Masters Of Arts in Linguistics

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Arabic-English translation of cultural concepts by students of Makerere University, Kampala, Uganda
(Kampala International University, college of Education,open and distance -learning., 2019-11) Ruwaida, Saleh Ghabisha
The study investigated the constraints faced by Ugandan students in the translation of cultural concepts in Arabic and Englishand also into their local languages. The theory that grounded this research was Newmark’s theory (1988). The objectives of the study were to identify the difficulties in translating cultural concepts in Arabic/ English translation; to analyze the origin of the cultural concepts in the students’ local languages, and to determine the procedures for better understanding of cultural concepts. A descriptive and analytic design was used as a research design. A non-probability sampling method was used, that is, thepurposive sampling technique to determine the sample size of the study; whereby 10 lecturers and 50 respondents served as research subjects.In view of the fact that an interview was used for the lecturers while self-structured translation test containing two sections for data extraction, the study came out with the findings that most students have problems in translating cultural concepts and limited background knowledge about the culture of the Arabic language. In view of the above findings, the study recommended that there is need for accumulative use of cultural concepts and procedures; It is imperative that translators have more knowledge of the background of target language speakers and avoid using literal translation; misuse of the appropriate lexical words; linguistic, stylistic, and grammatical mistakes; and unfamiliarity with translation strategies and techniques.
Assessment of reading and writing proficiency in Lusoga language in lower primary schools In Kamuli District- Uganda
(2017-10) Tuliraba, Harriet
The study was based on the key issue of The Assessment of Reading and Writing Proficiency in Lusoga in the lower primary schools of Kamuli district . The study used both the qualitative and quantitative research methods. It employed a case study embodying an experimental design .100 pupils and 12 teachers were sampled and the findings were both qualitatively and quantatively analyzed. It was guided by three (3) objectives; the first objective of the research was to investigate the thematic Curriculum innovations in reading and writing in Lusoga in lower primary schools in kamuli district. The findings revealed that teachers did not fully use the thematic Curriculum innovations such as playing, formation of words through segmentation, using charts, writing letters by tracing ,introducing a lesson with a song among others as recommended and prescribed in the thematic Curriculum. The second objective was to determine the reading and writing proficiency of Lusoga. Findings reveal that pupils in the controlled group performed far much better than their counterparts in the uncontrolled group. For example, in the assessment given, they read and write Lusoga fairly well. The third objective was to suggest ways of enhancing proficiency levels in Lusoga in the lower primary schools. The teachers suggested encouragement of the use of Lusoga in all written forms like letters, articles etc and, the formation of Lusoga news paper among others.The study concluded that pupils should be capable of performing better in both reading and writing Lusoga even the other remaining skills of speaking and listening when teaching is basically guided by the stipulated culture and standard alongside other reinforcements from the various stakeholders. The recommendation were that teachers of Lusoga should be given adequate and well grounded training in the teaching and learning of the language. This should be done by the Ministry of Education Sports and Technology through the NCDC and also support from the Busoga community.
Background knowledge and comprehensive of communally constructed texts : a case study of Runyankole in lower classes of primary schools in Bushenyi District
(Kampala International University. College of Education, Open, Distance and E-Learning, 2018-05) Ahumuza, Phionah
The study on background knowledge and comprehension of communally constructed texts. A case study of Runyankole songs in lower classes of primary schools in Bushenyi district was conducted in three government primary schools. The study was guided by the following objectives;To determine the role of background knowledge in understanding of Runyankole songs, to document the different types of Runyankole songs sung by pupils in lower primary schools, to determine the pupils’ level of participation in and comprehension of Runyankole songs, and to explore the possible ways of enhancing the pupils ‘understanding and use of Runyankole songs.The study focused on the fact that background knowledge on the content and genre related to songs is essential in order to comprehend the message behind the text. This study examined how kindergarten pupils reach school with knowledge but is not activated in their singing lessons as they just sing to pass time thus neglecting the didactic heritage behind songs. Schema theory, the ecological, anthropological and conceptual metaphor approaches were used to anchor this study. The population included primary two pupils and teachers of lower classes. The sample size was determined by Slovenes’ formula and 132 respondents participated in the study including both teachers and pupils. The researcher used questionnaires for teachers and oral test for pupils to collect data. The researcher used both qualitative and quantitative research approaches and data was analysed using SPSS. The researcher found out that the singing lessons are not taken serious by both the teachers and learners since the songs are not examined and there are no good methods of teaching them. The students just sing and they don’t understand what they sing. Through an experiment where learners were given a pre-test and after three weeks of teaching, given a post-test, the comparison, showed that pupils did better in the post test. This showed that there is a significant relationship between background knowledge and comprehension of communally constructed texts. The researcher recommended the government of Uganda through the ministry of education and sports and the national curriculum development Centre to fully implement the thematic curriculum by emphasising the singing lessons and provide the teachers with enough resources to carry out the teaching of songs. She recommends the teachers to always activate the learners’ background knowledge for better comprehension of songs. This would aid in comprehension of all communally constructed texts basing on the structure, content and language as in the case of songs.
