Extensiveness of Teachers’ Use of Group Discussion on Enhancing English Speaking Skills Among Secondary School Students in Moshi Municipality, Tanzania

The study focused on the extent to which Teachers’ Use of Group Discussion Enhances English Speaking Skills among Secondary School Students in Moshi Municipality. Convergent design under mixed-methods used. Target population consisted of 15 public secondary schools, 15 heads of schools, 43 English language teachers, 2,023 Form Four students, and one Municipal Secondary Education Officer. Simple random sampling and stratified random sampling were employed to select 5 public secondary schools, 5 heads of schools, 43 English language teachers, 202 Form Four students, and 1 MSEO. Quantitative data were collected through questionnaires and an English subject proficiency test, while qualitative data were collected using interview guides. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed thematically. Teachers reported using group discussions to enhance students’ confidence in speaking, pronunciation, vocabulary development, fluency, and their ability to clearly express ideas in English. The study concluded that the use of group discussion contributed significantly to the improvement of English-speaking skills among secondary school students in Moshi Municipality. The study recommended that teachers incorporate role-play activities more frequently into classroom instruction and training should be provided to help teachers design role-play scenarios that reflected real-life situations and practical language use.