Journal of English Studies Vol. 9, 2013 UNIVERSITY OF IBADAN LIBRARY I'BJWJWC: JOURNAL ESNTUGL OF DIIESHS Vol. 9, 2013 IBAD A N Journal o f E n g lish S tu d ie s , Vol. 9, 2013. UNIVERSITY OF IBADAN LIBRARY A publication o f the Departm ent o f English, University o f Ilad a n . Ibadan. Nigeria © Departm ent o f English, University o f Ibadan, Ibadan. N ^ c n A ll rights reserved, X o part o f this pubSodoB n o r be reproduced, stored in < i retrieval svsreni or transmitted in am form or by anr means m ihont the prior written c onsent o f the copyright owner. ISSN: 0189-6253 UNIVERSITY OF IBADAN LIBRARY IBADAN Journal o f English Studies V oi. 9 , 2013 Contents Content *v Editor-in-ChiePs Comments vi 1 Fonns and Functions o f Bilingual T alk------------------------------ 1 Peter Auer 2. Acoustic investigation o f intonation in Nigerian English---------- 41 Eunice Fajobi 3. Stress Shift and Suflixation in Educated Edo English--------------- 80 Julianah Akindcle 4. Aspect in Standard Nigerian and American English _ — ......----- 103 Stella Ariyike Ayeomoni and Akinmade Timothy Akande 5. The Context o f Religious Fraud in W ole Soyinka’s The Trials o fB rotherJ em and Jem ’s M etamorphosis-------------------- 119 Simeon Ajiboye 6. An Assessment o f the Association between Writing and Publishing Attributes and Reading Enjoyment o f Literary Books ... 145 Nkechi M. Christopher 7. Teachers’ and Students’ Attitude to die Use o f Information Communication Technology in English Language Instruction in Senior Secondary Sdiools in Abeokuta M etropolis......... ........... 166 Adeycmi A Adcyinka 8. Interpreting Corruption: Politics and Popular Attitudes in Nigeria — 186 A Irene Pogoson & Maduabuehi Ogidi 9. Reading Satire: A study o fT h e Cyclops o f Euripides and die Satyrica o f Petronius------------------------------ ................. 213 Emmanuel Folorunso Taiwo 10. Theatre and National Identity: Tlie Case o f Knag-Hir o fT n ia n d ------------- ------------------------------------------------ 226 Doyin Aguoru UNIVER ITY OF IBADAN LIBRARY 11. An Appraisal of the Nigerian Military ins Soyinkafs King B antu__ 246 Adebaya Mosobalaje 12. The Dialectic of Oralitv and Ideology in Wole Soyinka’s Idanre and Ogun Abibiman... ........ 276 Sola Oiorunyomi 13. Afroceratonsni! and! Resistance in Roots: A Synergy of Cbunter- Hegemonic Thrust!........ ............................................................... 287 Charles Akinscte 14. Violated: A Woman’s Story................................... ;..................... 311 Amaka Azuike 1.7 Appraisal of Traditional African Social Welfare Practice: A Rcriew of Tilings Fall. Apart..................................................................... 323 Olufunmilayo ©.. Folaranmi & Omotavo Olatubosun Tope v UNIVERSITY OF IBADAN LIBRARY 7 TEACHERS’ AND STUDENTS’ INFOARTMTITUDE TOTECHANTOIOLONG CYO TMHME UUSE OF LANGUAGE INST INR UECN NGILCIASTTION H ION IN SENIAOBRE SOEKCUOTNAD MAERTYR SOCPHOOLOISLS IN Adeyemi A. Adeyinka University o f Ibadan, Nigeria AThbset rianctetgration of ICT into education is desirable but it has not been fully exploited in the teaching and learning of English language in many secondary' schools in Nigeria. This may not be unconnected with their attitude towards diis modem innovation. Against this background, this study aimed at investigating the attitude of teachers and students to the use of Information and Communication Technology (ICT) in teaching and learning English at die Senior Secondary School level in Abeokula. Tliis study adopted a descriptive research design mediod while simple random sampling technique was used to select 22 out of 74 senior secondary schools in die area. A total of 45 teachers and 296 students were sampled and data were obtained dirough two distinct instruments designed lor die purpose. The reliability co-efficient of the instruments were .75 and .69 respectively. Descriptive statistics of frequency counts and percentages were used to analyse die data. H ie results revealed dial teachers have positive attitude to die use of ICT in teaching wliile students believed it should be for only diose in die sciences. Also, it was ^ ^ ^ ^ ^ ^ d B A D A I ^ o u r n a ^ n E n g l i s f^ tu d ie s^ ^ L S i^ ^ lS ^ ^ ^ ^ ^ ^ ^ ^ UNIVERSITY OF IBADAN LIBRARY Teachers' and Students' Attitude to the Use of ICT in EJ1glish Instruction. .. revealed that the commonest ICT facilities being used by the respondents were computer and mobile phones while teachers believed that ICT could be used to teach all aspects of English. On the basis of this,it was recommended that the use of ICT should be encouraged in teachingEnglish in schools. Keywords- Attitude, leT, e-Iesmiag; computer, instruction 