English Language in Public Secondary Schools in Moshi Municipality Tanzania: Challenges and Remedies

This study aims to investigate the use of Learner-Centered Pedagogy on Enhancing Student’s Communication in English Language in Public Secondary Schools in Moshi Municipality. This study focused on the challenges and possible solutions regarding the techniques used in enhancing secondary school students’ communication in English language learning. The study employed a convergent design under a mixed-methods research approach, guided by the Stephen Krashen’s Input Hypothesis theory in the year 1982. Target population comprised of 15 public secondary schools, 15 heads of schools, 43 English language teachers, 2,023 Form four students and 1 Municipal Secondary Education Officer (MSEO). Simple random, direct inclusion and stratified random used to select 5 public secondary schools, 5 heads of schools, 43 English teachers, 202 form four students and 1 Municipal Secondary Education Officer. Quantitative data was collected through questionnaires, while qualitative data was collected through interviews guide. Pilot study was conducted in one public secondary school that was not part of the main study. The reliability of quantitative research instruments was established through Cronbach Alpha Coefficient for Likert-type items while the trustworthiness of qualitative instruments was ensured through triangulation and peer debriefing. Quantitative data was analyzed using descriptive statistics into frequencies, percentages, and mean. The qualitative data was analyzed by thematically. Findings indicate that while learner-centered pedagogy is valued for enhancing English communication, its effective implementation requires addressing key challenges through targeted strategies and support. Challenges were large class size, limited learning resources, inadequate in-service teacher education, reluctant from teachers and delayed adoption to learner centered pedagogies. The proposed remedies were regular in-service teacher education, improved learning resources, creation of manageable class size, adoption of communicative teaching techniques and promoting collaborative learning strategies.