SELF EFFICACY, ATTITUDE TOWARDS SCHOOL AS PREDICTORSOF

PERFORMANCE IN ENGLISH LANGUAGE IN IJEBU NORTH LOCAL

GOVERNMENT AREA

BY

BABALOLA NIMOTA

MATRIC NUMBER: 10088892

A RESEARCH WORK SUBMITTED TO THE FACULTY OF EDUCATION,

DEPARTMENT OF ARTS AND SOCIAL SCIENCE DEPARTMENT, OLABISI

ONABANJO UNIVERSITY AGO-IWOYE OGUN STATE.

IN PARTIAL FULFILLMENT OF THE AWARD OF BARCHELOR OF ARTS

(ED) ENGLISH

DEDICATION
This project is dedicated to God Almighty who made everything possible.
 CERTIFICATION
I certify that this work was carried out by Babalola Nimota, with matric number

10088892 of the Department of Arts and Social Sciences Department , Faculty of

Education, Olabisi Onabanjo Univerisity, Ago-Iwoye, Ogun State.

_______________________ _____________________

Prof . Taiwo Edun Date

Supervisor

ACKNOWLEDGEMENT
I sincerely give thanks, praises, honour and adoration to Almighty God who is the

beginning and the end. To Him be the glory and worship for seeing me through this

programme.

I also appreciate the fatherly support, advice and guidance given to me by my

tolerant, wonderful, accommodating and humble supervisor, Professor Titilayo Hassan.

My prayer is that he good Lord will visit him in all areas of his life.
 I am indepted to my precious parents Mr Timothy Adeniyi Oni and Mrs Victoria

Olutoyin Oni for their financial,moral and spiritual support towards the completion my

studies. I pray, may you reap the fruit of your labour in Jesus name. The same goes to

my siblings, Toluwani, Tofunmi, my precious niece, Balikis Olatunji. I say a big thank

you to gem aunt Mrs Omolara Kuforiji for showing enough understanding and care

throughout the course of this programme.

This work is not completed if I fail to mention names of friends and leaders like

Ogunrinde Tolulope, Aderibigbe Oyindamola, Alarape Toheeb. Adelaja Saidat, Babalola

Nimota, Salami Opeyemi, Ogunmola AYomide Ogundipe Funmilayo, Omosowo

Omotola, Fashina Alaba, Adenekan MOdupe, Olayiwole Modupe and others whose

names are just too numerous to mention here. I say thank you all.

I am indebted to Mr Bunmi for sacrificing his time towards the completion of my

project. I pray that God will bless you and your family in Jesus name.
 ABSTRACT

The issue of how self-efficacy and attitude towards school influence students’

academic achievement have been of interest to teachers,school administrators, counselors

and so on. The purpose of this study therefore is to investigate self-efficacy and attitude

towards school as predictors of performance in English language in Ijebu-North local

government area of Ogun State.

This study adopts a descriptive survey research design. The population comprised

of 3,500 senior secondary school students from Ijebu North local government area of

Ogun State. A sample of 200 students was chosen through the simple random sampling

technique.
 Three hypotheses were formulated for this study. These hypotheses were tested

by means of linea regression analysis at 5% level of significance. It eas found that self-

efficacy will significantly predict student academic achievement in English language

(N=200) t = 12.437, p<.05) that attitude toward school will signidifantly predict student

academic achievement in English language (N=200, t=6.563, p<.05) and that the

interaction of self-efficacy and attitude toward school will significantly predict students’

academic achievement (N =200, f =21.535, p<.05)

Based on the findings therefore, it was recommended among others that strategies

calculated to enhance self-efficacy of students should be put in place and teachers should

not be too harsh with the students in order not to create negative attitudes towards school

in them.

Keywords: self-efficacy, attitude towards academic achievement in English

language.

Word count 228

 CHAPTER ONE

INTRODUCTION

1.0 BACKGROUND OF THE STUDY

English Language is an important language in the geopolitical entity called Nigeria.

Though it was fostered on the populace by the English colonial master, it ha become the

dominant language out of all the other languages spoken by the different ethnic groups in

the country. Like other languages, English language has four basic skills which must be

mastered by any competent speaker of the language. The four basic skills in their order of

importance are listening, speaking, reading and writing.

The first two skills are sine-qua-non to human communication especially in

English language. This is why oral English is so important as it augment the listening and

speaking skills of people who are learning the language as a second language.

It is pertinent at this point to define oral English. Oral English is the aspect of

English language that deals with how people pronounce English words and how they
communicate in any communicative event (dictional.reverse.net/oral English). The

mastery of the correct pronunciation of English words enhances the communicative

competence between a speaker and his audience. As second language learners of English

language, most Nigerians do not learn the language naturally from birth, we learn it

majorly in school. This is why the teaching syllabus of English has a very important

aspect that deals with oral English.

The major objective of the aspect of the syllabus is to help prospective learners to

be able to communicate effectively with the correct pronunciation especially of difficult

words. The pronunciation of the difficult words are taught with the forty four (44) sound

of the English language. Some of the sounds are /a:/, /t/, /e/, /i:/ and et cetera. The

knowledge of the sounds enables a student to pronounce difficult words like psychology,

quay, irk et ceteral.

As laudableas the teaching of oral English is in Nigeran schools, the teaching of

this aspect of the English language is laden with a lot of quagmires. Some the obvious

problems include lack of laboratory, inadequate teaching aids others include teachers’

incompetence, lack of textbooks to teach the topics effectively et cetera.

According to Obiri (2007), acknowledge the problems of teaching and leraning of

oral English, many pundits have charted numerous ways to simplify its teaching but

many more problems are mounting and needs to obe thoroughly addressed urgently. The

alarming rate performance of student in oral English came to the fore recently when when

only about 31.5% of students of the total candidates who sate for WAEC in 2014
obtained credit pass in English language. The report by WAEC shows that a lot of the

candidates failed woefully in the paper three which is test of oral language skill of the

examinees.

