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The Use of Ict in the Teaching and Learning of Oral English in Secondary Schools in Nsukka Education Zone

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– The Use of Ict in the Teaching and Learning of Oral English in Secondary Schools in Nsukka Education Zone –

Download The Use of Ict in the Teaching and Learning of Oral English in Secondary Schools in Nsukka Education Zone. English Language students who are writing their projects can get this material to aid their research work.

Abstract

This research work set out to examine the use of ICT in the teaching and learning of oral English in secondary schools in Nsukka Education zone.

The specific objectives of the study are: to determine the available ICT facilities for the teaching and learning of oral English in secondary schools in Nsukka Education zone; to determine the ICT skills possessed by oral English teachers and students.

To find out the level of the use of ICT facilities by oral English teachers and students; to find out the benefits of ICT in the teaching and learning of oral English and to find out the obstacles to the effective use of ICT facilities in the teaching and learning of oral English. Relevant literature was reviewed.

The population of the study was four hundred and fifty-two SSII students and twelve English language teachers randomly sampled from twelve secondary schools. Data was collected through questionnaire. Simple percentage was used to analyze the data.

Introduction

The English language is not indigenous to Nigeria. Yet, it is studied and used in Nigeria more actively than most of the indigenous languages. The English language is Nigeria’s second language but many parents prefer their children speaking English to their indigenous languages

. In some primary schools, English is used as the medium of communication. Whoever speaks indigenous languages is made to pay some money or is severely punished. In some secondary schools, the same thing is observed. Nigerian tertiary institutions are not left out in the wide spread use of English.

The work places cannot but be mentioned. Our aged parents who are half-educated or did not attend any school still hunger and thirst for the English language.

No wonder, Bamgbose (1971) asserts, “Of all heritage left behind in Nigeria by the British at the end of the colonial administration, probably none is more important than the English language”.

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