English language in African higher education: A systematic review

Yallew, Addisalem Tebikew; Langa, Patrício V.; Nkhoma, Nelson Masanche

doi:10.2989/16073614.2021.1914695

Cited by 2 publications

(2 citation statements)

References 51 publications

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“…The widespread use and exponential rise of English in status from its Anglo-Saxon roots to that of a native, foreign and global language are major factors that make English a global phenomenon (Tom-Lawyer & Thomas, 2020) [29] . In Africa, English is the medium of instruction and research in higher learning institutions as a means to internationalize education (Yallew, 2021) [32] . In Kenya, English lies under a Second Language classification.…”

Section: Introductionmentioning

confidence: 99%

Strategies used in teaching English language oral skills and effects on primary school learner participation in Embu County, Kenya

Mugo,

Bwire

2024

IJMRGE

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English language learning is pegged on four core skills namely writing, reading, listening and speaking. Acquisition of language springs from the latter; verbal skills (listening & speaking) and ignite the learning process in totality. Teaching of oral skills is barred by hurdles like ineffective delivery strategies. This study investigates instructional strategies utilized in development of oral skills. Descriptive survey, as a research design, was adopted. The study was grounded on Constructivism Learning Theory. The target population consisted of 37 public primary schools in Embu-West, 37 language panel chairpersons, 67 grade 3 classes and 67 grade 3 teachers of English. The study sample was chosen using stratified and simple random sampling methods. The sample consisted of 10 schools, 10 grade 3 classes, 10 language panel chairpersons and 10 grade 3 teachers. For data collection, teacher questionnaires, language panel chairpersons interview schedule, classroom observation guide and focus group discussion for learners were used. Quantitative data was analyzed descriptively using SPSS version 25.0 and presented in form of tables and percentages whereas qualitative data was analyzed thematically and presented narratively. Results revealed that storytelling, pair work, communication games, group work, role-play and songs among others form the major strategies in the teaching of oral skills. The results led to the conclusion that storytelling, pair work, songs and role-play form the common strategies used in development of oral skills. The study recommends that teachers adopt use of these interactive strategies and motivate learners to practice and develop interest in learning of oral skills among others. These findings may be beneficial to both curriculum developers and implementers for effective teaching and learning.

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Section: Introductionmentioning

confidence: 99%

Strategies used in teaching English language oral skills and effects on primary school learner participation in Embu County, Kenya

Mugo,

Bwire

2024

IJMRGE

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“…Among Africans, Yallew et al (2021) discussed the internationalization of higher education with the increasing use of English as a medium of instruction and research in higher education. It unveiled the unfavorable views on the role English plays in specific contexts presenting critical and problematic uses of language in higher education.…”

Section: Introductionmentioning

confidence: 99%

Attitudes and Language Proficiency of College Students at Catanduanes State University Panganiban Campus

Salvador¹

2022

IRJ

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The study determined the attitudes toward the English language, the general proficiency level of 60 selected first-year college students, language structure, reading comprehension, and vocabulary. This was conducted to solve current issues of reading comprehension difficulties and poor linguistic competence in English subjects. It utilized descriptive research. Findings revealed “zero highly unfavorable” attitudes towards English; 2 “highly favorable.” For language structure, half of them were “slightly proficient,” 26 (43.33%) “Proficient,” 2 (3.33%) “Moderately proficient,” and 2 (3.33%) “Very poor.” No one obtained a “highly proficient” rating. The mean score: was 14.02, 4.59 standard deviation. The overall proficiency was “slightly proficient.” For vocabulary (context clues, antonym, analogy, denotation, and connotation), 29 (48.33%) rated “Slightly proficient,” 23 (38.33%) demonstrated “poor” performance, 6 (10%) were “moderately proficient” only 2 (3.33%) obtained “very poor” rating. The mean score is 13.52/ 4.15 standard deviation, a “slightly proficient” overall rating. “Connotation”- highest with a 3.50 mean score; lowest on “analogy “1.42 mean. For reading comprehension, 29 (48.33%) had “Slightly adequate” proficiency, 25 (41.67%) had “Poor” performance, 4 (6.67%) had a “Very poor” rating, 2(3.33%) had “Moderately proficient”- mean score 12.12, 3.51 standard deviation. “Poor” overall proficiency. “Forming opinions”- easiest; “drawing conclusion “- most difficult. The general proficiency level was “slightly proficient,” with a 42.23 mean. Respondent’s language structure and vocabulary are “slightly proficient, while “Poor” in reading comprehension.

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English language in African higher education: A systematic review

Cited by 2 publications

References 51 publications

Strategies used in teaching English language oral skills and effects on primary school learner participation in Embu County, Kenya

Strategies used in teaching English language oral skills and effects on primary school learner participation in Embu County, Kenya

Attitudes and Language Proficiency of College Students at Catanduanes State University Panganiban Campus

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