Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal International Journal of Social Service and Research Journal Of World Science
Obera, Joy Aladi
Unknown Affiliation
Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
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.
Co-Authors Gunawan, Resky Nuralisa Momoh, Muazu Adamu Ojochegbe, Ameh Timothy Omachonu, Gowon Clement