According to www.nigeriantribune.con, in an article titled “Nigeria: poor

spoken English necessitates communication development skills’ posted on the website in

2010, the government acknowledging the fact hat the education industry need to sanitized

organized an independent three-day training which looked at ht ways to boost oral

communication skill among Nigerian students. The assumption at the three-day forum

was that engaging the students in more communicative activities will enhance their

competence in oral English. There however seem to be more solution than the problem

because at difference times other solutions to the problems have been at different for a

but the problem but the teaching and learning of oral English still persist in our various

secondary schools. There need to be a change in strategy here. At the different forum

emphasis has been laid on the problems from the part of the students. To nib this problem

in the bud, we have to take a holistic look at the problems of teaching and learningoral

English not on the part of the students alone but also from the angle of the teachers. This

research will crystalise the problem from the part of the teachers, the students, and toher

who help to take decision in the education industry so that for once a final nail can be

nailed on the coffin of problems of teaching and learning oral English in Nigerian

Secondary Schools.

1.2 RESEARCH PROBLEM

 The teaching of oral English is not a new phenomenon. It has been an aspect of the

English language syllabus for years. While other aspect of English language is easily

taught and learnt by teachers and students, the oral aspect of the language seems to be

faced with a lot of problems which has made it difficult not only in achieving high

academic competence and achievement in English language as a subject but also

contributed to the hindrance in communicative competence of not only the Nigerian

students but also the Nigerian people.

1.3 RESEARCH QUESTIONS

i. Does the teacher’s communicative competence have any influence of the students

learning of oral English?

ii. Is there any significant relationship between instructional materials and students’

learning of oral English?

iii. Do oral English exercises help the students in acquiring oral English knowledge?

iv. What role does language laboratory plays in the teaching and learning of oral

English?

v. Are t here properly prepared textbooks which aids students’ oral English skills?

1.4 PURPOSE OF THE STUDY

The purpose of this is to identify the problems militating against the teaching and

learning of oral English in secondary schools in Nigeria. It is also the purpose of this
study to provide solutions to the identified problems militating against the teaching and

learning of oral English in the various secondary schools in Nigeria.

1.5 SIGNIFICANCE OF THE STUDY

This study will be significant in the following ways.

i. It will bring to the fore, the problems facing the teaching and learning of oral

English in Nigerian schools

ii. It will also give suggestions to the oral English teachers on steps to take to bye-

pass the listed problems for the purpose of achieving their set goals and

objective in oral English class.

iii. The study will also help curriculum developers of oral English to plan the

curriculum in such a way that will make it easy for oral English teachers to

teach this aspect of English language effectively.

iv. The result of this study will also help to bring to the notice of decision makers

in education, the importance of instructional materials on oral English and

other subject learnt in secondary schools in the country.

v. The finding of this research, the research hopes will make the teachers of oral

English to be more effective and efficient in teaching.

1.6 LIMITATION OF THE STUDY

This research endeavour is limited to the problems and the prospect of teaching and

learning oral English. Due to financial and time constraints, the study has been limited to

five secondary school in Ijebu-North local government.

1.7 DEFINITION OF TERMS

Populace: The common people of a nation or the inhabitants of a nation.

Prospect: A potential thing that may come to pass which is often favourable.

Oral English: The spoken aspect of English language that has to do with the right

pronunciation of words.

Language: It is an arbitrary use of signs and writing that will make meaning to t

another person.

English Language: This refers to the language of the English people.

Students: A person studying at a school or in an educational institution

 CHAPTER TWO

2.0 THEORETICAL REVIEW O F LIETRATURE

2.1 AN OVERVIEW OF PHONETICS OF ENGLISH LANGUAGE

Phonetics is the branch of linguistics that examines sounds in a language.

Phonetics describes these sound using the symbols of the International Phonetic

Alphabets (IPA). Nordquist (2013) sees phonetics as the branch of linguistics that deals

with sounds of speech and their production, combination, description and representation

by written symbols. Wikipedia (2013) in corroborating the definitions above defines

phonetics as a branch of linguistics that comprises the study of sounds of human speech

or in the case of sign language. The equivalent aspect of sign. Opining further, the

website avers that phonetics is concerned with the physical properties of speech sounds
or signs, their psychological production, acoustic properties, auditory perception and

neurophysiological status. William et al (2005) opine that the field of phonetics is a

multilayered subject of linguistics that focuses on speech.

There are three basic area of study in phonetics. These areas are articulatory,

acoustic and auditory phonetics. Articulatory phonetics is the study of the production of

speech sounds through the articulatory and vocal cord tract. Acoustic phonetics is the

study of the physical transmission of speech sounds from the speaker to the listeners.

Auditory phonetics is the study of the reception and perception of speech sounds by the

listener (Wikipedia, 2013). Whether it is articulatory, auditory, or acoustic phonetics, the

ultimate goal is to produce speech sounds.

These speech sounds are produced with the biological organs such as mouth, teeth,

tongue, lips larynx, gullet etc. The international Phonetic Association IPA have grouped

the different sounds produced with these biological symbols into forty four. According to

the body, these forty sounds are grouped into vowel sounds and consonants sounds.

According to the IPA, the vowel sounds are twenty while the consonant sounds are

twenty four.

2.1.1 THE VOWEL SOUNDS

Vowel sounds are sounds created by the relatively free passage of breath through the

larynx and oral cavity, (Richard, 2010) while explaining what vowel sounds are, the

freeonlinedictionary.com (2013) defines vowel sounds as speech sounds made with the
vocal tract open. The opening of the vocal tract is this case gives free flow of air coming

from the diaphragm leading to the production of speech sounds with no constrictions.

Voicing his own opinion to the explanation, Moore (2009) opines further that there are

twenty six alphabets in English language and five letters representing vowel are always

talked about (a,e,i o,u). From this five letters, twenty vowel sounds emanates. Moore

(2009) like Richard (2010), Dairo (2000) divides the vowel sounds into pure vowels and

impure vowel. Wikipedia (2013) call this categorization monophthongs and diphthongs.

2.1.2 TYPES OF VOWEL SOUNDS

Liddel et al (2000) see vowel in two catgegories of monophthongs and diphthongs.

