ASSESSMENT OF ENGLISH LANGUAGE TEACHERS’ COMMUNICATION

SKILLS IN SELECTED SENIOR SECONDARY SCHOOLS IN IBADAN NORTH

LOCAL GOVERNMENT AREA, OYO STATE

Okikioluwa David FAJEMIROKUN

MATRIC NO: 191437

MARCH, 2020
ASSESSMENT OF ENGLISH TEACHERS’ COMMUNICATION SKILLS IN
SELECTED SENIOR SECONDARY SCHOOLS IN IBADAN NORTH LOCAL
GOVERNMENT AREA

BY

OKIKIOLUWA DAVID FAJEMIROKUN

MATRIC NO:191437

A PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE AWARD OF BACHELOR OF ARTS IN
EDUCATION (B.A.ED) DEGREE IN COMMUNICATION AND LANGUAGE
ARTS IN THE DEPARTMENT OF ARTS AND SOCIAL SCIENCES
EDUCATION, FACULTY OF EDUCATION, UNIVERSITY OF IBADAN,
IBADAN

ii
 MARCH, 2020
CERTIFICATION
I certify that this project was written by FAJEMIROKUN, Okikioluwa David in the
Department of Arts and Social Sciences Education, Faculty of Education, University of
Ibadan, under my supervision.

……………………………………………………………………………………..
Supervisor
Professor D.O. Fakeye
B.Ed,(Hons)Ife; Ph.D(Ibadan)
Department of Arts and Social Sciences Education
University of Ibadan, Nigeria

iii
 DEDICATION
This work is dedicated to God Almighty for making this work a reality. It is also
dedicated to my parents; Dr Olakunle Fajemirokun and Late Mrs Oyeronke Fajemirokun
for their support both financially and spiritually.

iv
 ACKNOWLEDGEMENTS
My sincere and utmost appreciation goes to God Almighty for making this research work
a success. May His name only be glorified forever.
My appreciation goes to the supervisor of this work, Professor D.O. Fakeye who is ever
ready to attend to his students. God will continue to be with him and his family.
My appreciation also goes to Mr Akinsola Ifeoluwa for his unfailing support during the
course of writing this project. May God continue to be with him and his household.
I also appreciate my parent; Dr Olakunle and Oyeronke Fajemirokun, my sister; Mrs.
Omosalewa Adedipe, her husband; Mr Dotun Adedipe, my brothers; Olasubomi and
Tobiloba, my girlfriend; Emakhu Sharon, my friends; Maxwell, Demilade, Quadri, Timi,
Faruk and my colleagues; Fatima, Eniola, Oyinkan, Wale, Emmanuel, Tomisin, Juwon,
Mercy, Marvellous, Damilola and Nkechi.

v
 ABSTRACT
English language is a very important language both in schools and in the world. It is a
language that connects different people from different part of the world. It is a language
that breaks language barriers. Students learn in school and the ability or competency in
the subjects results into effective communication. Therefore, English language Teachers’
should have required communication skills so that students could benefits from the
English language. However, English language teachers in Ibadan North Local
Government Area have poor communication skills. Previous studies have attributed this
to many factors, however, attention has not been given to the assessment of English
language teachers’ communication skills in senior secondary schools in Ibadan North
Local Government Area. Therefore, this study was carried out to assess the level of
English Language teachers’ communication skills in Ibadan North Local Government.
Albert Bandura’s theory of social learning provided the framework, while the study
adopted the descriptive research design. Simple random sampling techniques was used to
select 10 senior secondary schools in Ibadan North Local Government, two English
teachers were selected from each schools making a total of 20 teachers. Twenty teachers.
English language teachers’ communication skills rating scale (r=0.81) was used for data
collection. The data collected were analysed using the descriptive statistics of frequency
counts, percentages, means and standard deviation
Findings revealed that the teachers’ level of communication skills was high as the
weighted mean (3.03) is greater than the threshold (3.00). The result also shows that
teachers’ qualification does not have any influence on their level of communication
skills. The results also shows that teachers’ gender has no effect on their communication
skills.
Based on these findings, the researcher recommended that teachers should improve more
on their communication skills.

vi
 TABLE OF CONTENTS
Title Page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of contents vi
CHAPTER ONE
Introduction 1
1.1 Background of the study 1
1.2 Statement of the problem 11
1.3 Research Question 11
1.4 Scope of the Study 12
1.5 Significance of the study 12
1.6 Operational Definition of Terms 13
CHAPTER TWO
2.1 Theoretical Framework 14
2.1.1 Shannon and Weaver Model of Communication 14
2.1.1 Social Learning Theory 17
2.2 Conceptual Review of Literature 18
2.2.1 Language and Communication 18
2.2.2 The Concept of Verbal Communication Skills 21
2.2.3 Nonverbal Communication Skills 23

vii
2.3 Empirical Review 25
2.3.1 Studies on Teachers’ Communication Skills 25
2.3.2 Gender and Teachers’ Communication Skills 27
2.3.3 Qualification and Teachers’ Communication Skills 29
2.4 Appraisal of Literature 31
CHAPTER THREE
METHODOLOGY 33
3.1 Research Design 33
3.2 Population of the Study 33
3.3 Sampling and Sampling Techniques 33
3.4 Research Instrument 34
3.4.1 English Language Teachers’ Communication Skills Rating Scale 34
3.5 Procedure for Data Collection 35
CHAPTER FOUR
RESULTS and DISCUSSION of FINDINGS
4.1 Demographic Information 36
4.2 Discussion of Findings 36
4.2.1 Level of English language teachers’ communication skills 36
4.2.2 Significant difference between male and female teachers on their communication
skills 40
4.2.3 Significant difference in the English language teachers communication skills
based on qualification 40
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary 41
5.2 Conclusion 41

viii
5.3 Recommendation 42
5.4 Limitations 42
5.5 Suggestions for further studies 43
REFERENCES 44
APPENDIX 47

ix
 ASSESSMENT OF ENGLISH TEACHERS COMMUNICATION SKILLS IN
SELECTED SENIOR SECONDARY SCHOOLS IN IBADAN NORTH LOCAL
GOVERNMENT, OYO STATE, NIGERIA

CHAPTER ONE

1.1 BACKGROUND TO THE STUDY

Language serves essentially for the expression of thoughts. Language is an important

aspect in our day-to-day life, because it enables us to communicate. Language is our

primary source of communication. It is the method through which we share our ideas and

thoughts with others. It is both verbal and non-verbal. All humans are born with a need to

communicate. Language is the tool which allows them to do this. It begins very simply

with crying sounds used to tell the parents how they are feeling and builds up quickly, by

the age of 5, children can usually use a huge range of words, put together in complex

sentences to describe, question, discuss, express feelings etc.

Language and communication are different from each other yet one needs the other and

at the same time exists separately. The Collins Dictionary defines language as a

communication system made up of a group of written and sound symbols that people of a

region or country use for writing or talking. On the other hand, sending as well as

receiving messages, either by verbal or non-verbal methods, equates to communication.

