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EFFECTIVE USE OF ICT IN THE TEACHING AND LEARNING OF ENGLISH LANGUAGE IN SOME SELECTED SECONDARY SCHOOLS IN ADO-LOCAL GOVERNMENT AREA OF EKITI STATE

PROJECT PROPOSAL

PROJECT TOPIC: EFFECTIVE USE OF ICT IN THE TEACHING AND LEARNING OF ENGLISH LANGUAGE IN SOME SELECTED SECONDARY SCHOOLS IN ADO-LOCAL GOVERNMENT AREA OF EKITI STATE

 

Background to the Study

Use of internet communication technology (ICT) in the English Language pedagogy is a novel tradition in Nigeria and Africa as a whole. In the view of Taiwo (2007), “one of the most remarkable events in the last fifty years in Africa is the continent’s connection to the global world through the internet and mobile telecommunications”. The employment of computer-mediated communication (CMC) in the teaching and learning of English as a second language has been introduced to Nigerian socio-cultural setting as a result of the global networking of the new culture called “digital literacy”. This digital culture has replaced the former ‘print literacy’ in the technological world. Different automated packages have been introduced into teaching and learning of not only the modern languages like French, English and German but also into the teaching and learning of the native tongues like Arabic in Egypt and the Middle East nations like Iran, Kuwait, Saudi Arabia, Syria and Malaysia; Hebrew and Greek in Israel’; Swahili in Tanzania, etc (Aremu, 2012).

In Nigerian socio-cultural setting, the use of ICT in the teaching and learning of English as a second language has become common place. Teachers of English as a second language in Nigeria have commenced the act of updating their knowledge in computer literacy. Coupled with the foregoing, the state governments in Nigeria, through their Ministries of Education have started organizing seminars and workshops for the English Language teachers in the way to employ the new digital technology in the teaching of English as a second language in Nigeria.

English became a language of education, prestige, trade and commerce, politics, mass media, utility, as well as science and technology due to the migration of the British and American religious, commercial and colonial masters to the Nigerian inter-land in the mid-19th century. The Education Ordinances of 1916 and 1926 made English the Language of instruction and the most important subject in Nigerian school curriculum (Bamgbose, 1982). The subsequent commission made on language in Africa, for instance the Phelps-Stroke Commission made the English Language the yardstick not only to measure the students’ intelligence but equally a tool used for the award of certificates in Nigerian schools (Bamgbose 1982, Akere, 2006).

Scholars like Banjo (1971), Adesanoye (1973), Bamgbose (1982) Adegbija (1989, 1998) etc have examined the varieties in the lexical, phonological, syntactic and semantic usage of English Language in Nigeria. The blending of the socio cultural ethos and norms of Nigerian multicultural and multilingual contexts with the standard British variety of English has led to a new tongue of the language called “Nigeria English”. This pluralism in the indigenized variants of English Language in Nigeria was caused by the linguistic heterogeneity of the Nigerian socio-cultural contexts. Coupled with this, the hybridization of new lexicons in the English language in Nigeria, as posited by Adegbija (1989, 1998) was caused by the powerful influence of the press. Hence, we often employ expressions like “(i) The man is backing the camera,” “(ii) He is a man of timbre and caliber,” (iii)”I want to divorce my second wife”. (iv) “They are eating bush meat with amala” and (v) “She is an Ogbanje, abiku and Orobo girl” in Nigerian English expression. Nigerian’s love for honour makes every speaker to often use politeness phenomena in addressing her of his co-participants in speech (Adegbija, 1998). This has led to the employment of honorifics like: (i) “Kabiyesi, the Oluaye, Oni of Ife has just entered this hall”, (II) “Dr/High Chief “X” has just arrived now”, (iii) “ Engineer /Bishop “Z” came here yesterday”, (iv) “The Iku Babayeye, Alaafin of Oyo will not give his speech” in Nigerian English (Adegbija, 1998).

The employment of the digital and automated tools in interactive discourse in Nigeria has led to the hybridization of new vocabularies into Nigerian English usage. Expressions and lexical patterns like the following are now abound in Nigerian English usage as a result of the use of digital, automated and computerized gadgets in communication in Nigeria and the world at large: (i) I want to browse, (ii) I want to surf the net, (iii) The hardware is booting, (iv) The icons on the system are not shown clearly (v) I am engaging in internet relay chat (IRC), (viii) Those guys are interacting on virtual world, etc. The expressions shown above were retrieved through the participant’s information got from those engaging in “virtual community” in a South Western in Nigerian tertiary institution. According to Oni (2009), seventy present of the users of English Language in virtual discourse in Nigeria are students from secondary schools and tertiary Institutions. They employ the English Language through facebook, LinkedIn, 2go and other digital tools in engaging in virtual interactive discourse. Besides, these Nigerian youths often employ their cell-phones, ipads, and computers to hybridize new spellings like “tkz” for “thanks”, “btw” for “between”, “b/c” for “because”, etc in Nigerian English usage. These new spellings, according to Alabi (2005), are causing great problems for Nigeria youths to have the proper competence in the use of a usage of the standard variety of the English Language.