They opine further that monophthongs etymologically derives from Greek words, ‘mono’

which means single and ‘phthong’ which means sounds. According to them,

monophthongs ar pure vowel sounds one whose articulation at both the beginning an end

is relatively fixed and which does not glide up or down towards a new position of

articulation. One cogent point here is that there is no distinguishing difference, between

pure vowels and monophthongs; it is just a matter of nomenclature.

Wikitionary (2014) defines monophthongs as a vowel in the sense of sounds rather

than letter of the alphabet that has the same sound throughout it s pronunciation such as

/i/,/i:/, /e/, /o/, /u/ etc. More (2009) in her opinion avers that monophthongs are either long

or short. What this imdicates is that some sounds are held longer in pronunciation

compared to the vowel sounds. She declares that the distinguishing physical difference

between the long and short vowel can be seen in the table below
Short vowel long vowel

/u/

/i/

/e/

Physically we could see that the long vowels have the full colon sign in front of

them to showcase them as the long form of the short vowels.This is not the only way to

distinguish a short vowel from a long vowel sound. According to (2009) long vowel

sounds occur in words because in the pronunciation of some words, we hold on to that

particular vowel longer than we do it were it to be short vowel.

2.1.3 CONSONANT SOUND

In articulatory phonetics, a consonant sound is a speech sound that is articulated with

complete or partial closure of the vocal tract. Example are /p/, pronounced with lips, /t/

pronounced with the front of the tongue, /h/ pronounced in the throat, /f/ and /s/

pronounced by forcing air through a narrow channel and /m/ and /n/ which have air

flowing through the nose (Wikipedia, 2014). According to Nordquist (2014) consonant

sounds are speech sound that are not vowel, they are sounds produced by partial or

complete obstruction of the air stream by a constriction of the speech organs. There are
twenty one consonant letters in English language alphabet i.e b,c,d f, g, h, j, k, l, m, n, p,

q, r, s, t, v, w, x, y, z. t here are twenty four consonant sound in most accent (Crystal ,

2003). When sounding consonant, air flow in uninterrupted or limited by the position of

the t tongue, teeth or lips (Moore, 2009).

Since the number of possible sounds in all of the word language usage is much

greater than the number of letter in any one alphabets, linguistics have devised system

such as the International Phonetic Alphabet (IPA) to assign a unique and unambiguous

symbol to each attested consonants. According to the international phonetic symbol the

twenty four (24) consonants are symbolized as /b/,/p/, /t/, /k/, /g/, /h/, /j/, /ŋ/, /φ/,/d/,

/m/, /n/, /δ/, /f/, /l/, /r/, /w/, /v/, /z/, /s/ etc.

What we normally consider in the production of consonant sounds are place and

manner of articulation. The manner of articulation means how the sounds are produced

i.e whether there is any friction or noise in the course of the production of the sound. We

also try to find out whether the cords are vibrating or not depending on how wide open or

close together they are as air passes. Anyaele (2005). Sounds produced when the vocal

cords are too close such that the air touches the cords to produce vibration ar called

voiced while those produced when the vocal cord are drawn wide apart such that air does

not touch the cords this producing no vibration are called voiceless, Yule (2010)

According to Yule (2010) place of articulation means the various locations in the

speech organs where the mobile articulator articulates with other organs of speech.
2.2 OVERVIEW OF ENGLISH LANGUAGE IN NIGERIA

English is a West Germanic language that originated from the Anglo-Frissian

dialect brought to Britain by the Germanic settler and invaders in some place now called

the North West Germany and Netherlands (Ring, Donald and Taylor, 2014). The English

language came with missionaries and later colonial masters in 1842. Te missionaries who

had to communicate with Nigerians taught those they had encounter with for the sake of

easing their communication and the imposition of the religion,

www.historyrocket.com/2012) Oyedola (1998) quoted on Wikipedia (2014) opines that

historical records does not show the first speakers of English in Nigeria and the exact

date the language got into the country but its outset can be said to the British activities in

the entity called Nigeria.

Banjo (1996) opines that English language first came into Nigeria in the 16th

century. The opinion is an emphasis on the point that British are the catalyst that bought

English language into the country now known as Nigeria.

Obinna (2010) asserts that when formal western education was introduced into the

country by Christian missionaries in the 19th century, they has the first problem of

communication since the local inhabitants only spoke their various local dialects. They

therefore took it upon themselves to teach the local people their own language not

because they loved the people but to hasten their work of evangelism. This singular

step according to Obinna (2010) wa the channel through which one can say English

language got into the political entity called Nigeria,

www.knowingenglish.blogspot.com/2014). In another Opinion, English language came

into Nigeria before the advent of the missionaries. She emphasized that the traders who

include the Portuguese, the British were the ones who introduced English language into

the entity called Nigeria. Obi-Okoye however believes that the kind of English spoken

during the trade period was highly adulterated and can be said to be pidginize English

and not the kind of English language acquired and officialised after independence in

1960.

Also accounting for the advent of English language in Nigeria, Awonusi (2004)

says that the coming of English language into the shores of Nigeria could be traced to the

earliest contacts between the Europeans (First the Portuguese and later the British) and

the people of the coastal regions of Nigeria. Awonusi (2004) identified three major period

in the development of English language in Nigeria.

The first period according to Awonusi (2004) was the period before the advent of

the missionaries education when the Portuguese sea merchants and pirates in search of

new sea route to India arrived in the West African Coast and started trade relations with

the inhabitants. The second period was the period of the missionary activities. This period

witnessed the influx of Christian missionaries into Nigeria. The teaching of English

language flourished in schools established by the missionaries.

The period can be said to be significant it marked the beginning of Western

education in Nigeria. The third period was the colonial period and independence. The

colonization of Nigeria by the British led to the entrenchment of their language as the
language of administration. It also became the language in the education system (Rotimi,

2009).

2.3 THE FUNCTIONS OF ENGLISH LANGUAGE IN NIGERIA

Rotimi (2009) identifies the broad functions of English language in Nigeria. According to

him, English language performs the function of accommodation. He expatiated this by

opining that the language is used for international and interactional communication. He

means that English language help the local people and their international counterpart to

communicate with almost no barrier and also. The language also helps them to

accommodate and tolerate one another.