Language, on the other hand, plays an essential role in the communication process.

People around the world use a specific language to communicate, exhibiting the fact that

1
language and communication are intertwined, which is a reason why some people fail to

see the difference between the two.

In communication, people exchange information or messages through various means. It

could be verbally, non-verbal actions, graphical and written representations like maps,

charts, drawings or infographics, or through signals and signs.

There are thousands of languages in this world. Some languages are spoken by millions

of people but the most prominent language is English Language. That is, it is a language

that serves as link between different people from different countries with different

languages while communicating their thoughts. English Language is so prominent that

you can not do without it and you cannot find its absence in many countries especially in

linguistics heterogeneous communities like Nigeria.

In the present age of quickest communication, its importance is even more greater. With

the arrival of internet, the whole world has shrunken into a global village. The language

of this global village is English.

English is acknowledged passport to better education and employment opportunities.

English language plays a crucial role to weave the world into a single thread. English has

a status of a second language in almost all the countries where it is not the first language.

To acquire simple language for day to day communication is main aim of learning any

language.

2
In turn, today’s workforce is expected to be highly competent to continually improve

skills and engage in lifelong learning. Language is a skill, like any other skill until and

unless we practice the skill mastery is highly impossible. The aim of learning a language

is directly linked with the LSRW skills that are to be developed. As a universal process

communication influence the activities of the human community at large. Social

development is a prominent feature of effective techniques of communication, which is

necessary for sustaining the growth and development.

The need for learning a language arises from the point of view of its adaptability,

productivity, utility, universality and teachability. Communication is a sharing of

feelings, ideas and opinions with others. This can be intellectual, personnel spoken or

written in nature. We live in groups and man is invariably a social animal. As the social

needs insist, we share our thoughts with others. The two-way processes of

communication motivates, inform, suggests, warns, orders, changing behavior and

estability better relationships to make interaction meaningful and make oneself

understood.

Communication becomes effective when a communicator is effective enough to

communicate competently, simply, clearly sincerely and dynamically. Communication is

essential for close sympathetic relationships in a society and for transformation of men,

material and thoughts from one place to another. This process involves initiation

reception and response that serve as feedback. Hence, communication is interactive by

3
nature.

Today the compulsions of learning English are no longer merely political but scientific

and technological. And no longer is English language of Great Britain only; it is the

language required by the world for greater understanding; it is the most international of

languages. English has become a global language a connecting link, a language of

modern science and technologies, a language of latest sciences, like information

technology and space science, a language of all competitive examinations-be they the

state level, national level or international level. Whether we realize it or not we are now

living in the world of information and communication technology.

In this digital age, computers can be seen populating everywhere. Eighty percent of

computer data are processed and stored in English Scientists have found out that five

thousand newspapers more than half of the newspapers published in the world are

published in English. English language communication is the most common problem

faced by both the teachers and students. Most teachers are not “industry ready” because

they lack communication skills. No effective training is imparted to the teachers who are

very poor at communication. Much importance is being given to the technical skills

ignoring the most indispensable communication skills. To perform effectively in the

business world or organization, communication plays a pivotal role. One who is good at

effective communication thinks soundly, enjoys self-esteem, dignity and gets respect in

society, academic or profession.

People with effective communication skills are more confident, because they know that

4
they can tell other people exactly what they need. In order to communicate effectively

one has to think ahead and organize one’s thoughts. In order to have the technical know-

how and other related skills should learn to develop the competence in application of

English language.

In every walk of life, language that we use for communication is very important. If we

don’t have an effective language, the works which we take up remains dull and cheerless.

Among all the modern languages, English claims to be the first rate language. It are

because all international communications are carried out in English. English is taught as a

tool for international understanding. By learning this language, one can overcome one’s

prejudices, fanaticism, intolerance and narrow mindedness and contributes one’s share to

promote international understanding.

Employability refers to a person’s capability of gaining initial employment maintaining

employment, and obtaining new employment if required (Hillage and Pollare, 1998). It

depends on knowledge, skills and attitude the employer seeks. In order to be employable

it is important to understand the needs of the market place and identify what skills you

already have and what skills you need to include in your career plan. In a list of skills and

attributes identified by companies that belong to National Association of Career

Educators and Employment (NACE) communication skills holds the first position. It’s

mandatory to have effective English invariable of the sector and industry. The National

5
Curriculum Frame Work 2005 has underlined the importance of English with sole

objective of developing the ability to communicate through English.

Good communication skills of teacher are the basic need of academics success of

students, and professional success of life. Teacher communicates more instructions orally

in classroom to students. Teacher with poor communication skills may cause failure of

students to learn and promote their academics. Student need to understand that what is

right, and what is wrong while it totally depend upon the communication skills of

teachers which he adopt in class-room (Sherwyn P. Morreale, Michael M. Osborn Judy c.

Pearson, 2000). Good communications minimize the potential of unkind feeling during

the process of teaching. For learning the learner must be attentive toward their teacher

during the lecture. Loss (2000), recommended that teacher communicate in clear and

understandable manner.

Communication is a dynamic process which need of mind and courage to face the other

and convey his/her massage in effective way. Communication process is successful when

we deliver the massage in clear and understandable way. Effective communication need

to convey and accept his/her massage in all kind of situation and circumstances. Good

communication is considered a strong tool `for effectiveness in the teaching profession

(Monika Srivastava, NA)

As variety of skills are needed for good teaching and teachers. A study conducted by

Ehindero & Ajibade, (2000) indicates that for effective teaching, teacher requires good

6
communication skills such as good communication, good classroom management,

updating knowledge and maintaining personality. No one can teach effectively until

having these basics skills of teaching.

Different research revolves that there is significant co-relation between communication

skills and supervisor perception of job performance (Maes, Weldy, & Icenogle, 1997).

Furthermore, Student’s character building and academic background totally depends

upon the professional attitude of teachers. If teachers adopt positive professional attitude

towards the students in their academic and as well as their social achievements, then

students can easily promote their academic level. Teacher has the responsibility to teach

and practically prepare students for the purpose that they can cope with all type of

situations. It also comes under the responsibilities of teacher to behave as role model to

the students (Honby, 2006).

Communication means the process which one adopts while sharing his / her views with

others. For a teacher it is necessary to have good communication skills for the good

learning of the students. Teachers need good communication skills for facilitating the

students and achieving good professional goals. Effectiveness of teaching is not

dependent on technicality but on the method adopted by the teacher while teaching to the

students.

7
Teachers need clear communication for the good understanding of students and avoiding

the problems for students while learning from their lecture. It is also needed by the

teachers to understand first himself before teaching to students (Loss, J. 2000).

Good communication is not only needed for the effective teaching profession but it is

also very important for the effectiveness of every concern to our life (Batenburg & Smal,

1997 Cited in Ihmeideh).Performance of teachers in classroom totally depends upon the

communication skills. if the teacher has good communication skills then he can easily

convey his /her massage or deliver the lecture in an understandable manner (Maes,

Weldy & Icenogle, 1997).