Communally Constructed Texts In The Improvement Of English Verbal An]) Writing Skills Of Students In Ngariama Secondary Schools, Kenya .
(Kampala International University ,College of Education, Department of Open and E-distance Learning, 2018-09) Mbijru, S. Njokj .
The study’s investigation was “Communally Constructed Texts (CCT5) in the Improvement of Verbal and Writing Skills of Students in Ngariama Secondary Schools, Kenya”. The study objectives were: to establish the inherent potential CCTs have in fostering improvement of students’ verbal and writing skills; to ascertain the impact CCTs usage has on students’ verbal and writing skills; and to suggest ways of better utilization of CCTs in the teaching/learning of verbal and writing skills. The study employed a case study which made use of a quasiexperimental design. Both quantitative and qualitative methods of data collection were employed. The study utilized 125 students and 10 teachers picked from 3776 and 236 respectively from 4 schools in Ngariama Location. A pretest was administered to the sampled students to establish their homogeneity level and to determine the control and experimental groups. A treatment was given to the çxperimental group; the post test was, then, given to both groups. Inherent potential of CCTs, together with their impact on performance in verbal and written skills were established. In addition, an interview was conducted on teachers to obtain their opinions about students’ usage of CCTs and performance in verbal and writing skills. Data obtained was thematically presented. The findings on objective one revealed that students come into classroom with background cultural knowledge in form of CCTs which facilitates learning of English. Findings on objective two showed that CCTs have a tremendous impact on improving students’ verbal and writing skills; this was evident since the experimental group had a better improvement than the control groups. Findings on objective three revealed that curriculum developers should formulate a syllabus that advocates for multiculturalism. In addition, teachers must appreciate cultural diversity and community of meaning. The researcher concluded that if teachers emphasize use of proverbs and riddles in teaching English language and other classroom activities, there would be improvement in students’ performance in both verbal and written texts. The researcher recommends: curriculum developers ought to formulate a syllabus that advocates for multiculturalism; teachers of English must appreciate community of meaning; and the government through the Ministry of Education should deploy English teachers within their cultural setup such that they are able to inculcate the cultural elements.
Conceptual writing and development of writing skills Among English language students in selected Secondary schools in Makindye division, Kampala Uganda
(Kampala International University, 2018-09) Maryam, Mohammed
The purpose of the study was to examine the influence of conceptual writing on the development of writing skills among English language students in selected secondary schools in Makindye Division, Kampala District Uganda. For this reason, the study specifically ascertained the effect of expository writing, assessed the significance of descriptive writing and examined the role of narrative writing on development of writing skills among such students in the same schools in the division. This study adopted a descriptively correlational research design based on the quantitative and qualitative approach. The study population included 6 head teachers representing their deputies, 7 DOSs standing in for HODs as well as 48 Senior Four Teachers (Arts) and 470 Students who represented the rest of the teachers and students, respectively. It is from these population subgroups that the study sample 168 respondents were selected using purposive and stratified random sampling strategies. The questionnaire, interview guide and documentary review matrix were used as data collection instruments. Analysis of the collected data was done using quantitative and qualitative methods. Quantitative analysis included descriptive tools, namely frequency distribution, arithmetic mean and standard deviation, as well as inferential statistics of Pearson’s Correlations Co-efficiency and multiple linear regression. The main findings were that generally the level of English writing skills was relatively low among English language students in secondary schools of field survey. This was attributed mainly to descriptive writing education that was least consistent. It was also to some extent attributed to narrative writing and expository writing education, in that order, which were less fairly consistent and relatively consistent, respectively. It was concluded that expository, descriptive and narrative writing as potential conceptual writing education strategies were significantly predictive but inadequate. It was therefore recommended for better English writing proficiency, a lot more should have done mostly about descriptive writing education, then narrative writing learning and expository writing in that order. Such improvements should be the collective responsibility of all stakeholders, including Uganda’s department of secondary education standards, school management, English teachers, students and parents.
