Assessment of Information Communication Technology Proficiency of Secondary School Teachers in Edo State, Nigeria (Published)
This study attempts to assess of information communication technology proficiency of secondary school teachers in Edo State, Nigeria. The study employed a descriptive survey method and questionnaire was the instrument used for data collection. The total population for the study is one hundred and twenty nine (129) secondary schools teachers in four selected secondary schools in Etsako west local government area of Edo state. The population of this study is not too large and as such the entire population was taken as representative sample using purposeful sampling technique. It was revealed from the study that ICT is not employed for teaching by majority of the teachers in the secondary schools studied, most teachers have negative attitude towards the use of ICT, a majority of the secondary school teachers studied have positive perception of perceived ease of teaching and learning with ICT and Lack of ICT facilities in secondary schools, lack of commitment from government and school management, lack of motivation and training, lack of ICT policies in secondary schools, lack of technical support from government and private sector, lack of qualified teachers to teach ICT and Teachers’ anxiety over being replaced by technology are the major factors militating against teachers readiness and effective use of ICT in secondary schools in Etsako West Local Government Area of Edo state. The study recommends that Government should be committed to full implementation of ICT in secondary schools by way formulating policies and implementing the existing one if any with all sincerity.
Learning English for Academic and Specific Purposes helps the English as Second Language learners to be communicative in academic social contexts. Focus on form is an important part of learning English for academic purposes. The ability to use appropriate vocabulary and structure in a meaningful context is what an English for Specific Purpose learner dreams about for academic excellence. Such an ability would undoubtedly motivate learners to learn and produce English for social and academic purposes. This could happen only when the learner develops his repertoire of grammar which is no less an outcome of the teaching and learning process. The present paper deliberates on how a language class focused on form could unassumingly involve the ESP learners think creatively in a task based role play activity as a main activity to negotiate meaning with their peers using the language syntaxes and lexis appropriate to the context.
Language Use and Language Maintenance in Ọ́lọ̀wà, Dèkínà Local Government Area, Kògí State, Nigeria (Published)
This study investigated language use and language maintenance in Ọ́lòwà, Dèkínà Local Government Area, Kògí State, Nigeria with a view to identifying the factors responsible for the use or non-use of the languages in contact, namely Ígálà, Bàssà-Ngé, and Bàssà-Kómǒ, and how the factors manifest across different socio-cultural groups in the community. Fishman’s theory on the relationship between micro- and macro-sociolinguistics, which centres around who speaks what language to whom and when, was used. One hundred respondents from each of the three language groups totaling three hundred respondents representing the different age groups, sexes, and socio-cultural classes were selected through random sampling. The data were analyzed using simple percentage to determine the extent of language use and language maintenance. The findings show that each respondent is proficient in his or her native language and in the dominant language, Ígálà. Factors responsible for this include ethnic identity consciousness, inter-ethnic relations such as marriage, economic, communal and other socio-cultural activities. Another factor is religion. This work adds to our existing knowledge of how the three languages used in the community have co-existed without any of them being endangered
Assessing the Academic Writing Proficiency of EFL Learners at Qassim University: Honing the Skills of Young Writers (Published)
Four language skills, academic writing is the one most at casualty at the post intermediate level in KSA. Syntax, organization of materials and expression, all are severely affected so far as the EFL learners are concerned. This paper proposes to evaluate the problem from the pedagogical perspective by comparing the current teaching practices in teaching EFL writing with world trends. It highlights recent studies in EFL apart from showcasing the teaching community’s viewpoint. Finally, it presents recommendations aimed at attaining the desired learning outcomes.
Speaking skill is necessary for everyone who wants to learn second / foreign languages. Feelings of anxiety and nervousness are common among second/foreign language learners. Different learners with different level of anxiety use different strategies while speaking a foreign language. Existence of such feelings in the learners may prevent them from achieving the desired goal. Some speak in front of others without any anxiety, but some delay this activity until learn enough knowledge, and some delay it forever and never speak a foreign language. The aim of present study is to investigate the relationship between anxiety and English speaking skill among Iranian EFL learners. To achieve this aim 100 of EFL learners who learn English in language learning institutions in Ilam province are investigated. The instrument used in this study to measure student’s foreign language speaking anxiety is the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz (1986), and the results of speaking grades which are qualitative data from the interview with learners is used as another kind of questionnaire to measure learners speaking. To analyze the scores SPSS software was used. The results show that English learning anxiety has a significant moderate negative correlation with the English achievement of the students in this study, the participants of this study as EFL learners usually have levels of anxiety, and the higher the FLCAS score is, the low English speaking is, so by reducing the level of anxiety of learners English speaking can be improved.