Daramola (2004) opines that the English language also performs the functions of

participation i.e it is used as a crucial instrument for those who desire to participate in

social, political and economic life of the nation. It also performs the functions of social

mobility because it is the major enhancing both horizontal and vertical mobility in the

country.

In the words of Bamgbose cited in Adedimeji (2012). He opines that of all the

heritage left behind in Nigeria by the British at the end of the colonial administration,

probably none is more important that the English language for it now the language of

government, business and commerce, education, the mass media, literature and much

internal as well as external communication.

 English language is the language of integration (Babatunde, 2001). Babatunde in

the sentence opines that English language integrates not only Nigerians but also the

global community in which Nigeria is an active member. To prove this, he goes further

to say that English is the first language of the United Nations and arguably the only

language spoken in all the nations of the world.

2.4 AN OVERVIEW OF TEACHING AND LEARNING OF ORAL ENGLISH IN S

SECONDARY SCHOOL LANGAUGE ENVIRONMENT

Oral English is an important for secondry school students. For a long time, there

has been a controversy about who should teach oral English. A native speaker or a

teacher who himself or herself learnt English language as a second language and who

obviously has not got the received pronunciation (RP) of the native speakers of the

English language.

Undoubtedly, a good oral English teacher should be a good speaker of the English

language (Zhou, 2010). Buttressing the above opinion, Zhou (2010) opines that many

native English language speakers have proven to be more successful teachers of oral

English compared to oral English teacher who themselves have English language as a

second language. He further says that a good English speaker does not necessarily make a

goal oral English teacher. According to Zhou (2010) a good oral English teacher must

only have a good grasp of the teaching syllabus, he or she must have a good

understanding of the teaching subject i.e the teacher must have a good understanding of

the teaching techniques.

 According to www.britishenglish.org, students can be helped to gain confidence

and do well in their oral English classes when the teacher has a command of the syllabus

content the appropriate techniques to deploy.

Zehr (2009) asserts that oral English is a critical part of an english learns

achievement of full scale proficiency. He however regrets that this aspect of English

language have been relegated to the backdrop in most school where they are black and

white in the syllabus. He further opines that learning oral English is a precursor to

reading and writing and not an aspect of English language teaching that should be done

leisurely. Zher (2009) says in her observation of English as a foreign language, she

discovers that no time is set on the school time table to teach oral English except for one

school and the time table as far as oral English is concerned is not followed.

Adeyemi (2014) asserts that media aid are essential in teaching oral English but

teachers rarely use them. While teachers who use aids like projectors, computers,

recorded audio, language laboratory do not use then effectively. Buttressing her point

further, Adeyemi (2014) says that some teacher who use media aid in oral English class

use the same aid over and over again and the resultant effect of this is that the class

becomes absolutely boring and monotonous.

Yanga (2010) asserts that for a long time, the traditional classroom settings and teacher-

student interaction nad many are not motivated in class. So the love efficiency of oral

English teaching notorious in the educational field and the society.

 While looking at this issue from another point of view, Nunan quoted by Yang

(2010) opines that some people resort to foreign teachers nut according to him, foreign

teacher can only provide authentic input but most of them are not good at teaching skills.

Herbert (2003) opines that out of the five spoken language domain i.e phonemics

awareness, phonics, fluency, vocabulary and comprehension, the most neglected in a

second language environment is oral English aspect. He therefore believes that the

neglect of the oral English aspect is responsible for the poor spoken skills of students and

other inhabitants in a second language environment.

2.5 THE OBJECTIVES OF TEACHING ORAL ENGLISH

The objective of teaching oral English is to teach student to know how to speak

English fluently in the society, (Oribabor, 2006). Corroborating Oribabor’s assertion,

Encarta Encyclopedia (2010) asserts that English language is a second language in the

geographical entity called Nigeria, to be able to speak the English language effectively,

the teaching of the oral aspect of the language must be given top priority. If and only if

the English language in most second language environment is to conform with the

internationally approved model.

In voicing his opinion to the objective of teaching oral English, ask.com (2014)

avers that there are many englishes spoken in Nigeria each with its different

pronunciation pattern which is inevitable. This is because Nigeria and its citizen cannot

exist in isolation from the other countries of the world.

 In Britain today, the received pronunciation (RF) is still regarded as the standard

version of English language, (Wikipedia, 2014). This received pronunciation according to

Jomitt (2000) can only be learnt in a formal learning environment especially in an

environment where English is learnt as a second language. The learning of the received

pronunciation of the received pronunciation RP, makes an individual to speak effectively

and efficiently with the oracy required even in the international community.

Recently, Oral English has become an integral part of the senior secondary school

syllabus in English language. One very important objective of teaching oral English is to

enable students to pass the English language examination because the test of orals is an

integral part of the English language syllabus which carries substantial score which if lost

could mar the chances of students passing English language, Oyinloye (2002)

According to jstor.org (2014) spoken English is highly deficient even among

graduates in Nigeria. The most noticeable aspect of this deficiency is obvious not only in

the ungrammatical use of words but also in the pronunciation of the sounds that make up

words. To remedy the situation, jstor.org (2014) asserts that that is the reason why the

teaching of oral English is made an important part of the English language curriculum.

The objective, the website opines further is to salvage the standard of spoken English in

most second language environment which if not done could make English language face

linguicide in the places where it is presently in vogue.

2.6 THE PROBLEMS OF TEACHING ORAL ENGLISH

 The English language has been spoken in Nigeria for than five decades

(www.wikipedia.com/2010). Despite this stretch of time, it is amazing that English

language in nigeria is still faced with a lot problems in the spoken, written, listening and

reading forms, (www.studymode.com). As it regards oral English, the myriads of

problems facing the teaching cannot be pinpointed to one category, it differs based on the

environment one finds oneself. The panacea to the problem of oral English can be found

in schools but the schools themselves have a lot to battle with as it regards oral English.

