Journal of Education, Society and Behavioural Science

Developing English-speaking skills among primary-school pupils in Tanzania is shaped by multilingual classroom practices, access to instructional resources, teacher capacity and opportunities for meaningful oral interaction. This study examined the challenges faced by primary-school English teachers in developing pupils’ speaking skills and identified practical strategies for improvement. Data were collected from 1 May to 15 June 2026 across 16 district councils in 12 regions. The study involved 90 participants: 70 English teachers, 15 heads of schools, four academic teachers and one school quality assurance officer. A mixed-methods design combined a structured teacher questionnaire with interviews of school leaders. Quantitative data were analysed using frequencies and percentages, while qualitative responses were analysed thematically. Among teachers, the leading reported challenge was the influence of Kiswahili, local languages or mother tongue (48.6%), followed by inadequate print, teaching or digital resources (27.1%). Among leaders, inadequate resources (30.0%) and language influence (25.0%) were most frequently reported. Participants also identified large classes, limited English exposure, weak foundations, low confidence and teacher-capacity constraints. Recommended strategies included improved materials and digital resources, sustained professional development, pedagogical guidance, more frequent English-speaking opportunities, interactive activities and parent or community involvement. The findings indicate that improvement requires coordinated pedagogical, professional and material support that expands meaningful opportunities for pupils to use spoken English.