Abstract

Although English is the language of interaction and instruction in Nigeria, general competence in it is yet to be achieved by many Nigerian speakers. It has also been confirmed by the findings of this research and other related studies that the intonations prove the most difficult phonological aspect of the English language to be learnt by second language users of English. This stems from the mother tongue of the non-native speakers of English. Considering the place of the mother tongue in the second language learning and usage, the researcher decided to select the subjects from a college of education and a university where English is the primary language of teaching, learning and interaction among the subjects. This was done on purpose with the expectations that the errors of the subjects would be minimal considering their level of education; it was expected that they should have overcome some of the peculiarities of L2 users of English in their speeches. This problem however is not peculiar to the Secondary school students in Rivers state alone. It is a general problem encountered by almost all Nigerian speakers of English as they tend to transfer features from their languages into the English language as evidenced in the review of related studies.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

English can be said to be the most widely spoken language in the world, and has become the official language of some West African countries, namely, Nigeria, Ghana, Sierra-Leone, Liberia and the Gambia. In these countries, English is a second language which has been adopted as the official language, partly because it is a colonial heritage, and because it is a neutral language among numerous indigenous languages contending for supremacy.

The most common means by which human beings communicate with one another is language which, primarily, exists in a spoken form. Any other representation of language such as writing is of secondary importance, because most human communication is done orally. A person can only claim to know a language if he/she can speak the language. Hence, second language learning, specifically pronunciation learning, demands correct perception and production of sounds in the target language. The learning process itself tends to be influenced by well-established perceptions of sound and articulatory organs in the first language.

The proper manipulation of the intonations of the English language, therefore, is of great importance for several reasons. In the first place, anybody that speaks English fluently can interact with most people from other parts of the world. Secondly, as English is the official language of many African countries, it is necessary and highly advantageous for citizens of such countries to know how to speak it. Equally important is that English is the language of education in many countries, Nigeria inclusive. Knowledge of it, therefore, determines how well a student performs in his academic career.

In the past, emphasis was placed only on the teaching of written English, while spoken English was almost ignored. In recent times, however, positive steps have been taken by the Ministry of Education and examining bodies to correct this anomaly by having oral English included in their syllabuses and examinations. For example, spoken English is now a compulsory component of the English language paper set in the Senior School Certificate Examination by the West African Examinations Council. Similarly, in tertiary institutions there is also phonetics and phono1ogy being studied as a course in the department of English and Literary Studies both at the undergraduate and postgraduate levels.

The study of oral English is a means of enhancing high proficiency in the spoken form of the language, because it helps the students to learn various aspects of the English language sound system. In the first place, the students learn the phonetic symbols representing the sounds of English, and these are different from the letters of the English alphabet, which are units of the written language. Secondly, they learn how English words are stressed, which enables them to pronounce the words correctly. Furthermore, the students learn English intonation and rhythm, which enable them to convey their meanings appropriately.

According to Sam Onuigbo, ―In spoken English, the spoken english features are concerned with those elements of speech that are not individual vowels and consonants but are properties of syllables and larger units of speech. They include and function as ―stress, rhythm and intonation‖ (85). They consist of various features of the speaker or the utterance, the emotional state of the speaker, the form of utterance (statement, question, or command), emphasis, contrast and focus or other elements of language that may not be encoded by choice of vocabulary.

It should be clearly noted that the Nigerian learners of English including those who speak Native language as their mother tongue are second language learners who are faced with the cumbersome nature of second language learning. It is quite unlike first language acquisition which Mackey, William F. says is part of natural learning and maturation (138). A contrastive analysis of the sound system of the English language and other Nigerian languages would show that there are cases of similarities and differences in the inventory of discrete sounds. The Nigerian learners of the English language (particularly Secondary school students) as well as other second language learners of English have no problems with the similarities.  The areas of differences as noted by Christopherson Paul are the potential sources of problems (2).  These cases of differences abound at the intonations level.

The English language is made up of two main features: the segmental features and the supra-segmental features. The segmental features are simply the vowels and the consonants, while the spoken english features are stress, rhythm and intonation. The vowels, and consonants are individual sound segments, but the features of stress, rhythm and intonation affect the quality of the sounds and extend over longer sequences of utterances, like words, phrases and sentences. The segmental features are important for correct words pronunciation. However, the spoken english features carry rich information structures that help the listener to locate emphasized words, phrase boundaries, speech acts like statements, questions and commands as well as the speaker‘s attitude and emotions. Hence, while it is important to pronounce the vowels and consonants appropriately, it is also pertinent to manipulate the features of stress, rhythm and intonation effectively, since these features affect, in very significant ways, not only the quality of the segments, but also the meaning(s) of the words.

The appropriate uses of stress and intonation have been major challenges for a vast majority of second language users of the English language. In the opinion of Cruz-Ferreira, M. intonation is ―the last stronghold of a foreign accent in speaking any L2‖ (24). He went further to state that this stronghold is true ―even of speakers who otherwise have perfect or near perfect command of the phonetics of the L2‖ (24). Supporting this view, Amayo (qtd. in Nzegwu, Emmanuel Ekene) has argued that the spoken english features are generally more elusive than the segmental features and are therefore more inherently difficult to learn for second and foreign language learners (2).

The status of English as the official language, language of education, and language of commerce in Nigeria makes it imperative for any serious user to aspire to high proficiency in both the spoken and written aspects of the language to ensure his/her social, academic and economic progress. This research work, therefore, aims at identifying problems encountered in the use of English Intonations  of stress, rhythm and intonation in the spoken English of Secondary school students in Rivers state in Nigeria.

1.2 Statement of the Problem

 It has been established that the Nigerian learner experiences difficulties in acquiring the English language as a second language.  Several scholars have carried out various research works on the problems of second language learning and have come up with various

recommendations.  In spite of these, the problems of second language learning still persist.  As it is, many teachers of the English language in Nigeria are non-native speakers.  In addition to this, the language is being learnt and used far away from its natural environment.  Benson Oluikpe observes that non-native speakers are not likely to have expertise in second language learning because only the native speaker can claim to have expertise and proficiency in his language (28).  Other users can only aspire to reach the target of proficiency.  This is especially the case with spoken English.

Researchers have continued to investigate the problems of second language learning, and with Noam Chomsky‘s discovery of competence and performance, it has been observed that an English language learner and second language user may not likely have competence during performance. While competence has been described as the intuitive judgment and knowledge by the native speaker of his language, Oluikpe sees performance in the light of proficiency which a non-native speaker does not have in full (30).  The inability of learners to perform effectively at the intonations level stems from the argument above.

Researches have been carried out on other areas of spoken English including the prosodic features, but not much in the area of identifying the Intonations error s of Secondary school students of the English language. Even where such has been done, they have not been validly tested. This is the academic gap that this work sets out to fill.  The study is therefore, an attempt to point out ―Error in intonations among Secondary school students in Rivers state.

1.3 Objectives of the Study

. This work is therefore mainly concerned with the identification of problems which hinder the teaching, learning and proper manipulation of the intonations particularly as it relates to Secondary school students in Rivers state. In addition, the research is designed to examine:

• The extent to which the mother tongue interferes with the use of English stress rules by

Secondary school students.

• The extent to which the tone pattern of the Native language has affected the use of intonation in English by Secondary school students.

(iii)The extent to which the rhythmic pattern of the English language is observed by Secondary school students of the English language.

1.4 Significance of the Study

The need for the English language in Nigeria cannot be undermined. It is the yardstick with which the standard of education at all levels of school in Nigeria can be measured. Proficiency in all subjects without at least a credit pass in the English language prevents one from obtaining university education.