Dialect Variation and standardization: a case study of Fulfulde in Northern Nigeria
(Kampala International University, 2017) Liman, Abba
The study concerned the dialect variation and Standardization of Fulfulde in Nigeria
Dialect variation and standardization: A case study of Fulfulde in Northern Nigeria
(Kampala International University, College of Education, Open and Distance Learning, 2017-07) Abba, Liman
The study was concerned with the dialect variation and standardization of Fulfulde in Nigeria. It was guided by three (3) objectives; to show lexical variation of Fulfulde in Nigeria, to work out a proposal for standardization and to test the acceptability of the proposal to standardize Fulfulde in Nigeria. The study used cross sectional research design with a sample size of 105 respondents. It also employed qualitative and quantitative techniques to analyze the collected data by used of SPSS pack and the researcher used questionnaires to collect data from respondents. Two sets of questionnaires were used; for lectures and students. The study found out that lexical variation of Fulfulde exists in Nigeria. However, the respondents had unanimously accepted Fulfulde to be standardized, and the proposal for standardization had been worked as follows: The Fulfulde curriculum should be reviewed to contain only the Adamawa dialect; the Adamawa dialect should be enforced to ~e the language for the media as well as literary work and a National seminar should be held in Fulfulde to adopt the proposal for standardization. The study concluded that Adamawa dialect should be the dialect to be standardize and it major recommendations where government should review the National policy on education in respect of Fulfulde curriculum and to make it mandatory for all the dialect areas to adopt
Enhancing reading comprehension through text structure background knowledge in Bunia Secondary Schools, Ituri D R Congo
(Kampala International University. College of Education, Open, Distance and E-Learning, 2018-05) Cwinya’ay, Unega
Product oriented approach to reading which assumes meaning exists in the text itself is unproductive in terms of delivering an efficient comprehension of the text because it fails to consider students’ schemata in reading comprehension process. This omission raises the problem of students’ poor performance in reading and undermines their reading skill development. This research has raised the problem of the omission of students’ background knowledge in the teaching of reading comprehension in Bunia secondary schools, Ituri Province in the Democratic Republic of Congo. The research poised itself to demonstrate that the background knowledge of text structure has positive effects on the students’ comprehension of a text because reading is an interactive process that goes between the reader’s prior knowledge and the text. The study was conducted via an experimental design. Intervention was conducted in Bunia secondary schools whereby experimental teaching took place. Students’ awareness of text structure and rate of understanding was gauged before and after intervention. Moreover, comprehension lessons were attended by the researcher. Lesson attendance revealed that Bunia secondary school teachers use a product-oriented approach to reading comprehension teaching. This approach considers understanding the product of the text and leads to students’ poor performance in reading because no linkage is made between the students’ prior knowledge and the textual material. The present research found that background knowledge of the text structures has positive effects on the reading comprehension of students. It enhances comprehension rate of students, optimizes comprehension speed, reduces response time, boosts response accuracy, helps students make prediction and concentrate on the unknown, develops the discernment skill, and increases students’ ability to assess narratives by using text structures indicators(signal words). The study made the following recommendations: pre-reading activities to awaken students’ background knowledge of text structures, textbook structure renovation, and incorporation of text structures in reading comprehension instructions. In conclusion, students’ awareness of text structures is crucial for efficient understanding of texts.
