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All Journal Journal of English Language and Pedagogy (JELPA) Erudita: Journal of English Language Teaching
Emmanuel, Isaac Friday
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Education Languange, Linguistic, Communication & Media

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Virtual learning in primary education: Roducate learning app and pupils’ English language outcomes in Ondo State, Nigeria Emmanuel, Isaac Friday
Erudita: Journal of English Language Teaching Vol 4 No 2 (2024): November 2024
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v4i2.8875

Abstract

In today’s rapidly evolving digital world, technologies remain essential to modern challenges. However, in Nigeria, these technologies have not gained the prominence they deserve, especially at the primary school level. This study examined the effectiveness of Roducate in Primary School Pupils’ English Language Outcomes in Ondo State, Nigeria. Three research questions were answered and two hypotheses were tested. A quasi-experimental and descriptive survey research design were adopted for the study. The population consisted of all primary school pupils and their teachers. Through purposive sampling, 45 pupils and 30 primary school teachers were selected. Pupils with access to mobile devices were placed in the experimental group and those without access on the control group. The research instruments were the Teachers’ Roducate Knowledge Questionnaire (TRKQ), r = 0.76, Level of Digital Competence Questionnaire (LDCQ), r = 0.79, and the Primary School Common Entrance Past Questions. Findings revealed that Roducate has a significant effect on pupils’ achievement in English language. Similarly, primary school teachers do not know about Roducate learning app. On the basis of these findings, the study recommends that there should be comprehensive teacher training programs focusing on building digital competence for primary school teachers.
Google Classroom and Students' Performance in Reading Comprehension in Ondo State, Nigeria Emmanuel, Isaac Friday
Journal of English Language and Pedagogy (JELPA) Vol. 2 No. 2 (2024): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v2i2.1315

Abstract

Reading is significant for learning; however, many Nigerian secondary students struggle. In developed nations, teachers engage their students via different online learning apps to complement classroom instruction and improve this skill. However, the same cannot be said for Nigeria, as no established online learning Apps exist. This study, therefore, investigated the effects of Google Classroom on secondary school students' reading comprehension in Ondo State, Nigeria. A quasi-experimental and descriptive research design was adopted for the study. The study population was eighty Senior Secondary School students who were purposefully selected from two secondary schools in Ondo State. The research instruments were the 2022 English Language WAEC questions and the Students' Attitudes Questionnaire (SAQ) r = 0.85. Two research questions were raised, and two research hypotheses were tested. The study's findings revealed that students taught reading comprehension using Google Classroom performed better (`X̅ = 29.98) than those taught using the conventional method (`X̅ =18.88). Similarly, the study's findings revealed that students held a positive attitude toward using Google Classroom for reading comprehension. On the basis of these findings, among others, the study recommended that English language teachers should explore the affordances of Google Classroom to teach reading. Furthermore, schools should allow the controlled use of phones, while the government should organize training for teachers on how to use Google Classroom effectively.
Shaping Smart AI-titude among Secondary ESL Students in Nigeria: An Exploratory Study Amuseghan, Sunday Adejimola; Emmanuel, Isaac Friday
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 2 (2025): NOVEMBER (in progress)
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i2.1690

Abstract

As access to Artificial Intelligence (AI) grows in Nigeria, tutorial videos explaining how AI tools can be exploited to excel in examinations began to emerge online. However, there is a concern that secondary school students may come to perceive it as a shortcut to bypass learning, thereby leading to negative attitudes toward responsible AI use. This study investigated the cognitive awareness, affective dispositions, and behavioural practices of secondary school students in Ondo State regarding AI, while also proposing strategies for cultivating constructive “Smart AI-titudes.” A descriptive survey design was employed which involved 350 students selected through simple random sampling technique in Ondo state. A structured questionnaire titled: Smart AI-titude Questionnaire (SAQ) (r=0.81) was used for data collection. Data collected were analyzed using descriptive statistics and PPMC. Findings revealed that students demonstrated very high awareness of what AI means (????̄ = 3.03) and its tools such as ChatGPT, Perplexity, and Gemini (????̄ = 2.90). More so, students strongly agreed that they trust AI information (????̄ = 3.21), and feel comfortable using tools like ChatGPT (????̄ = 3.23). However, they disagreed with using AI to understand difficult topics (????̄ = 1.38), yet strongly agreed to using it for assignments with little effort (????̄ = 3.70). The study concludes that students’ recognition-level awareness does not match with constructive practices. Thi study, among others, recommends that AI literacy should be integrated into the curriculum and equips teachers to model responsible AI use.
Co-Authors Amuseghan, Sunday Adejimola