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Academic literature on the topic 'Nigerian essays (English)'
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Journal articles on the topic "Nigerian essays (English)"
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Usoro Mark Okono. "Qualities of a good essay: an assessment of the writings of Nigerian undergraduates." International Journal on Integrated Education 3, no. 7 (2020): 82–88. http://dx.doi.org/10.31149/ijie.v3i7.498.
Full textAbstract:
This research sought to discover the capabilities of Nigerian undergraduates in handling the salient characteristics of essay in English. Such qualities as clarity, economy, simplicity, unity and coherence were the variables in the assessment. The study was conducted within the framework of the theory of descriptive linguistics and its sub-discipline of stylistics. Four topics representing argumentative, descriptive, expository and narrative essays were given to students for each of them to voluntarily choose one and write on in a strictly supervised writing test. All the essays were marked on the above stated variables. Critical case sampling strand of the purposive sampling was used to select four outstanding essays each representing one of the four departments of the Akwa Ibom State University of Nigeria. Paragraph and sentence formed some of the units of analysis. It was found out that the four subjects whose essays were analyzed proved their mettle in producing readable and creative prose in the four genres with some room for improvement. It is suggested that the Use of English programme in Nigerian universities should be extended from one to two years in addition to regular practice in writing by students and feedback from lecturers.
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Chiamaka Unachukwu, Ogechi, Goodluck C. Kadiri, and Amaka Grace Nwuche. "The Influence of the Nigerian Pidgin English on Eha-Amufu Secondary School Students’ Usage of the Standard English." International Journal of Applied Linguistics and English Literature 9, no. 4 (2020): 1. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.4p.1.
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The use of Pidgin English in the Nigerian context has gone beyond verbal communication to become more of a mode of behaviour as its expression has moved from informal conversation to formal situations. The above scenario necessitated this study which investigates Eha-Amufu secondary school students’ usage of the Standard English in view of the use of the Nigerian Pidgin English (NPE). The study sets to find out what informs the usage and the extent the Nigerian Pidgin English has affected the use of the Standard English of these students using the affective filter hypothesis from Stephen Krashen’s 2003 Second Language Acquisition (SLA) theory. Using the questionnaire and essay writing as research instruments, data were collected from a sample of 200 students and willing teachers from four selected secondary schools in Eha-Amufu. Findings reveal that the use of the Nigerian Pidgin English is traceable to homes and peer group influence and has grossly affected the students’ Standard English usage. The finding that students do not use Nigerian Pidgin English in their written essays was largely contradicted by the avalanche of the Nigerian Pidgin English expressions found in the written essays of the students which also reveal its adverse effect on the Standard English both in spelling and contextual usage. This research, therefore, concludes that a deliberate and conscious effort at instilling in the minds of Eha-Amufu students the knowledge of the adverse effect of NPE usage on their academic performance and the danger of its persistent use will go a long way in mitigating the adverse effects of Nigerian Pidgin English usage on the Standard English usage among them.
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Liu, Yingqin, and William Carney. "“Nigerian Students in the American ESL Freshman Writing Class: A Site of Resistance and Accommodation”." Journal of Language Teaching and Research 8, no. 6 (2017): 1055. http://dx.doi.org/10.17507/jltr.0806.05.
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Two groups of undergraduate students, one composed of 15 Nigerian students studying at a public university in the US and a similar one composed of US-born students from the same university composed short essay drafts in response to the same writing prompt. These essays were read by the researchers and a group of student assistants to assess the differences between the two groups. The Nigerian students wrote longer essays with longer sentences and were more likely to use subordination than were their US counterparts. Both groups then participated in focus groups to discuss their English language education, university experiences, and attitudes toward college writing. The Nigerian students viewed the development of English writing skills as much more important than did their US counterparts but expressed frustration that their instructors in the US tended to dismiss what they saw as more eloquent writing, privileging instead a brief and concise style. The article discusses the results of the study as well as the frustration expressed by the Nigerian students and argues in support of Lee’s (2014) assertion that universities seek to “internationalize” faculty and student recruitment as well as provide better training for first-year composition instructors to equip them with a more sophisticated understanding of the varieties of the English language. The authors suggest that doing so will lead to better outcomes and increased retention for this group of international students.
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Chiedu, Rosemary Ebele. "Wrong Usage of English Tenses in Student’s Essays: The Nigerian Experience." INTERNATIONAL JOURNAL OF ENGLISH LANGUAGE AND COMMUNICATION STUDIES 8, no. 1 (2023): 27–36. http://dx.doi.org/10.56201/ijelcs.v8.no1.2023.pg27.36.