1.Introduction The integration of Information and Communication Technology (ICT) in education has been a priority in most advanced countries but progresshas been uneven especially in the developing countries such as Nigeria. BECTA British Educational Communication and Technology Agency (2006) reveals that there are considerable differences of e-maturity among various nations. Schools in most countrieshowever are at the early phase of ICT adoption. The Nigerian governmentrealizes the inestimable role of ICTin the National Policy onEducation (2004) and states that government shall provide necessary infrastructure and training for the integration of ICT in the school systemin recognition of the role of ICT in advancing knowledge and skililn the modem world. Information and Communication Technology (ICT) has been a veritabletool in medicine, commerce, engineering, education etc. As a resultof this, we now have e-commerce, e-banking, e-government, e- learningetc. This is to testify to the fact that the educational sector in Nigerianeeds to fully integrate leT into its system in order to benefit from the inexhaustive opportunities that it affords. Kolawole (2006) specifiesthat language experts and many stakeholders in education have advocated the use of lei to improve teachers' competence and pedagogical skills as a major way by which the teaching of English Languagecan be improved. UNESCO (2005) had earlier stated how lIT potentially offers numerous advantages and provides opportunities for facilitating learning for children who have different learning styles and abilities including slow learners, the socially disadvantaged, the mentallyand physically handicapped, the talented and those living in remoteareas. Machin (2006) submits that ICT impacts positively on educational performance in secondary schools, especially in English Language. He 167 UNIVERSITY OF IBADAN LIBRARY Adeyemi A. Adeyinka believes that it leads to improvement in the attainment level of students in the subject. This submission was buttressed by Oyinloye (2007) who stresses that ICT facilities are essential to tire English teacher and learner, particularly at the senior secondary school level in die following ways: (i) It helps the teacher to arouse the interest of the learners during language lessons. (ii) It assists the teacher by throwing more light on the meaning of the utterances made by the teacher. (iii) It makes the learners realize the correct articulation of sounds and words. (iv) It enables tire learners to have die opportunity of listening to native speakers of a particular sound language widiout necessarily leaving dicir own country'. All die above put togedier means diat die integration of ICT into teaching and learning of English Language in die senior secondary school will lead to more concentration, on the part of the learners, towards die subject. One would expect dial die increasing awareness and use of computer-aided instructional packages coupled widi die prominence given to English Language as a school subject would enhance the performance of candidates in English, particularly in West African Senior School Certificate Examinations. However, this seems not to be die case in Nigeria. The poor performance of candidates in English has been influenced by a number of factors. Some of diese factors, according to Renee (f 996) are negative attitude towards English, poor instructional strategies, paucity of qualified and dedicated tutors, rote learning resulting from die traditional talk and chalk method of teaching and so on which is an indication that verbal instruction has failed to produce good results in developing countries, Nigeria inclusive. It is believed that if teachers and students want to enhance performance in English, efforts should be made to tap heavily from devices which have direct sensory appeal, hence die need for diis paper. One of die major factors diat affect students’ performance in English is attitude on die part of bodi the teachers and the students. Ezeokoli (2000) submits dial learning and attitude involve experience and behavior change, making attitude critical in die process of gaining an insight into die solution to problems whether diey arc social, 168 UNIVERSITY OF IBADAN LIBRARY Teachers’ m id Students’ A ttitude to die Use o fIC T in English Instruction... emotional, educational and language-related problems. A study on attitude is important in discussing issues relating to language acquisition and development, especially as it affects students in a teaching-learning situation. Makinde (2003) reveals that attitude affects what is learned in cognitive, affective and psychomotor domains since it is the