IMPACT OF TASK-BASED LEARNING STRATEGIES ON ENGLISH VOCABULARY DEVELOPMENT OF NCE II STUDENTS OF SHEHU SHAGARI COLLEGE OF EDUCATION, SOKOTO, NIGERA
IMPACT OF TASK-BASED LEARNING STRATEGIES ON ENGLISH VOCABULARY DEVELOPMENT OF NCE II STUDENTS OF SHEHU SHAGARI COLLEGE OF EDUCATION, SOKOTO, NIGERA
No Thumbnail Available
Date
2021
Authors
MOHAMMED, Shehu
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This study investigated the impact of task-based learning strategies on the English
vocabulary development of NCE II students of Shehu Shagari College of Education
Sokoto, Nigeria. Two hundred students randomly selected from Arts-based area, Social
Science-based area, Science-based area and Technology-based area participated in the
study. The study employed quasi-experimental design where fifty students selected
from each area were randomly assigned to an experimental and a control group.
Therefore, four experimental and four control groups were involved in the study. Both
the experimental and control groups participated in the pre-test of vocabulary multiplechoice test of word meaning before treatment. The experimental groups were taught
using task-based learning strategies while the control groups were taught using
conventional method. The experimental groups took two mid-tests during the treatment.
Both the experimental and control groups took a post-test after the treatment. Based on
the five research questions and five hypotheses, descriptive and inferential statistics
were used in the data analysis. The analysis revealed that students in the experimental
groups performed better than the students in the control groups. Therefore, the findings
indicated that there were significant impacts of task-based learning strategies on the
vocabulary development of students of arts-based, social science-based, science-based
and technology-based areas. This indicated that the study has contributed significantly
to vocabulary knowledge of students in the study area. Accordingly, the study
recommends that government can make vocabulary development to be a subject of
instructions in not only tertiary institutions, but to almost all levels of education in
Nigeria. Use of task-based learning strategies should be encouraged in teaching, not
only for vocabulary development, but to cater for all other language skills. Task-based
learning model should reflect pair and group activities in classroom situations. It is
important to include three stages (i.e. pre-task, task-cycle and post-task) of task-based
learning to prepare teachers for a shift from traditional way of presenting language to
modern approach of language teaching and learning
Description
A THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES,
AHMADU BELLO UNIVERSITY, IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF Ph.D. DEGREE IN TEACHING
ENGLISH AS A SECOND LANGUAGE
DEPARTMENT OF ARTS AND SOCIAL SCIENCE EDUCATION
FACULTY OF EDUCATION
AHMADU BELLO UNIVERSITY,
ZARIA, NIGERIA