However, it has been examined by scholars that different problems are bedevilling the use of Computer Mediated Communication (CMC) which is also called ICT in the teaching and learning of English Language in Nigeria. Among the scholars who have studied these problems are Egbe (2009), Uhunwangbo (2009) and Aremu (2012). These problems, as posited by Aremu (2012) include the epileptic power supply, misuse of computer and internet for watching pornography and engaging in internet fraud, lack of computer- literate English Language teachers, lack of computer and internet facilities in Nigerian secondary schools, etc. The present study has been focused at examining the impacts of the employment of ICT in the English pedagogy on Nigeria’s national development.

Statement of the Problems

Nigeria is a nation where we have multiplicity of culture and multiplicity of language use. According to Adegbija (1994), we have not less than four hundred mother-tongues in Nigeria. The linguistic heterogeneity in Nigeria has led to lack unity of purpose among different ethnic groups in the nation. This disunity has led to the formation of different ethnic militants like: (i) Maitatsine Islamic fundamentalists of 1980s in Northern Nigeria, (ii) The Boko Harams, (iii) Zango-Kataff of Kaduna, (iv) Oodua progressive Congress (v) Egbesu in the defence of Biafra Movement for the Emancipation of Niger Delta (MEND) popularly called Niger Delta militants” etc. These ethnic militants often cause insecurity of lives and properties in Nigeria.

Besides, the insurrection in the nation often scares away foreign investors from Nigeria. The nation is terribly facing insecurity problem as a result of Boko-Haram insurgency in North, and the Niger Delta militants attack in the South. Stealing and armed robbery in Nigerian banks often claim lives of people. There is wide spread of illiteracy and joblessness in the country. The recurrent state of bomb attacks in Abuja, Kaduna, Maiduguri, Jos, Bauchi, Zamfara, Kano, Okene, Lagos and other places in Nigeria has led to carnage, mayhem and total insecurities. Coupled with the foregoing are the recurrent cases of kidnappings in Eastern Nigeria, ritual killings in some part of Ibadan (Soka Ritual killing in a village at Ibadan) and other nefarious acts.

As a result of the afore-mentioned points, Nigeria as a nation lacks the necessary development. The national language question is elusive to the nation and the education sector in Nigeria is experiencing a daily dwindling in its standard. The lack of development in the infrastructure in Nigeria has led to poor in the standard of living of the entire citizenry. Now, how can we develop the nation’s economy, science and technology? This is the question which this study has been designed to solve. The research will therefore focused at improving Nigeria’s national development through the resultant effects of employing ICT in the English Language teaching.

Research Questions

The study was designed to proffer possible solutions to the following research questions

  1. What are impact of ICT in the teaching and learning of  English Language?
  2. What are the relationship between the effective use of ICT in teaching and learning English Language and Nigeria’s development?
  3. What advantages does CMC in English Language brings to Nigeria
  4. Can the use of ICT in teaching and learning English Language improve the nation’s development?
  5. is there any significant effect in employing ICT in the teaching and learning English Language?

Purpose of the Study

The main purpose of this study is to investigate the effective use of ICT in the teaching and learning of English Language in some selected secondary school in Ado Local Government Area of Ekiti State. The research will also sought  to;

  1. Examine the impact of ICT in the teaching and learning of  English Language?
  2. Investigate the relationship between the effective use of ICT in teaching and learning English Language and Nigeria’s development?
  • Examine the advantages of CMC in English Language bring to Nigeria
  1. Examine how ICT in teaching and learning English Language improve the nation’s development?
  2. Examine the negative effects of employing ICT in the teaching and learning English Language?

Significance of the Study

The study is significant because, apart from Alabi (2005), Aremu (2011) and Egbe (2009), there exists no specific research on the effective use of ICT in teaching and learning of English Language. Hence, this study is significant in filling the existing gap in the research on the teaching and learning of English as a second language in Nigeria. Besides, the work is equally significant in not only expanding the terrain of research in language education generally, but it is equally useful in giving relevant recommendations on transforming Nigeria’s Language and education policy, national unity and national development.