Enhancing Reading Comprehension Through Text Structure Background Knowledge In Bunia Secondary Schools, Ituri Drcongo
(Kampala International University ,College of Education, Department of Open and E-distance Learning, 2018-05) Cwinya’ay, Unega .
Product oriented approach to reading which assumes meaning exists in the text itself is unproductive in terms of delivering an efficient comprehension of the text because it fails to consider students’ schemata in reading comprehension process. This omission raises the problem of students’ poor performance in reading and undermines their reading skill development. This research has raised the problem ofthe omission of students’ background knowledge in the teaching of reading comprehension in Bunia secondary schools, Ituri Province in the Democratic R~puhlic of Congo. The research poised itself to demonstrate that the background knowledge of text structure has positive effects on the students’ comprehension of a text because reading is an interactive process that goes between the reader’s prior knowledge and the text. The study was conducted via an experimental design. Intervention was conducted in Bunia secondary schools whereby experimental teaching took place. Students’ awareness of text structure and rate of understanding was gauged before and after intervention. Moreover, comprehension lessons were attended by the researcher. Lesson attendance revealed that Bunia secondary school teachers use a product-oriented approach to reading comprehension teaching. This approach considers understanding the product of the text and leads to students’ poor performance in reading because no linkage is made between the students’ prior knowledge and the textual material. The present research found that background knowledge ofthe text structures has positive effects on the reading comprehension of students. It enhances comprehension rate of students, optimizes comprehension speed, reduces response time, boosts response accuracy, helps students make prediction and concentrate on the unknown, develops the discernment skill, and increases students’ ability to assess narratives by using text structures indicators(signal words). The study made the following recommendations: pre-reading activities to awaken students’ background knowledge of text structures, textbook structure renovation, and incorporation of text structures in reading comprehension instructions. In conclusion, students’ awareness of text structures is crucial for efficient understanding of texts.
Metalinguistic awareness on students’ writing skills: a case of selected high school students, Orolu, Osun State, Nigeria
(Kampala International University. College of Education, Open, Distance and E-Learning, 2018-03) Sanusi, Kamaldeen Kola
The study examined the impact of metalinguistic awareness on students’ writing skills with a view to improving their writing performance in English language. The objectives were to determine the level of metalinguistic awareness on the written output of the students in the selected schools., to determine the level of writing skills of the students in the selected schools, and to examine the impact of metalinguistic knowledge in the areas of content words, organization and use of linking devices on the written output of the students in the selected schools. An experimental design was adopted for the study and the sample size was 166 respondents. All the student respondents were randomly divided into either control or experimental group of 83 students each. The research instruments in this study were test papers used as questionnaires. A pre-test was administered to gain the necessary background knowledge on student participants' subject-matter knowledge in writing skill which was thereafter followed by a post-test after a two-week explicit instruction on the established areas to measure the two groups' performances on their written output. The data obtained was analyzed using Descriptive statistics, Independent Sample T-test and Pearson Correlation. The obtained findings revealed that Metalinguistic Knowledge really does have an impact on writing performance of the language learners. That when students master words commonly used in the content areas of writing, organize and plan their written work very well and appropriately make use of connectives, they improve in their written output. Based on the finding, the study concluded that the approach of making the student writers be metalinguistically aware of certain well-defined aspects proved reliable and rewarding in the development of writing skills. The study recommended that teachers should be encouraged to consider implementing direct metalinguistic strategy instruction to improve students’ written skills when describing words. Writers of English language textbooks should be more current in order to produce textbook materials that would reflect developments and innovations in teaching essay writing. Governments, through the Education Ministries and other concerned people with the organization of conferences, seminars and workshops are encouraged to hold regular programmes to facilitate English essay writing skill using the approach exposed in this study.