According to Oribabor (2006), as far as oral English is concerned, no explicit

policy statement have been issued. The most of testing is still evolving as it changes from

year to year. This constituting additional burden on schools which in the first place are

ill-prepared for teaching the subject. The assertion of Oribabor hre is that there is no

policy document giving specific direction to what should be taught to students as far as

oral English is concerned. This lack of consistency which makes the aim change on a

yearly basis is already worsening the situation in schools that are ill prepared to take oral

English

Roach (2000) sees the problem of teaching oral English in the second language

environment from another point of view. According to him, it will be an exercise in

futility to expect people who use English language as a second language to speak the

same way as the native speakers of the language. He avers further that what should be

established is the standard form of English situated in the environment. According to

him, this standard English peculiar to the environment can be established through
ensuring that it is that brand that is spoken by the educated members of the community.

Roach therefore concludes that it is this brand that a curriculum should be constructed for

and which should be taught in schools as the oral form of that particular standard English.

With this, roach believes a better result will be achieved. The opinion of Roach has been

corroborated by Trudgil (2000) who asserts that though English language is an

international language, we must acknowledge the fact that there are varieties of English

language peculiar to each region of the world. This is because people have localized the

English intonation and local oral form of the localized version of the English language.

Trudgil further states that it will be language colonialism in the 21st century for one to

believe that every part of the world should master the received pronunciation (RP).

Looking at the problem of teaching oral English from another angle, Oyinloye

(2002) asserts that the first language of any group of people is very cogent to them. The

teaching of oral English according to Oyinloe (2002) will meet a natural obstacle in the

mother tongue of the individual. He opines further that no matter how you teach on Oyo

native the pronunciation of /t∫/ sound, he or she will always pronounce the sound as /s/.

the assertion above by Oyinloye (2002) is that the problem of interference which cannot

be ruled out in teaching oral English to students. In buttressing the opinion of Oyinloye

(2002), www.studymode.com (2014) asserts that the interference phenomenon is one of

the banes of teaching oral English to individual who have learnt English language in a

second language environment. Egwugwu (2008) affirms that every language has its own

sound system and many similarities with other languages. According to him, since
English language is an L2 in Nigeria, to teach it effectively and efficiently, those

similarities between the sound system of English language and the mother tongue should

be properly pointed out by the teacher of oral English. It is believed that when it is done,

the students being taught will be able to differentiate these similarities and differences

which will help them to speak English language efficiently.

Analyzing the problem of teaching oral English from the point of view of the

teachers, Ufomata (1999) quoted on studymode.com (2014) opines that most teachers

have no training in the teaching of oral English. He further says that English as a subject

is so broad that each aspects of it ought to be handled by different experts. He further

states that being a graduate of English language and the ability to speak impeccable

English does not qualify one as an English language teacher. It is at this point clear that

the problems of teaching oral English is because the authorities see anyone who has read

English language in the university or college of education as an automatic candidate or

teacher of oral English.

Egmuogu (2008) opines that oral English has twenty vowel sound which include

up to twelve pure vowels and eight impure vowels whereas Nigerian languages have

between five and ten vowels without diphthongs. There is a difference between some

sounds of English language such as /æ and /a:/, /ə/ and /З:/ and the Nigerian language

sound like /a/ and /e/. according to him, it is easy for speakers of English in Nigeria to

substitute the English sounds for the indigenous language sounds. this contrast should be
intimately taught to the Nigerian student who is learning English as L2 if we want him to

be competent in oral English.

While looking at the problem from a general point of view, Ogunsiji (2004) says

that language teaching is not a fragmented process. He asserts that the English language

he four basic language skills of reading and speaking, listening and writing. According to

him, listening and speaking are the oral aspect while reading and writing are the written

aspect. What ogunsiji seems to be implying here is that oral English should not be taught

in isolation rather, it should be taught with listening skill which will help in entrenching

the knowledge in the individual student being taught. Augmenting this assertion of

Ogunsiji is AKinjobi (2004) who affirms that listening and speaking are natural to a child

especially in L1 situation every normal child acquires the skill naturally without passing

through formal education. However, in an L2 situation, such has to be learnt by

phonologically learning the structure of the sounds, how they are articulated and

produced. This is where the duty of the teacher plays an important role.

A teacher of oral English must be competent and possess a mastery of the

oral language syllabus and the required skill neede to teach the students effectively. The

absence of this is a major obstacle to the successful learning of oral English. It is however

unfortunate that that is the situation in most Nigerian schools. It should therefore not be

to strange to us when we see the dwindling fortune of students in English language just as

the recently released General Certificate in Education results of 2014 has shown,

(www.punchng.com).
2.7 THE QUALITIES OF ORAL ENGLISH TEACHERS

Oral English is an important course for student of English language (Zhou, 2014).

However, for a long time there have a controversy about who should teach oral English,

should it be taught by native English speakers or an individual who is a nature of the area

where oral English is going to be taught. In trying to answer the question (zhou, 2014)

opines that a good oral English teacher should necessary be fluent speaker of the English

language. Asserting further, Zhou opines that since native English speakers are naturally

fluent in the use of English language. He believes they should be the ones to teach oral

English.

Wikipedia (2014) avers that being a good speaker of the English language is one

aspect of being able to teaches oral English. The website further asserts that teaching

generally goes beyond having a mastery of the content of what one intends to teach.

Otabor (2014) asserts that it is one thing to know and it is another thing to be able to pass

across to know and it is another thing to be able to pass across what you know in such an

effective and efficient manner based on the spur of the moment. It is obvious here that

Otabor (2014) is talking about the teaching method appropriate to drive home a point on

the part of the teacher in the classroom.

Zhou (2014) believes that apart from a good grasp of the teaching syllabus, a good

oral English teacher must have a good understanding of the teaching subject and have a

good mastery of the teaching techniques. This is a reason why zhou (2014) has gone
further to suggest some qualities that must be possessed by a complete oral English

teacher.

A good oral English teacher must be proficient at the target language. This

obviously means that the teacher must possess the ability to understand, speak, read and

write English not only this, Zhang (2010) suggest that such a teacher must possess

accuracy in pronunciation, knowledge of the linguistics and of the essence of language

acquisition and he or she must have the ability to initiate, sustain and close basic

communicate task in an appropriate way. Corroborating this further Encarta (2010) that

the teacher must be effective in teaching. This includes the teacher’s ability to prepare a

lesson plan focusing on the teaching aim and work towards the aims with certain teaching

strategy.