Delimitation  of the Study

The study will be based on effective use of ICT for the promotion of learning of English  Language in some selected secondary schools in Ado-Local Government Area of Ekiti.  This study will be limited to Christ Boy’s Grammar school, Ado -Ekiti

Definition of Terms

Communication: The transmission of information on ideas from its means.

Civilization: The social process whereby societies achieve an advanced stage of development and organisation.

English: English is a West Germanic language that was first spoken in early medieval England and is now a global lingua franca. Named after the Angles, one of the Germanic tribes that migrated to England, it ultimately derives its name from the Anglia (Angeln) peninsula in the Baltic Sea.

Information: Facts or details that tell you something about a situation, person or event.

Technology: Is the making modification, usage, and knowledge of tools, machines, in order to solve a problem, improve a pre-existing solution to a problem, perform a specific function.

 

 

 

 

 

REVIEW INTO CURRENT LITERATURE

Existing Studies on ICT and English Language

 

Existing studies on the employment of ICT in teaching and learning of English Language include Egbe (2009). Fehring (2001), Aremu (2010), Aremu & Sulymon (2012), Oni & Osunbade (2009), Gruber (1998), Oni (2007), Darhower (2002), Alabi (2005), Durrant & Green (2001), etc. According to Durant and Green (2001) cited in Aremu (2011), ICT (i.e information communication technology presupposes the employment of the computer and electronic gadgets to disseminate information and elicit responses from any communicative utterances. Such technological information, according to Alabi (2005), can be accessed through the utilization of mobile cell phones, computer and internet. ICT is a digital technology used in storing, retrieving and disseminating information in contemporary jet age. In the view of Alabi (2005) and Horstein (2008), the technological and internet literacy is germane in the contemporary democratically organized education of the 21st century. The use of ICT packages like video-conferencing, teleconferencing, etc helps in the teaching and learning of English Language. According to Adeleke (2009), ICT helps in presenting interactive instructional aids on specific subject matter, assessment of student’s progress and understanding of instructional material. Series of computer-based packages which are useful in the teaching of English as a second language abound in recent times. These include: Computer-Aided Language Learning (CALL), Computer –Based Language Training (CBLT), Computer- Aided Language Assessment (CALA), etc.

The Computer Based Language Training (CBLT) can be employed in teaching a wide or vast range of subjects, including language based topics. CBLT is a software which was developed to train a wide range of students on the acquisition of skills in a target language without the tutor being present. CBLT is a digital package and an interactive multimedia which can combine text, audio, graphic video, and animation with having a meaningful interaction with students. It is a digital tool that facilitates the language teaching and language learning in Europe, America, Latin American nations (e.g. Cuba, Argentina, Erithrea, Brazil, Trinida and Tobago, Mexico, etc), Asian countries (e.g. Malaysia, Kuwait, Iraq, Israel, Iran, India etc) and in some African nations (e.g. South-Africa, Zimbabwe, Lesotho, Tanzania, and Botswana). It has been noticed by scholars (e.g. Aremu, 2011) that this novel digital tool has been introduced to the teaching and learning of English as a L2 in Nigeria.

Also, the computer aided language assessment (CALA) package is an automated package used in/for assessing student’s understanding of language instructional skills. Coupled with foregoing is the employment of Computer-Aided Language Learning (CALL) through which a teacher of English as a second Language (ESL) in Nigeria can create internet-based simulations for role-playing activities in language learning. The simulations incorporating e-mails, charts and online creation and editing of documents are taught to motivate the oral and written communication among the participating group. In this method, students will be guided through scenarios relevant to the Nigerian social and cultural contexts as well as the scenarios relevant to the socio-cultural contexts and backgrounds of the native speakers of the English Language. The teachers of English Language in Nigeria always employ computer to create internet-based simulations for role-playing activities in learning English as a L2. In Pakistan, their government has created what is called Rural Kiosk machine designed in Pakistan for improving the competence of the rural areas in the use of English as a L2. This “Rural Kiosk machine” is used to send and retrieve information in English as a target Language (ELTL) and has digital multilingual interface to support rural communities speaking different languages in the use and usage of English as a second Language (Kashif, 2007). In the teaching and learning of English as a second language in Nigeria, the teachers often employ the projector, webcam and other ICT tools in teaching the students. This always makes the teaching and learning processes to be interesting and result-oriented. However, series of problems are bedeviling the use and usage of ICT packages in the teaching and learning of English Language in Nigeria. These problems, among others, include: epileptic power supply, employment of computer and ICT packages in engaging in nefarious acts and internet fraud, lack of computer and ICT facilities in schools, and also lack of personnel (Aremu, 2011). Nigerian government often fails to give proper finance to providing the digital tools in teaching English as a second language. Anything that Nigerian government does towards education is often politicized. That always makes ICT facilities provided in a very few secondary schools in some states in Nigeria to be stolen few months after they were supplied. Many of the ICT buildings in Nigerian secondary schools are often employed as “visitors sitting rooms” or “staff rooms.” As a result, many of them are not well-equipped with digital gadgets. This has led to poor utilization of ICT in the English Language pedagogy in Nigeria (Aremu, 2010; Egbe, 2009). In the next paragraphs, the concept of English Language in Nigeria is discussed.