Perception of listeners on effectiveness of translation in media houses: a case study of Radio Gotel Yola, Adamawa State, Nigeria
(2018-03) Mustapha, Abdulhamid Baba
The study was on perception of listeners and effectiveness of translation in Radio Gotel Yola, Adamawa state, Nigeria. The following objectives guided the study. i) To examine the level of listeners perception of language translation at Gotel Radio station in Yola, Adamawa state. ii) To determine the level of effectiveness of language translation at Gotel Radio station Yola, Adamawa state. The study used frequency and percentage to analyze the demographic characteristic of the respondents specifically on education of translators, mean and standard deviation to determine level of the study variables. The target population was 134 participants while the sample size was 100 computed using Slovene’s formula. The participant included the staff of the Radio Gotel Yola, and listeners of Radio Gotel programs and the main research instrument was questionnaire. The study examined the level of effectiveness of language translation at Gotel Radio station in Yola, Adamawa state, that majority of the respondents agreed that translation requires experience and good mastery of the subject matter, that socio-cultural and linguistic background is necessary for good translation, the level of competence of language translators at Gotel Radio station in Yola, Adamawa state, showed that majority of the respondents pointed out that translators are not clear, accurate and straight forward when translating the task given, the results showed that majority of the respondents disagreed that most local people prefer to listen to programs presented in their indigenous language more than other languages. This implied that the more competent the translators are, the more effective their translations. The study concluded that to ensure effective translation, there is needed to keep updating the knowledge, skills and competences of the translators. The following recommendations were made: There is need to emphasize proper training and effective training methods for language translators, the Gotel radio should maintain constant interaction and seeking feedback from its listeners in order to gauge whether its program translations meets the expectations of the listeners, lastly the translator should be a native speaker of the language he/she is translating in order to deeply understand the grammar, culture and vocabulary of the language etc.
The potential of non -textbook reading materials in the improvement of reading skills in secondary schools in Jigawa state, Nigeria
(Kampala International University, College of Education,Open and distance Learning, 2015-05) Garba, Hassan
This academic research was carried out to assess the potential of non- textbook reading materials in the improvement of reading skills among learners in secondary schools in Jigawa state of Nigeria. Specifically, the study investigated the extent of teachers’ using non-textbook reading materials (i.e. Newspapers and Magazines) for improving reading skills in Jigawa State, Nigeria; the role of non-text book reading materials in the improvement of the learners’ reading skills in secondary schools in Jigawa State, Nigeria, as well as the challenges of using and not using the non-text book reading materials by teachers during instruction. The data were collected using researcher made questionnaires and oral interviews which were administered to 19 teachers and 80 students from ten secondary schools. The findings were that the majority of the teachers, 53% were not using them. Only 21% of the teachers were using them more than once in a month. The reasons advanced for not using them included among others, the teachers’ desire to finish the syllabus since it is wide, as well as the contents in the newspapers not being examinable in the national examinations. For the role of non-text book materials, it was reported that indeed they play a positive role in improving reading skills and because of that, the learners are urged to read them on their own outside class. As for the challenges of teachers’ using and not using non text book reading materials, the respondents said that by using them some student’s loose truck of what they are taught, some schools find it hard to access and to afford them. On the other hand, not using them makes education be perceived as merely a means of passing examinations to join another level, which is actually not true. It was recommended that teachers should integrate non-teaching materials in the teaching-learning process.