The research sets out to examine the Intonations error s encountered by educated Secondary school students in Rivers state and as well as provide insight into the nature of English spoken english features and how they are relevant in second language learning in Nigeria. It has as its concern, international intelligibility and acceptability. The study is to assist the educated Secondary school students of the English language, students and as well as teachers to identify those problems militating against accurate manipulation of English spoken english features and how to handle them.

The study will open up to readers and curriculum designers of the English language the Intonations error s of the English language and as well bring about the needed adjustment and change in the curriculum design. This study will serve as a compass into further research in this area as other researchers can develop on the present study or can get ideas from it to develop new areas of study. More so, the research will enable writers to write books that will help students, speakers of English and particularly Native language educated speakers of English to handle and cope with the Intonations error s of English.

1.5 Scope of the Study

This research work has its focus on the Intonations error s of Secondary school students in Rivers state. This becomes imperative as the acquisition of the knowledge of the spoken english features of English will assist speakers to achieve the right speech habits in spoken English.

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Abstract

Although English is the language of interaction and instruction in Nigeria, general competence in it is yet to be achieved by many Nigerian speakers. It has also been confirmed by the findings of this research and other related studies that the intonations prove the most difficult phonological aspect of the English language to be learned by second-language users of English.

This stems from the mother tongue of the non-native speakers of English. Considering the place of the mother tongue in the second language learning and usage, the researcher decided to select the subjects from a college of education and a university where English is the primary language of teaching, learning, and interaction among the subjects… (Scroll down for the link to get the Complete Chapter One to Five Project Material)

INTRODUCTION

Background of the Study

English can be said to be the most widely spoken language in the world and has become the official language of some West African countries, namely, Nigeria, Ghana, Sierra-Leone, Liberia, and the Gambia. In these countries, English is a second language that has been adopted as the official language, partly because it is a colonial heritage, and because it is a neutral language among numerous indigenous languages contending for supremacy.

The most common means by which human beings communicate with one another is a language which, primarily, exists in a spoken form. Any other representation of language such as writing is of secondary importance because most human communication is done orally. A person can only claim to know a language if he/she can speak the language.

Hence, second language learning, specifically pronunciation learning, demands correct perception and production of sounds in the target language. The learning process itself tends to be influenced by well-established perceptions of sound and articulatory organs in the first language… (Scroll down for the link to get the Complete Chapter One to Five Project Material)

Statement of the Problem

It has been established that the Nigerian learner experiences difficulties in acquiring the English language as a second language.  Several scholars have carried out various research works on the problems of second language learning and have come up with various recommendations.  In spite of this, the problems of second language learning still persist.

As it is, many teachers of the English language in Nigeria are non-native speakers.  In addition to this, the language is being learned and used far away from its natural environment… (Scroll down for the link to get the Complete Chapter One to Five Project Material)

Research Objectives 

This work is therefore mainly concerned with the identification of problems that hinder the teaching, learning, and proper manipulation of the English intonation particularly as it relates to Secondary school students in Rivers state. In addition, the research is designed to examine:

• The extent to which the mother tongue interferes with the use of English stress (English intonation error) rules by secondary school students… (Scroll down for the link to get the Complete Chapter One to Five Project Material)

REVIEW OF LITERATURE

Second Language Users and Spoken English

Second language users are susceptible to errors in their spoken English. This naturally springs from the second language context in which they operate. The vowels and consonants are speech sounds which can be broken into individual units. There are other features of speech that cannot be broken down into individual units and these features are stress, rhythm, and intonation.

They are called spoken English features, and they function within larger units like words, phrases, and sentences. The spoken English features refer to a phonological property of more than one sound segment. It is often referred to as the study of prosody. The intonations are often referred to as the musical aspects of speech.

This feature is superimposed on the units of an utterance; it affects our message when we speak. It also affects the quality of the vowels… (Scroll down for the link to get the Complete Chapter One to Five Project Material)

Empirical Studies

A good number of researches have been carried out on the intonations of English speech. This section of this study is an attempt to examine a few of these studies. Researchers have looked at some of the problem areas of the intonations especially as it concerns the second language learner. This becomes important, especially as regards the effective use of the language in a second language environment.

Umobi, Fredrick (2009) on a study entitled ― Intonations error s of Senior Secondary School Students in Aguata Local Government Area of Anambra State‖ examined the mental problems of the secondary school students of Aguata Local Government. In his research, exercises centered on the different constituents of the intonations were carried out using sample students from three secondary schools.

From the findings of this research, it is obvious that the influence of the first language is the primary cause of the problems the researcher set out to unravel… (Scroll down for the link to get the Complete Chapter One to Five Project Material)

Theoretical Framework  

Onuigbo, cited in S.A. Aladeyomi and A.K. Adetunde, posits that in first language learning, the learner is highly motivated and surrounded by an environment that encourages and at the same time enhances learning, and this is what the second language user lacks.

The implication of this statement is that though language learning generally has some levels and forms of problems, second language learning has greater problems than first language learning. These problems, of course, generate a greater number of errors in the performance of second language users (302).

For this purpose, language theorists in language teaching, learning, and use have come with two major approaches to the examination of these errors; contrastive and error analyses… (Scroll down for the link to get the Complete Chapter One to Five Project Material)

RESEARCH METHODOLOGY

Research Design

According to B.G. Nworgu ― a research design is a plan or blueprint that specifies how data relating to a given problem should be collected and analyzed. It provides the procedural outline for the conduct of any given investigation‖.

For the purpose of this study, the researcher adopted a descriptive survey design. Nworgu states that ― This research design deals with those studies that aim at data collection and describing in a systematic manner the characteristics, features or facts about a given population. These studies are only interested in describing certain variables in relation to the population‖.

Therefore, this research is a descriptive study since it is concerned with problems of the English intonations among Secondary school students, as data was collected to prove the facts that identified the problems… (Scroll down for the link to get the Complete Chapter One to Five Project Material)

RESEARCH FINDINGS, ANALYSIS, AND DISCUSSIONS

Analysis of the Error in Use Of English Intonations Among Selected Native Language Speakers

This chapter seeks to analyze the errors committed by some selected Secondary school students in Rivers state in Rivers State in the use of English Intonation. It deals with the presentation and analysis of the data collected on the performance of the respondents, an interpretation of the data, and the result of the analysis which are related to the research questions. (English intonation)

The responses from the tests were assembled in groups and presented in tables using percentage calculations. The analysis is based on the data collected from the subjects of the study. For ease of analysis, the errors have been grouped into two broad categories: errors in the use of stress cum rhythm and intonation; the errors collected under each category, and their causes are discussed. The errors were identified from a test administered on the subjects. (English intonation)

The subjects were tested using a passage to draw out their manipulation of:

• the use of stress and rhythm; and
• the use of English intonation.

The aim of the first segment of the test is to evaluate to what extent Secondary school students in Rivers state properly manipulate stress and rhythm in words, while the second test is targeted at identifying the subjects’ ability in the placement and use of intonation to signal different functions in conversation and sentences. A summary of the performances of the subjects is presented below in tables. (English intonation)

4.1 Table 1

This table depicts the performance of the subjects in the use of stress.