William (2004) takes the quality form another angle when he says a good oral

English teacher must possess knowledge of the culture of the native users of English

language. He further says that the attitude of the oral English teacher should mimic that

of the native English speakers. This obviously is to enable them learn from teachers in

such a way that they will sooner or later speak like the native speakers of the English

language.

The oral English teacher must possess the ability or quality required to put the

class in proper management (William, 2004). This according to Williams include proper

arrangement of seats, board, and time to fit for certain activities which will enhance the

learning on the part of the learners. Classroom management also include the ability of the
teacher to be clear in the classroom and to change mode of presentation and types of

questions. The teacher should also be able to ensure feedback which helps the teacher to

know the ground he or she has covered.

According to the European Journal of Educational Studies Ejes, (2011), the oral

English teacher should be patient especially when the teaching is taking place in a second

language environment. According to the journal, the teacher should be confident,

imaginative, enthusiastic, humorous and creative. He or she should be friendly,

symphathetic and on good terms with the students and have an affirmative attitude

towards the students and occasionally encourage them if necessary. The suggestion here

is t hat the teacher who teaches oral English should have a personality that his or her

students must be ready to relate with.

Tchudi and Mitchel opine that he oral English teacher must be all encompassing.

He must possess not only the ability to teach the subject, he mist also be seen to use what

he or hshe in his or her daily life activities.

Oral English English involves a complex interaction of speaker and listerner of

voice, tone, style, information, gesticulation et cetera. Though th spoken language can not

be truly taught, the teacher must provide the template such that the student will be

interested in learning the pronunciation or words especially words that are often seen as

difficult because no matter the level of knowledge a student possess in the grammar or

written aspect of language, the spoken form of the language is mostly used and it should

be properly developed.
2.8 THE MODEL OF ORAL ENGLISH

The fact that there are several branches of English language can not be jettisoned.

Quirk (2004) explains that the English language spoken in Nigeria today is of numerous

varieties. Quirk distinguishes six kind of English varieties according to their users.

According to him, there are varieties according to region, education and social standing,

medium, attitude and interference.

At the international level, three are tow acceptable versions of the English

language acceptable all over the globe (Wikipedia, 2013). Corroborating this assertion is

studymode.com/2013, the website opines that the two brands of English to be taught in

schools are either the British English or the American English. What we notice in

Nigerian schools is the running side by side of both the British and American

curriculum (punchng.com/2010). The question here it if all of these varieties of English

language have been identified, what version of oral English English should be taught to

the student who is not in position to decide what he want to learn because the syllabus is

not prepared for him? In an attempt to answer this question, Ayodele (unpublished) avers

that eh Nigerian learners are exposed to various model of English ranging from British to

American models to accents of the Scottish, Welsh, Irish, Indian et cetera. Who teach in

schools or with whom the learners come in contact with in various place. The model of

oral English language to be taught inschools should be British from of the English

language. This is because most examination bodies are model their English language
syllabus along the path of the kind of English spoken in England or in the united kingdom

(Aladeyomi, 2003). There is however a big issue with this model of spoken English

which comes from the nomenclature called Received Pronunciation (RP). The RP is

regarded as the most sublime form of spoken English (Wikipedia, 2013). This RP is

however difficult to learn because the out right learning of hthe RP will literally mean

the wasting of the mentality of the learner of the spoken form to the average Nigerian

student int eh form of the British standard is an aspiring form or the highly educated

version of the English language which itself is an aspriting version aimed at equaling the

received pronunciation peculiar to the native speakers of the language (studymode,

2010).

The question of the model of oral English to be taught is difficult to the answer

because teachers of oral English in Nigerian schools are themselves second language

learners of the English language who cannot speak like the native users of the English

language (Dairo, 2006)

In giving an almost direct answer, studymode.com opines that the Americans are

in charge of technology and most means of communication. Since communication is

important and oral English in school is taught to enhance the communication potential of

an average student, it suggests that he tow model of English i.e American and British

should be taught to students learning English language in a second language

environment.
 CHAPTER THREE

3.0 METHODOLOGY

The purpose of the research was to find out the problems and prospects of teaching

oral and learning oral English language in secondary schools.. This chapter describes the
target population of the study, the sample and sampling technique, research instruments,

validity and reliability of the instrument, procedure for administration and method of data

analysis.

3.1 POPULATION OF THE STUDY

The target population for this study were the students in public senior secondary

schools (SSS 1-3) in Ijebu North Local Government area of Ogun State. It is assured that

the students are capable of expressing independent opinions about the subject matter. To

avoid biased information both boys and girls are used.

3.2 SAMPLE AND SAMPLING TECHNIQUE

A total of 200 students in five public secondary schools in Ijebu North local

government area were chosen. The students were chosen through a simple random

sampling technique.

The randomly chosen schools are

i. Itamerin Comprehensive High School, Ago-Iwoye, Ogun State.

ii. Obanta Comprehensive High School, Awa-Ijebu.

iii. Ago-Iwoye Secondary School, Ago-Iwoye.

iv. Abobi Comprehensive High School, Ago-Iwoye.

v. Methodist Comprehensive High School, Ago-Iwoye.

3.3 RESEARCH INSTRUMENTS

A self designed instrument by the researcher titled Teaching and Learning Oral

English Inventory was used as the instrument of the study.

3.4 VALIDITY OF THE INSTRUMENT

In an attempt to determine the validity of the questionnaire, the researcher gave

the draft of the questionnaire to the supervisor for vetting.

3.5.1 RELIABILITY OF THE INSTRUMENT

To test the reliability of the instrument for its internal consistentcy, a test and re-

test reliability obtained on the instrument. Firstly, the questionnaire was administered on

twenty student from Itamerin Comprehensive High School, Ago-Iwoye. The school was

chosen because it has the same features with other selected secondary schools. After two

weeks, another administration was conducted on the same set of people for a re-test and

to compare the responses on each respondent on both occasions.

3.6 PROCEDURE FOR ADMINISTRATION

All the five schools were visited by the researcher. After seeking permission from

the school principals, some English language teachers assisted in data collection from

each school. The students selected were assembled in one of the classrooms for the

purpose of data collection.

