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Status of oral english instruction in secondary schools in nsukka education zone of enugu state

 

Table Of Contents


Chapter ONE

1.1 Introduction
1.2 Background of Study
1.3 Problem Statement
1.4 Objective of Study
1.5 Limitation of Study
1.6 Scope of Study
1.7 Significance of Study
1.8 Structure of the Research
1.9 Definition of Terms

Chapter TWO

2.1 Theoretical Framework
2.2 Historical Overview
2.3 Current Trends
2.4 Best Practices
2.5 Challenges and Issues
2.6 Innovations in Oral English Instruction
2.7 Comparative Studies
2.8 Technology in English Language Learning
2.9 Teacher Training and Professional Development
2.10 Assessment and Evaluation

Chapter THREE

3.1 Research Design
3.2 Population and Sample
3.3 Data Collection Methods
3.4 Research Instruments
3.5 Data Analysis Techniques
3.6 Ethical Considerations
3.7 Validity and Reliability
3.8 Limitations of the Methodology

Chapter FOUR

4.1 Overview of Findings
4.2 Analysis of Data
4.3 Interpretation of Results
4.4 Comparison with Literature
4.5 Implications of Findings
4.6 Recommendations
4.7 Areas for Future Research
4.8 Conclusion

Chapter FIVE

5.1 Summary of Findings
5.2 Conclusions Drawn
5.3 Contributions to Knowledge
5.4 Practical Implications
5.5 Recommendations for Practice
5.6 Recommendations for Policy
5.7 Reflections on the Research Process
5.8 Suggestions for Further Research

Project Abstract

The purpose of the study was to investigate the status of oral English instruction in secondary schools in Nsukka Education Zone. It was conducted in Nsukka Education Zone in Enugu State. The population of the study was all the senior secondary school English language teachers in the Education zone. There was no sampling as all the English language teaches (300) consisting of 200 and 100 from rural and urban schools were used in the study. The oral English teaching status (OETSI) was the instrument fro data collection. The instrument was a 4-point likert type scale whose value ranged from 4 to 1 point for strongly agree and strongly disagree options respectively. Both the validation and reliability of the instrument were done and reliability coefficient of 0.68 was established. After administering and obtaining data from the respondents, mean, standard deviation and t-test were used in analysis of data. Some of the major findings were that the use of game activities, poems and songs, pronunciation exercises, taped cassettes are employed by oral English teachers; that oral English is mostly taught when WAEC/NECO examinations were at hand; and that mother tongue interference and lack of oral English teaching materials was a problem encountered by teachers in oral English instruction. Based on the findings, it was recommended among others that a unified in-service training for oral English teachers in secondary schools in area of methods for oral English instruction be provided for serving teachers and that teacher education institutions should intensity training for students-teachers in oral English instruction.

Project Overview

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