Virtual Teaching and Learning of English As A Second Language in Selected Secondary Schools Isu-Ikwuato, L. G. A. Abia State, Nigeria

Authors

  • Bernard Meshach Aguma The Catholic University of Eastern Africa, Nairobi, Kenya
  • Caroline Kinuu Kimathi The Catholic University of Eastern Africa, Nairobi, Kenya
  • Martin Situma Koitaleel Samoei University College, Kenya

DOI:

https://doi.org/10.53819/81018102t4017

Keywords:

Virtual teaching, Virtual learning, Language acquisition, Adoption.

Abstract

The adoption of virtual teaching and learning of a second language in the Nigerian educational system has received little attention. COVID-19 lock-down, imposed by the governments of the nations, forced educational institutions globally and locally to adapt virtual teachingand learning of English language. The purposive sampling technique was used to select secondary schools that adopted virtual teaching and learning. The targeted population was 2000 English students and teachers with a sample size of 333. The results revealed that the schools made use of synchronous, asynchronous and blended types of online teaching and learning, and the students had a positive attitude. Both students and teachers experienced challenges of poor network, lack of ICT training, unstable electricity, and financial constraint. This study recommends the following: Language Policy Makers in Nigerian Educational System to map out the strategies that will incorporate online second language teaching and learning skills in the curriculum. That Marist Educational Board in partnership with the Ministry of Education in Nigeria, provide virtual supplementary materials for English language education. Adequate virtual training to be provided for English teachers and students. That the challenges of internet fluctuation, power shortage, insufficient virtual materials, inadequate funds, technical issues, virtual skills be addressed by all the stakeholders in education.

Keywords: Virtual teaching, Virtual learning, Language acquisition, Adoption.

Author Biographies

Caroline Kinuu Kimathi, The Catholic University of Eastern Africa, Nairobi, Kenya

Department of Languages, Literature and Communication

Martin Situma, Koitaleel Samoei University College, Kenya

Department of Linguistics, Languages and Literature

References

Adebisi, T., & Oyeleke, O. (2018). Promoting Effective Teaching and Learning in Online Environment: A Blend of Pedagogical and Andragogical Models. Journal of Science and Education Policy, 12(1), 153–172.

Ajayi, L. (2010). How asynchronous discussion boards mediate learning literacy methods courses to enrich alternative-licensed teachers’ learning experiences. Journal of Research on Technology in Education, 43(1), 1-28. https://doi.org/10.1080/15391523.2010.10782559

Akoumianakis, D. (2011). Recurrent interactions, acts of communication and emergent social practice in virtual community settings. In Handbook of research on methods and techniques for studying virtual communities: paradigms and phenomena (pp. 34-60). IGI Global.

Alberth, A. (2011). Critical success factors in online language learning. TEFLIN journal, 22(1), 16-33.

Alberth, A. (2019). Critical success factors in online language learning. TEFLIN Journal, 22(1), 16-33.

Anderson, T., Rourke, L., Garrison, R., & Archer, W. (2016). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1–17.

Cabrera, A.F.; Cruz, C.S.L.; & Sánchez, S.P. (2019) Analysis of the Digital Teaching Competence: Key Factor in the Performance of Active Pedagogies with Augmented Reality. Cambio Educ., 17, 27–42.

Compton, L. K. (2009). Preparing pre-service teachers for online teaching (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global. (UMI No. 3389096).

Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed-method approaches (4th ed). In Thousand Oaks, CA: Sage: Vol. 12(5). https://doi.org/10.5539/elt.v12n5p40.

Creswell, J. W. (2014). Qualitative, quantitative and mixed methods approach. Sage.

Dermott, G. (2013). The role of social media in foreign language teaching: A case study for French. Open edition journal. https://doi.org/10.4000/apliut.4234. P. 141-157.

Dube, B. (2020). Rural Online Learning in the Context of COVID-19 in South Africa: Evoking an Inclusive Education Approach. Multidisciplinary Journal of Educational Research, 10(2), 135-157. https://dio.org/10.4471/remie.2020.5607.

Fu, W., & Zhou, H. (2020). Challenges brought by 2019-nCoV epidemic to online education in China and coping strategies. J. Hebei Normal Univ. (Educ. Sci.), 22, 14–18.

Gao LX & Zhang LJ (2020). Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions about Online Teaching to Tide over COVID-19. Front. Psychol. 11:549653. https://doi.org/10.3389/fpsyg.2020.549653.

Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. https://doi.org/10.1016/j.iheduc.2009.10.003

Hockly, N. (2015, July). Developments in online language learning. ELT Journal, 69(3), 308313. https://doi.org/10.1093/elt/ccv020.

Jiang, H., Jiang, L., & Yu, R. (2020). The construction of online teaching modes during COVID-19. China Educ. Technol., 399, 40–41.

Kothari, C. (2013). Research methodology: Methods and Techniques (3rd Ed.). New Age International Ltd Publishers.

Krashen, S. (1981). Second language acquisition. Second Language Learning, 3(7), 19-39.

Liu, H., Lin, C.-H., Zhang, D., & Zheng, B. (2017). Language teachers' perceptions of external and internal factors in their instructional (non-) use of technology. In Lin, C. H., Zhang, D., & Zheng, B. (Eds.). Preparing foreign language teachers for next-generation education (pp. 56-73), IGI Global.

Liu, Lin, Zhang, and Zheng (2017) examined the EFL teachers’ and learners perceptions about the acceptance of mobile learning. https://doi.org/10.4018/978-1-5225-0483-2.ch004

Mitchell, R., Myles, F., & Marsden, E. (2013). Second Language Learning Theories (3rd edition). Routledge.

Mpungose, C .B (2020). Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic. Journal of Humanity and social science communication. https://doi.org/10.1057/s41599-020-00603-x.

Murphy, L. (2015). Online language teaching: The learner’s perspective. In Developing Online Language Teaching (pp. 45-62). Palgrave Macmillan, London. https://doi.org/10.1057/9781137412263_4

Siemens, G. (2004). Connectivism: A learning theory for the digital age. http://www.elearnspace.org/Articles/connectivism.htm.

Ushida, E. (2005). The role of students’ attitudes and motivation in second language learning in online language courses. CALICO Journal, 23(1), 49–78. https://doi.org/10.1558/cj.v23i1.49-78.

Wei, C. W., Chen, N. S., & Kinshuk, K. (2012). A model for social presence in online classrooms. Education Technology Research and Development, 60, 529-545. http://doi.10.1007/s11423-012-9234-9.

Xu, D., & Jaggars, S. S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. The Journal of Higher Education, 85(5), 633-659. https://doi.org/10.1353/jhe.2014.0028.

Downloads

Published

2021-10-14

How to Cite

Aguma, B. M., Kimathi, C. K., & Situma, M. (2021). Virtual Teaching and Learning of English As A Second Language in Selected Secondary Schools Isu-Ikwuato, L. G. A. Abia State, Nigeria. Journal of Marketing and Communication, 4(1), 82–98. https://doi.org/10.53819/81018102t4017

Issue

Section

Articles