The survey reveals, among other things, that 93% of the subjects could not place stress correctly on the words used in the test, whereas 7% of the subjects were able to place stress correctly. One factor for the above is the influence of the mother tongue… (Scroll down for the link to get the Complete Chapter One to Five Project Material)(English intonation)

Discussion of Findings

For the purpose of this study, the errors encountered by the subjects were classified as both linguistic factors and extra-linguistic factors. (English intonation)

Linguistic Factors

The mother tongue interference was observed to be a major deterring factor in the use of English Intonation by Secondary school students in Rivers state. According to Jack C. Richards, interference from the mother tongue is clearly a major source of difficulty in second language learning. The linguistic background of the participants affects their use of intonation. (English intonation)

The same problem is evident in the use of stress and rhythm. Stress is being placed on virtually every sound segment and this directly affects the rhythm. In effect, the rhythm of the passage was totally lost. It is important to mention again that many of these problems emanate from the fact that the Native language lacks stress rules and the English language stress rules are also complicated and demands much care and attention for the proper manipulation of this feature… (Scroll down for the link to get the Complete Chapter One to Five Project Material) (English intonation)

CONCLUSION AND RECOMMENDATIONS

Conclusion

In conclusion, this study revealed among other things that Secondary school students in Rivers state have problems in the use of English spoken English features. The findings, however, indicate that they can be assisted to overcome these problems. The direct subjects of this study are not the only one who will benefit from this study:  (Scroll down for the link to get the Complete Chapter One to Five Project Material) (English intonation)

Recommendations

The purpose of the study is not only to draw out the numerous problems encountered in the use of Intonations by Secondary school students in Rivers state. The problems, therefore, should not serve as deterrents to the learning of intonations of English and using them correctly as the native speakers do. In order to remedy the English Intonation errors of the L2 users of English, more attention should be given to the teaching of the English intonation. (English intonation)

This should be given a top priority in our schools since intelligibility in English does not solely depend on the ability to produce correct syntax and lexis alone; it also depends on the ability to render correctly the prosody and intonation features of English. Proper screening exercises by experts should be carried out on teachers of English in Nigerian schools before their employments. Unqualified teachers including certified ones who cannot deliver should be re-assigned… (Scroll down for the link to get the Complete Chapter One to Five Project Material) (English intonation)

(Get the Complete Chapter One To Five Project Material)

Abstract

The purpose of this study was to investigate the role of folktales in the teaching and learning of literature in senior secondary schools. The study’s total population is 200 staff members from selected secondary schools in Owerri Municipal Council. The researcher collected data using questionnaires as the instrument.

This study used a descriptive survey research design. The study included 133 respondents who were made principals, vice-principals adm, teachers, and junior staff. The collected data was organized into tables and analyzed using simple percentages and frequencies.

chapter One

Introduction

The study’s context
The concept of literature is viewed from various perspectives. Putting the concept of literature into a single term is not appropriate because literature does not lend itself to a single tidy definition due to its evolution over the centuries being as complex, heavy, and natural as life itself. Meyer (2005). According to Moody (1971), it is an umbrella term used to express in words some specific aspects of the human experience.

Furthermore, Lombardi (2013) defines literature as a work that expresses thoughts and ideas through creative thinking. Meyer defines literature as “fiction composed of carefully arranged words designed to demonstrate imagination, stories, poems, and plays.” These genres depict fantasy based on actual historical events. Imaginative writing is distinct from other types of writing.

Imaginative literature, like other forms of art, provides entertainment and usually attempts to convey a point of view, mood, feeling, or experience. Writers transform the facts provided by the world, such as people, places, and objects, into experiences that imply meanings (Meyer, 2005). Literature also includes oral traditions, legends, myths, and saga from classical times to non-literate societies’ folktales.

Folk stories promote the transmission of national culture and the development of children’s local feelings. Folk tales contain many works that reflect ethnic customs and national character. Folktales, with their twisted and bizarre stories, frequently transcend time and space. They are frequently fantastic, evoking a mysterious adventure atmosphere that fosters children’s imagination, aesthetic ability, and creative spirit.

Folktales are magical, fantastic, and mysterious, which corresponds to the physical characteristics of students. Folktales are interesting and appealing to students, and they can pique their interest. They provide children with a beautiful space for free imagination, are consistent with students’ mental development rules, and can stimulate students’ desire to study independently.

Students benefit significantly from using literature in terms of language skills, cultural awareness, and changing attitudes toward native and target societies. As a result, the primary goal of this research is to investigate the role of folktales in the teaching and learning of literature in senior secondary schools.

Statement of The problem

Some folk tales have a clear historical gap with today’s reality. Children can barely understand the expression of certain words in life at the time, or the life events in the story at the time. Most teachers only use folk tales in language classes, which are usually conducted through storytelling and performance.

It is difficult to pique the interest of children with single forms. This necessitates teachers processing folk stories in a flexible manner, selecting appropriate themes for teaching, and carrying out educational activities, so that folk stories can be better applied and developed in secondary schools.

The study’s objective.

The study’s objectives are as follows:

To ascertain students’ attitudes toward using folktales in literature teaching in secondary school in Owerri municipal council.
To investigate the effects of folktales on literature teaching in Owerri Municipal Council secondary schools.
In secondary school, determine the relationship between folktales and literature comprehension.
Hypotheses for research

The researcher developed the following research hypotheses in order to successfully complete the study:

H0: There are no effects of folktales in the teaching of literature in Owerri Municipal Council’s secondary schools.

H1: There are effects of folktales in literature teaching in Owerri Municipal Council secondary schools.

In secondary school, there is no relationship between folktales and understanding literature.

In secondary school, there is relationship folklore and understanding literature.

The study’s importance

The study will be extremely beneficial to both students and teachers. The study will demonstrate the importance of folktales in secondary school literature teaching and learning. The study will provide a clear picture of the benefits of using folktales in secondary school literature instruction. The study will also be used as a resource for other researchers who will be working on a similar topic.

The study’s scope and limitations

The study’s scope includes the use of folktales in the teaching and learning of literature in secondary schools. The researcher comes across a constraint that limits the scope of the study;

a) RESEARCH MATERIAL AVAILABILITY: The researcher’s research material is insufficient, limiting the scope of the study.
b) TIME: The study’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.

1.7 TERM DEFINITION

A folktale is a story that originated in popular culture and is typically passed down through word of mouth.

Teaching is defined as interaction with learners to facilitate their understanding and application of knowledge, concepts, and processes. It consists of design, content selection, delivery, evaluation, and reflection.

Literature: Literature is a broad term that refers to any collection of written work, but it is also used more narrowly to refer to writings that are specifically considered to be an art form, particularly prose fiction, drama, and poetry. The definition has expanded in recent centuries to include oral literature, much of which has been transcribed.

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THE IMPACT OF FOLKTALE ON LITERATURE TEACHING AND LEARNING IN SENIOR SECONDARY SCHOOLS

Abstract

This project investigates the importance and applications of phonetics in junior secondary schools in the Esakor West local government area of Edo State. To determine this, the project examines the concept of language, language functions, and language skills.

English phonemes, as well as vowel and consonant sounds, are investigated. As a result of the foregoing, efforts are being directed toward analyzing the data collected using the research methodology used to obtain the data. As a result, the findings are summarized, and a discussion, conclusion, and recommendations are presented to conclude this study.

chapter One

Introduction

The study’s context

The English language has unquestionably established itself as Nigeria’s Lingua Franca (Jolayemi, 2007). English, as a Lingua Franca, is obviously the country’s formal or official language. This status explains why Nigeria places such a high value on it. Because it is a foreign language, the skills must be learned rather than acquired.

Because the language is required for the proper functioning of the country, the Federal Republic of Nigeria has repeatedly demonstrated its commitment to the language’s promotion and development in the country. As a result, the government employs multifaceted approaches or strategies.

The inclusion of English as a subject in the school curriculum is an essential component of these strategies aimed at ensuring the growth of the English language in Nigeria. A curriculum planner is particularly interested in the speaking skill; knowledge that enables learners to speak the language in the same way that native speakers do. Phonetics and Phonology are the branches of English that cater to this interest.

Phonetics, as defined by Akande (2002), is the study and description of the physical properties of human speech sounds. It is divided into three sections: Articulatory Phonetics, Auditory Phonetics, and Acoustic Phonetics.