There are different study carried out on the assessment of English teachers’

communication skills across countries all over the continent but there hasn't been a

research on this study in Nigeria to justify the communication skills of English teachers

in Nigeria. Some of the teachers if not all, are teachers that don't have good

communication skills, some are using what they were bring taught during their time to

teach the 21st century children. We all know English Language has been open to changes

over the years. For example the way they were being taught our to pronounce the word

"listen" back in the 90s is different from the newly founded and corrected way of

pronouncing the word "listen". By so doing, an assessment needs to be carried out to

assess the levels of English teachers’ communication skills.

8
A similar research was made in Turkey and the study aims to investigate and promote

pre-service English language teachers’ competence in basic elements of spoken

communication. In the study a group of 64 non-native pre-service teachers of English in

the Oral Communication Skills course in a pre-service English Language Teaching

department at the tertiary level in Turkey specifically practised the segmental and

prosodic features of English, connected speech, and spoken language conventions

through a number of spoken communication activities and tasks. With the purpose of

evaluating participants’ English pronunciation prior to the course and also after the

course, a student questionnaire was administered and focused on students’ self-

assessment in word pronunciation, word stress, sentence stress, accuracy, intonation,

word linking, assimilation, elision, and contraction before and after the course as well as

the effect of course activities. The data findings indicated poor or average competence in

various components of spoken communication prior to the study; whereas, the

participants reported significant improvement in all these components as they improved

basic components of spoken communication through various interactive course activities.

So also another research towards this study was carried out in Pakistan where the

development of Spoken English in Pakistani teachers training institutions working in

public sector has never been assessed. This study explores the extent of improvement in

English speaking skills among prospective teachers of one year teacher education

program at three public sector universities in Punjab, Pakistan, where English is the

medium of instruction, like all other public sector universities in Pakistan. The sample for

9
this study consisted of 206 prospective teachers (131 entry and 75 graduation level). The

unequal number of prospective teachers at entry and graduation level was due to

difference in intake. The prospective teachers were called one by one and were assessed

using the Fairfax County Rating Scale. The data were analyzed quantitatively. It was

concluded that no significant improvement occurs in the English speaking skills of the

prospective teachers during the teacher education program offered in departments of

Education working in the public sector universities.

Teaching is all about communication - listening, speaking, reading, presenting and

writing. Teachers who hone their communication skills are prepared to instruct, advise

and mentor students entrusted in their care. Additionally, teachers must communicate

well to effectively collaborate with colleagues and update administrators on student

progress. Frequently, parents call, visit or email, so teachers must be adept at answering

questions verbally and in writing.

1.2 Statement of the Problem

Teacher communication skills are considered a key to academic success and failure of the

students. How much teacher communication skills effect the academics success of the

students? For the purpose to discover the facts the researcher intend to conduct a research

study under the title “Communication Skills of a Teacher and its role in the developments

of the students’ academic success” . But it's a pity that in Nigeria, English teachers

communication skills are not being assessed because majority of the knowledge of the

10
communication skills they have are they ones they gained while still in school in the 90s

Where's as, English Language communication skills has been improved upon and some

of these teachers do not know. Most of them are still using outdated version to teach

students and which is not supposed to be so.

1.3 Research Questions

1) What is the level of English language teachers communication skills?

2) Is there significant difference between the male and female teachers?

3) What influence does qualification have on English language teachers

communication skills?

1.4 Scope of the Study

This study would be carried out to assess English language teachers communication

skills. This study is to cover 10 teachers in 10 public secondary schools in Ibadan North

Local Government Area Oyo State.

1.5 Significance of the Study

In the educational settings, great importance is placed on the use of English language,

hence this study would be found useful in improving the quality of communication skills

among teachers in the selected schools of Ibadan North Local Government Area of Oyo

State. The study would also help to inform government and communities about the

11
importance of English language as a global means of communication and hence the need

for teachers to have good communication skills.

So also, this study would be significant in providing the level of English teachers

communication skills. The findings would be beneficial to teachers of English language

to be aware of where they need to improve on and so also it would make the government

to organize trainings, seminars and conference towards the communication skills of

English Language teachers.

1.6 Operational Definition of Terms

Communication Skills: Communication skills involves listening skills, speaking skills,

reading skills and writing skills.

English Language Teachers Communication Skill: This is the level at where teachers

of English have a mastery of the Communication skills.

12
 CHAPTER TWO

LITERATURE REVIEW

2.1 Theoretical Frame-work

2.1.1 Shannon and Weaver Model of Communication

Shannon Weaver model of communication was created in 1948 when Claude Elwood

Shannon wrote an article “A Mathematical Theory of Communication” in Bell System

Technical Journal with Warren Weaver.

Shannon was an American mathematician whereas Weaver was a scientist. The

Mathematical theory later came to be known as Shannon Weaver model of

communication or mother of all models. This model is more technological than other

linear models.

Concepts in Shannon and Weaver model are; sender, encoder, channel, decoder, receiver,

and noise. The sender encodes the message and sends it to the receiver through a

technological channel like telephone and telegraph. The sender converts the message into

codes understandable to the machine. The message is sent in codes through a medium.

The receiver has to decode the message before understanding it and interpreting it. The

receptor machine can also act as a decoder in some cases. The channel can have noise

and the receiver might not have the capacity to decode which might cause problems in

communication process

13
For instance, brain might be the sender, mouth might be the encoder which encodes to a

particular language, air might be the channel, another person’s ear might be the receptor

and his brain might be the decoder and receiver. Similarly, air is the channel here, the

noise present in his environment that disturbs them is the noise whereas his response is

the feedback. There were only five components when the model was made. Noise was

added later.

As Shannon was an engineer, this model was first made to improve technical

communication, mainly for telephonic communication. It was made to maximize

telephone capacity with minimum noise.

Later, Weaver applied it for all kind of communication to develop effective

communication and the model became famous as Shannon Weaver model. In

engineering, Shannon’s model is also called information theory and is used academically

to calculate transmission through machines and also has a formula.

There are three levels of communication according to Shannon Weaver. They are;

technical problems(how a channel causes a problem), semantic problem(is the meaning

of message sent and received very different), and effectiveness problem(how effectively

does the message cause reaction).

The advantages of Shannon Weaver Model is that the concept of noise helps in making

the communication effective by removing the noise or problem causing noise, the model

14
takes communication as a two-way process. It makes the model applicable in general

communication, and communication is taken as quantifiable in Shannon Weaver Model.

With all the advantages, there are still some criticisms of Shannon Weaver Model. It can

be applied more for interpersonal communication than group communication and mass

communication. Receiver plays the passive part in the communication process as sender

plays the primary role that sends messages. Feedback is taken as less important in

comparison to the messages sent by the sender. The model is taken by some critics as a

“misleading misrepresentation of the nature of human communication” as human

communication is not mathematical in nature.

