The study focused on improving the effectiveness of classroom teaching of English language in public primary schools in Bagamoyo District, Cost Region, and Tanzania. Three specific objectives guided this study: To examine how inquiry-based teaching improves English language learning, the role of visual mode teaching strategy in improving English language learning and how the practice of problem-based teaching improves English language learning in public primary schools in Bagamoyo District. The study was guided by the Social Constructivism Theory developed by Jean Piaget (1896-1980). In methodology, the study used cross-section research design and employed a mixed method research approach whereby both qualitative and quantitative techniques were used. The study targeted head teachers, English language teachers and pupils from public primary schools. It employed interviews, questionnaires, observations and documentary reviews for data collection. The findings highlighted the significant impact of different teaching strategies on pupils’ performance in English language. Teachers acknowledged the effectiveness of inquiry-based teaching strategy, although activities that foster such an approach were often not implemented due to different limited resource allocation which explained the lack of visual aids in classrooms which restricted pupils' opportunities for interactive learning, as essential resources like charts and projectors were often unavailable. Based on the study's findings, it was also concluded that teachers needed to be well trained in order for them to be able to teach the English language effectively so as to improve the academic performance in public primary school pupils.