The present study investigates the variables that are believed to influence learners’ in-class Willingness to Communicate (WTC). A total of 247 EFL undergraduate students participated in the study, who were studying in two colleges in Kuwait. The study was conducted with a quantitative research design by using a modified questionnaire to measure the Instructional Willingness to Communicate (IWTC). The adapted questionnaire, which was developed by Khatib & Nourzadah (2015), comprises six IWTC components containing 27 items. The data for each component was presented and followed by a detailed descriptive analysis. The findings revealed that learners’ willingness or unwillingness to communicate is made up of specific influencing variables in several situations within the classroom. The study sheds light on the role of the EFL classroom environment on learners’ communication behaviours. Discussing the results provided some pedagogical implications for language teachers and program designers. Suggestions for further research were provided.
This study intends to examine the impact of discussion activities on improving students’ fluency in speaking skill. Classroom observation was implemented as a research instrument to collect data. This study was conducted during the first semester of the academic year (2019–2020). The total sample of this study was 60 respondents, 20 English language teachers and 40 female students from the First Common Year (FCY) at Al- Jouf University. An analytical descriptive study was done. The findings of the study indicate that the different types of discussion activities were ignored especially that engage and encourage speaking skill performance. This study can be helpful for English language teachers and may contribute to the promotion and improvement of the English language teaching and learning by practising various discussion activities in the classroom to engage students, and raise their level of motivation, confidence and fluency, and thus improve their speaking skill
Teachers’ Perception towards the Use of Communicative Language Teaching in Enhancing Secondary School Students’ Communicative Competence in English Language (Published)
ABSTRACT: English language which is the second and unifying language in Nigeria is taught at all educational levels in the country mainly to ensure that students have a grasp of it and should be able to communicate effectively in it in various contexts. This study investigated the perception of English language teachers towards the use of Communicative Language Teaching in enhancing secondary school students’ communicative competence in English language. This study is a descriptive research of the survey type which focuses on how secondary school students in Ibadan South –West Local Government Area of Oyo State can use English Language in real life situations. Fifty English Language teachers randomly selected from some secondary schools constituted the sample for the study. A self- constructed questionnaire consisting of fifteen items was used to collect the data for the study. Test-retest method was used to determine the reliability of the instrument and a reliability coefficient of 0.74 was obtained. The study found out that schools lack the material that can promote communicative language teaching in schools and that most teachers considered classroom interaction a time consuming activity. Based on these findings, it was recommended that the government should provide gadgets and necessary materials needed for effective utilization of communicative language teaching so that students’ confidence in speaking and communicative competence can be improved. Teachers should endeavor to make their classes interactive and employ activities that can facilitate English Language usage in real life situation.
Standardization and Indexing Of Basic Electricity Teacher Effectiveness in South Eastern Nigeria (Published)
This study provided Standardization and indexing of Basic Electricity Teachers effectiveness in the South Eastern states of Nigeria through effective classroom interaction analysis techniques. Four research questions and four research hypotheses guided the study. Pre-test, post-test, control group, quasi-experimental design was adopted for the study. Samples of 12 teachers and 511 SSII Basic Electricity students were randomly drawn from the population of 57 Basic Electricity Teachers and 932 students. Three validated instruments were used for data collection as follows: Basic Electricity interaction categories (BIC), Basic Electricity Interest Scales (BEIS) and Basic Electricity Achievement Test (BEAT). They were structured to cover the critical indices and criteria for wholesome teacher effectiveness. The reliability coefficient of the instruments were 0.978, 0.60 and 0.977 respectively. Percentages, mean and standard deviation were used to answer the research questions while t-test statistic and analysis of covariance (ANCOVA) were used to test the hypotheses at 0.05 level of significance. The findings of the study revealed the mean of means of critical teacher effectiveness indices and hence Basic Electricity Teachers’ effectiveness Benchmark was 58.75 score. It was then recommended that the federal and state ministries of education and Teacher Registration council should adopt this benchmark and enforce it for Basic Electricity Teachers recruitment, promotion and other academic/professional awards/rewards. After the efficacy had been established, this benchmark can then be adopted nationally for all teacher effectiveness assessments at all levels of education in Nigeria.