Pub Date : 2023-01-15DOI: 10.37745/bjel.2013/vol11n12736
Omolade Bamigboye, J. A. Adeoye, Idris Olawale Allison
The paper investigates the semantic evolution that has characterised the word ‘change’ in the Yorùbá-English speech community. It undertakes this descriptive effort through pragmatic and sociolinguistic perspectives that give credence to the impact of widespread usage and acceptability on the semantic elasticity of particular words. Moving from the pedestrian and original financial-related meaning of the money given back when a customer hands over more that the exact price of an item, it has now assumed broader and more socially significant interpretations that may only be comprehensible to a certain class of the Yorùbá-English bilinguals who occupy South Western Nigeria. These contextual meanings are socially inclined and are largely influenced by a certain leaning that borders on the ‘membership’ of an undefined social group that consists of semi-literates in that particular subset of the Nigerian sociolinguistic environment. The paper concludes that the uses of ‘change’ in the aforementioned contexts present a valid case of gradual semantic expansion in the widespread use of some words.
{"title":"On the Semantic Expansion of the Word “Change” among Yorùbá Speakers of English Bilinguals","authors":"Omolade Bamigboye, J. A. Adeoye, Idris Olawale Allison","doi":"10.37745/bjel.2013/vol11n12736","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol11n12736","url":null,"abstract":"The paper investigates the semantic evolution that has characterised the word ‘change’ in the Yorùbá-English speech community. It undertakes this descriptive effort through pragmatic and sociolinguistic perspectives that give credence to the impact of widespread usage and acceptability on the semantic elasticity of particular words. Moving from the pedestrian and original financial-related meaning of the money given back when a customer hands over more that the exact price of an item, it has now assumed broader and more socially significant interpretations that may only be comprehensible to a certain class of the Yorùbá-English bilinguals who occupy South Western Nigeria. These contextual meanings are socially inclined and are largely influenced by a certain leaning that borders on the ‘membership’ of an undefined social group that consists of semi-literates in that particular subset of the Nigerian sociolinguistic environment. The paper concludes that the uses of ‘change’ in the aforementioned contexts present a valid case of gradual semantic expansion in the widespread use of some words.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131012586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.37745/bjel.2013/vol10n517
R. A. Foyewa
This paper observed the dominant role of English language in Nigeria. Various factors responsible for the spread and domination of the language in Nigerians’ lives were observed. These include; the multilingual nature of the country; the inability of the country to select a national language from the three indigenous languages (Hausa, Igbo and Yoruba) or other minor languages; influence of the Western culture and attitudes of Nigerians towards the English language. The paper also discussed the various roles English language plays in Nigerian societies which make it dominates the indigenous languages in the country. English is both the official and the National language in Nigeria. It is the language of education, law, commerce and religion in the country. It is the language in which most activities are carried out. The writer concluded by recommending that the indigenous languages, especially the “three big”, should be promoted to the status of National language. A credit pass at O level in the indigenous languages should be made a criterion for admission into higher institutions of learning in the country. Otherwise, the values attached to the indigenous culture and traditions will be eroded; the incoming generation will have no indigenous languages to inherit but the English language.
{"title":"English: The Linguistic Alpha and Omega in Nigeria","authors":"R. A. Foyewa","doi":"10.37745/bjel.2013/vol10n517","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol10n517","url":null,"abstract":"This paper observed the dominant role of English language in Nigeria. Various factors responsible for the spread and domination of the language in Nigerians’ lives were observed. These include; the multilingual nature of the country; the inability of the country to select a national language from the three indigenous languages (Hausa, Igbo and Yoruba) or other minor languages; influence of the Western culture and attitudes of Nigerians towards the English language. The paper also discussed the various roles English language plays in Nigerian societies which make it dominates the indigenous languages in the country. English is both the official and the National language in Nigeria. It is the language of education, law, commerce and religion in the country. It is the language in which most activities are carried out. The writer concluded by recommending that the indigenous languages, especially the “three big”, should be promoted to the status of National language. A credit pass at O level in the indigenous languages should be made a criterion for admission into higher institutions of learning in the country. Otherwise, the values attached to the indigenous culture and traditions will be eroded; the incoming generation will have no indigenous languages to inherit but the English language.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129949429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.37745/bjel.2013/vol10n51425
Peniel Zaazra Nouhou
This study explores teachers’ discourses on Telegram during the strike launched by the movement “Enough is enough” or “On a Trop Supporté” in its French version. Secondary school teachers have been subject to the state’s manipulations and procrastinations since 2000. Some of the government announcements bearing expressions such as “On the high instructions from the Head of State”, “we will gradually solve the problems of teachers”, “ teachers are the best paid civil servants in Cameroon” just to postpone what they would have done before. Since then, the state kept feeding them with promises that are hardly fulfilled. As a matter of fact, the state continued to give them empty promises about their salary and special status. The issue resulted in the strike which began on February 21st, 2022 and is still going on. This study aims at investigating the linguistic power of some expressions used by the government in order to keep teachers in their poor working conditions. In addition, it investigates the teachers’ reactions towards the government dishonesty. Fairclough (1992, 1993, and 1995) CDA model helped in the process of data analysis. Data for this study is made up of 150 Telegram messages collected from secondary school teachers nationwide. Analysis unveiled that the government’s messages leaned on the slovenliness of English language to dodge the teachers’ requests.
