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All Journal Jurnal Ilmiah Teknik Elektro Komputer dan Informatika (JITEKI) International Journal of Social Service and Research Journal Of World Science Jurnal Multidisiplin Indonesia
Ojochegbe, Ameh Timothy
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Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Veterinary

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Language Contact and Lexical Change: A Case Study of English Borrowings in The Igala Language Ojochegbe, Ameh Timothy
Jurnal Multidisiplin Indonesia Vol. 3 No. 3 (2024): Jurnal Multidisiplin Indonesia
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jmi.v3i3.2258

Abstract

This study examines the phenomenon of lexical borrowing from English into the Igala languages and its contribution to enriching vocabulary.  Lexical borrowing is a linguistic phenomenon where one language adopts words from a donor language and incorporates them into the vocabulary of a receptor language. This usually occurs when speakers of one language encounter new concepts, technologies, or cultural elements from another language and import the corresponding words to express these concepts in their language.   The research aim is to investigate how Igala speakers incorporate English words into their daily interactions as borrowed words. The study is a quantitative and qualitative descriptive analysis.  A total of 30 respondents who are native speakers of the language from Dekina Local Government were interviewed and examined for their language use through observations. The analysis reveals that Igala speakers predominantly use their language. However, English lexical items that do not have their equivalent in the language were adapted phonologically and morphologically and incorporated into the language to fill lexical gaps.
Automated Scoring Systems and Teacher Assessments in English Language Education Obera, Joy Aladi; Ojochegbe, Ameh Timothy
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.
Integrating English Language Instruction Into Vocational Artisan Training: A Framework for Enhanced Professional Competence and Economic Empowerment in Nigeria Obera, Joy Aladi; Gunawan, Resky Nuralisa; Momoh, Muazu Adamu; Omachonu, Gowon Clement; Ojochegbe, Ameh Timothy
International Journal of Social Service and Research Vol. 5 No. 10 (2025): International Journal of Social Service and Research
Publisher : Ridwan Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/ijssr.v5i10.1332

Abstract

This research investigates the integration of English language instruction into Nigerian vocational artisan training programs to enhance communicative competence, professional performance, and economic inclusion among tradespeople. Grounded in English for Specific Purposes (ESP) theory and workplace literacy frameworks, the study employed a mixed-methods research design, combining structured surveys with semi-structured interviews. A total of 63 artisans across five trades—carpentry, tailoring, welding, automotive repair, and electrical installation—participated in the study conducted in Kogi State, Nigeria. Quantitative findings revealed critically low English proficiency levels, with only 12.4% of respondents demonstrating high proficiency in reading technical documents and 10.0% in writing estimates and invoices. Communication-related challenges occurred frequently in workplace contexts, with misunderstanding client requests (M = 3.31) and inability to interpret safety instructions (M = 3.25) emerging as the most prevalent issues. Qualitative data identified specific trade-based English needs, including reading technical manuals, writing job quotations, using digital marketing platforms, and understanding safety regulations. Based on these findings, the study proposes a Trade-Specific English Curriculum (TSEC) framework designed to integrate task-based language instruction with authentic workplace demands through five interconnected components: Needs Analysis, Task-Based Modules, Authentic Materials, Collaborative Learning, and Performance-Based Assessment. The study concludes that language integration within vocational programs represents both a pedagogical and economic imperative, with implications for workforce competitiveness, occupational safety, and formal economic participation. The proposed framework offers a replicable model for vocational education reform aligned with Nigeria’s sustainable development objectives.
The Politics of Pronunciation: An Examination of Accent and Identity in Nigerian English (NigE) Teaching Ojochegbe, Ameh Timothy; Timothy, Ortaver Tersoo; Nicodemus, Emmanuel
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 Ojochegbe, Ameh Timothy
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.
Unveiling the Growth and Development of Electrical, Computer, and Informatics Engineering Education: A Bibliometric Perspective Gunawan, Resky Nuralisa; Putri, Desy Dwi; Ojochegbe, Ameh Timothy; Olugbade, Damola; Zulhaq, Briliant Dwi
Jurnal Ilmiah Teknik Elektro Komputer dan Informatika Vol. 11 No. 4 (2025): December
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jiteki.v11i4.31454

Abstract

This study presents a bibliometric analysis of research trends in Electrical, Computer, and Informatics Engineering Education from 2015 to 2023, focusing on the integration of emerging technologies such as AI, IoT, and e-learning platforms. Data was extracted from the Scopus database, and analysis was conducted using co-occurrence analysis and citation network mapping. The study identifies key research themes, such as the shift towards active learning methodologies (e.g., problem-based learning and gamification) and the growing emphasis on technology-driven curricula. Findings show a significant rise in research output, particularly during the COVID-19 pandemic, with IEEE journals dominating publications in the field. The results highlight the transformative role of digital tools in engineering education and the challenges of balancing technological integration with traditional teaching methods. This research offers insights into the evolving landscape of engineering education and provides recommendations for future research directions.
Co-Authors Gunawan, Resky Nuralisa Momoh, Muazu Adamu Nicodemus, Emmanuel Obera, Joy Aladi Olugbade, Damola Omachonu, Gowon Clement Putri, Desy Dwi Timothy, Ortaver Tersoo Zulhaq, Briliant Dwi