This theory in effect gives us an insight of the communication skills of teachers in

secondary schools. This is because the mode of communication to a very extent affect the

way the students feel about learning the contents. In instances where the teacher is

shabbily dressed, students generally have a perception about that the teacher is not

serious. The teacher has not said a thing but the students are already receiving signals

from the communication encounter. The extreme relevance of this theory is that once the

meaning of a communication is altered, it affects all other levels of the communication

process. The messages of teachers must be clear and well understood to even the last

student in the classroom setting.

15
2.1.2 Social Learning Theory

Social learning theory argues that people learn from each other through observing,

imitating, and modelling the behaviors, attitudes, and emotional reactions of others.

Social learning theory explains how human behavior can be shaped by continuous

reciprocal interaction between cognitive, behavioral, an environmental influence.

It states that learning is a cognitive process that takes place in a social context and can

occur purely through observation or direct instruction, even in the absence of motor

reproduction or direct reinforcement.

Social learning theory was developed in the 1970s by psychologist Albert Bandura, and it

added a whole new dimension in understanding human behavior and its influences.

Before social learning theory, psychologists believed human behavior was strictly a

product of conditioning or direct reinforcement. However, Bandura theorized that much

of learning is a simpler and subtler process; humans can, and do, mimic observed

behavior with little or no reinforcement. The theory was the first to incorporate aspects of

both behaviorist and cognitive learning theories.

This theory gives an insight to the communication skills of teachers especially English

teachers. It shows whether the communication skills of teachers is either good or bad.

From this theory, we got to know that children/students observe people around them.

They are more likely to observe their teachers and imitate their teacher’s communication

skills without knowing whether their teachers has good or bad communication skills.

16
2.2 Conceptual Review

2.2.1 Language and communication

Humans communicate with language. Though language is not the only means of

communication. Whenever communication is thought of, we always associate it with

language. Language is a vehicle that we use in presenting our ideas, thoughts, feelings,

opinions to the world. It is what we exhibit our cultural norms and orientations in and the

whole essence of our being is captured in our language. That is why whenever a country,

people, or race conquers another, the first thing that will be affected will be the

conquered people’s language. If the colonialists had come to Africa without imposing

their languages on the continent, the issue of political domination would not have been

possible. With the conquest comes prestige that the ability to use the conquering people’s

language confers on the conquered people. In Nigeria, during the colonial era,

immediately before they left, the moment after independence to the present day, the

ability to use-speak and write English – confers a status symbols on those that can use the

language – English. This is still evident in the way parents in most home in the country

would go any length to ensure that their ward/children speak English.

If we believe that our language is what drives our value systems, then we say that

language drives our cultural orientation. Sapir (1921) holds it that “language is a purely

human and non-instinctive method of communicating ideas, emotions and desire by

means of voluntarily produced symbols. This means that it is only human beings that of

17
all the creatures on the earth surface that uses language. The language that man uses is

not something his biological make bequeath on him. He learns this language in a human

community. It’s man alone that communicates with language-verbal language.

Language and communication are different things that cannot be separated. Language is

surely the most important tool of communication that individuals have at their disposal.

This is because it is language that permits people to communicate. The purpose of

acquisition of language as proved by Chomsky is for communicative purpose. That is

why humans communicate perfectly using language means. Hence languages play a very

important role in communication. And if you are not using proper language in

communicating with others, then there are chances that you would not be able to properly

communicate your message to the people.

Communication can be viewed as a matter of coding and de-coding linguistic

information. The speaker codes information and puts his thoughts into words, while the

listener de-codes the linguistic information, taking the input from the speaker and

translating it back into a thought. Individuals with a common code can communicate

because they share that code. This is an intuitively appealing view given that

communication in our everyday lives so often relies on language, be it in face-to-face

conversation, talking on phone, writing an email, or other forms of exchange.

Thoughts, feelings, knowledge and learning are expressed through the language which

are the first source of communication. For good journalism, it is necessary to use it in the

18
best possible way. It plays an important role in undertaking any aspects of life. Human

communication is inseparable from human language. Language may not always convey

meaning, even when it is recognizable as language. One may not understand Spanish. Yet

one can recognize a piece of text as written in Spanish and would know if someone is

speaking the language, even though it conveys no meaning. There are languages one

hears on the radio without being able to identity what they mean. But the moment they

convey meaning, they become communication. Therefore, in as much as language is

closely associated with communication, language and communication are not

synonymous. Both may exist independently. In that respect, language is neutral until it

becomes communication. Language facilitates communication even though language

seems to be the product of the need for communication. Communication is language in

motion from the sender to the receiver. However, where the receiver receives a message

that was not intended by the sender, there is communication conflict. This implies that

language per se would generate conflicts until it becomes communication.

In the classroom setting, the link between language and communication is very

important. A teacher that communicates or teach with a language the students cannot

understand is said to not be making any communication between him/her and the

students.

2.2.2 The Concept of Verbal Communication skills

19
Verbal communication is the use of words to share information with other people. It can

therefore include both spoken and written communication. However, many people use

the term to describe only spoken communication. The verbal element of communication

is all about the words that you choose and how they are heard and interpreted.

Verbal communication is part of the backbone of the society. It is necessary to people to

getting along with each other and building the cultures we call our own. Verbal

communication has at least three components. The person who creates the

communication, the communication itself and the person who receives the

communication. Verbal communication encompasses more than just spoken languages.

In this instance, verbal encompasses oral(spoken), visual(seen), written and electronic

communication.

Verbal communication refers to the use of sounds and language to relay a message. It

serves as a vehicle for expressing ideas, desires, and concept and it is vital to the

processes of learning and teaching. In combination with nonverbal forms of

communication, verbal communication acts as the primary tool for expression between

two or more people.

Interpersonal communication and public speaking are the two basic types of verbal

communication. Whereas, public speaking involves one or more people delivering a

message to a group. Interpersonal communication generally refers to a two-way exchange

that involves both talking and listening. According to Robert M. Krauss, professor of

20
psychology at Columbia University, signs and symbols are the major signals that make

up verbal communication. Words acts as symbols and signs are secondary products of the

underlying message and include things like tone of voice and facial expressions.

Verbal communication has many purposes but its main function is relaying a message to

one or more recipients. It encompasses everything from simple one syllable sounds to

complex discussions and relies on both language and emotion to produce the desired

effect. Verbal communication can be used to inform, inquire, argue and discuss topics of

all kinds. It is vital to teaching and learning, as well as forming bonds and building

relationships with other people.

A variety of challenges may arise when using verbal communication to express oneself.

Misunderstandings can arise because of poor word choice, differing perspectives and

faulty communication techniques and subjective opinions regarding acceptable languages

may result in breakdowns in communication.

Verbal communication refers to sending or receiving a message through sounds and

languages. Teachers can address one student or the whole classroom through verbal

communication.

Strong verbal skills will help to encourage essential discussion, whether in the conference

room or in your living room. We all have a natural ability to express ourselves in

different ways. Effective interpersonal communication is essential in the workplace and

at home. It plays a key role in bringing people together, especially when discussion is

21
focused in arears of controversy or conflict. If we have strong verbal communication

skills, we are more likely to experience success.