本研究探讨了法语版“够了够了”或“on a Trop support”运动发起罢工期间教师在电报上的话语。自2000年以来，中学教师一直受到国家的操纵和拖延。一些政府公告带有诸如“在国家元首的高度指示下”、“我们将逐步解决教师问题”、“教师是喀麦隆收入最高的公务员”等措辞，只是为了推迟他们之前的行动。从那以后，国家不断向他们承诺，但这些承诺几乎没有兑现。事实上，国家继续给予他们关于工资和特殊地位的空洞承诺。这个问题导致了从2022年2月21日开始的罢工，目前仍在继续。本研究旨在探讨政府为维持教师的恶劣工作环境而使用的某些表达的语言力量。此外，调查了教师对政府不诚实行为的反应。Fairclough(1992,1993,1995)的CDA模型在数据分析过程中起到了帮助作用。这项研究的数据来自150封来自全国中学教师的电报。分析显示，政府的信息倾向于英语的不整洁，以回避教师的要求。
{"title":"Social Media and Crisis Between the State and Secondary School Teachers in Cameroon: A Discourse Analysis of Telegram Messages and the Government Responses","authors":"Peniel Zaazra Nouhou","doi":"10.37745/bjel.2013/vol10n51425","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol10n51425","url":null,"abstract":"This study explores teachers’ discourses on Telegram during the strike launched by the movement “Enough is enough” or “On a Trop Supporté” in its French version. Secondary school teachers have been subject to the state’s manipulations and procrastinations since 2000. Some of the government announcements bearing expressions such as “On the high instructions from the Head of State”, “we will gradually solve the problems of teachers”, “ teachers are the best paid civil servants in Cameroon” just to postpone what they would have done before. Since then, the state kept feeding them with promises that are hardly fulfilled. As a matter of fact, the state continued to give them empty promises about their salary and special status. The issue resulted in the strike which began on February 21st, 2022 and is still going on. This study aims at investigating the linguistic power of some expressions used by the government in order to keep teachers in their poor working conditions. In addition, it investigates the teachers’ reactions towards the government dishonesty. Fairclough (1992, 1993, and 1995) CDA model helped in the process of data analysis. Data for this study is made up of 150 Telegram messages collected from secondary school teachers nationwide. Analysis unveiled that the government’s messages leaned on the slovenliness of English language to dodge the teachers’ requests.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123946806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.37745/bjel.2013/vol10n5813
Khatmeh S. Elgoudman, Alhatim Odeh Sahmi
In its Sustainable Development Goal 4 (SDG 4), it professes that Technology can adhere to Educational access to everyone, decrease the digital divide, supplement teachers with supporting aids, improve the quality of learning and the learner. With the current COVID situation, the teaching learning methodology has to be revamped. The present status of learning pedagogy among learners calls for immediate action. This demands a transition in the teaching and learning process. The face to face classroom teaching has been changed to online teaching. Students are no longer moving towards stationary buildings. They are immobile with technology transporting educational materials to their living rooms and bedrooms. This paper attempts to check whether Writing skill can be taught through online mode during this COVID crisis. A total of 300 students participated in the study. The main objective was to find out the effectiveness of teaching writing through online education. The findings revealed that the majority of students developed their writing skill to the proficiency level. The result of the study is that teachers can encourage students to learn writing through online mode and develop their proficiency level.