3.7 METHOD OF DATA ANALYSIS

The data gathered and the demographic data of participants will be analyzed by

means of descriptive statistics (frequency distribution tables and percentages).

 CHAPTER FOUR

4.1 DEMOGRAPHIC PRESENTATION

Table 1: Sex Distribution of Participants

Variable Frequency Percentage

Male 91 46
Female 109 54
Total 200 100
Source: Field Survey, 2015

Table 1 above shows that a majority of the respondents (54%) are females while a

minority (46%) are males. Thus we have more females than male respondents in the

study.
Table 2: Age Distribution of Participants

Variable (Years) Frequency Percentage

10-14 89 45
15-19 111 55
Total 200 100
Source: Field Survey,2015.

Table 2 above reveals that a majority of the participants (55%) are 15-19 years old while

a minority (45%) are 10-14 years old.

Table 3 Class Distribution of Participants

Variable Frequency Percentage

S.S. 1 70 35
S.S. 2 84 42
S.S. 3 46 23
Total 200 100
Source: Field Survey, 2015

Table 3 above shows that we have more participants (42%) in S S2 than in SS1 (35%) or

S.S 3 (23%)

Table 4: Distribution of Religion of participants

Variable Frequency Percentage

Christianity 70 35
Islam 105 53
Traditional 22 11
Others 3 1
Total 200 100
Source: Field Survey, 2015
From the 4 above, we can see that a majority of the respondents (53%) claimed to be

Muslims while 35% are Christians, 11% are adherents of traditional religion, while 1%

claimed to her religions.

4.2 ANALYSIS OF DATA GATHERED

Table 5: Oral English is better learnt by listening to the teacher speaking in class.

No of respondents % of respondents
Strongly agree 76 38
Agree 96 48
Disagree 18 9
Strongly Disagree 10 5
Total 200 100
Source: Field Survey, 2015

The above table shows the opinion of respondents concerning the method of learning of

oral English. 76 respondents (38%) strongly agree with the assertion, 96 (48%) of the

respondents agree with the assertion while 17 (9%) of the respondents disagree and 10

(5%) of the respondents completely disagree with the assertion.

Table 6: How a teacher speaks goes a long way to determine students achievement

in oral English

No of respondents % of respondents
Strongly agree 70 35
Agree 101 50.5
 Disagree 20 10
Strongly Disagree 9 4.5
Total 200 100
The above table shows the opinion of respondents concerning the spoken English of the

English language teacher. 70 (35%) of the respondents strongly agree with the assertion

while 101 (50.5%)of the respondents agree with the statement. On the other hand, 20

(10%) of the respondents disagree with the statement while a meager 9 (4.5%) of the

respondents strongly disagree with the statement.

Table 7: Students learn oral English when they mimic the speaking style of the oral

English teacher

No of respondents % of respondents
Strongly agree 61 30.5
Agree 88 44
Disagree 33 16.5
Strongly Disagree 18 9
Total 200 100
The above table shows the opinion of the respondents concerning whether

mimicking the teacher will enable the students to learn oral English. 61(30.5%) of the

respondents strongly agree with the statement while 88 (44%) of the respondents agree

with the assertion, 33 (16.5%) of the respondents disagree with the assertion while 18

(9%) of the respondents strongly disagree with the assertion.

Table 8: How the teacher speaks is a major determining factor determining oral

English achievement of students

No of respondents % of respondents
 Strongly agree 60 30
Agree 103 51.5
Disagree 22 11
Strongly Disagree 15 7.5
Total 200 100
The above table shows the how what respondents feel about the how the teacher

speaks as a determinant of achievement of students in oral English. 60 (30%) of the

respondents strongly agree with the assertion, 103 (51.5%) of the respondents agree with

the statement. On the other hand, 22 (11%) of the respondents disagree with the assertion

while 15 (7.5%) of the respondents strongly disagree with the assertion.

Table 9: Teachers’ audibility in class will help students to completely overcome the

problems they face in oral English.

No of respondents % of respondents
Strongly agree 71 36
Agree 90 45
Disagree 23 11.5
Strongly Disagree 15 7.5
Total 200 100
The above table show the opinion of respondents concerning the audibility of the teacher

as erasing the problems faced by students in oral English. 72 (36%) of the respondents

strongly agree with the statement while 90 (45%) of the respondents strongly agree. On

the other hand, 23 (11.5%) disagree while 15(7.5%) disagree strongly.

Table 10: Lack of Instructional materials in my school is responsible for the problems

students face in oral English

No of respondents % of respondents
Strongly agree 72 36
Agree 63 31.5
 Disagree 48 24
Strongly Disagree 17 8.5
Total 200 100
The table above shows the opinion of respondents concerning lack of availability of

instructional material as being responsible for the problems students face in oral English.

72 (36%) of the respondents agree with the assertion while 63 (31.5%) of the

respondents strongly agree. On the other hand, 48 (24%) of the respondents disagree

while 17 (8.5%) of the respondents strongly disagree.

Table 11: Studets will learn better if teachers bring instructional materials to the oral

English class

No of respondents % of respondents
Strongly agree 80 40
Agree 84 42
Disagree 28 14
Strongly Disagree 8 4
Total 200 100
The above table shows the opinion of respondents concerning students being able to learn

better if the teacher come to class with instructional materials in English language. 80

(40%) of the respondents strongly agree with the statement while 84 (42%) of the

respondents disagree with the statement. On the other hand, 28 (14%) of the respondents

disagree while 8(4%) of the respondents strongly with the assertion.

Table 12: There are local instructional materials that enhance the teaching and

learning of oral English

No of respondents % of respondents
Strongly agree 55 27.5
Agree 69 34.5
 Disagree 52 26
Strongly Disagree 24 12
Total 200 100
The table above shows the opinion of respondents concerning the availability or

otherwise of local instructional material for teaching oral English 55 (27.5) of the

respondents strongly agree with this assertion, 69 (34.5%) of the respondents agree with

the assertion. On the other hand, 52 (26%) of the respondents disagree with the assertion

while 24 (12%) of the respondents strongly disagree.

