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The objectives of the study are to examine impact of classroom environment on the academic performance of students in English language as well as their performance difference by gender. Survey and Correlation research designs were employed. The population of the study involved 183 teachers and 2003 SS III students in the selected schools. 401 students representing 20% and 183 teachers were randomly selected. Self-developed questionnaire and profoma were used for collection of data for this study. The data collected were analysed using descriptive statistics of Mean and Standard Deviation and Multiple Regression Analysis. The findings of the study revealed that classroom environment has strong impact on the academic performance of students in English language. On the gender basis, there was no significant difference in the performance of students. Therefore, it was recommended that school management should provide all necessary facilities in the classroom in order to create enabling environment for students overall development.

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This study aimed to examine the effectiveness of using online task-based learning to improve EFL listening skills of secondary school students in Nigeria.The study used a quasi-experimental design to examine the effect of the online task-based learning on students EFL listening skills. The participants were fifty (50) Nigerian students selected randomly to participate in the study. Intact classes of twenty-five (25) students were used for the experimental and control groups. A self-developed instrument entitled "EFL Listening Skills Test" was administered to determine the baseline and endline performance of the two groups in the pre-post administration of the treatment. The data were analysed using an independent sample t-test. The findings revealed that using online task-based learning has improved students EFL listening skills. It was recommended that the government should ensure adequate provision of teaching and learning facilities such as ICTintegrated classrooms, learner-friendly spaces, premium subscriptions to LMS suites, and adequate provision of networks and internet in schools to foster smooth interactions between the teachers and the students. Teachers' capacity should be adequately built on the effect utilization of the online resources, and their capacity on task-based learning should be improved.

This study aimed to examine the effectiveness of using online task-based learning to improve the EFL speaking skills of Nigerian secondary stage students. The study used a quasi-experimental design to investigate the effects of online task-based learning. Fifty (50) students were chosen to participate in the research. Both experimental and control groups consisted of intact classes of twenty-five (25) students. A self-developed instrument titled "EFL Speaking Skills Test" was administered to determine the pretest and post-test performance of the two groups. The data were analysed with a t-test for independent samples. Students' EFL speaking skills have improved as a result of using online task-based learning. It was recommended that the government should ensure adequate provision of teaching and learning facilities such as ICT-integrated classrooms, learner-friendly spaces, premium subscriptions to LMS suites, and adequate provision of networks and internet in schools in order to facilitate smooth interactions between teachers and students. The teachers' capacity for task-based learning should also be enhanced, along with their ability to effectively utilise online resources.