PRESENTATION OF AUTHENTIC MATERIALS IN THE TEACHING OF ENGLISH LANGUAGE IN TERTIARY INSTITUTIONS IN NORTH WESTERN NIGERIA
This paper investigated presentation strategies used by Lecturers in delivering English language instruction in higher institutions In Sokoto and Zamfara state, Nigeria. Three research questions and one hypothesis were formulated to guide the research. An explanatory sequential mixed method sample survey research design was applied in this study. Quantitative data was collected through a structured questionnaire in the first phase, while qualitative data was also collected in the second. A sample of 232 respondents which comprised of 116 lecturers of English and 116 students from Nine higher institutions across the Sokoto and Zamfara states were selected through a multi stage-sampling technique. Descriptive statistical analysis- frequency mean and standard deviation were used to analyze the responses reflecting the major research questions, while a non-parametric inferential statistics – Mann Whitney U test was used to test the hypothesis While transcription, organization, coding, and thematic content analysis were applied in the qualitative data analysis. It was found that the lecturers usually present authentic material to the students and assign them to perform peer and group tasks in the classroom or outside the classroom. They also give students various websites and certain internet links to search for material. Sometimes they give some English language instructions in the classroom while the students perform some task online, or makes physical group presentations in the classroom. Part of the recommendations is that: apart from presenting language learning materials that are authentic in nature, lecturers should strive to encourage students to stage a role-play simulating real-life experience as part of authentic strategies in language teaching.
Copyright (c) 2021 Sani Ahmed Sambo
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Author(s) retain the copyright for their articles published in Sokoto Educational Review, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use with proper attribution in educational and other non-commercial sectors.
Author(s) confirm that the work does not infringe any personal or property rights of another, that the work does not contain anything libellous or otherwise illegal.
Author(s) also agree that the work contains no material from other works protected by copyright that have been used without the written consent of the copyright owner.