The Impact of Examination-Oriented Private Tuitions on Learners’ Communicative Competence in English as a second language A Case of Selected Public Schools of Livingstone District of Zambia

Abstract

The purpose of this study was to determine the effects of examination-oriented teaching approaches on communicative competence and learning achievements among secondary school pupils in Livingstone District of Zambia. Along
with interviews, class pedagogical activity observation, this study revealed a number of challenges arising from exam-centric delivery of instruction in many public schools. Because of the progression value attached to passing examination, education is viewed as nothing but the tool for passing examination. Findings were that examination-oriented approaches don't focus
on the acquisition of practical skills, communicative and linguistic competences and attitudes in learners. The major objective of pedagogical instruction is merely to enhance learning institutions attain higher passing rate in national examinations and enable candidates progress to the next academic grade. The study therefore recommends an interactional task based instructional approach that provides second language learners practical acquisition of communicative competence in the target language.