Phonology, on the other hand, is the process by which speech sounds are patterned into a specific language system (Akande, 2002). The phonology of the English language is investigated at the segmental and supra-segmental levels.

Segmental phonology studies the consonant and vowel phonemes of the English language, whereas supra-segmental phonology studies stress, rhythm, intonation, and tone. A learner’s proficiency in English speaking is usually determined by how well he or she has internalized the properties of the English language sounds system.

It is unfortunate that most students at all levels of education today are unable to identify English phonemes due to over or under differentiation and reinterpretation of English phonemes for their mother tongue(s) (Alabi, 2002). Furthermore, students face numerous difficulties when encountering English consonant clusters that do not exist in their native language.

The students’ mastery of stress and intonation patterns in English is significantly low because it differs significantly from their indigenous languages, which are primarily tonal. The students normally pronounce the English words as they appear orthographically in their native languages or dialects, making their communication rather incomprehensible to the outside world.

Statement Of The problem

Nigeria has made concerted efforts to ensure that candidates for these examinations perform optimally since 1989, when Oral English or English Paper 3 (Test of Orals) became a compulsory paper to be written in the Senior Secondary Certificate Examination (WAEC and NECO).

In pursuit of this goal, the Federal Government, through the Ministry of Education, invests a significant portion of its resources each year in recruiting, training, and retraining English language teachers in order to achieve these goals of citizen proficiency in spoken English and reap the many benefits that come with it.

As a result, opinions on the effects of teaching phonology in Nigerian secondary schools differ. While some believe that the subject has improved the students’ spoken English. The pessimist contends that, despite the teaching of Oral English, there is still noticeable speech difference among our secondary school students.

They believe that some students have resorted to their Mother Tongue (MT) in order to alleviate their anxiety about speaking English. This school of thought believes that only a small percentage of these students speak good English, most likely due to their background.

In light of the preceding argument, the purpose of this study was to determine the validity or otherwise of the claims. It is titled ‘The Influence of Teaching Phonology on Junior Secondary School Spoken English.’ Students in Edo State’s Esakor West local government area.

The study’s objective

The study’s objectives are as follows:

To investigate the relationship between phonetic instruction and academic performance in junior secondary school students.
To determine the significance of the relationship between teachers’ qualifications and phonetic instruction in junior secondary schools.
To determine the importance and applications of phonetics in junior secondary school.
Hypotheses for research

Ho: There is no significant relationship between phonetic instruction and junior secondary school students’ academic performance.

Hello, there is a significant relationship between phonetic teaching and academic performance of junior secondary school students.

Ho: phonetics has no relevance or application in junior secondary school.

Hello, there is a place for phonetics in junior secondary school.

The study’s importance

The purpose of this research is to determine how the teaching of phonology in secondary schools has influenced the spoken English of senior secondary school students in schools in the Esakor West local government area of Edo State. Students and teachers were chosen at random for the project work. As a result, 120 students and teachers were used as the source for this project’s empirical hypothesis.

The study’s scope and limitations

The study’s scope includes the relevance and applications of phonetics in junior secondary schools in the Esakor West local government area of Edo State. The researcher comes across a constraint that limits the scope of the study;

a) RESEARCH MATERIAL AVAILABILITY: The researcher’s research material is insufficient, limiting the scope of the study.
b) TIME: The study’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.

1.7 TERM DEFINITION

The study and description of the physical properties of human sounds is known as phonetics.

Phonology is the study of how speech sounds are patterned and organized into a special language system.

Acoustic Phonetics: This branch of phonetics studies how sound waves travel between a speaker and a listener.

Auditory phonetics is the study of how sounds affect the human ear. It investigates how sounds are perceived by the listener.

Articulatory phonetics is another branch of phonetics that deals with the description of how speech sounds are produced; the human organs of speech involved, as well as the source air stream that is modified in the production of speech sounds.

Mother Tongue (MT): The learner’s first language.

Mother Tongue Interference: When a learner’s (Student’s) native language is reflected in their English language usage, this is referred to as mother tongue interference. Interference is a major issue for non-native English learners.

A foreign language is one that is not the learner’s native language. English, French, and Arabic are examples of foreign languages in Nigeria.

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THE IMPORTANCE AND APPLICATIONS OF PHONETICS IN JUNIOR SECONDARY SCHOOL

Abstract

Existing research in the field of Applied Linguistics indicates a strong interest in the application of advanced practices through the use of Information and Communication Technology (ICT) when teaching English as a second language. As a result, the subject of resorting to the use of information and communication technologies (ICT) has been of significant concern, sparking considerable debate about ICT skills being an increasing necessity.

This study seeks to investigate the effects of ICT in non-credit English for Academic Purposes classrooms at the tertiary level in Nigeria, specifically Imo state. The purpose of this study is to investigate the positive and negative effects of ICT on attitude, motivation, and learning in EAP.

To be more specific, this is an academic study that will aid in determining how the use of technology affects English language learning outcomes in tertiary-level private educational institutions. To collect the data needed to answer my research questions, I conducted interviews with students and teachers as well as observed classes at two private tertiary level educational institutions.

I was able to narrow my research and make it as specific as possible by using inductive research to help me understand the research participants’ state, attitude, and motivation towards learning. Following the completion of my research, the research findings revealed that the majority of the participants, which included both students and teachers, view the implementation of ICT in EAP positively.

Both students and teachers who took part agreed that ICT had a significant impact on language learning processes and strategies. Although the study concludes that ICT has positive effects on English language learning, it is also an attempt to identify the challenges associated with ICT application in EAP.

Chapter One

Introduction

More communication and sharing opportunities are discovered with better and simpler electronic tools and gadgets as modern technology advances, opening new doors to a greater access to a world of knowledge (Fu, 2013). Existing research in this field indicates that the use of information and communication technology in English language learning classes can significantly improve the learners’ learning process while also significantly increasing students’ motivation, making them want to constantly engage in acquiring knowledge as well as inspire imagination and creativity.

Technology in language learning can increase the variety and diversity of learning environments and opportunities, as well as the quality of the learning experience, by making class content more varied and accessible to almost every individual learner, resulting in greater participation and engagement among learners (Pennington, 1996).

ICT integration in the curriculum provides access to a variety of electronic resources such as interactive video, the Internet, email, and the World Wide Web. These ICT tools can assist learners in developing linguistic skills, establishing contact and interaction with other language users, and broadening their minds about different cultural practices, values, and contemporary lifestyles in countries where English is spoken as a first or second language.

ICT-assisted teaching is thought to increase classroom activity and interaction. Incorporating information technology into language teaching provides students with numerous advantages that increase their chances of successfully learning a foreign language.

These benefits include increasing motivation, fostering critical thinking skills, encouraging innovation and creativity, establishing interaction, improving communication, promoting research and cooperative learning in the language classroom, and improving students’ performance on written class assessments.

1.1 OVERVIEW
It is a common practice in university education to place first semester students[1] in various levels of English courses. Students with limited English proficiency are placed in the preliminary stage.

As a result, this study focuses solely on English teachers and students enrolled in preliminary English courses. The study included students from three groups: those who had some exposure to ICT in their high school English classes, those who had none, and those who had very little exposure.

However, it should be noted that having access to various types of technological facilities is still a rare and very exceptional scenario in many parts of the world, Nigeria being one of them. Several studies have been conducted over the last few decades to determine whether or not ICT can positively impact English teaching and learning. As Nigeria moves closer to becoming a fully digitalized country, many tertiary educational institutions in Nigeria have integrated ICT into English language teaching and learning.