attitude of an individual to learning that determines his or her desire to perform, thus making it relatively important to determine the place of attitude to ICT in students’ performance in English Language. This study is hinged on information processing theory propounded by Jerome Brunner in 1964. The theory explains how the brain processes information and stores it in die memory. It posits diat information travels upward dirough different levels of memory hut not all infonnadon reacliing die brain can be retained as such all informadon first go to short-term memory (STM) where diey stay for a short dme and diey arc eidier coded or stored in die long-term memory (LTM) or lost into output. Owuamanam and Owuamanam (2004) state diat infonnadon processing dieory views students as being oriented towards leaming- seeking, organizing-coding and storing, retrieving and using information diroughout life, such diat meaningful learning occurs when learners select, organise and build coherent connecdons of new infonnadon widi prior knowledge (Mayer, 2001). The teacher, according to die submission of Bradley and Hitch (2001), needs to grab die students’ attendon in order to teach diem effeedvely and to do diis, it is imperadve to gauge dieir level of prior infonnadon. Besides, muldmedia and words cause students to retain more informadon dian word-based lessons alone widiout muldmedia. therefore, die inclusion of infonnadon and communication technology m teaching and learning English language will reinforce teachers’ methodology and learners will be able to make use of their prior -mowledge, process infonnadon and make use of it in learning situations. Informadon and Communication Technology is die scientific mcdiod of storing and processing informadon and correspondingly 'haring, exchanging and sending or moving such information from one place to die other (Bamidelc, 2001). ICT can be defined to mean omputers, ancillary equipment, software, hardware, sendees and resources interconnected to form network diat is used in automatic 169 UNIVERSITY OF IBADAN LIBRARY Adeyemi A. Adeyinka acquisition, storage, manipulation, management, movement, control, display, switching, interchange etc. of data or information. Information and Communication Technologies are instructional resources through which information is passed to students and other listeners and could be referred to as “carriers of knowledge”. These carriers of knowledge include video tapes, computer, diskettes, CD- Rom, disks. Meanwhile, Empirica (2006) categorizes ICT as video conferencing, laptops or games or handheld technologies such as personal digital assistance (PDA) wliile in the findings of Slaout and Borton (2007), die most commonly used ICT devices by teachers are word-processing, power point and World Wide W eb (www). In Malaysia, a wide range of ICTs such as laptops, LCD projectors, trolley witii speakers, software like PowerPoint, flash and interactive courseware have been used to support teacliing and learning throughout schools (Bee, Lau and Cliia, 2008). Suffice to it state here diat ICTs should not be seen from die ordinary use ot modem electronic equipment like radio, television but from die new communication and telecommunication teclinologies diat use interconnection of computer resources and supporting equipment to process, manage and transfer information. Hence, modem ICTs are nearly synonymous with die use of computer to store, process, retrieve and transfer information. The use ol ICT in education and training has been a key priority in die educational sector. Eurydice (2004) observes diat some schools in developing countries have embedded ICT into dieir curriculum and diey have demonstrated high level of effective and appropriate use of it to support teaching and learning. Tliis use of ICT cuts across a wide range of subject areas. Ramboll (2005) examines die contributions of ICT in education and states die following benefits: (i) supports reading, writing and language skills of the students (ii) strengdiens students’ general ICT and media skills (iii) supports inter-disciplinary work (iv) makes schooling more inclusive (v) encourages new learning mediods. At diis juncture, it is doubdess to say diat ICT is applicable to education because die Commonwealdi of Learning (2002) identifies die uses of ICT in education to include e-leaming which takes place via 170 UNIVERSITY OF IBADAN LIBRARY Teachers’ and Students’ A ttitude to the Use o fIC T in English Instruction... various means which include blended learning and teleconferencing; e- library and e-board. On die part of die teacher, die use of ICT in teaching die English language has been discovered dirough different