Nigerian Teacher Educators’ Perceptions on the Use of Technology in English Pronunciation Instruction
Abstract
The study aims at investigating the teacher educators’ opinions on the utilisation of technologies in teaching English as a Second Language (ESL) pronunciation in Nigerian schools. Specifically, the study seeks to determine (1) the types of technology teacher educators use in their pronunciation instruction (2) the educators’ knowledge of the types of technologies available for teaching ESL pronunciation, (3) the teacher educators’ perceived advantages and disadvantages of technologies in ESL pronunciation, (4) the factors that influence or hinder their utilisation of the technologies in ESL pronunciation instruction, and (5) what they suggest to be the solution to the challenges that hinder them from the effective utilisation of technologies in teaching ESL pronunciation. In order to achieve the stated objectives, a 5-point likert type of questionnaire will be administered to the respondents to elicit the information. The instrument being validated by two experts in the Department of Linguistics, University of Nigeria, Nsukka (UNN) and in the Curriculum Development and Instructional Material Centre (CUDIMAC), UNN respectively. Subsequently, an action research will be conducted to elicit further information on the set objectives. The participants are about twenty-five lecturers in five universities in the Eastern Nigeria. The universities are; University of Nigeria, Nsukka, Nnamdi Azikiwe University, Awka, Ebonyi State University, Abakaliki; Abia State University, Uturu; and Imo State University, Okigwe. Only those lecturers who teach phonetics of English, oral English, spoken English as the case may be or other related courses will be studied. The results of the data to be gathered from the questionnaire will be analysed using mean, standard deviation, t-test, and ANOVA with the aid of Statistical tool for the Social Sciences. The results of the analysis will help us determine whether or not the teacher educators have positive views about the use of technology in ESL pronunciation instruction. Their opinion will help in proffering solution to the perceived challenges. Based on the findings of the study, implications for the effective implementation of technologies in ESL pronunciation will be made.
Abstract
The study aims at investigating the teacher educators’ opinions on the utilisation of technologies in teaching English as a Second Language (ESL) pronunciation in Nigerian schools. Specifically, the study seeks to determine (1) the types of technology teacher educators use in their pronunciation instruction (2) the educators’ knowledge of the types of technologies available for teaching ESL pronunciation, (3) the teacher educators’ perceived advantages and disadvantages of technologies in ESL pronunciation, (4) the factors that influence or hinder their utilisation of the technologies in ESL pronunciation instruction, and (5) what they suggest to be the solution to the challenges that hinder them from the effective utilisation of technologies in teaching ESL pronunciation. In order to achieve the stated objectives, a 5-point likert type of questionnaire will be administered to the respondents to elicit the information. The instrument being validated by two experts in the Department of Linguistics, University of Nigeria, Nsukka (UNN) and in the Curriculum Development and Instructional Material Centre (CUDIMAC), UNN respectively. Subsequently, an action research will be conducted to elicit further information on the set objectives. The participants are about twenty-five lecturers in five universities in the Eastern Nigeria. The universities are; University of Nigeria, Nsukka, Nnamdi Azikiwe University, Awka, Ebonyi State University, Abakaliki; Abia State University, Uturu; and Imo State University, Okigwe. Only those lecturers who teach phonetics of English, oral English, spoken English as the case may be or other related courses will be studied. The results of the data to be gathered from the questionnaire will be analysed using mean, standard deviation, t-test, and ANOVA with the aid of Statistical tool for the Social Sciences. The results of the analysis will help us determine whether or not the teacher educators have positive views about the use of technology in ESL pronunciation instruction. Their opinion will help in proffering solution to the perceived challenges. Based on the findings of the study, implications for the effective implementation of technologies in ESL pronunciation will be made.