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All Journal International Journal of Language Teaching and Education
Mudogo, Benard
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Education Languange, Linguistic, Communication & Media Social Sciences

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Student Experiences with Online Platforms: Critical Perspectives from Teaching and Learning of French as a Foreign Language (FFL) in Kenyan Universities Auma, Rose; Mudogo, Benard; Kasili, Joyce; Miruka, Frida; Anyonje, Lydia
International Journal of Language Teaching and Education Vol. 7 No. 2 (2023): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v7i2.25912

Abstract

Limited empirical evidence is available in the context of teaching and learning French as a Foreign Language (FFL) as to whether the online platforms meet the needs of the learners. We seek to establish the needs and experiences of university students during the online teaching and learning of French as a foreign language (FFL) in sub-Saharan Africa, with specific focus on the Kenyan context. The results are based on three constructs; instructional materials, student support services and lecturers’ preparedness. A survey questionnaire was administered to 81 students in their third and final years of study in three universities in Western Kenya. The results demonstrate that students do not feel that the available online pedagogical practices meet their language competencies in learning FFL. Language policymakers must consider such results alongside local implementation resistance in implementing FFL online learning programs.
Salvaging The Marginalized: Supporting Service Teachers’ Skills in Extensive Reading Pedagogies for Nomadic Pastoralist Children in Kenya Mudogo, Benard; Gervasio, Miriti; Ouko, Susan
International Journal of Language Teaching and Education Vol. 9 No. 2 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i2.47216

Abstract

The societal impacts of enhancing teacher capacity in the underserved Arid and Semi-Arid Lands (ASAL) are significant in improving education policy and practice; yet, few studies have investigated the continuous professional support that teachers need to provide quality and inclusive education in such contexts. This research reports on the implementation of a teacher capacity-building action research project aimed at supporting primary school children's Extensive Reading (ER) activities in the context of underserved and least developed areas of the ASAL in Lodwar, Turkana County, Kenya. The trainees in the ER programme were 30 teachers from ten primary schools. Study results indicate that teachers were able to help learners develop self-directed ER, which was a positive step towards initiating a reading culture in English as a Second Language (ESL). Moreover, the reading comprehension results showed that ER had somewhat gradual significance in increasing ESL learning outcomes. However, students’ motivation to read requires the sustained development of new reading strategies, accompanied by a continuous monitoring plan, to achieve considerable improvement.
Co-Authors Anyonje, Lydia Auma, Rose Gervasio, Miriti Kasili, Joyce Miruka, Frida Ouko, Susan