Second Language on-Screen Academic Reading Comprehension Models of Postgraduate International Students (Published)
This paper contributes to the existing body of research on L2 academic reading practices in the 21st century by focusing on on-screen reading in the technological age. The study offers an insight into the nature of on-screen reading, and reflects the authentic on-screen academic reading experiences of international postgraduate readers. A case study and interpretive qualitative approaches have been adopted in the present research study where process-oriented techniques, namely demographic questionnaires, think-aloud protocol, field notes, stimulated recall and interviews have been employed to collect the data. Thematic and content analysis; and a constant comparative method (CCM) has been applied to analyse the data. The results from this study have led to the proposal of suggested models for interpreting on-screen L2 academic reading interactions. A number of pedagogical practices are suggested and recommended for preparing L2 readers for further academic study; including teaching models and instructions to accommodate and meet the needs of reading comprehension practices in the technological age and promoting L2 learners’ digital academic strategy literacy (DASL).
An Evaluation of Early Childhood Reading Strategies in a Second Language in Ghanan: A Case Study of Effutu Municipality (Published)
The study is an evaluation of two common methods employed in the teaching of reading in the second language (English) at the early grade vis-a-vis the simple view of reading. The work examines the appropriateness of the common teaching strategies employed by early grade teachers in teaching reading in the second language (English) in public schools in Ghana. Data for this work was gathered through interview, observation, instruction and assessment of 30 lower primary school pupils of three public schools in the Central Region of Ghana, as well as one hundred teachers selected from ten regions of Ghana. The thirty (30) pupils were put in three (3) groups of ten (10) and instructed using the look and say method, word association, and the simple view of reading for groups A, B and C respectively. The effectiveness of the various methods was assessed using the trends in the scores from the test. The study showed that while pupils who were instructed using the look and say method and the word association could not actually read, pupils instructed using the simple view of reading were able to read.
Application of Comics as Instructional Strategy in Language Skill Development: An Oracy Enhancement Paradiigm (Published)
English language is very important in Nigeria because it is used for education, commerce, governmental activities and in inter /intranational relations, among others. The teaching of English language is being faced by a lot of problems ranging from poor teaching methods, students’ weaknesses in pronunciation, poor reading abilities and bad writing, which amount to students’ poor performance. It is therefore important that the language is properly taught in order to enhance the communicative competence of students. This papers looks into the use of comics in pedagogy. Important areas highlighted include: English Language in Nigerian Schools; Oral Communication in English Language; Teachers’ Role in Enhancing English Language Teaching and Students’ Oral Competence Comics and Strategies for Using Comics to Enhance Oral Communication in English Language. Recommendations offered include: teachers should understand that oral language is at the base of literacy which involves risk taking through a willingness to confront more languages than what is presently owned. It therefore requires diligence and hard work on the teacher’s part to help students come across more words in their learning.
Group discussions, if properly harnessed, can help learners to own the learning process, communicate their thoughts, feelings, ideas or information freely and efficiently in their environment. Group discussions can also provide opportunities for self-learning, rather than having learners to sit passively to memorize and repeat what the teacher gives them. In the twenty-first century, teachers need to focus on empowering learners to create, interpret, legitimize and disseminate knowledge. Therefore, this paper examines the influence of speaking anxiety on the effectiveness of group discussion as a learning strategy in Kiswahili language classrooms. The theoretical framework of the study that informed this paper was drawn from the Communicative Language Theory (CLT). The study involved a sample of 21 public secondary schools purposively sampled from a total of 206 public secondary schools in Bungoma County, Kenya. Three hundred and seventy-eight Form Two learners formed the study sample. The study adopted a correlation study design and used students’ questionnaire and a semi-structured interview schedule for data collection. Analysed data was presented using frequencies percentages and histograms. The research findings revealed that there is a significant relationship between speaking anxiety and effectiveness of group discussion as a learning strategy. Subsequently, this paper recommends that teachers of Kiswahili should focus on reducing the levels of speaking anxiety among learners in Kiswahili language classrooms. This strategy will improve their participation in group discussions. They should also increase the use of group discussions to help reduce the levels of anxiety because group discussions cannot be conducted successfully with students who have high levels of social anxiety.
Effective Teaching of the English Language in Multicultural L2 Classrooms: The Nigerian Perspective (Published)
Effective teaching demands that we use all the facts available to us to impact knowledge. In Nigeria where the English Language is essentially a second language, effective teaching seeks to incorporate all tools and practices that assist the English Language learner in an L2 multicultural classroom. Effective teaching in an L2 setting seeks to promote learning skills that will be of benefit to learners from diverse cultural backgrounds. The paper identifies a number of issues related to effective teaching in multicultural L2 classrooms. It addresses barriers to effective learning in an L2 classroom, the potential challenges to teaching and provides diverse strategies that may improve teaching and learning in this context. In the end, the paper outlines the processes for improving the effectiveness and quality of teaching and learning the English Language. The argument is that multiculturalism improves teaching, teaching skills and learning abilities. Therefore, the paper highlights core considerations for analyzing the challenges faced by teachers and learners, and finally, recommends some directions to embrace the challenges.
: English is a second language in Nigeria because it is non-indigenous, it was introduced by British Colonialists and Missionaries into the country. The roles and functions English language has assumed since its introduction into the country are outlined. Since Nigeria functions in virtually all spheres of life in English language, a variety known, internationally acceptable and intelligible exists as the Standard Nigerian English. What is really of concern is the increasing deviations noticeable in the speech and writings of Nigerians from the grammar of English. The error laden English spoken by many people in the country may well be replacing the Standard Nigerian English if the situation is not checked. The root causes of the problem are pointed out recommendations are made towards curbing the negative trend.
Language is the vehicle for effective communication. Every student needs to develop the skills in listening, speaking, reading, and writing then only they will be able to communicate properly in the society. Reading is one of the ways people all over the world can enhance their knowledge hub and get exposed to the experiences of other people. Writing is a productive and active process of the mind by which the writer creates meaning. This paper is an outcome of diagnosis of reading and writing skills of primary school students. The study adopted survey technique for data collection. The participants of the study were 460 fifth grade students selected through simple random sampling technique from Wayanad. Out of 460 students, 178 were from Government and 182 were from Aided and 100 were from Private schools. The results revealed that there exists significant difference between government, aided and private Primary school students in their reading and writing skills. There is no significant difference in their reading and writing skills based on gender.