2.2.3 Non Verbal Communication Skills:

While the key to success in both personal and professional relationship lies in your ability

to communicate well, it is not the words that you use but your nonverbal cues or body

language that speaks the loudest. Body language is the use of physical behavior,

expressions, and mannerisms to communicated nonverbally, often done instinctively

rather than consciously.

Whether you are aware of it or not, when you interact with others, you are continuously

giving and receiving wordless signals. All of your non verbal behaviors-the gestures you

make, your posture, your tone of voice, how much eye contact you make-send strong

messages. They can put people at ease, build trust, and draw others towards you, or they

can offend, confuse, and undermine what you are trying to convey. These messages do

not stop when you stop speaking either. Even when you are silent, you are still

communicating non verbally.

In some instances, what comes out of your mouth and what you communicate through

your body language may be two totally different things. If you says one thing but your

body language says something else, your listener will likely feel that you are being

dishonest. If you say yes while shaking your head for no, for example. When faced with

such mixed signals, the listener has to choose whether to believe your verbal or

22
nonverbal message. Since body language is a natural, unconscious language that

broadcasts your true feelings and intentions, they will likely choose the nonverbal

message.

Your nonverbal communication cues-the way you listen, look, move, and react-tell the

person you are communicating with whether or not you care, if you are being truthful,

and how well you are listening. When your nonverbal signals match up with the words

you are saying, they increase trust, clarity, and rapport. When they do not, they can

generate confusion, mistrust, and confusion.

If you want to become a better communicator, it is important to become more sensitive

not only to the body language and nonverbal cues of others, but also to your own.

What you communicate through your body language and nonverbal signals affect how

others sees you, how well they like and respect you, and whether or not they trust you.

Unfortunately, many people send confusing signals without even knowing it. When this

happens, both connection and trust in relationships are damaged.

Nonverbal communication is a rapidly flowing back-and-forth process that requires your

full focus on the moment–to-moment experience. If you are planning what you are going

to say next, checking your phone, or thinking about something else, you are almost

certain to miss nonverbal cues and not fully understand the subtleties of what is being

communicated. As well as being fully present, you can improve how you communicate

nonverbally by learning how to manage stress and developing your emotional awareness.

23
Nonverbal communication is the nonlinguistic transmission of information through

visual, auditory, tactile, and kinesthetic(physical) channels. It involves the conscious and

unconscious processes of encoding and decoding. Encoding is the act of generating

information such as facial expressions, gestures, and postures. Decoding is the

interpretation of information from received sensations given by the encoder.

Nonverbal communication represents two-thirds of all communications. Nonverbal

communication strengthens a first impression in common situations like attracting a

partner or in a business interview: impressions are on average formed within the first four

seconds of contact.

2.3 Empirical Review

2.3.1 Studies on Teacher’s communication skills

There are various studies being undertaken towards teacher’s communication skills. One

of the studies is “Communication Skills of a Teacher and Its role in the Development of

the Students’ Academic Success”. This study was taken in Pakistan by, Alamgir Khan,

Dr. Salahuddin Khan, Syed Zia-UI-Islam, and Manzoor Khan. Basically, the study

sought to assess the perception of students regarding the role of teacher communication

skills in their academic success. The study indicates that the majority of the students

opined that they learn well from those teacher who has good communication skills or

who adopt good communication skills while dealing inside and out of the institution. The

research study is also supported by Loss, J. (2000) as they concluded that good

24
communication skills strengthen the relationship among the students and teachers by

improving the level of understanding among teacher and students. Study conducted by

Sng Bee. (2012), also supported the present study by stating that good communication

skills not only important for teachers but it is also important for students for their

academic success.

The study indicated that effective teaching not only depends upon the knowledge base of

the teacher but also it is related with method and style of teacher communication skills.

After the findings of the study, it was concluded that communication skills of a teacher

having significant role in the academic success of the students. Therefore, it is necessary

for a teacher to adopt good communication skills while teaching to the students.

Another study being carried out is “The Effect of Teachers Communication Skills on

Student Academic Performance in IJEBU-ODE” by ADEKOYA EMMANUEL

OLUSEGUN on AUGUST, 2012. The study investigated the perception of teachers and

students on the relationship between teacher’s communication skills and students’

performance. The study found out that Hereditary, mannerisms, accent and purpose of

information are important determinants of a teacher’s communication skills.

It also found out that communication skills of teacher’s influence clarity of lesson,

student’s rapport with the subject matter, enhances student presentation skill and it

enhances student performance in examinations.

25
It found out that there is significant relationship between teacher’s communication skills

and students’ academic performance; There is no significant difference in the mean

perception of female and male respondents on the determinants of teachers’

communication skills.

2.3.2 Gender and Teacher’s Communication Skills

Here, the need to know how gender affects or influence teacher’s communication skills.

Here, studies were also carried out to show the effect and influence of gender on

teacher’s communication skills. One of the studies conducted is GENDER

DIFFERENCES IN COMMUNICATION STYLES; IMPLICATIONS FOR

CLASSROOM TEACHING IN NIGERIAN SCHOOLS. It was carried out by Subuola

Catherine Abosede, PhD in Ogun State by June 2017. Generally, people have this believe

men have demanding voices, swear, are straight to the point, forceful, and boastful.

Women, on the other hand, are thought to talk a lot, speak politely and emotionally,

enunciate clearly, use good grammar, talk about trivia things. From this study, results

show that gender is a global and contemporary issue which has continued to arouse keen

interest of researchers. In education field, men are believed to have upper edges over

females in areas such as science, technology and mathematics. Females on the other hand

are believed to do better than males in arts and humanities. Communication includes a

variety of language skills, such as vocabulary, reading comprehension, writing, spelling,

grammar, and word fluency. All students irrespective of gender must show superior

26
performance in these language skills. It is however, interesting to say that teachers

unconsciously treat girls differently from their boys’ counterpart.

Another study being carried out is GENDER DIFFERENCES IN TEACHERS’

PEDAGOGICAL COMMUNICATION STYLES by Gulnas Akhmetova, Dilyara

Seitova, Aigerim Mynbayeva in Kazakhstan, 2017. According to the study, a gender

imbalance favoring female teachers exist internationally and at all levels of compulsory

education. Among teachers, males value communication styles that prioritize certain

qualities such as moderation, rationality, and common speech structures. Meanwhile,

females value communication styles that emphasize traits including diversity in sentence

construction, emotional coloring, flexibility, and general communicative skills.

According to the study, male teachers are more likely than female teachers to

communicate in a lecture style to groups. While female teachers are more likely to use

interpersonal communication one-on-one with students. Men are more likely to use non-

verbal communication than women and there are more female teachers than male

teachers on the whole.

Another study, conducted by Mary A. Ochola and Denis Juma (2014), examined how

teacher communication varied according to teacher gender and how that impacted

students’ academic behavior in secondary schools in Makadara, Nairobi. The study

demonstrated that the male and female teachers exhibited clearly different teaching styles

27
and 65% of students indicated that they were aware that male and female teachers taught

differently.