The English Language in Nigeria

English became a language of education, prestige, trade and commerce, politics, mass media, utility, as well as science and technology due to the migration of the British and American religious, commercial and colonial masters to the Nigerian inter-land in the mid-19th century. The Education Ordinances of 1916 and 1926 made English the Language of instruction and the most important subject in Nigerian school curriculum (Bamgbose, 1982). The subsequent commission made on language in Africa, for instance the Phelps-Stroke Commission made the English Language the yardstick not only to measure the students’ intelligence but equally a tool used for the award of certificates in Nigerian schools (Bamgbose 1982, Akere, 2006).

Scholars like Banjo (1971), Adesanoye (1973), Bamgbose (1982) Adegbija (1989, 1998) etc have examined the varieties in the lexical, phonological, syntactic and semantic usage of English Language in Nigeria. The blending of the socio cultural ethos and norms of Nigerian multicultural and multilingual contexts with the standard British variety of English has led to a new tongue of the language called “Nigeria English”. This pluralism in the indigenized variants of English Language in Nigeria was caused by the linguistic heterogeneity of the Nigerian socio-cultural contexts. Coupled with this, the hybridization of new lexicons in the English language in Nigeria, as posited by Adegbija (1989, 1998) was caused by the powerful influence of the press. Hence, we often employ expressions like “(i) The man is backing the camera,” “(ii) He is a man of timbre and caliber,” (iii)”I want to divorce my second wife”. (iv) “They are eating bush meat with amala” and (v) “She is an Ogbanje, Abiku and Orobo girl” in Nigerian English expression. Nigerian’s love for honour makes every speaker to often use politeness phenomena in addressing her of his co-participants in speech (Adegbija, 1998). This has led to the employment of honorifics like: (i) “Kabiyesi, the Oluaye, Oni of Ife has just entered this hall”, (II) “Dr/High Chief “X” has just arrived now”, (iii) “ Engineer /Bishop “Z” came here yesterday”, (iv) “The Iku Babayeye, Alaafin of Oyo will not give his speech” in Nigerian English (Adegbija, 1998).

The employment of the digital and automated tools in interactive discourse in Nigeria has led to the hybridization of new vocabularies into Nigerian English usage. Expressions and lexical patterns like the following are now abound in Nigerian English usage as a result of the use of digital, automated and computerized gadgets in communication in Nigeria and the world at large: (i) I want to browse, (ii) I want to surf the net, (iii) The hardware is booting, (iv) The icons on the system are not shown clearly (v) I am engaging in internet relay chat (IRC), (viii) Those guys are interacting on virtual world, etc. The expressions shown above were retrieved through the participant’s information got from those engaging in “virtual community” in a South Western in Nigerian tertiary institution. According to Oni (2009), seventy present of the users of English Language in virtual discourse in Nigeria are students from secondary schools and tertiary Institutions. They employ the English Language through facebook, LinkedIn, 2go and other digital tools in engaging in virtual interactive discourse. Besides, these Nigerian youths often employ their cell-phones, ipads, and computers to hybridize new spellings like “tkz” for “thanks”, “btw” for “between”, “b/c” for “because”, etc in Nigerian English usage. These new spellings, according to Alabi (2005), are causing great problems for Nigeria youths to have the proper competence in the use of a usage of the standard variety of the English Language.

 

 

RESEARCH METHODOLOGY

Chapter three of this research work will presents the research design, population of the study sample and sampling techniques. It also will also contains explanation on validity of instrument, reliability of the instrument, administration of the instrument and data analysis.

Research Design

          The research design use is the descriptive survey design, it is aimed at making the effect of ICT on effective learning of English Language in Ido- Osi Local Government in Ekiti State.

Population

The population that would  be from two secondary schools in Ido- Osi Local Government Area IN Ekiti State.

Result and Discussion will be carried in chapter four of this project work while chapter will deal with the summary, conclusion and recommendation.,

Data Analysis

          The data analysis will done using simple percentage and frequency count. The mean score will also be  calculated in order to know responses that agree or disagreed with questions raised

          Finally,  chapter four of this research work will deal with result and discussion while chapter five deals with the summary, conclusion and recommendations will be made.

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Updated: June 13, 2018 — 4:51 am

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