Reading proficiency and comprehension among English language students in selected department in Adamawa state polytechnic Yola, Nigeria
(Kampala International University, 2019-03) Baba Jimeta, Usman
The study investigated the reading proficiency and comprehension among English language students in selected departments in Adamawa State Polytechnic, Yola Nigeria. The two selected departments are Diploma in English Language Education and Diploma in Business Administration and Management. Indeed, the ability to read efficiently in English is deemed an important skill to be acquired for academic, business and other purposes. In Nigeria, English is a compulsory subject in all schools. However, some students in Nigerian tertiary institutions, especially those in Nigeria are unaware of or do not have effective strategies to comprehend English reading materials. The objectives of the study were i) to identify the level of proficiency among the experimental groups, ii) to investigate the effects of reading proficiency on the comprehension of students in Adamawa State Polytechnic, Yola, and iii) to establish the effect of reading proficiency on comprehension. The underlying theory for this research is Schema theory. More so, to achieve these objectives, the study looked at what the SQ3R method for reading texts and the benefits of using it. Experimental technique was employed as a design of the study. Then the purposive sampling was used to select the two departments and simple random sampling technique was also used to determine the sample size of the study. The target population of this study was 200 on the basis of 100 students from each department. The sample size of this study was 114 respondents obtained by using the Sloven’s formula. To get the sample size for each department, 114 were divided by 2= 57. The instrument used for the exercise was an extract from their recommended Diploma 1 English textbook (Understanding Use of English for Schools and Colleges). The reading topic is, ‘BRIDE PRICE’. Besides, a 5 point liker scale was designed by the researcher to extract data from the respondents. The finding of the study revealed that both students performed poorly before the intervention with SQ3R method of teaching reading. After the intervention, the performance improved significantly. More efforts should be made to improve reading for better comprehension. The Study recommends i) that teachers of English language should equip themselves with effective reading strategies and to master the SQ3R method of teaching reading at all levels of learning before embarking on the task. Ii) head of departments of the tertiary institution across the state and the country at large should encourage the use of appropriate reading materials for their students; and iii) government should ensure that, the teachers attain rigorous training after every two years and recruitment agency should xi ensure that those to be recruited are professional in their various disciplines. More so, the National Board of Technical Education (NBTE) should ensure that appropriate curriculum have been designed and reviewed after every five years; so as to enable the polytechnic grandaunts to have the capability of confronting challenges in the labour market after graduation.
Social Media Use and Indigenous Language Preservation: A Case Study of Lukenyi Language in Serere District – Uganda.
(College of Education open, Distance and E-Learning of Kampala International University., 2021-11) Edyangu, Herman.
This dissertation presents a study on the role of social media use in the preservation of indigenous languages a case study of Lukenyi language in Serere district in Uganda. The purpose of the study was to assess the role of social media use in the maintenance of Lukenyi language in Serere district in Uganda. The objectives of the study were: (1) to find out the extent at which the Bakenyi adopted Lukenyi language in social media chats and discussions, (2) to find out the attitude of the Bakenyi towards using Lukenyi language on social media (3) to identify the challenges encountered by the Bakenyi in using the social media to promote Lukenyi language. This study operated on the Technological Determinism theory which was propounded by Thorsten Veblen(1857–1929). The research was also guided by the Social Network Theory. The researcher applied the quantitative and qualitative research approaches. The qualitative approach was used to analyze data without numerical values while quantitative approach was used to analyze data with numerical values. The researcher selected 400 respondents. The questionnaires and the interview guides were used to collect data. The study was limited to social media and language preservation. The findings showed that social media use played a very significant role in the preservation of Lukenyi language in Serere district in Uganda whereby 83.2 % of the respondents used Lukenyi in social media. 76% of the selected sample used the Lukenyi language to promote unity among family members. Some of the challenges identified included spelling errors, the grammar issues, and the slow speed among others. Conclusions were made based on the research objectives: 1. Most of the respondents adopted a language in the chats and discussions on social media. This meant direct practice of Lukenyi language. In that way social media acted as a zone where Lukenyi language was practiced and therefore preserving it. 2. The Lukenyi language speakers, had a positive attitude towards using the Lukenyi language in social media. This attitude meant that social media was an attractive means through which the use of Lukenyi language could be practiced. By so doing, the language under study was undergoing its preservation subconsciously. 3. Most of the respondents faced challenges using social media in their language. In most cases when using SMS or chatting on social media, there was always a strong impulse to shorten the message as much as possible, using abbreviated forms, misspelled words or images instead of letters. In such cases, the brain ignores all the grammar and rules that were thought and used to guide the writing. Quick writing caused many mistakes in the message, and these incorrect forms affected the users’ reading, spelling and writing skills. 4. Other challenges included: lack of sufficient power supply which hindered the frequency of use since some of them could go for hours with uncharged mobile phones. However, this challenge was encountered by the use of alternative power supplies like solar energy. The study recommends that 1. The Lukenyi language speakers should continue using social media in their language so that their language does not face language attrition and later extinction. 2. The users should build a more positive attitude towards communicating in their local language for more effective interaction. 3. To solve the challenge of insufficient power supply, it is recommended that the Bakenyi should put in place more solar power options in place so that the devices used for accessing social media could be fully charged always. The Lukenyi language speakers should continue using social media as a means of language preservation.