A study conducted on pre-service teachers’ communication skills of language teachers

who are studying at Department of Turkish Language Teaching at a university in the west

of Turkey. The purpose of this study is to determine the levels of Turkish language pre-

service teachers’ communication skills. According to the study, it is seen that male pre-

service teachers had higher levels of emotional communication skills compared to those

of the female pre-service teachers

2.3.3 Qualification and Teacher’s Communication Skills

The qualification of teachers either male or female determines the rate of their

communication skills. Some teachers with bad qualification tend not to have good

communication skills. While some teachers with good qualification have good

communication skills. For instance, in a situation whereby a teacher that has qualification

in Business Management is teaching English language in a secondary school, the teacher

will not have good communication skills because he or she does not possess a

qualification in English Language. Which in short means the teacher does not have a

mastery of the subject. A teacher that does not have the right qualification of whatever

subject he or she teaches, he or she will have the problem of communication.

Studies are being carried out to show whether having a good qualification or not affect or

influence a teacher’s communication skills.

28
A study conducted by Aina Jacob Kola, Olanipekun Shola Sunday (2015) on a review of

teachers’ qualifications and its implication on students’ academic achievement in

Nigerian schools. The study reviews the controversy surrounding the teachers’

qualifications and its influence on students’ academic achievement. From the findings, a

qualified teacher is crucial in any educational system. That is why it is important to

ensure every teacher is academically and professionally qualified. Teachers’

qualifications have a serious implication on students’ academic achievement. Some

scholars supported that poor pedagogical content knowledge of teachers led to poor

pedagogical content knowledge of teachers led to poor academic performance by

students.

The recommendation given in this study is that government should put up a strategy of

checking the proliferation of colleges of education in the country to ensure the standard

is not compromised.

Also, there should be a general reform of teacher education in all teacher training

institution.

Another study conducted by Sufiyanu Haliru Jega (2018) on the effects of teachers’

academic qualification and experience on students’ achievement and interest in

mathematics in Kebbi State. The study examines the effects of teachers’ academic

qualification and experience on students’ achievement and interest in mathematics.

According to the study, a qualify teacher is one who has a positive effect on student

29
learning and development through a combination of content mastery, command of a

broad set of pedagogic skills and communication skills. Qualify teachers are life-long

learners in their subject areas, teach with commitment and are reflective upon their

teaching practices. They transfer knowledge of their subject matter and the learning

process through good communication. The findings from this study suggest that teachers’

qualification made significant contribution to their communication skills and also made

significant contribution to students’ interest and achievement in mathematics.

2.4 Appraisal of Literature

The literature review of this study is basically divided into three parts. The first part

which is the theoretical frame-work has to do with theories propounded by scholars

which is related to the study being undertaking. Two theories relating to this study were

given. Which are; Shannon Weaver Theory and Social Learning Theory by Albert

Bandura.

The second part which is the conceptual reviews is basically about germane components

of the study. It is further sub-divided into three parts. Which are; Language and

Communication, The Concept of Verbal Communication skills, and Non-Verbal

Communication skills.

Lastly, the third and last part is the empirical review. It talk about past and present studies

being carried out on this study. It is basically about studies similar to the current

understudy being carried out by researchers. The studies are being broken down. Which

30
are; studies on teachers’ communication skills, studies on gender and teachers’

communication skills, and studies om qualification and teachers’ communication skills.

31
 CHAPTER THREE

RESEARCH METHODOLOGY

The research design used for this study is discussed in this chapter. It covers the
design, population, sample and sampling techniques, instruments, data collection
and analysis.

3.1 Research Design

The design adopted for this research is descriptive survey research design which is a non-

experimental design. This research design was adopted because it allows for effective

research by describing the current status of English language teachers' communication

skills.

3.2 Population of the Study

The population of this study will consist of senior school English teachers from all

senior secondary schools in Ibadan North Local Government Area, Ibadan, Oyo State .

3.3 Sample and Sampling Techniques

In selecting sample for the study, the researcher will make use of simple random

sampling technique in selecting teachers in senior secondary schools. The simple random

technique was used to select ten public secondary schools from the 42 secondary schools

in Ibadan North Local Government Area. The purposive sampling was used to select two

English Language teachers in each of the ten schools. The criteria for the purposive

selection were;

32
1) The teacher must be an English Language teacher teaching at the senior secondary

School level.

2) Any teacher that is willing to have his/her class observed.

3.4Research Instrument

3.4.1 English Language Teachers' Communication Skills Rating Scale (ELTCSRS)

The instrument was adopted from a research instrument on Pre-Service Teachers'

Communication Skills done by Lasisi 2020. The research instrument contained 20 items

of which 18 items were extracted to suit this research. Lasisi (2020) trial tested the

instrument on two English Language teachers from one secondary school outside the

local government to determine the reliability of the instrument which indicated 0.81

using cronbach Alpha.

The instrument is made up of two sections: A and B. Section A contains demographic

information on teachers of English language such as name of school, name of teacher,

topic of the lesson taught, Teachers' gender, Teachers' qualification. Section B contains

18 items which were structured along five points rating scale of; excellent (5), very

good(4), good(3), fair(2), poor(1).

The instrument underwenr a face and content validity by the supervisor of this work and

two other lectures in the department to check the reliability and validity of the instrument

after which it was trial tested on four English teachers from secondary schools outside

33
Ibadan North and inter-rattee method was used to determine its reliability coefficient

using the Pearson product moment correlation.

3.5 Procedure for Data Collection

A letter of introduction was collected from the head of department, Arts and Social

Sciences Education of the University of Ibadan, to the school where the research was

carried out. Theconsent of the head of school and teachers were sought. The researcher

with the help of the research assistants visited the schools to administer the rating scale

on the dates and periods given by the schools. As such, the administration of the

instrument and collation of data for this study lasted four weeks.

3.6 Methods of data collection

The data collected for this study were analysed using the descriptive statistics of

frequency counts, percentages, means and standard deviation to answer research question

one. The research question two was answered using the inferential statistics of t-test

which the research question three was answered using the inferential statistics of the

analysis of variance at 0.05 level of significance.

34
 CHAPTER FOUR

RESULTS AND DISCUSSION OF FINDINGS

4.1 Demographic information

Table 4.1a : Teachers’ Gender

Teachers’ Gender Frequency Percent

female 13 65.0
male 7 35.0
Total 20 100.0

Table 4.1a shows the gender distribution of the selected teachers for the study. From the

total number of 20 teachers selected, 7(35%) were male while the remaining were

female. This implies that female teachers 13(65%)selected for the study were more than

male teachers.

Table 4.1b : Teachers’ Qualification

Teachers’ Qualification Frequency Percent

B.ED 13 65.0
MED 4 20.0
others 3 15.0
Total 20 100.0

Table 4.1b indicates the highest qualification of the teachers selected for the study. The

result shows that the majority (13,65%) of the teachers selected were B.Ed , followed by

M.Ed holders (4,20%) and lastly teachers that had other qualification; B,A (3, 15%)

35
 Research Question1. What is the level of English language teachers’ communication

skills?

