Language teachers and digital literacy: Assessing viewing and representing as language skills (Published)
This study focused on an assessment of the viewing and representing skills of English language teachers in public and private secondary schools in Ekiti state. This study adopted the descriptive research of the survey type. A multistage procedure was used in randomly selecting four hundred and eighty English language teachers from thirty public secondary schools and thirty private secondary schools in Ekiti state. The research instrument was a self-structured questionnaire. The data collected were analysed using weighted mean, percentages, frequency counts and standard deviation. Results obtained revealed that English language teachers’ basic knowledge in viewing and representing icons without text labels were moderately low with the mean scores of 1.9 and 2.0 respectively. A weighted mean of 2.50 revealed an average level of teachers’ ability in deciphering icons with text labels. Mean scores of 1.9 and 1.8 were adjudged as very low for teacher’s ability in viewing and representing Google Meet icons respectively.
Assessing the Efficiency of Neuro-Linguistic Programming Coaching on Enhancing Learning English (Published)
NLP is an effective interpersonal communications model that is based on the belief that languages are interconnected with the overall behavioral patterns that are adopted by the power of experience. The aim of the study was to evaluate the efficacy of NLP for language learning and the investigation of the potential role in learning the English Language as well. The use of the primary and secondary sources and the implementation of the Oxford placement test can be used as the pre and posttest on the experimental group. The findings of the study revealed that NLP helps in the provision of the solutions and techniques to the problems and it allows the teachers to develop their own responses to particular problems. The study affirmed that NLP has the major impact on EFL learning and further research is required for the confirmation of the findings of the innovative study.
LANGUAGE, THE INDIVIDUAL, SOCIETY AND CULTURE CONSTITUTE A UNIQUE APPROACH, CONGENIAL FOR LANGUAGE TEACHERS (Published)
A formidable unique effect is expected when language, individual, society and culture are studied together. The result shows that languages reflect rather than create social-cultural regularities in values and orientations than has previously been identified. Language has profound influence on an individual’s self-image. Interpersonal events help to set the stage. The characteristics of languages are regarded more as indicators of social relationship. Anthropology attributes to language teaching such importance as it does to the grammatical or phonological aspect. Added, fieldwork expects familiarity with the tribal language. For example, an expression in a primitive language may be totally unintelligible unless considered in its cultural context and related to circumstances in which it occurs. This makes language a guide to social reality and a symbolic guide to culture. Culture indeed satisfies both the basic and integrative needs of the individual and society. Consequently, language, the individual, society and culture constitute a unique approach, congenial to language teachers.
Comprehension Strategy Instruction in Language Learning Classrooms: Selecting and Using Children’s Picture Books for Explicit Reading Comprehension Instruction (Published)
Comprehension strategy instruction was an essential requirement for developing reading comprehension at any language or literacy classroom. Despite its significance, considerable bodies of research documented a decline in comprehension strategy instruction, particularly in language learning classrooms. Part of this scarcity was due to the lack of appropriate materials that could support the initiation of explicit comprehension strategy instruction. Therefore, the purpose of this qualitative exploratory study was to suggest some selected materials (i.e., children’s picture books) to lead comprehension strategy instruction in language learning classrooms. Participants were four English language teachers from the fourth and fifth grades. Teachers were trained and then started using picture books to explicitly teach reading comprehension strategies for about ten days. Finally, all participating teachers were interviewed. Findings from the teachers’ interviews indicated that picture books contributed to help teachers to increase the amount of comprehension strategy instruction in the fourth and fifth grade classrooms. In addition, findings showed that all the participating teachers affirmed the major criteria that were used for picture books selection in comprehension strategy instruction. These criteria included that picture books should be well-illustrated, high frequency words, easy, authentic, interesting, relevant to the students’ needs and the teachers’ objectives, relevant to the students’ culture, and short