Enhancing English Language Skills Among Female Science Students in Tanzania: Insights from the Special Foundation Programme

Abstract

This study examined the English language skills of Special Foundation Female Science Students (SFFSS) at the Open University of Tanzania (OUT). involved total of 127 SFFSS admitted into the Open University of Tanzania under the Special Foundation Programme sponsored by the HEET Project participated in this study. Sociocultural theory and the theory of Krashen's Input Hypothesis guided the research. Employing a quantitative research approach, data were collected through closed-ended questionnaires with four Likert scale levels. Data analysis was conducted using SPSS Version 23, with results presented as means and standard deviations. Findings revealed that students demonstrated confidence in their listening and speaking skills but faced difficulty in reading and writing. These results highlight the strong relationship between reading and writing skills, supporting existing theoretical frameworks. The study recommends that basic educational teachers, in collaboration with the Ministry of Education Science and Technology, strengthen English language instruction, particularly in reading and writing, to support higher-level learning. Additionally, efforts should be made to change the perception that English language proficiency is unrelated to science education. Further research is needed to assess the effectiveness of intervention strategies aimed at improving literacy among secondary science students to inform future educational practices.