In such cases, as teachers gain more experience with ICT, they use their own technological materials that are provided at their workplace. The study thus investigated whether teachers and students who have had less access to the use of technology have a harder time understanding instructions given with the assistance of technology than those who have had previous exposure to technology.

As we all live in the twenty-first century, technology defines every aspect of our lives, making technology a critical factor in the development of society. With this in mind, educational institutions all over the world have embraced the use of modern technology in the classroom to improve learning outcomes.

Over the last ten years, the Nigerian government has worked extensively on this ICT aspect of education, eventually ranking Nigeria fifth in Asia in terms of internet usage, with more than 80 million having internet access as of December 2017, up from 0.1 million in 2000 (Rashid, 2019)[2]. In this vein, Nigeria’s National ICT Policy of 2009 saw ICT as a tool for the country’s overall development.

(ibid).

1.2 CONTEXT

It is trite to state that modern technology is regarded as an essential feature in language teaching practices in today’s globalized world of mass communication and information transfer. And English is the most commonly used language in many development sectors. As a result, the growing demand for learning English to communicate across cultures and continents has made English language teaching and learning critical in all aspects of our educational system.

As a result, the need to master fluency and proficiency in the English language in a short period of time is a common scenario these days, particularly in tertiary education. The option for students with limited English language proficiency to take non-credit preliminary English courses at the start of their university education has grown in popularity in Nigeria’s private tertiary education sector over the last decade.

However, an important factor that people tend to overlook is the fact that, while this is a scenario that many students face in their first year, a critical issue that does not receive enough attention is the psychological implications that these students face.

If we narrow it down to two basic factors that cause students to have mixed feelings while taking non-credit courses, we find that: first, they feel demotivated and frustrated because the preliminary courses, because they are non-credit, take away an entire semester’s worth of studying without the credits being added to their overall grades. This is because there is a link between a student’s academic performance and their sense of self-worth.

In other words, significant findings revealed that students’ self-esteem was a significant predictor of academic achievement. Students who develop higher levels of self-esteem perform better academically (Aryana, 2010: 2475). Second, they are motivated and interested because they know that by completing these preliminary courses, they will be able to gain admission to regular credit courses in their respective fields.

As a result, my research project investigated the relationship between students’ attitudes, motivation, and learning as a result of the presence of ICT in the classroom. Technology is being used to improve the effectiveness of English language teaching in the classroom at the university level in Nigeria.

1.3 OBJECTIVE

The goal of this study was to see if using ICT in English language classes at the tertiary level produces the same results when taught to students with and without prior experience with ICT. The investigation also included determining whether new students enrolled in pre-university English language learning classes who had little exposure to the use of ICT in their high school language education face challenges when experiencing ICT in their university classrooms. Another goal of the study was to see if having technology in the classroom affects students’ motivation to learn the language.

1.4 SIGNIFICANCE AND IMPACT

The importance of this research topic stems from the fact that ICT has become a critical factor in the twenty-first century. As a result, the importance and value of ICT can be found all over the world in every sector of modern society, including education.

Similarly, educational institutions in Nigeria have come to terms with incorporating ICT in the classroom; thus, this study will aid in identifying ways in which ICT is aiding in the improvement of language teaching and learning experiences.

The scope of this research paper is vast for both teachers and students in tertiary level educational institutions’ preliminary courses. They would be able to comprehend how and in what ways the use of ICT in the classroom can influence both teachers’ teaching and learners’ learning experiences. In terms of motivation, the study expects to find a correlation between ICT and the learners’ learning process.

1.5 QUESTIONS FOR RESEARCH
The study sought answers to the following general and specific questions.

General Concern:

What effects does ICT have on undergraduate students in English classes, regardless of prior ICT exposure?

Specific Concerns:

To what extent does ICT increase students’ motivation to learn English?
How does ICT aid students’ English language learning?
Can ICT help students develop their autonomy as English language learners?

1.6 DELIVERY LIMITATION
Because students in the first semester are assigned to different levels of English courses based on their English proficiency, with students with weak English skills being assigned to preliminary English courses, this study only focused on English teachers and learners from the preliminary courses where the students’ English skill is comparatively weak. To make the study as specific as possible, data for the study were collected from only two private universities in Imo state, Nigeria.

1.7 LIMITATION
Because the findings of this study come from two private tertiary level educational institutions, it is important to understand that the study represents data from a small geographic area and may not be an ideal representation of the subject matter at hand. Research conducted at other tertiary level educational institutions may have produced different results.

1.8 OUTLINE OF THE RESEARCH PROJECT
The following chapters comprise this research project paper:

Chapter 1 provides background and context for the subject being researched, as well as the purpose of the research. The importance and scope of the research, as well as the research questions being asked in order to collect data for the study. This chapter also discusses the study’s limitations and delimitations.

Chapter 2 discusses the literature review on the use and influence of ICT in undergraduate English language learning, as well as all relevant data produced thus far by numerous researchers on the topic of ICT and its impact on English language teaching and learning.

The methods used to collect data for the research paper are discussed in Chapter 3. The qualitative data collection method was used in the form of interviews; the Focus Group Discussion (FGD) and questionnaire were used to gather information for the research.

Chapter 4 includes data collected through qualitative methods as well as analyses of the results of the feedback received.

Chapter 5 compiles the data collected and makes recommendations for future academics on how to improve English language teaching and learning with the help of ICT.

[1] In this dissertation, I used the term “first semester students” rather than the more commonly used term “freshmen.” The latter term has been heavily criticized for being gender-biased and, as a result, has been rejected by a number of globally renowned universities (e.g., https://www.dailysignal.com/2017/09/18/yale-ditches-freshman-for-genderneutral-term/).

[2] The ‘National Education Policy-2010’ was intended to bring about necessary reforms in curriculum, pedagogy, and teacher capacity building, all of which would benefit from the use of ICT.

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ADVANTAGES OF USING ICT IN ENGLISH LANGUAGE TEACHING AND LEARNING TO EDUCATION ENGLISH STUDENTS AT IMO STATE UNIVERSITY

ABSTRACT

The purpose of this study was to investigate the efficacy of using instructional materials in the teaching of English. The purpose of which is to investigate the significance of English language in the educational sector as well as to propose solutions to Nigeria’s educational system’s problems.

The goals of this study were to determine the level of students’ academic performance in English language in Nigeria, investigate the impact of instructional material utilization on teaching English language in Nigerian schools, and devise measures to prevent low academic performance using instructional materials in Nigerian schools. The study’s scope is all secondary schools in Nigeria, with students and staff from some selected secondary schools participating. The Krashen’s Monitor Model theory was used as a framework.

The survey research design was used for this study, and the population targeted for this study consists of all secondary schools in Nigeria. A total of 50 schools were used as sample size, with 300 questionnaires administered to students and staffs, and the cluster sampling technique was used. The questionnaire was used for this study. The information gathered came from primary sources.

According to the findings of the data analysis, the level of student performance in English language in secondary schools is average, the level of students’ academic performance in English language taught with instructional materials is very high, and the problem of low academic performance in English language can be solved by using instructional materials such as prints and visuals.

Following the findings, it was recommended that the level of English language performance in secondary schools be raised, and that various strategies to help raise the level of English language performance in secondary schools, such as hiring only qualified teachers, be implemented.

Students should also be taught using instructional materials. Teachers should use various instructional materials such as prints, visuals, audio, and audio-visuals when teaching to aid comprehension. The study concludes that instructional materials should be used when teaching in secondary schools.

English language, instructional materials, academic performance, secondary school, educational system are all keywords.

CHAPTER ONE

INTRODUCTION

1.1. The Study’s Background

Because English is the instrument of communication and the official language of Nigeria, it is critical that every individual residing in the country be able to speak fluent English. Given the importance of English in Nigeria, over 90% of transactions in the country are conducted in English, ranging from the educational to the health sectors.