Teaching methods and English language proficiency of students in Selected Univerities in Hargeisa, Somaliland
(Kampala International University. College of Education, Open, Distance and E-Learning, 2018-06) Fuad, Abdi Obsiye
This study investigated teaching methods and English language proficiency of students in Universities in Hargeisa. The teaching methods in terms of lecture method, presentation method, discussion method, workshop method, teaching capacity in the way of qualifications, class management, punctuality and all other teaching aids. the independent variable of the study was English language proficiency of students in terms of speaking, writing, reading and listening, the study showed that the needs of effective teaching methods and well equipped teachers are important for the Hargeisa universities in order to determine development of the English language proficiency of students, study findings indicated that the teaching methods of the universities in Hargeisa are not effective and needed urgently improvement. On the other hand, the study showed that there is an English language barrier in Hargeisa universities and it’s also needed to improve urgently, and the causative agent was poor teaching methods which are used for teaching in English language in Hargeisa universities. The study established the majority (70.1%) of the students and the English lecturers were males. It was observed the majority of the English lecturers (88.9%) were Bachelors holders. The study showed that the majority of the English lecturers (72.2) had been working five years and above and finally the study identified the majority (81.3) of respondents were aged between 20 to 39 that mean the majority of the respondents were students and aged early adult-hood. Moreover, the study established that teaching effectiveness is needed in the context and proficiency of students in English language is necessary for improvement to be produced graduators who can be perfect in the speaking, writing, reading and listening of English language. Among the teaching methods, Lecture method was the highest ranked used in Hargeisa Universities and from the result, the Pearson Correlation (r-value) between lecture method and English language proficiency of students was the highest teaching method towards English Language Proficiency of students and it was (0.76)76%. Finally, the study recommended that it is needed to establish a higher education quality control unit to ensuring the effectiveness of teaching methods, their capacity, skills and to equip and prepare a standardized text books and tests of English language proficiency of university students.
Textual role awareness in the improvement of writing skills of senior secondary school students in Nguru, Yobe State, Nigeria.
(Kampala International University. College of Education, Open, Distance and E-Learning, 2018-05) Zannah, Baba Gaji
This study was conducted on textual role awareness in the improvement of writing skills of senior secondary school students’ in Nguru, Yobe state Nigeria. The research was guided by the following objectives: i) to determine the level of awareness of different textual roles in students writing, ii) To determine the level of writing skills, and iii) to establish the relationship between textual roles awareness and improvement in the writing skill by students. In the conduct of the study, two secondary schools were selected from Nguru, Yobe state, Nigeria. The research design used was an experimental design. The data was collected using experimental tests involving pretest and posttest exercises. Simple Random sampling was used to select the respondents from the target population. In determining the level of awareness of different textual roles in students writing, the pretest results revealed that the mean value was .2483±.20583 which was low while the posttest mean value was .7133 ± .21462 which was high. Objective two, was to determine the level of writing skills, the mean value of the pretest was .2820±.36965 is low while the posttest mean value was .8720± .15181 is high. The third objective was to establish relationship between textual role awareness and improvement of writing skills, the Pearson Correlation Statistics revealed .453 sig. 2tailled which implied that there was a significant relationship between textual role awareness and improvement of writing skills of students. Based on the findings made by this study, the following recommendations were proffered; In order to improve on textual role awareness and writing skills, Schools’ Managements should ensure that English teachers strictly follow the syllabus in teaching so that all aspects of different text structures such as Recipe, Narrative, Argumentative, Descriptive, Formal and Informal letters etc. are appropriately covered, the relevant teaching methods and materials such as textbooks and Teaching Aids should be employed by English teachers, teachers should consider students’ previous knowledge so as to ensure that current knowledge is properly assimilated by the students (Schema Theory), finally, all teachers employed to teach English should be well qualified and tested.

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