studies to have positive influence on such a teacher because it increases his/her endiusiasm for die use ol ICT (Jennings and Onwuegbuzic, 2001; European Schoolnet, 2004); it increases teachers’ efficiency (Underwood, 2006; Jegede, 2007); it increases co-operation and planning (Armstrong, 2004). On die part of die learner, Look (2005) indicates dial students in technology-rich environment experience positive effects on performance in all subject areas, while Barak (2007) observes diat die use of interactive multimedia software motivates students and lead to improved performance. In all, die use of ICT in teaching and learning of English would enhance students’ performance but it is desirable to determine die attitude of teachers and students to its use in English Language instruction in senior secondary schools in Abeokuta. 2. Statement of the Problem The emergence of ICT has had considerable effect on different sectors il human lile especially among advanced nations but diese invaluable idvantages have not been fully utilized by developing nations. More mportandy, die use of ICT has not been fully exploited in die teacliing and learning of English Language. This may not be unconnected widi fie subjects’ attitude to diis modem innovation. Against diis lackground, diis study aimed at investigating die attitude of teachers and iudents to die use ol ICT in teaching and learning of English Language n senior secondary schools in Abeokuta metropolis. . Research Questions Tfie following research questions drive diis study: What is die attitude of English teachers towards the application of ICT in English Language teaching? What is the attitude of students towards ICT-based instruction in English Language? What ICT facilities arc used by learners to facilitate English Language learning? On which aspects of English Language can English teachers apply dieir Knowledge of ICT? 17 UNIVERSITY OF IBADAN LIBRARY Adeyemi A. Adeyinka 4. Significance of the Study This study is significant because it will help English Language teachers recognize the inestimable roles that ICT play in lesson delivery and the overall performance of their students in any examination. Also, it will enable students to recognize ICT facilities that they can use to facilitate effective learning of the English Language. On the part of the government, this study will assist government to plan, implement, monitor and evaluate its policy towards language education and it will help schools to see the need to integrate ICT into teaching any school subject, especially, die English Language. 5. Theoretical Framework The theory underpinning this study is die theory of attitude formation and change propounded by Gordon Allport in 1935. He submits that attitude can be formed from an individual’s past or present and that it can be a positive or negative evaluation of people, objects, events, activities and idea about anytiiing in die environment. Building on Allport, Green (1953) submits diat attitude is an abstraction from a large number of related activities or responses while Katz (1960) says it is the pre-disposition of an individual to evaluate some symbol or object or aspect of his world in a favourable or an unfavourable manner. Attitude is an important construct in the teaching and learning situation as students’ attitude to a subject has to do widi emotional reactions, behavioural tendencies and beliefs about that particular subject which could be positive or negative. A lot of studies have been carried out on attitude and across disciplines. In the humanities, for instance, Muhammad (2001) reports that students’ attitude to Literature- in-English in Malaysia is negative but Siregar (2010) discovers a positive attitude to learning Literature-in English in Southeast Asia. In anodier study in Turkey, Yilmaz (2012) reports that teachers’ instructional method has a positive influence on students’ attitude to Litcrature-in-English in Turkey and Osisanlu (2012) in Nigeria, investigates the extent to which method of teaching influences students’ attitude to poetry. While studies cited are on Literature-in-English which is delivered in English language, a study of how the use of Information and Communication Technology (ICT) determines the attitude dial students have toward English is desirable, especially in diis age of ICT. 172 UNIVERSITY OF IBADAN LIBRARY Teachers' ~1JJSdtudents' Attitude to the Use of ICTJil English Instruction ... 6. Research Design This study adopted survey research design because no attempt was made to manipulate the variable in the study. 