As a result, proper English language thought is required in all educational institutions. According to Ferma (2003), “a person is functionally literate when he has acquired the knowledge and skill in reading and writing that enables him to effectively engage in all those activities in which literacy is normally assumed in his culture of group.”

The significance of using instructional materials in promoting students’ academic performance cannot be overstated. School teachers use instructional materials in their classroom instruction. Instructional materials, also known as teaching/learning materials, are any collection of materials that a teacher may use in teaching and learning situations to help achieve desired learning objectives.

Learning techniques should be used to change students’ perceptions of learning. Subskills developed through instructional materials should serve as the foundation for more meaningful learning in order to develop or maintain one’s specific skills. Teaching with instructional materials has been a part of education in Nigeria for many years. However, it is disheartening to note that students’ English language performance in secondary schools remains poor.

Because English is the language used to teach students, a student with a faulty foundation in English will struggle to cope with other subjects because comprehension becomes difficult, if not impossible. According to Oluwole (2008), “difficulties in fully grasping the contents and concepts of the various subjects of the curriculum taught in target language appear to be one of the problems that English as a first language students face in their particular course of study.”

Education is one of the most important aspects of human life, especially in this modern era when employers inquire about educational qualifications obtained when applying for a job. For many years, Nigeria’s educational system has been in crisis, ranging from the presence of unqualified teachers in the educational system to a lack of infrastructural facilities. A negative attitude of students toward learning is also a major cause. According to (2011), some students purchase books but do not use them effectively.

The Nigerian government has attempted to improve the quality of education in the country in a variety of ways, including the introduction of policies such as the Nigeria “National Policy on Education,” which was published in 1997 and revised in 1981 and 1990. The policy was revised to ensure that the educational sector supports the government’s development goals.

The government has also recently taken initiatives to fund education. In 1996, the FGN/ODA Nigeria Community Education Programmes were launched. One of the initiatives’ goals is to restructure educational funding arrangements. Alternative sources of education funding have been investigated. The Education Tax Fund was established by the government in 1995.

Another notable change has been the effort to update the curriculum; a committee for curriculum improvement has also been established. The Federal Ministry of Education’s overall responsibility is to ensure systemic quality, to encourage and initiate innovations, and to ensure that schools adhere to minimum standards of acceptable educational practice. The National Commission for Colleges of Education was established in 1990 to establish minimum standards for all teacher education programs.

Many secondary schools in Nigeria have been deficient in their operations and overall effectiveness as a result of teacher and student problems. There is also the issue of not being adequately equipped with the English language. This issue affects both public and private educational institutions. While the public educational sector is plagued by mismanagement, several private schools, from primary to tertiary, fall short of expectations.

1.2. Research Problem Statement

Every country strives to provide quality education for its citizens because the future of that country is heavily reliant on it. Nigeria’s educational system is still plagued by numerous issues. Among the issues are student learning skills, parental background, peer influence, teacher quality, and learning infrastructure. The educational sector is in charge of several critical functions in any economy. To become one, various experts from various fields must go through the educational system.

English proficiency is a critical factor in academic success. Students find it difficult to master concepts, principles, and understanding in the English language, which makes them less motivated and interested in learning. This flaw causes the student to perform poorly.

It is disheartening to note that Nigerian students continue to perform poorly in English. This is especially true in the country’s secondary schools. Although, it appears that the government has been experimenting with various methods to address the issue of low academic performance in English language in secondary schools for some time now.

One of the major causes of low academic performance in Nigerian schools is a lack of effective teaching methodology. In Nigeria, most teachers teach their students without the use of instructional materials. These are especially relevant in public schools, where overcrowding and non-serious students are common.

Against this backdrop, the researcher considered the study of the usefulness of instructional materials in the teaching of English.

1.3. The study’s objectives

The purpose of this study was to look into the usefulness of instructional materials in the teaching of English. The specific goals are as follows:

determine the level of academic performance of Nigerian students in English
investigate the impact of instructional material use on English language teaching in Nigerian schools
determine measures for preventing poor academic performance in Nigerian schools using instructional materials

1.4. Research Issues

The following research questions will guide this study:

What is the level of academic performance of Nigerian students in English?
What effect does instructional material use have on English language teaching in Nigerian schools?
What are the measures in Nigerian schools for preventing poor academic performance through the use of instructional materials?

1.5 Research Proposal

The following hypothesis guides the research:

H0: There is no significant relationship between instructional material and academic performance of Nigerian English language students.

1.6. Importance of the Research

Because English is the official language used during transactions in Nigeria, the importance of the English language in particular and the educational sector in general to the success or growth of any economy is emphasized. This empirical study is being conducted to investigate the relevance of using instructional materials in the teaching of English language in order to alleviate problems associated with the educational system.

This study will be important to the nation’s academic sector because it will help guide the boards in charge of school management on how it can and should operate. It will teach it the value of the English language in the country.

This study will be critical for investors, the government, and researchers because it will provide policy recommendations to various Nigeria stakeholders in order for them to take appropriate measures in the educational sector.

It is hoped that the exploration of secondary schools will provide investors and the government with a comprehensive understanding of how the educational system operates. It will add to the existing literature on the subject by empirically investigating the role of instructional materials in academic success. This research will be useful to;

The Academia: Members of academia will find the study useful because it will serve as a foundation for future research as well as a reference tool for academic works.

Government: The findings of this study will be shared with the government. Policy formulation and implementation based on these findings would ensure the sector’s development.

Investors: This study will be useful to investors, particularly those with a research interest, as it will guide their private investment decisions.

This study will, in the end, enlighten the educational sector’s board of directors on the implications of instructional materials.

1.7. The Study’s Scope

The purpose of this study is to look into the usefulness of instructional materials in the teaching of English in some selected secondary schools in Abuja.

1.8. Operational Terminology Definition

The following terms have been operationally defined.

English is a West Germanic language that was first spoken in early medieval England and has since evolved into a global lingua franca. English is a type of language.
Secondary school: a school that serves as a bridge between elementary and secondary school, typically offering general, technical, vocational, or college preparatory courses.

Academic performance: the extent to which a student, teacher, or institution met their short or long-term educational objectives.
Instructional materials are human and non-human materials and facilities that can be used to facilitate, encourage, improve, and promote teaching and learning activities.
Academic achievement: the ability to succeed in school.

1.9. The Study’s Organization

This research is organized into five chapters. The first chapter is an introduction, which includes the study’s background, problem statement, research questions, research hypotheses, objectives of the study, the significance of the study, the scope and limitations of the study, and finally the study’s organization.

The second chapter is a review of the literature, which includes conceptual literature, theoretical literature, empirical literature, and a theoretical framework. The third chapter discusses research methodology, which includes research design, population of study, sample size, sampling technique, method of data collection, instrument of data analysis, method of data analysis, and instrument validity/reliability.

The fourth chapter is devoted to data presentation and analysis, as well as a discussion of the findings. The summary, conclusion, and recommendations are presented in Chapter 5.

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THE IMPORTANCE OF INSTRUCTIONAL MATERIALS IN THE TEACHING OF ENGLISH

CHAPTER 1

Introduction, in section 1.1

Nigeria made English its official language for a variety of reasons. Of course, ethnic linguistic diversity is a major factor, and the three main ethnic languages are Hausa/Fulani in the North, Ibo in the East, and Yoruba in the West. The official language of the nation’s institutions, businesses, and the government is English.

Therefore, it makes sense that one needs to have a solid command of the language in both spoken and written form. Therefore, Nigeria continues to be blessed with a language that fulfills her aspirations as a nation, one that is well developed and widely accepted. Because of this, the various governments—local, state, and federal—attach great importance to the teaching and learning of English in educational institutions of learning.

