Assessment of the Problems of Learning the Aural: Oral Skills at JSS Level in Katsina State, Nigeria (Published)
Effective communication in English by students at the Junior Secondary School level as envisaged by the 9 – Year English Studies Curriculum has remained elusive. In this article, effort is made to trace the problems with a view to offering workable solutions. The descriptive survey method was used. Sixty-eight Junior Secondary School students were used in the study. The subjects selected included 384 students. A self – designed questionnaire was used to collect the information required. Analysis of data was done by means of frequency counts and percentage. The study revealed among others, fear of English by students due to its absurdity. Based on the findings, among the recommendations given, was the need for teachers to employ more friendly activities to teach aural – oral skills to make their learning more effective and enjoyable.
Citation:Gide Umar Saleh (2021) Assessment of the Problems of Learning the Aural: Oral Skills at JSS Level in Katsina State, Nigeria, International Journal of English Language and Linguistics Research, Vol.9, No 8, pp.17-29
Examination of the Extent to Which English Aural – Oral Skills are Evaluated in Compliance with the Provision of the 9 – Year English Studies Curriculum at Junior Secondary Schools in Katsina State, Nigeria. (Published)
The study examines compliance with the 9 – year English studies curriculum proposition that after each topic students’ performance in oral English be evaluated. The design adopted for the study was the descriptive survey. Two objectives and their corresponding research questions were used to guide the research. 210 teachers of English and 384 students from public, community and private secondary schools across the seven zones of Education formed the respondents for the research questionnaires. Two sets of questionnaires developed by the researcher, were used for data collection. Forty eight teachers were also observed in real class teaching – learning situation. The findings as check – mated by classroom observation revealed neglect of evaluation of the aural – oral skills contrary to the provision of the 9 – year English Studies Curriculum. Where the tests were carried out. They were lop – sided in favour of productive skills. Among the recommendations given based on the findings is that In consonance with the 9 – year Basic Education English Studies Curriculum, after each lesson and each topic, schools management, inspectors and supervisors, should ensure that students’ oral performance is adequately evaluated.