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Ameh Timothy Ojochegbe
Prince Abubakar Audu University, Anyigba, Kogi State
Computer Science & IT Economics, Econometrics & Finance Engineering Health Professions Law, Crime, Criminology & Criminal Justice Social Sciences

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The Politics of Pronunciation: An Examination of Accent and Identity in Nigerian English (NigE) Teaching Ameh Timothy Ojochegbe; Ortaver Tersoo Timothy; Emmanuel Nicodemus
Journal of World Science Vol. 3 No. 12 (2024): Journal of World Science
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jws.v3i12.1255

Abstract

This study investigates the intricate relationship between accent, identity, and pedagogy in Nigerian English Language Teaching (ELT). Despite the growing recognition of Nigerian English (NigE) within global frameworks, Received Pronunciation (RP) remains the dominant model in educational settings, often marginalizing local accents. The primary aim of this research is to explore the implications of accent bias on teaching practices and student perceptions. Using a qualitative research design, data were collected through interviews, classroom observations, and document analysis across various secondary schools in Nigeria. The findings reveal significant tensions between the adherence to RP and the acceptance of NigE, with educators often feeling pressured to conform to foreign norms. Students exhibit linguistic insecurity tied to societal biases favoring RP while expressing pride in their local accents. The study concludes by advocating for curriculum reforms recognizing NigE as a legitimate variety, emphasizing intelligibility over accent conformity. Recommendations include revising teacher training programs to promote inclusive pedagogies that validate linguistic diversity. By embracing NigE, educators can empower students to communicate effectively while celebrating their cultural identities, bridging local and global linguistic contexts.
Tiny Steps, Giant Leaps: The Place of Micro-Learning in Language and Literature Ameh Timothy Ojochegbe
Journal of World Science Vol. 4 No. 1 (2025): Journal of World Science
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jws.v4i1.1277

Abstract

This study investigates the impact of microlearning on language and literature education at the university level, addressing a significant gap in existing research. The traditional approaches to teaching these subjects often lead to overwhelming experiences for students, hindering retention and engagement. This research explores how microlearning, defined as small, easily digestible learning units, can enhance student retention, creativity, and engagement in real classroom settings. Conducted over six weeks, the study involved 100 undergraduate students and 10 instructors across two English and literature courses. Participants engaged in daily microlearning tasks, such as analyzing poetry, practicing grammar, and experimenting with sentence structures, each designed to be completed within 10–15 minutes. Data collection included focus group discussions, semi-structured interviews, and classroom observations. The findings reveal that microlearning significantly enhances student retention and engagement while fostering creativity in linguistic tasks. However, challenges related to task coherence and content development were identified. This study underscores the transformative potential of microlearning in language and literature curricula, highlighting the need for careful implementation that is aligned with educational objectives. The results provide valuable insights for educators aiming to integrate microlearning effectively into their teaching practices.
Automated Scoring Systems and Teacher Assessments in English Language Education Joy Aladi Obera; Ameh Timothy Ojochegbe
Journal of World Science Vol. 4 No. 10 (2025): Journal of World Science
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jws.v4i10.1517

Abstract

This study seeks to assess the strengths and limitations of the automated scoring system and the traditional scoring method in writing and speaking tasks among English Language Learners attending four secondary schools in Ankpa Local Government, Kogi State, Nigeria. The study employed a mixed methods approach, maximizing quantitative tests for scoring accuracy, reliability, and consistency, while the qualitative approach was used to gather data for feedback quality and learner perception. The results reveal that automated systems excel in technical accuracy and consistency, achieving high reliability for grammar and syntax tasks, with Cronbach's Alpha = 0.94, but tend to perform low on higher-order constructs assessment-as for creativity and coherence, r = 0.52-which remains a strong point of the teacher assessment. Feedback by a teacher had strengths in its depth and personal touch; however, this was subjected to subjectivity and required considerable amounts of time. The research does call for an assessment model in a hybrid avatar-automated system scalability with nuanced, motivational feedback from a teacher. Included recommendations are professional training for educators, ethical policies to guide the implementation of technologies within schools, and algorithm improvement guidelines for developers. This paper contributes to the discourse on equitable and effective assessment practices, emphasizing a balance of technological innovation with human expertise in education.
Co-Authors Emmanuel Nicodemus Joy Aladi Obera Ortaver Tersoo Timothy