Table 13: Inadequate learning equipment is the major problem of teaching and

learning oral English in secondary schools.

No of respondents % of respondents
Strongly agree 63 31.5
Agree 75 37.5
Disagree 48 24
Strongly Disagree 14 7
Total 200 100
The above table show the opinion of the respondents concerning how the inadequate

learning equipment is the major problem of teaching and learning of oral English. 63

(31.5%) of the respondents strongly with the assertion, 75(37.5) of the respondents agree.

On the other hand, 48 (24%) of the respondents disagree with the assertion and 14 (7%)

of the respondents strongly disagree.

Table 14: Student accessibility to instructional material will completely eradicate

their oral English learning problem.

No of respondents % of respondents
Strongly agree 63 31.5
Agree 89 44.5
 Disagree 35 17.5
Strongly Disagree 13 6.5
Total 200 100
The above table show the opinion of respondents concerning accessibility to

instructional material as the panacea to their problem in learning oral English. 63 (31.5%)

of the respondents strongly agree with the assertion, 89 (44.5%) of the respondents agree

with the assertion. On the other hand, 35 (17.5%) of the respondents disagree while 13

(6.5%) of the respondents strongly disagree.

Table 15: Oral English exercise helps students to know their level of oral English

achievement

No of respondents % of respondents
Strongly agree 75 37.5
Agree 85 42.5
Disagree 32 16
Strongly Disagree 8 4
Total 200 100
The above table shows the opinion of the respondents concerning how oral English

exercises help students to know their level of oral English achievement. 75 (37.5%) of the

respondents strongly agree while 85 (42.5%) of the respondents agree. On the other

hand, 32 (16%) of the respondents disagree with the assertion while 8 (4%) of the

respondents strongly disagree.

Table 15: it is difficult to learn oral English without a language laboratory

No of respondents % of respondents
Strongly agree 50 25
Agree 75 37.5
Disagree 49 24.5
Strongly Disagree 26 13
 Total 200 100
The above table shows the opinion of the respondents concerning the role language

laboratory plays in the teaching and learning of oral English. 50 (25%) of the respondents

strongly agree with the statement while 75 (37.5%) of the respondents agree. On the other

hand, 49 (24.5%) of the respondents disagree while 26 (13%) of the respondents

completely disagree with the statement.

Table 16: Oral English textbooks are important ingredients in learning oral English.

No of respondents % of respondents
Strongly agree 76 38
Agree 85 42.5
Disagree 32 16
Strongly Disagree 7 3.5
Total 200 100
The above table shows the opinion of the respondents concerning how oral English

textbooks are important ingredients in learning of oral English. 76 (38%) of the

respondents strongly agree with this assertion, 85 (42.5%) of the respondents agree. On

the other hand, 32 (16%) of the respondents disagree while 7 (3.5%) of the respondents

strongly disagree.

SUMMARY OF FINDINGS

From the analysis of the data gathered in the research, the following observations were

categorically made.

i. The teaching and learning of oral English suffers because of problems like

inadequate or some cases lack of instructional materials to teach the subject.

ii. The teaching and learning of oral English in Nigerian schools is not

encouraging to the learners. This is due to the teaching methods of the teachers

who themselves have not undergone the proper training to enable properly

teach the students.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 SUMMARY

At the beginning of this research, it was stated that the purpose of this

research is to investigate into the problems and prospects of teaching and learning of

oral English in secondary schools. From all that was gathered through the

questionnaire, the investigator has attributed the findings to certain things which made

the students respond positively or negatively to the questionnaire given to them. The

investigator has therefore taken her time to look into the responses and make

summary.

In table five of the questionnaire, it was gathered that teachers’ audibility in class

will help students completely overcome problems they in oral English. This can be

seen as a big contribution made on the part of the teacher.more so, the students made

it clear that they face a lot of problems with oral English because of lack of language

laboratory, poor class exercise and teacher audibility.

 Also other problems that influence student in oral English class are textbooks,

learning equipment, bad pronunciation, instructional material. Lack of these items are

some of the causes of problems in teaching oral English in secondary schools. Other

major problem is the non availability of a library.

5.2 CONCLUSION

This section is intended to simply enumerate some of the remote and immediate

causes of the problems and prospect of teaching and learning oral English in secondary

schools. It was found that some of the problems of teaching and learning oral English are

i. Lack of instructional materials

ii. Inadequate library materials

iii. Teachers’ attitude and class control

iv. Inadequate learning equipment

The teaching and learning of oral English has great prospect if the following are made

available, language laboratory, enough textbooks for teaching the subject and learned

teachers who possess the pedagogical skills to teach the subject.

However, student attitude to learning oral English seen through their performance

is not encouraging. This is due to some of the problems listed above. Bloom et al (1981)

supported that to do well in a subject, avenue must be made available for learners to

explore other areas of the subject. In the case of the Nigerian secondary schools,

unavailability or lack of support material have not given the students the opportunity to
learn on their own. According to Zehr (2009) oral English is a critical part of English

language if proficiency is to be attained in the overall learning of English language.

5.3 RECOMMENDATION

In view of findings and discussion in this study, the researcher would like to make

the following suggestion hoping that it would go a long way in solving the problems and

enhancing the prospect of teaching and learning of oral English in secondary schools.

i. The schools, whether private or public should employ competent teachers who

are experts in teaching oral English. This is because English language has so

many aspects unlike other subjects. Each of the aspects have experts who teach

it appropriately. Oral English is one of the aspects of English language being

taught in schools.

ii. In most of the schools, it is observed that oral English is not on the time-table.

For a subject which students still have a lot of problem, special time should be

allocated to the subject where students can go to the language laboratory will

full concentration to learn oral English.

iii. The students should be put in more of their effort in learning oral English

because it will go a long way in helping their spoken English

iv. Students should participate in oral English exercises and games in class.

Participation stimulates the brain and helps in remembering what has being

taught in previous classes

v. Parents should endeavour to help their kid in their take home assignment in

order for the parents to practice together with their kids, this makes them want

to learn more.

vi. The government on its part should make provision for library and language

laboratory in schools. This obviously will go a long way in helping students to

learn oral English appropriately.

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