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The paper examines wrong usage of English tenses in sentences contained in students’ essays. English as a language has distinct and peculiar rules governing its usage and the rules guiding the correct use of tenses is one of them. The theory adopted for this study is Error Analysis by Pit Corder and it is adopted because it has been observed over the years that learners and users of a second or foreign language, most often than not, transfer the grammatical and semantic features of their first language (mother tongue) to the language that is being learnt. During the study, it was discovered after a careful data analysis of students’ essays that English tenses are most of the time wrongly used by students. One of the recommendations given is that students should be encouraged and made to familiarize themselves with the distinctive English tense system so that they can easily identify their inadequacies in English tense usage and aim at improving on them to enhance their level of proficiency in English language usage generally.
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Korau, Shehu Muhammad, and Muhammad Mukhtar Aliyu. "Use of Metadiscourse in the Persuasive Writing of Nigerian Undergraduates." English Language Teaching 13, no. 4 (2020): 104. http://dx.doi.org/10.5539/elt.v13n4p104.
Full textAbstract:
Persuasive writing is a very important prerequisite for undergraduates in their academic life endeavour. For the students to effectively compose good persuasive writing, they need to understand and employ metadiscourse appropriately in their writing. However, a large number of Nigerian undergraduates face lots of challenges in using metadiscourse in their writing. Therefore, this study investigated the use of metadiscourse in the persuasive writing of Nigerian undergraduates, by examining the relationship between the frequency of metadiscourse used and the persuasive writing quality. The participants of the study are second-year students of English in one of the Nigerian Universities. The data used in the study were collected through the participants’ written persuasive essays. The essays were analyzed by highlighting all the metadiscourse used in the texts. The findings indicate that the participants’ persuasive essays have a low deployment of metadiscourse which also correlates with their persuasive writing quality. It was observed that almost all the metadiscourse markers were underutilized by the participants such as endophoric markers, evidential, code glosses, hedges and self-mention. Some other metadiscourse were left out in some of the participants' persuasive essays. The study highlights some benefits of the use of metadiscourse and some implications that would improve the teaching and learning of metadiscourse, particularly in the Nigerian setting.
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Olagbaju, Oladotun Opeoluwa. "Influence of Language Anxiety and Prior Knowledge on ESL Students’ Achievement in Expository Essay in Ibadan North LGA, Nigeria." Education Research International 2021 (June 15, 2021): 1–7. http://dx.doi.org/10.1155/2021/9953303.
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Recent research efforts in teacher education in Nigeria have largely focused on innovative instructional delivery with little attention to learner-related variables such as language anxiety and prior knowledge that can influence learning outcomes in English composition in ESL classrooms. Notwithstanding these interventions, the problems of mass failure and poor quality of essays still persist in Nigerian schools. Studies have confirmed that language-related anxiety and prior knowledge in ESL classroom can influence students’ achievement irrespective of the quality of instruction received by learners in a second/foreign language classroom. Therefore, this study examined the relationship between language anxiety and prior knowledge on achievement in expository essay. Three null hypotheses were tested at a 0.05 level of significance, and 350 participants were randomly selected from four senior secondary schools. Data were collected using two research instruments and the results showed that there was no significant relationship between the independent variables and students’ achievement in expository essay. Also, there were no composite and relative contributions of language anxiety and prior knowledge on students’ achievement in expository essay. The study was concluded by making recommendations to ESL teachers and students on how to improve achievement in expository writing.
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Dahunsi, Toyese Najeem. "Graduate Employability and Communication Skills: An Investigation of Nigerian Graduates’ Proficiencies and Areas of Deficiencies in Written English." World Journal of English Language 7, no. 3 (2017): 49. http://dx.doi.org/10.5430/wjel.v7n3p49.
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Nigeria is a West African country with English as second and official language. In this study, the proficiency levels of graduates of Nigeria’s higher educational institutions in English were investigated against ever-rising speculations that such graduates were unemployable because they do not have good communication and other employability skills. Essays written by 150 graduate job applicants were used for the research. Error Analysis was used for the identification and categorisation of errors in each essay, using grammar, lexis, punctuation and content as major categories. The first group identified (67%) had Low Proficiency Level, with poor knowledge of English grammar and grammatical applications; low vocabulary and high deficiencies in lexical selections; poor skills of punctuation, capitalisation, spelling, paragraphing and lettering; and shallow knowledge of common issues. The second group (23%) had High Proficiency Level, having fewer errors of grammar, lexis, punctuation and content relevance, adequacy, cohesion and coherence. The third group (10%) had Very High Proficiency Level, with a better mastery, understanding and applications of grammatical, lexical, punctuation and associated composition principles. A poor performance carry-over pattern in English at secondary school level was observed. This calls for serious remedial intervention by Government and all stakeholders to improve graduate employability.
