Critical and Digital Literacy for National Development and Security (Published)
Literacy in Nigeria, even by the sub-Saharan Africa standard, is low. Much lower is critical and digital literacy. These two aspects of literacy hold the key to national development and security. This study examined these two aspects of literacy as crucial components of the literacy programme in Nigeria. The core elements of textuality for effective interpretation were studied. The study also took a look at digital literacy as a component of Nigeria’s educational programme as a means to enhance classroom interaction and bridge some existing gaps in availability of resources and time. National development and security were seen to hinge on developing critical and digital literacy. The procedure adopted in the study was qualitative.
Keywords: Digital Literacy, Discourse Analysis, Text, critical reading
An Analysis of Classroom Discourse: Elicitation Techniques in EFL Classrooms (Published)
This paper is qualitative-quantitative study that concentrates on analyzing and investigating ‘elicitation techniques’ which is believed to be one of the most important features of EFL classroom discourse. It mainly examines the ways in which teachers practice elicitation questioning using data from three different English language classes recorded in ELI at King Abdulaziz University. Conversational analysis was adapted to analyze the selected transcribed extracts and counting was used to calculate the extent to which they are used. The findings indicated that teachers in ELI used three types of question to elicit information from their students: Yes/no question, closed/display questions and open-referential questions. It also revealed that yes/no and closed/display questions were used by teachers more frequently than referential questions. It was concluded that not all referential questions could create enough interaction.
Keywords: Conversation Analysis, Discourse Analysis, Display Questions, Elicitation Techniques, Referential Questions