Table 4.2. Level of English language teachers’ communication skills

S/N ITEMS Exel. V.Good Good Fair Poor x S.D
1 The teacher has a good command of English - 9 26 3 2 3.05 0.71
grammar 22.5% (65%) (7.5%) (2.5%)
2 The teacher’s choice of words is appropriate to - 8 26 6 - 3.05 0.59
the students’ (20%) (65%) (15%)
3 The teacher adopts rich and appropriate - 8 27 5 - 3.05 0.57
vocabulary in his/her expression (20%) (67.5%) (12.5%)
4 The teacher could pronounce the word 3 10 23 2 2 3.25 0.87
correctly (7.5%) (25%) (57.5%) (2.5%) (2.5%)
5 The teacher communicates with students - 12 21 7 - 3.13 0.68
fluently (30%) (52.5%) (17.5%)
6 The teacher explains clearly in appropriate 2 8 29 1 - 3.28 0.59
simple and clear words (5%) (20%) (72.5%) (2.5%)
7 The teacher displays confidence while 10 11 15(37.5 3(7.5%) 1(2.5% 3.65 1.02
communicating (25%) (27.5%) %) )
8 The teacher manages and achieve transition - 4(10%) 22(55%) 13(32.5 1 2.73 0.67
through cuing and interactional negotiation %) (2.5%)
9 The teachers’ voice is audible enough 12 8 8 10 2 3.45 1.30
(30%) (20%) (20%) (25%) (5%)
10 The teachers’ expression is free of tension 2 6 24 7 1 3.03 0.80
(5%) (15%) (60%) (7.5%) (2.5%)
11 The teacher uses different voice patterns and - 2 23 14 1 2.65 0.62
gesture to enhance students’ understanding (50%) (57%) (35%) (2.5%)
12 The teacher is able to explain concepts in 5 5(12.5% 13(32.5 13(32.5 4(10% 2.85 1.16
lucidly order and logic 12.5% ) %) %) )
13 The teacher maintain good eye contact with 5 8(20%) 19(47%) 6(15%) 2(5%) 3.20 1.01
students 12.5%
14 The teacher adopts appropriate gesture while 2 - 27 9(22.5% 2(5%) 2.78 0.76
teaching 5%) 67.5% )
15 The non-verbal signals adopted by the pre- 1 3(7.5%) 16(40%) 19(47.5 1(2.5% 2.60 0.77
service teacher reinforces the message of the 2.5% %) )
spoken words
16 The teachers’ facial expression is appropriate to 1(2.5% 2(5%) 25(62.5 12(30% - 2.80 0.64
situation ) %) )
17 The teacher demonstrates active listening 4 10(25% 14(35%) 11(27.5 1(2.5% 3.13 1.01
ability 10% ) %) )
18 The teacher use of words arouse students’ 1(2.5% 6(15%) 16(40%) 17(42.5 - 2.78 0.80
interest in the lesson ) %)
STANDARD MEAN=3.0 WEIGHTED MEAN=3.03

36
The above table shows the level of English language teachers communication skills were

high because the weighted mean (3.03) was far above the threshold (2.0). Eleven (11) of

the 18 items used contributed to this high level because their means were higher than the

weighted mean. In order of magnitude, the items are: items 7(The teacher displays

confidence while communicating) (mean= 3.65); item 9(The teachers’ voice is audible

enough) (mean= 3.45); item 6(The teacher explains clearly in appropriate simple and

clear words) (3.28); item 4(The teacher could pronounce the word correctly)(3.25); item

13(The teacher maintain good eye contact with students)(3.20); item 5(The teacher

communicates with students fluently)(3.13); item 17(The teacher demonstrates active

listening ability) (3.13); item 3(The teacher adopts rich and appropriate vocabulary in

his/her expression)(3.05); item 2(The teacher’s choice of words is appropriate to the

students’) (3.05); item 1(The teacher has a good command of English grammar) (3.05);

item 10(The teachers’ expression is free of tension) (3.03). This implies that the majority

of the selected teachers had high level of English language communication skills.

37
Variables 95% Confidence
Std. Interval of the Sig.
Mea Dev Mean Difference (2- Rem
n N . Difference Lower Upper T df tailed) ark
FEMAL 54.19 26 6.78 -0.73 -4.82 3.35 - 38 0.718 Not
E 0.36 Sig.
MALE 54.92 14 4.46

Research Question 2: Is there significant difference between male and female teachers

on their communication skill?

Table 4.3 Gender differences in English Language Teachers’ communication skill

Table 4.3 shows that there is no significant difference between male and female English

teachers’ communication skills (t (38) = -0.36; MD = -0.73;P>0.05) .English language

teachers’ gender has no influence on their communication skills, as male teachers (mean=

54.92)and female teachers (mean= 54.19) demonstrated almost the same level of

communication skills.

Research Question 3. Is there significant difference in the English language teachers

communication skills based on qualification

Table 4.4 English language teachers communication skills based on qualification

Sum of Squares df Mean Square F Sig.

Between 181.138 2 90.569 2.21 0.124
Groups
Within Groups 1234.762 37 33.372
Total 1415.900 39

38
Table 4.5 shows that there is no significant difference in the level of English language

teachers’ communication skill (F (2; 37) = 2.21; p>.05) based on their qualification. This

implies that English language teachers’ qualification has no influence on their

communication skill.

39
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

This study was aimed at assessing the communication skills of English language teacher.

This study consists of five chapters. Chapter one is about the background of the study,

significance of the study, scope of the study, research questions, operational definition of

terms. Chapter two talks is the theoretical framework of the study, conceptual review and

empirical review. Chapter three is the methodology. Which consists of the research

design, population of study, research instrument, procedure of acquiring data and method

of data analysis. Chapter four is on results and discussion of data analysis. Chapter five

which is the last chapter in this study consists of the summary, conclusion, implication of

study, limitation and recommendation.

The findings of this study revealed that;

1) The English teachers’ level of communication skills is high.

2) The gender of teachers’ has no influence on their level of communication skills

3) There is no significant difference between the gender of the English language

teachers’

4) There is no significant difference between the communication skills level of teachers

with B.Ed and other qualification

40
5.2 Conclusion

The study was on the assessment of English language teachers’ communication skills in

Ibadan North Local Government Area. Teachers’ performance rests greatly on their level

of communication skills. Teachers’ gender and qualification has no influence on the level

of communication skills according to this research. Even though other researches

revealed that teachers gender and qualification has significant influence on teachers’

communication skills but according to this research, teachers’ gender and qualification

has no significant difference.

5.3 Implication of the Findings

Findings of this study have implications for English language teaching process. Teachers

should always take more steps regularly to improve on their teachings and should not

wait for government before they improve more on themselves.