The vivid and accurate accounts of our heroes, both living and dead (such as Late Chief Obafemi Awolowo, Dr. Nnamdi Azikiwe, etc.), may not have been possible without the use of the English language, one of the most potent literary tools ever created. The language is effectively used in literature, essays, and letters as well as in self-expression.

The language of instruction for higher education as well as for internal and external exams continues to be English. The English language has long served as a bridge between Nigeria’s many languages, and it has been very beneficial. Wole Soyinka won the Noble Prize for Literature in 1980, which is an accomplishment that the entire black continent can be proud of.

Wole Soyinka unquestionably would not have won the noble laureate award if he had written all of his books in Yoruba. Therefore, it is not surprising that the teaching and learning of the English language are given a lot of attention. Although English is used in every aspect of the country’s educational system, student performance in the language is underwhelming despite the emphasis.

1.2 STATEMENT OF THE PROBLEM

The majority of students find it challenging to express themselves in certain circumstances. This is due to the fact that they are lacking in basic English language knowledge. The inability of the students in question to recognize the various slots in the English language’s structure is one of the elements that is essential for sentence construction.

When one considers the percentage of students who fail the English language in secondary schools, the issue becomes even more poignant and alarming. When one learns that a student’s linguistic expression of his thoughts is viewed as an essential communication tool in all of his interactions, it is devastating. When it is taken into account that a student’s competence and proficiency in English language expression are always regarded as valuable assets, the situation becomes even more poignant.

As a result, everyone in the school will be able to discipline themselves effectively and use the English language. Because of this, it is expected that every student at every level or class in the school will be able to express themselves in the English language proficiently in both written and oral work, with academic performance at least related to and appropriate to such level.

Many authors have emphasized the importance of learning a language through spoken communication before moving on to reading and writing in order to address the aforementioned issues. According to Wilkin (1974), the argument that spoken English should be the primary goal of language teaching has recently been made on both linguistic and psychological grounds. In light of these observations, it is necessary to identify the variables that have an impact on the effective teaching of spoken English, including its vocabulary and sentence structure.

1.3 OBJECTIVE OF THE STUDY

to identify or learn about some of the causes behind the underwhelming English language proficiency of students in these schools. There are a variety of reasons why researchers carry out particular studies, and with this study in mind, some of those reasons are as follows:

to establish learning environments that allow non-native speakers to gain accurate understanding of how a certain language is used for daily life, social interaction, and communication. Additionally, it conveys one’s experience in a way that can make it meaningful to others.

Furthermore, it is important to place a strong emphasis on spoken language in record and foreign language teaching in order to help students repeatedly learn the crucial structural meaning of words. Additionally, it will assist teachers in discovering the most effective means of exposing students to the English language.

1.4 QUESTIONS FOR RESEARCHERS

1. Is there a connection between the method of instruction and the students’ English language proficiency?

2. Is there a connection between a student’s social environment and their measured proficiency in English?

3. Is there any impact of mother tongue interference on students’ English language proficiency?

4. Does a student’s attitude toward English classes affect how well they perform in English?

1.5 THE IMPORTANCE OF THE STUDY

In general, poor performance in spoken and written English is a problem in today’s classrooms. Both the spoken and written English of the students were of a low standard. In daily interactions and transactions, this is also discernible.

The use of the English language by students in a classroom setting is demonstrated. This necessitates the urgent need for solutions to the problems, and in order to do so, the problems mentioned above must be recognized and fixed.

Here the study gains significance because it is anticipated that the conclusions and suggestions will provide a solution to the issue.

1.6 ANALYSIS OF THE STUDY

This study focuses on the causes of students’ subpar English language proficiency in a few particular schools, including Emotan College School I, II, and III and Idia College in Oredo, Benin City. The teachers and students in these particular secondary schools are the subject of this study.

1.7 TERMS USED IN OPERATIONS ARE DEFINED

Non-challant: This word denotes the absence of or lack of interest in something.

Heroes are people who have distinguished themselves through brave and valiant deeds.

Poor performance simply refers to academic performance that is subpar, subpar, or of a lower caliber than expected.

mother tongue L1

Second language, or L2.

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THE ISSUE WITH ORAL EXPRESSION IN ENGLISH. A FEW CHOSEN SECONDARY SCHOOLS

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Teaching Methods and students performance in English Language

Abstract
Teachers’ teaching approaches impact how well pupils achieve in English at junior secondary school in south-west Oyo state. This study looks at the association between teaching styles and academic achievement among Nigerian junior secondary school pupils.

The study used a descriptive research design with varied approaches to data gathering and analysis. The target population consisted of 120 instructors from Junir Secondary School The study topic was answered using percentage-based descriptive statistics and inferential statistics with a 0.05 level of significance.

The study’s findings revealed that most teachers’ teaching approaches have a significant impact on students’ academic achievement; based on these findings, the Student-Centered Method and the Teacher-Student Interactive Method were proposed as ways to improve students’ academic performance.

Chapter one

INTRODUCTION

1.1 Background for the Study

Education is the most powerful agent of social and personal transformation, with a relatively formative impact on students. The basic goal of teaching at any level of education is to effect fundamental change in the learner using diverse teaching and learning approaches (Oigara, 2011).

The efficiency of this teaching and learning process is greatly determined by the teacher’s teaching technique. Whalen (2012) suggests that the success of a teaching approach is represented in the results of the teaching-learning process, such as marks, grades, and mean scores.

Education is one of the most critical components of human resource development. The students’ performance is critical in developing high-quality graduates who will become outstanding leaders and personnel for the country, ultimately responsible for its economic and social progress.

Academic achievement is one of the most important aspects examined by employers when employing new employees, particularly recent graduates. As a result, students must put out the most effort in their studies in order to achieve good grades while also preparing themselves for future employment chances and meeting the demands of their employers.

Academic achievement in junior secondary schools impacts whether students will be able to continue their education at university or find work as teachers. Students’ performance also influences the quality of education provided to them by potential instructors at the primary and secondary school levels.

There are two types of teaching methods: teacher-centered and learner-centred (Oigara, 2011). Lectures, drilling, and questioning are all examples of teacher-centered techniques.

In the teacher-centered approach, learning occurs when teachers educate and then explore taught topics by assigning students exercises relevant to the teacher’s presentation during or after the session.

This is done to determine whether or not students understood the information that the teacher had taught them. It is deemed reasonable for teachers to be conversant with the language that their students are using to learn. Language is essential to the teaching and assessment processes in order to identify students’ weaknesses or areas they did not comprehend during their learning (Brad, 2000).

Learner-centred education is a state in which students construct their own comprehension of the topic and form personal opinions about the concepts studied (Collins 2003). This means that the student-centered approach emphasises inquiry and problem-based learning, putting students at the centre of learning.

Learner-centred techniques employ a variety of modalities, including question and answer sessions, group work, demonstrations, guided learning, role play/drama, and project-based learning.

The student-led learning strategy is significant because it allows students to influence the content, activities, materials, and speed of learning. The student-learning paradigm emphasises the student as a key component of the teaching-learning process in schools.

The instructor builds platforms and routes for students to learn independently and collaboratively, as well as providing helpful supervision while they learn. The effectiveness of this teaching and learning approach is primarily dependent on the teacher’s teaching method.

English Language, a core and compulsory subject that contributes to a student’s overall mean score at both the school and national levels, has performed poorly in both internal and external examinations, including the Junior Secondary School Certificate Examination (JSSCE). Between 2013 and 2017, the majority of Nigerian secondary schools scored a mean grade ranging from 51.02 to 44.879 out of a potential 100 percent rating.