{"title":"Teaching Writing Courses through Online Education during COVID","authors":"Khatmeh S. Elgoudman, Alhatim Odeh Sahmi","doi":"10.37745/bjel.2013/vol10n5813","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol10n5813","url":null,"abstract":"In its Sustainable Development Goal 4 (SDG 4), it professes that Technology can adhere to Educational access to everyone, decrease the digital divide, supplement teachers with supporting aids, improve the quality of learning and the learner. With the current COVID situation, the teaching learning methodology has to be revamped. The present status of learning pedagogy among learners calls for immediate action. This demands a transition in the teaching and learning process. The face to face classroom teaching has been changed to online teaching. Students are no longer moving towards stationary buildings. They are immobile with technology transporting educational materials to their living rooms and bedrooms. This paper attempts to check whether Writing skill can be taught through online mode during this COVID crisis. A total of 300 students participated in the study. The main objective was to find out the effectiveness of teaching writing through online education. The findings revealed that the majority of students developed their writing skill to the proficiency level. The result of the study is that teachers can encourage students to learn writing through online mode and develop their proficiency level.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129799658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-15DOI: 10.37745/bjel.2013/vol10n42539
Osman Hassan Osman, Mahmoud Abuoaf
This study aims at revitalization of the Nubian language which is at the risk of morbidity. The Nubian language is spoken in the Northern Sudan and Sothern Egypt. The Nubian who live in the area speak two dialects of the language: Matoki (Andandi) and Fadicca. The researchers collected the date by using two tools; semi-structured interviews and focus group. The participants are members of social groups, Facebook and WhatsApp. The findings of the study reveal that the Nubian language, despite being in danger of extinction, is still being used and the possibility of maintaining and is high= since the Nubians are aware of its importance in constructing their identity and maintain their heritage. The study is significant as it contributes to the ethnic diversity in the Sudan and the nation solidarity which may help in prevailing peace all around the vast country of multilingual and multicultural groups. It also adds to the academia in field of sociolinguistics.
{"title":"A Linguistic Revitalization of the Nubian Language: A Call for Action","authors":"Osman Hassan Osman, Mahmoud Abuoaf","doi":"10.37745/bjel.2013/vol10n42539","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol10n42539","url":null,"abstract":"This study aims at revitalization of the Nubian language which is at the risk of morbidity. The Nubian language is spoken in the Northern Sudan and Sothern Egypt. The Nubian who live in the area speak two dialects of the language: Matoki (Andandi) and Fadicca. The researchers collected the date by using two tools; semi-structured interviews and focus group. The participants are members of social groups, Facebook and WhatsApp. The findings of the study reveal that the Nubian language, despite being in danger of extinction, is still being used and the possibility of maintaining and is high= since the Nubians are aware of its importance in constructing their identity and maintain their heritage. The study is significant as it contributes to the ethnic diversity in the Sudan and the nation solidarity which may help in prevailing peace all around the vast country of multilingual and multicultural groups. It also adds to the academia in field of sociolinguistics.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124512321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-15DOI: 10.37745/bjel.2013/vol10n4117
Moustafa Mohamed Abdelmohsen
The present study delved into the impact of students' L1 (Arabic) morphosyntactic system on their L2 writing skills; the influence of Arabic socio-cultural and educational context (where students learn L2) on students’ writing; students’ attitude towards L2 writing and EFL teachers’ perceptions and interpretations of students' writing difficulties. The study was conducted in 8 public higher education institutions in Oman. The participants of the study were 598 Omani EFL students who studied at The General Foundation Program and 54 EFL teachers. The study was underpinned by two theories: transfer of learning theory (Thorndike & Woodworth, 1901) and interlanguage theory (Selinker, 1972). The conceptual framework was arrived at by employing two models, contrastive analysis (CA) and error analysis (EA). A mixed-methods approach was used to collect quantitative and qualitative data employing a questionnaire, semi-structured interview, and a writing test (essay writing). The findings revealed that students’ intralingual (L2 rules) errors were larger than their interlingual (L1 interference) errors. It was also found that students had a positive attitude towards L2 learning. Further, the teachers’ interviews confirmed that teachers were cognizant of students’ writing errors but they could not identify and determine the sources of those errors.