Ministries of Education should also organize seminars and programs regularly for

teachers to encourage them and make them see needs to improve and further more in

order to improve their content knowledge, also those who want to go back to school to

further their studies can be given reimbursement in order to make them show more

interest. This will help teachers to be more educated and this will improve their

communication skills.

41
5.4 Recommendations

The following recommendations were made based on the findings of this study:

1) Teachers should upgrade their qualifications by enrolling for a higher education

or postgraduate in order to improve more on their communication skills.

2) Teachers should attend seminars, conferences and in-service training where they

could be equipped with current/emerging methods of English Language teaching.

3) Government should allocate more and highly experienced teachers to teach

English language in senior secondary schools.

5.6 Limitations

This study did not go without some constraints. Some teachers in the selected schools

were reluctant to have their classroom being observed. While some felt it would disrupt

the normal classroom activities and make the students attention drawn to the researcher

and not on the lesson being taught, some said continuous assessment tests were been

conducted and observation cannot take place, some said their periods were over or they

were about closing the lesson and cannot get the right data has he/she has almost rounded

off. Despite these limitations, the study has provided significant insights to the level

English language teachers’ communication skills in selected senior secondary schools in

Ibadan North Local Government.

42
5.7 Suggestions for further studies

The study can be replicated using more public schools and more participant and also can

be replicated using another local government. It can also be replicated at the junior

school level instead of the senior school level used in this study.

43
 REFERENCES

“Edward. W. The concise Corsini Encyclopedia of psychology and behavioral science

“Nonverbal Communication”, edited by W. Edward Craighead, and Charles B.

Nemeroff, Wiley, 3rd edition, 2004.

Akhtim. W 2017 “The Power of Verbal and Nonverbal Communication in learning”.

Alamgir. K, DrSalahuddin. K, Syed Zia-UI-Islam, Manzoor. K 2017 “Communication

Skills of a Teacher and Its Role in the Development of the students’ Academic

Success”

Albert Bandura (1971) “Social Learning Theory. General learning corporation. Archived

from the original on 24 October 2013. Retrieved 25 December 2013.

Alexander. E. T 2016 “Language and Communication conflict in Nigeria: Implications

for English Language Pedagogy”.

Andersen and Peter (2007) “Nonverbal Communication: forms and functions (2nd ed.).

Waveland Press.

Anita. T, Alison. B, Pamela. , Carol. C, Cheris. K and Barbara. L “Gender Equity in

Communication Skill”

Bilal. M. Z 2017 “Teaching of English Communication Skills to Arab University

Students: Challenges and Antidotes”, College of Mass Communication and

Humanities, Ajman University.

44
Businesstopia in Communication (2018) “Shannon and Weaver Model of

Communication”.

Cambridge English Language Teaching (2015); ISBN: 9781107497016.

“Communication and Language Skills”.

Christopher. O. F 2017 “Effective Communication: Any Role in Classroom Teaching-

Learning Process in Nigerian Schools”, 0bafemi Awolowo University, Nigeria.

Daruwan. S, Kamonwan. T, Sirichai. K 2014 “Development of an English Speaking Skill

Assessment Model for Grade 6 Students by Using Portfolio”.

Donald. E. P 2010 ‘The case for a comprehensive, Four Skills Assessment of English

Language Proficiency”.

Encyclopedia.com.content 2020 “Language and Communication”.

Ewata. T 2010 “Relationship between Language and Communication”.

Faith. K 2015 “Investigation of Pre-Service Teachers Communication Skills”

Gulnas. A, Dilyara S, Algerim 2017 “Gender Differences in Teachers’ pedagogical

communication styles”.

H. U. Journal of Education 2013 “An Investigation of Prospective English Language

Teachers’ Spoken Communication Skills”.

45
Hardeep. S. A “An Investigation into the Relationship between Language and

Communication”.

International Journal of Applied Research (2016); 2(3): 478-480 “Importance of English

Communication Skills”.

International Journal on English Language and Literature, ISSN 2321-8584 “Impact of

English Language Teaching on the Communication Skills of Rural Students”.

Kevin. J L, B.S, M.S, M.A 2006 “Effective Teacher Communication Skills and Teacher

Quality’, Ohio State University.

Leslie. H and Laurene. L. C 2018 “The Role of Language and Communication in the

Education of English Learners with Significant Cognitive Disabilities”.

Mitchell. B 2018 “The three basic characteristics of communication”.

Naz. R, University of Reading, England, UK “Language and Education’.

Okoli C. A 2017 “Relating Communication Competence to Teaching Effectiveness:

Implication for Teacher Education”, Doctoral Student, Curriculum and

Instruction, Michael Okpara University of Agriculture, Umudike, Abia State.

Robert. M. K, Columbia University 2002 “The Psychology of Verbal Communication”.

Roel M. W and Rosemary. V 2010 “Neutral insights into the relations between language

and communication”.

46
Ross. M, Daniel. M. B, Kristen. D 2017 “Skills for Today: What we know about

Teaching and assessing Communication”,London: Pearson.

Subuola. C. A, Ph.D 2017 “Gender Differences in Communication Styles: Implications

for Classroom Teaching in Nigeria Schools”, Department of Educational

Management and Business Studies, Faculty of Education, OlabisiOnabanjo

University, Ago-Iwoye, Ogun State, Nigeria.

The London School of English (2013) “English Language and Communication Skills for

Professionals”.

Tracii. H 2018 “What is verbal Communication”.

47
 ENGLISH LANGUAGE TEACHERS’ COMMUNICATION SKILLS RATING

SCALE (ELTCSRS)

SECTION A:
Name of School………………………………………………........
Subject Taught……………. Course Combination………………………………
Topic Taught…………………….. Gender……………………...
Qualification ………………………….
SECTION B:
Keys: Excellent=5; Very Good=4; Good=3; Fair=2 and Poor=1

S/N Statements 5 4 3 2 1
1 The teacher
has a good
command of
English
grammar
2 The teacher’s
choice of
words is
appropriate to
students’
3 The teacher
adopts rich and
appropriate
vocabulary in
his/her
expression
4 The teacher
could
pronounce the
words
correctly
5 The teacher
communicates

48
 with students
fluently
6 The teacher
explains
concepts
clearly in
appropriate
simple and
clear words
7 The teacher
display s
confidence
while
communicating
8 The teacher
manages and
achieve
transition
through cuing
and
interactional
negotiation
9 The teacher’s
voice is
audible enough
10 The teachers’
expression is
free of tension
11 The teacher
uses different
voice patterns
and gesture to
enhance
students’
understanding
12 The teacher is
able to explain
concepts in
lucidly order
and logic
13 The teacher

49
 maintains good
eye contact
with students
14 The teacher
adopts
appropriate
gesture while
teaching
15 The non-verbal
signals adopted
by the pre-
service teacher
reinforces the
message of the
spoken words
16 The teacher’s
facial
expression is
appropriate to
situation
17 The teacher
demonstrates
active listening
ability
18 The teacher’s
choice of
words arouse
students’
interest in the
lesson

50