6.1. Population and Selection of Subjects The population for this study comprised teachers and students of English Language at the Senior Secondary School level in Abeokuta. Simple random technique was used to select twenty-two out of the seventy-four secondary schools in the two local government areas in Abeokuta metropolis. An intact class of senior secondary II class was used in each school for this study, thus a total of 296 students were used. All teachers of English at the senior secondary level were used in these schools, giving a total of 45. Altogether, a total of 341 subjects participated in this study. 6.2.Research Instruments Two distinct instruments were used to collect data for this study. The teacher questionnaire titled "Teacher Questionnaire on Attitude to the Use of Information and Communication Technology (lCT)" was a close-ended one patterned after the modified Likert four-point scale of StronglyAgree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD). The instrument had three sections. Section A was on demographic data, section B was on perceived areas in English where ICT could be applied, and section C was on teacher attitude toward ICT. In the same vein, the students' questionnaire was titled "Students' Questionnaire on Attitude to the Use of Information and Communication Technology in the Learning of English Language". It waspatterned after the teachers' instrument. 6.3.Validation of Instruments The face and content validity of the instruments were determined by showing them to secondary school teachers of English and experts in English Language and Computer and necessary modifications were made. The reliability of the two instruments was determined through test-retest using Cronbach Alpha. The index of the teacher instrument was .75 while that of the student was .69, thus confirming that they were reliable. 173 / UNIVERSITY OF IBADAN LIBRARY Adeyemi A. Adeyinka 6.4. Procedure for Data Collection The instruments were personally taken to the selected schools and the permission of die principals and teachers’ consent was sought. The teachers assisted in administering die instrument on die students. On some occasions, die researcher had to visit some respondents twice belore the instrument could be collected from die teachers. In all, die administration of data for diis study lasted five weeks. 6.5. Method of Data Analysis and Results The data collected were analysed using descriptive statistics of frequency count, percentage score and chi-square. The results of die research questions are presented below: Research Question 1: W hat is the attitude of English teachers towards the application of ICT in English Language teaching? Table 1: Teachers’ Attitude towards I C l in Enghsh Language Teaching S/N ITEMS SA A D SD TOTAL 1. ICT will 19 27 0 0 46 influence (41.3%) (58.7%) (0.0%) (0.0%) (100%) teaching positively - 2. Knowledge of 29 17 0 0 46 ICT makes (63%) (37%) (0.0%) (0.0%) (100%) English teachers productive 3. ICT in 2 7 29 8 46 secondary (4.3%) (15.2%) (63%) (17.4%) (100%) school hinders fast learning 4. ICT-based 2 10 27 7 46 teaching is not (4.3%) 21.7%) (58.7%) (15.0%) (100%) applicable in secondary school 174 UNIVERSITY OF IBADAN LIBRARY Teachers’ and Students’ A ltitude to die Use o fIC T in English Instruction... 5. Difficulties in 9 26 11 0 46 ICT usage (19.6%) (56.5%) (23.9%) (0.0%) (100%) don’t hinder me 6. ICT facilities 2 17 24 3 46 may confuse (4.3%) (37%) (52.2%) (6.5%) (100%) students in English teaching 7. Interaction 22 3 19 2 46 with (47.8%) (6.5%) (41.3%) (4.3%) (100%) computers excites me 8. Erratic power 4 20 22 0 46 supply hinders (8.7%) (43.5%) (47.8%) (0.0%) (100%) ICT application 9. Cost of 2 23 19 2 46 maintaining (4.3%) (50%) (41.3%) (4.3%) (100%) ICT is exorbitant 10. It is not 0 4 24 18 46 advisable for (0.0%) (8.7%) (52.2%) (39.1%) (100%) English Language teachers to give assignment requiring ICT usage From Table 1 above, all the English teachers believed that the use of ICT would influence the teaching of English Language positively (100%). This, they further reiterated by agreeing that die knowledge of ICT made die teaching of English productive. However, a few of the teachers, 21 (45.6%), still did not derive any excitement when interacting with die computer. Also, some of the respondents, 21 (45.6%), believed dial llic cost of maintaining ICT was exorbitant. 