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Adeyemi, Remilekun Iyabo. "I’m part of the collective: exploring the influence of L1 culture on communal representation through the use of we, us and our in Nigerian undergraduates’ written texts." Journal for Language Teaching 53, no. 2 (2021): 53–71. http://dx.doi.org/10.4314/jlt.v53i2.3.
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This study explores the influence of L1 culture on Nigerian tertiary learners’ use of first-person plural personal pronouns we, us and our in written texts to indicate the collective, i.e., the writers’ social community. The quantitative and semantic analysis of the learners’ use of the pronouns was done using the Nigerian learner English corpus (NLEC) in comparison to Louvain corpus of native English student essays (LOCNESS). The quantitative analysis indicates the overuse of first-person plural pronouns by Nigerian learners compared to their LOCNESS counterparts. The study reports on the semantic analysis and reveals that the learners’ overuse of these pronouns can be traced to their cultural background of collective shared experience, communality, inclusiveness and solidarity. This is evident in the collocates of the pronouns, e.g., ‘we live,’ ‘we have,’ ‘technology has helped us,’' ‘it gives us’, ‘our society,’ ‘our nation.’ The student-writers’ use of these pronouns indicates their involvement in issues of discourse and they emphasize collective experience. The findings of the study confirm writers make discoursal choices that align them with their L1 community which is traceable in their L2 written texts.
 Keywords: pronouns; culture; undergraduates; academic writing; student-writers; second language
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Mukhtar Aliyu, Muhammad, and Shehu Muhammad Korau. "Nigerian Undergraduates’ Awareness of Metadiscourse and its Relationship with their Persuasive Writing Quality." International Journal of Applied Linguistics and English Literature 9, no. 1 (2020): 40. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.1p.40.
Full textAbstract:
Persuasive writing in second (L2) or Foreign Language (FL) is found to be a very challenging task for many undergraduates. Metadiscourse are devices used to help writers to make a connection with the audience and express ideas clearly. However, many Nigerian undergraduates are not fully aware of or do not appropriately utilise these devices in their writing. Also, little attention has been paid to the devices by researchers in the Nigerian context. Therefore, this study investigates undergraduates’ awareness of metadiscourse and its relationship with their persuasive writing performance using a correlational research design. An intact class of 56 third-year undergraduates in a local university in Nigeria was selected for the study. Data for the study were collected through a writing task in English, and a questionnaire. The essays were graded using a validated scale. The questionnaire was analysed using SPSS software. Findings of the study show that the participants have a low awareness of metadiscourse. The findings also reveal that there is a positive relationship between the participants’ awareness of metadiscourse and their persuasive writing quality. The study gives insight to researchers and lecturers, not only in the language field but in other areas, on how to improve the students’ awareness and use of metadiscourse which would eventually develop writing performance. Finally, the study makes some recommendations for further studies.
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Akinwamide, T. K. Ekiti, and F. M. Oguntade. "Facilitating Independent and Collective Writing Skill Proficiency: The Think-Pair-Share Strategy Involvement." European Journal of Linguistics 2, no. 1 (2023): 48–64. http://dx.doi.org/10.47941/ejl.1196.
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Purpose: This study investigated the effects of Think-Pair-Share (TPS) strategy and the Conventional method on students’ performance and attitude to essay writing in senior secondary schools in Ondo State.
 Methodology: The study adopted a quasi-experimental pre-test post-test two-group design as well as a descriptive survey-type design. The population for the study comprised all the public Senior Secondary School (SSS) III students of the 2021/2022 Session in Ondo State. The sample for this study was 65 SSS III students that were selected purposively. The two instruments used for this study are Essay Writing Attitudinal Scale and Students’ Socio-economic Background Status (EWASSSBS) and the Essay Writing Performance Test (EWPT). The reliability of EWPT was established through the test re-test method and a reliability coefficient of 0.70 was obtained while a reliability of EWASSSBS was obtained. The scores of the respondents from single administration were subjected to the Cronbach Alpha Reliability Co-efficient test and 0.82 was obtained.
 Findings: The outcome revealed a substantial difference between the two groups Post-Treatment Performance Scores. The post-treatment performance means score for the TPS group was 15.67, whereas the post-performance mean score for the conventional group was 12.63. The results also showed that students who were taught essay writing utilising the TPS technique had a significantly different attitude.
 Unique Contribution to Theory, Policy, and Practice: The study concluded that the TPS strategy enables student involvement in the learning process. The teachers encourage learning rather than being the exclusive source of knowledge for the students. Through collaborative learning, students have the chance to exchange ideas, respond, think creatively, discuss, critique, and assist their peers in creating better essays. As a result, we recommend that the government should ensure that English Language teachers are trained on how to use TPS strategies at regular intervals so that they can supplement the conventional method of teaching essay writing in Nigerian schools.