According to Mocho (2012), inadequate teaching methods have been blamed for English Language subject underachievement since Kiswahili teachers are given the authority to decide what topics and when to teach them at a certain level of learning, such as forms one, two, three, or four.

Some Kiswahili teachers go so far as to teach all parts of a material at a specific level without regard for a learner’s cognitive capabilities or level of learning.

Furthermore, Odundo (2013) claims that English Language I teachers tend to use known pedagogical strategies such as lecturing, drilling, and questioning, which might have a negative impact on learning accomplishment.

However, for these reasons, the current condition of K English Language performance in secondary schools in Oyo condition leaves much to be desired. Despite poor performance in the English Language subject, few research have been undertaken to determine the efficacy of the teaching methods employed in secondary schools in Oyo State, Nigeria.

Thus, the purpose of this study was to investigate the impact of teaching methods on students’ academic performance in the English language subject at public and private secondary schools in Oyo State, Nigeria.

1.2 Statement of Problem

Every school in Nigeria expects its students to be taught in English using the adopted English curriculum. The catchphrase “taught in English” refers to the fact that the school in question has fewer than 10% fluent, first-language English speakers among its students (Gomes, 2015).

In order to achieve academic success and obtain a JSSCE in local schools, pupils must be given opportunity to develop and improve in the English language while studying and mastering core curriculum subjects taught entirely in English.

School administrators seek ways to build and ensure fluency by giving pupils with the resources they need to learn and achieve in an English-speaking classroom. Alos et al. (2015) emphasised the necessity of having qualified teachers in the field of teaching, stating that the success of any program is determined by the teacher’s capacity to educate.

If failure occurs at this moment, the entire structure fails. As a result, the implementation, selection, preparation, and supervision of education will be impacted. Furthermore, Dewett (2007) stated that effective teachers are continually on the lookout for approaches and instructional materials that would make learning more relevant.

Experiences to improve understanding can be provided by carefully selecting and using a variety of instructional or audiovisual resources. For many years, Nigeria’s education system has been in crisis, owing primarily to a lack of funding.

As a result, the system now faces a deficit of learning materials and human resources. Inadequately qualified teachers, a high teacher turnover rate, a lack of classroom space, low teacher pay, and a slew of other issues plague the education sector. The economic crisis in Nigeria had an impact on the education system, contributing significantly to the country’s deterioration in educational quality (Olabiyi and Abayomi, 2010).

Meanwhile, every nation’s destiny is heavily influenced by the fate of each kid born into it, particularly those who are privileged to pass through the nation’s academic walls, beginning with primary school and progressing to postsecondary institutions. Education is a vital industry for social, political, and economic growth, and it is influenced by the environment in which it operates.

As a result, national progress has been created by those who are experts in their fields of specialisation, which would not have been possible without the assistance of the educational system. Every country strives to provide quality education for its citizens.

This phenomenon necessitates extensive inquiry to determine the underlying causes of poor academic performance in Nigerian colleges of education. This study was done to investigate the factors influencing students’ academic performance in Colleges of Education in southwest Nigeria, with the goal of making recommendations that would promote higher academic performance in the study area and throughout Nigeria.

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Our English Education project writing service is tailored to meet the academic and practical requirements of this unique subject. If your area of study is instructional practices, language acquisition, information literacy, curriculum research, or literary studies, our writers are poised to help you create a clear and academically sound project.

Following are some project topics we have worked on lately:

“The Effects of Digital Media on Reading Culture of Senior Secondary Students”

“Teachers’ Attitude Towards the Use of Communicative Language Teaching Method”

“Error Analysis in the Written Essays of Senior Secondary School Students”

“The Role of Literature in Developing Critical Thinking Skills Among English Learners”

All the required tailored research design, suitable theory, and detailed analysis—something our writers can deliver with perfection.

Support for All Academic Levels

Whether you’re an undergraduate writing your final year project, a PGDE student preparing a term paper, or a master’s student working on your M.Ed thesis in English Education, our service is built to meet your needs.

We work with students at all levels:

Undergraduate Students (B.Ed / B.A.Ed)

Postgraduate Diploma in Education (PGDE)

Master’s Degree (M.Ed / M.A in English Education)

Doctoral Students (PhD in Language Education / Curriculum Studies)

At each step, our English Education research project writers tailor their support to your academic needs. We don’t believe in “one-size-fits-all.” Your project will be as unique as your voice and your academic journey.

Proposal to Dissertation Support

This is what our end-to-end support entails from start to finish:

1. Topic Development

Not every idea can be researched—and too many students get stuck when trying to build a feasible topic. We help you brainstorm and narrow your ideas until you have a topic that’s applicable and approved by your supervisor.

2. Writing a Proposal

A well-written proposal is the foundation of your entire project. We assist you in developing your background, research questions, objectives, and significance of study—to ready you for proposal defense.

3. Literature Review

Does sorting through academic literature books, journals, and articles exhausts you? Our writers will guide you in conducting a decent review of up-to-date and applicable literature, arranged thematically and properly referenced.

4. Methodology Chapter

Do you need your research to be clear qualitative, quantitative, or mixed? What sampling technique should you use? How do you justify your design? We provide you with transparent, academically sound methodological guidance fitting your study context.

5. Data Analysis

Whether you are analyzing a survey research with SPSS or coding students’ essays using content analysis, we will assist you in accurate interpretation of your data and linking it to your research question.

6. Final Editing and Plagiarism Check

Written already completed and worried about structure, style, or similarity score? We offer editing, referencing, and Turnitin-based plagiarism checking to polish your final work.

Whether you’re stuck on your chapter one or you simply need a topic idea, we’re here.

send us a message on whatsapp or call 08132546417

Email: contact@premiumresearchers.com

Tools and Techniques We Use

Writing a project in English Education is not simply a matter of stringing words together. It is a matter of employing the right frameworks, language tools, and pedagogical models.

Among some of the theories and academic tools that we employ are:

Language Learning Theories: Behaviorism (Skinner), Constructivism (Piaget, Vygotsky), Krashen’s Input Hypothesis

Pedagogical Approaches: Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), Grammar-Translation Approach

Literary Analysis Models: Structuralism, Post-colonial criticism, Feminist literary theory

Research Instruments: SPSS for descriptive/inferential statistics, thematic coding for qualitative research

Curriculum Assessment Models: Tyler’s model, Stufflebeam’s CIPP model

These instruments help us to ensure your research is rigorous, unique, and anchored in the tradition of your field.

Meet Our Project Writers

Our English Education project writers are expert professionals with a passion for language teaching and academic writing. They’re not just writers but educators, researchers, and academic mentors who know what it takes to deliver high-quality, impactful research.

Here’s why our team excels:

Holders of M.Ed, M.A, and PhDs in English Education and Language Studies

Published in peer-reviewed journals and academic conferences

Skilled in APA, MLA, and Chicago citation formats

When you write with us, you’re hiring someone who’s been in your shoes—and helped many others find success down the same path.

Join forces with a writer who understands what your department needs.

Frequently Asked Questions

Will you write my entire project from scratch?

Yes. From topic selection to final formatting, we provide turnkey services. You’ll still be in control and review progress step-by-step.

Is your service anonymous?

Yes. Your identity, personal information, and project are not disclosed and remain anonymous.

Do you help with data gathering as well?

We assist in preparing instruments like questionnaires, interview guides, and observation checklists for the classroom. For field data, we can help you guide you or assist in data analysis that you gathered.

What if my supervisor keeps on revising?

No issue—we offer various revisions based on supervisor feedback. Our goal is to allow you to submit the end version that would be acceptable.

How long will it take?

We offer flexible timelines. Whole projects can be delivered within 10–14 days, depending on urgency and complexity.

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