{"title":"Arab EFL Learners’ Writing Errors: A Contrastive Error Analysis Study","authors":"Moustafa Mohamed Abdelmohsen","doi":"10.37745/bjel.2013/vol10n4117","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol10n4117","url":null,"abstract":"The present study delved into the impact of students' L1 (Arabic) morphosyntactic system on their L2 writing skills; the influence of Arabic socio-cultural and educational context (where students learn L2) on students’ writing; students’ attitude towards L2 writing and EFL teachers’ perceptions and interpretations of students' writing difficulties. The study was conducted in 8 public higher education institutions in Oman. The participants of the study were 598 Omani EFL students who studied at The General Foundation Program and 54 EFL teachers. The study was underpinned by two theories: transfer of learning theory (Thorndike & Woodworth, 1901) and interlanguage theory (Selinker, 1972). The conceptual framework was arrived at by employing two models, contrastive analysis (CA) and error analysis (EA). A mixed-methods approach was used to collect quantitative and qualitative data employing a questionnaire, semi-structured interview, and a writing test (essay writing). The findings revealed that students’ intralingual (L2 rules) errors were larger than their interlingual (L1 interference) errors. It was also found that students had a positive attitude towards L2 learning. Further, the teachers’ interviews confirmed that teachers were cognizant of students’ writing errors but they could not identify and determine the sources of those errors.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"181 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126073369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-15DOI: 10.37745/bjel.2013/vol10n41824
Wenchao Li
This study aims at revitalization of the Nubian language which is at the risk of morbidity. The Nubian language is spoken in the Northern Sudan and Sothern Egypt. The Nubian who live in the area speak two dialects of the language: Matoki (Andandi) and Fadicca. The researchers collected the date by using two tools; semi-structured interviews and focus group. The participants are members of social groups, Facebook and WhatsApp. The findings of the study reveal that the Nubian language, despite being in danger of extinction, is still being used and the possibility of maintaining and is high= since the Nubians are aware of its importance in constructing their identity and maintain their heritage. The study is significant as it contributes to the ethnic diversity in the Sudan and the nation solidarity which may help in prevailing peace all around the vast country of multilingual and multicultural groups. It also adds to the academia in field of sociolinguistics.
{"title":"The Learning Environment and Oral Proficiency: Exploring The Measures","authors":"Wenchao Li","doi":"10.37745/bjel.2013/vol10n41824","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol10n41824","url":null,"abstract":"This study aims at revitalization of the Nubian language which is at the risk of morbidity. The Nubian language is spoken in the Northern Sudan and Sothern Egypt. The Nubian who live in the area speak two dialects of the language: Matoki (Andandi) and Fadicca. The researchers collected the date by using two tools; semi-structured interviews and focus group. The participants are members of social groups, Facebook and WhatsApp. The findings of the study reveal that the Nubian language, despite being in danger of extinction, is still being used and the possibility of maintaining and is high= since the Nubians are aware of its importance in constructing their identity and maintain their heritage. The study is significant as it contributes to the ethnic diversity in the Sudan and the nation solidarity which may help in prevailing peace all around the vast country of multilingual and multicultural groups. It also adds to the academia in field of sociolinguistics.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"2 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127588858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.37745/bjel.2013/vol10n3111
S. Aldabbus, E. Almansouri
The present study was conducted with the aim to discover the major difficulties encountered by some university students in academic writing. It also aimed to find out the factors that hinder their academic writing skills. 36 students majoring in English at the Faculty of Education, University of Benghazi took part in this study. A questionnaire with 25 items was utilized to answer the stated research questions. The data analysis revealed that both graduate and undergraduate students have some problems in academic writing such as choosing the appropriate academic words, difficulty in developing a thesis statement, organizing ideas, and writing coherent paragraphs. These challenges were influenced by a lack of resources followed by a low English language proficiency and a lack of writing practice opportunities. It is hoped that the findings of this research would provide great benefits to the instructors of the English language and curriculum designers to address the writing difficulties that might be encountered by learners of English.