175 UNIVERSITY OF IBADAN LIBRARY Adeyemi A Adeyinka Research Question 2: What is the attitude of Students toward ICT- based instruction in English Language? Table 2: Students’ Attitude towards ICT-based instruction in English Language________ _________ _______________________________ S/N ITEMS SA A D SD TOTAL 1. Browsing is 117 120 21 38 296 meant for (39.5%) (40.5%) (7.1%) (12.8%) (100%) students in science and technology7 2. CD, DVD etc. 63 72 68 93 296 make learning (21.3%) (24.3%) (23.0%) (31.4%) (100%) j difficult 3. I don’t care if 111 116 6 11 296 virus infects a (38.2%) (39.2%) (2.0%) (3.7%) (100%) : computer 4. Learning 109 49 48 90 296 through (36.8%) (16.6%) (16.2%) (30.4%) (100%) books, newspapers, magazines is preferable to learning through ICT 5. Attending r"97 170 41 11 296 training in (32.2%) (37.4%) (13.8%) (3.7%) (100%) ICT is time wasting 6. Computers 113 116 30 37 296 should replace (38.2%) (39.2%) (10.1%) (12.5%) (100%) textbooks in teaching and learning in schools today 7. Computer, 100 73 104 75 296 VCD, DVD (33.8%) (24.7%) (35.1%) (25.3%) (100%) | 176 UNIVERSITY OF IBADAN LIBRARY Teachers’ and Students’ A ttitude to the Use o fI C T in English Instruction... etc. arc less useful for learning English Language 8. I like c- 113 43 39 101 296 learning (38.2%) (14.5%) (13.2%) (34.1%) (100%) 9. I can’t use 8 94 39 65 296 ICT because I (33%) (31.8%) (13.2%) (22.0%) (100%) don’t understand its use. 10. Teachers who 98 100 40 .58 296 use ICT for (33.1%) (33.8%) (13.5%) (19.6%) (100%) teaching create problems for me Table 2 above reveals that 237 (80%) of the students were of the opinion that browsing was meant for students in die science and technology-based disciplines hence, 1.58 (53.4%) of them still believed diat it was better to learn through printed materials than ICT; 267 (70.2%) equally believed that attending training in ICT was a waste of time. However, there is no correlation between diis opinion of die students and their response that computers should replace textbooks in teaching and learning in schools today. This is buttressed by their response where 1.56 (52.7%) said they liked e-learning and 140 (47.3%) said they did not like e-learning. Research Question 3: What ICT facilities are used by learners to facilitate English Language learning? Table 3: ICT Facilities commonly used by English Learners S/N ITEMS YES NO TOTAL N % N % 1. Docs your school 231 78.0 6.5 32.0 296 possess a website? (100%) 177 UNIVERSITY OF IBADAN LIBRARY Adeyemi A. Adeyinka 2. Is there a language 10 3.4 286 96.4 296 laboratory7 in your (100%) school? 3. Do you have access to 222 75.0 74 25.0 296 desktop/laptop? (100%) 4. Have you heard about 68 23.0 228 77.0 296 interactive board (100%) before? 5. Does your school have 64 21.6 232 78.4 296 e-library? (100%) 6. Do you have a 251 84.8 45 15.2 296 generating set in your (100%) school? 7. Do you have software 135 45.6 161 54.4 296 on English Language? (100%) 8. Are your teachers using 180 60.8 116 39.2 296 English Language (100%) software? 9. Do you have internet 159 53.7 137 46.3 296 facilities at home? (100%) 10. Is your phone 169 57.1 127 42.9 296 multimedia? (100%) With reference to Table 3, a total of 231 (78%) of the students said their schools had websites while 222 (75%) of them had access to the computer, either at home or in school. However, most of the selected schools did not have e-libraries, which would have afforded the students llic opportunity to access the internet. Meanwhile, a sizeable number of them had internet facilities at home which meant they could make use of compact disk, flash drive, video compact disk, radio, computer and telephone to access information. The table further reveals that most students 286 (96.4%) did not have language laboratory in their schools although a large number, 180 (60.8%) responded that their teachers used software to leach them English Imiguage. 178 UNIVERSITY OF IBADAN LIBRARY Teachers’ and Students’ A ttitude to the Use o fIC T in English Instruction... Research Question 4: On which aspects of English Language can English teachers apply their Knowledge of ICT? Table 4: Aspects of English Language to which ICT Knowledge is Applicable___________________________________________________ S./N ITEMS SA A D SD TOTAL1 ICT can 15 27 3 1 46 enhance (32.6%) (58.7%) (6.%) (2.2%) (100%) students’ performance in oral English 2. ICT cannot 5 4 22 15 46 enhance (10.9%) (8.7%) (47.8%) (32.6%) (100%) vocabulary development of students and teachers 3. Poor writing 8 30 4 4 46 can be (17.4%) (65.2%) (8.7%) (8.7%) (100%) rectified using specified word processing . software1 Software can 14 17 11 4 46 improve poor (30.4%) (37.0%) (23.9%) (8.7%) (100%) listening .5. Poor grammar 14 30 2 0 46 can be (30.4%) (65.2%) (4.3%) (0.0%) (100%) corrected via ICT 6. Grammar and 21 21 4 0 46 spelling (45.7%) (45.7%) (8.7%) (0.0%) (100%) checks help students write error-free English 7. Access to the 5 16 21 4 46 internet (10.9%) (34.8%) (15.7%) (8.7%) (100%) 179 UNIVERSITY OF IBADAN LIBRARY Adeyemi A. Adeyinka impedes students’ reading proficiency 8. Lexis and 13 29 3 1 46 structures can (28.3%) (63%) (6.5%) (2.2%) (100%) be taught dirough ICT 9. Access to 10 13 19 4 dictionary (21.7%) (28.3%) (41.3%) (8.7%) software inhibits vocabulary acquisition 10. Multimedia 10 19 13 4 46 activities sucli (21.7%) (41.7%) (28.0%) (8.6%) (100%) as games, video camera, voice recorder etc. can improve proficiency in English Table 4 reveals that all aspects of English Language can be taught using ICT. For example, 42 (91.3%) of the teachers responded that ICT could be used to teach and enhance students’ performance in oral English; 37 (80.4%) responded that it could enhance students’ anc teachers’ vocabulary development; 44 (95.6%) believed IC 1 could help correct poor grammar; 31 (67.4%) responded that IC1 could improve poor listening, while 42 (91.3%) of diem responded diat lexis and structures would be improved through IC 1. In essence, die application of ICT can enhance all aspects of English Language teaching and learning in secondary schools. 7. Discussion of Findings From this study, it has been established that the use ol IC 1 by teachers of English will inlluence their teaching ol' the subject as die teachers 180 UNIVERSITY OF IBADAN LIBRARY oo 05 Teachers’ and Students’ A ttitude to die Use o fIC T in English Instruction... sampled were favourably disposed to its use. This is in lin - with the submission of Macliin (2006) and Oyinloye (2007). It is a fact that the knowledge of ICT enhances performance. However, a few of the teachers did not derive any excitement in interacting with ICT facilities, particularly the computer. Also, from this study, it is revealed that most students believed that ICT is only useful in the sciences and technology. This attitude might be responsible for the poor performance that is still being recorded in English. It is believed that if teachers arouse students’ attention through the use ofICT, as Bradley and Hitch (2001) submit, it would improve their performance in the subject. Furthermore, it has been discovered through litis study that the commonest ICT facilities that are available to the respondents arc mobile phones and the computer. These facilities could be maximized in teaching every aspect of English Language, even in the rural areas. Ellis is because many types of software dial treat various aspects of English Language can be downloaded into these gadgets and used in the classroom. However, a better and an easier way of enhancing English Language lessons would have been dirough die internet and diis would require regular electricity supply which is still a mirage in Nigeria. Finally, diis study indicates diat all aspects of English Language can be taught wadi ICT. According to Eurydicc (2004) and Jegedc (2007), die use of ICT in teaching English will enhance performance. Therefore, Computer Aided Instruction (CAI) should be provided to enhance students’ learning (Yusulf and Afolabi, 2010). 8. Conclusion and Recommendations In the light of die findings of this study, it can be concluded that teachers of English at the Senior Secondary School level and dieir students arc knowledgeable in ICT. Also, it has been established dial teachers have positive attitude towards the use of ICT in teaching English but students’ attitude need to change as they have the impression that ICT is only science-based. This is not to say that students have no knowledge of ICT as majority of them can manipulate computers and mobile phones. While many teachers are eager to use their knowledge of ICT to teach English, erratic supply of electricity is a major challenge and most schools cannot provide money to power die generating sets owned by 181 UNIVERSITY OF IBADAN LIBRARY Adeyemi A. Adeyinka them. It is highly pathetic also that many schools have science laboratories but none of the schools sampled had a language laboratory. In addition, internet facilities that would enhance e-leaming are not in most ofB daies esdc hoonol st.hese findings, die following recommendadons are o(1f)f ereGd:overnment at all levels should invest in the procurement of ICT facilities in our schools. (2) Computer literacy should be given more attention by all stakeholders. (3) Teachers in training should undergo training in ICT in order to teach more effectively. (4) The current English Language curriculum should be reviewed to accommodate the use of ICT in teaching and learning of English (5) Students and teachers should be exposed to various software for English Language teaching and learning (6) Students’ interest should be directed towards taking advantage of die educational dimensions of mobile phones. (7) There should be stable electricity supply to enhance teaching and learning. 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