Teachers’ Awareness And Use Of Open Educational Resources In Teaching English Language In Secondary Schools At Mvomero District In Morogoro,Tanzania

This study examined teachers’ awareness,access and use of open educational resources(OERs)and their influence on the teaching of English language in secondary schools in Tanzania.The study was carried out at Mvomero district in Morogoro region.It addressed how the teaching of English is supported through the use of OERs.The study employed mixed approach and data were collected from a sample of 100 participants.The sample was obtained through criterion sampling,simple random sampling and purposive sampling.Data were collected through questionnaires and focus group discussion.In the analysis of data,thematic analysis was employed in qualitative data whereas in quantitative,with the aid of SPSS,regression analysis was carried out to establish whether there was a significant relationship between teachers awareness,access and the use of OERs in teaching English language.The findings revealed that only 35% of the participants were aware that OERs were cheap and supportive to the teaching of English language.The findings further established that only 23% of the participants had access to OER.Additionally,only 9% of the participants affirmed that they used OERs to support their teaching.Regression analysis revealed that there was significant relationship between teachers’ awareness,access and use of OERs in supporting their teaching.The study concluded that there is a need to increase English language teachers’ awareness and access to OERs to widen their use in teaching.The study recommended that English language teachers should develop confidence in accessing and using OERs,education stakeholders to facilitate capacity building for the teachers on access and use of OERs and future studies to address individual factors affecting the teacher’s awareness,access and use of OERs in teaching English language in secondary schools.