{"title":"Academic Writing Difficulties Encountered by University EFL Learners","authors":"S. Aldabbus, E. Almansouri","doi":"10.37745/bjel.2013/vol10n3111","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol10n3111","url":null,"abstract":"The present study was conducted with the aim to discover the major difficulties encountered by some university students in academic writing. It also aimed to find out the factors that hinder their academic writing skills. 36 students majoring in English at the Faculty of Education, University of Benghazi took part in this study. A questionnaire with 25 items was utilized to answer the stated research questions. The data analysis revealed that both graduate and undergraduate students have some problems in academic writing such as choosing the appropriate academic words, difficulty in developing a thesis statement, organizing ideas, and writing coherent paragraphs. These challenges were influenced by a lack of resources followed by a low English language proficiency and a lack of writing practice opportunities. It is hoped that the findings of this research would provide great benefits to the instructors of the English language and curriculum designers to address the writing difficulties that might be encountered by learners of English.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126714990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.37745/bjel.2013/vol10n33036
Alladoum Roland
Today, mobile technology is a growing trend in learning languages. A mobile technology like smartphone is used by university students in their daily lives anywhere and anytime. There are number of language learning applications on smartphone that can help develop students’ language skills. The present study aims at investigating how the students perceive the usefulness of smartphone for learning English and how they use it to improve their linguistic skills. A 30-item questionnaire was administered to 513 students in the university of N’djamena and Doba. The data collected from respondents were analysed using basic descriptive statistics. The Findings reveal that there is a high positive agreement toward engagement in using smartphone as tools for learning among EFL students. In addition, it was found that students mostly embark into some linguistic activities (listening and reading) which help gain more practice on some skills than the others (writing and speaking) through their smartphone.
{"title":"Smartphone as additional learning tool with reference to EFL students in selected Universities in Chad","authors":"Alladoum Roland","doi":"10.37745/bjel.2013/vol10n33036","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol10n33036","url":null,"abstract":"Today, mobile technology is a growing trend in learning languages. A mobile technology like smartphone is used by university students in their daily lives anywhere and anytime. There are number of language learning applications on smartphone that can help develop students’ language skills. The present study aims at investigating how the students perceive the usefulness of smartphone for learning English and how they use it to improve their linguistic skills. A 30-item questionnaire was administered to 513 students in the university of N’djamena and Doba. The data collected from respondents were analysed using basic descriptive statistics. The Findings reveal that there is a high positive agreement toward engagement in using smartphone as tools for learning among EFL students. In addition, it was found that students mostly embark into some linguistic activities (listening and reading) which help gain more practice on some skills than the others (writing and speaking) through their smartphone.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131131498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.37745/bjel.2013/vol10n31229
Christiana Nneoma Onuh
The paper studied the potential of using social media in the teaching and learning of Igbo language among linguistics students of Imo State University, Owerri. Igbo language is native to Igbo race of Nigeria. Descriptive method, involving questionnaires, were distributed to 140 Igbo linguistics students in the university. Data collected were analysed using SPSS package into percentages and means scores. Results showed students are aware of the existence of social media. Students strongly agreed that social media can be used in the teaching and learning Igbo. But factors, such as cost and poor internet connectivity, unavailability of Igbo modules, and lack of computer sets with Igbo vowels are limiting factors. Therefore, the university can provide free internet services for students. Igbo Modules can be prepared uploaded to the internet. Computer sets and keyboards with Igbo vowels can be manufactured.
{"title":"Impact of Social Media Technology in The Development of Igbo Langauge Among University Students: A Study of Imo State University Students","authors":"Christiana Nneoma Onuh","doi":"10.37745/bjel.2013/vol10n31229","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol10n31229","url":null,"abstract":"The paper studied the potential of using social media in the teaching and learning of Igbo language among linguistics students of Imo State University, Owerri. Igbo language is native to Igbo race of Nigeria. Descriptive method, involving questionnaires, were distributed to 140 Igbo linguistics students in the university. Data collected were analysed using SPSS package into percentages and means scores. Results showed students are aware of the existence of social media. Students strongly agreed that social media can be used in the teaching and learning Igbo. But factors, such as cost and poor internet connectivity, unavailability of Igbo modules, and lack of computer sets with Igbo vowels are limiting factors. Therefore, the university can provide free internet services for students. Igbo Modules can be prepared uploaded to the internet. Computer sets and keyboards with Igbo vowels can be manufactured.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"39 S4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120841475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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