THE WRITTEN ENGLISH OF UNDERGRADUATES ACROSS THREE ENGLISH LANGUAGE-BASED PROGRAMMES: IMPLICATIONS FOR CURRICULUM RENEWAL
THE WRITTEN ENGLISH OF UNDERGRADUATES ACROSS THREE ENGLISH LANGUAGE-BASED PROGRAMMES: IMPLICATIONS FOR CURRICULUM RENEWAL
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Date
2005-10
Authors
KIYAWA, MANSUR,
SALEH
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Abstract
Abstract
This research work was aimed at studying and comparing the performance of Bachelor of Arts
(B.A.), Bachelor of Arts (Education) (B.A.Ed), and Bachelor of Education (B.Ed.) English
language students in written English and, to that effect, identifying implications for curriculum
renewal. Five universities were involved as sample for the study. Stratified Sampling based on
the generation to which the universities belonged was used for the selection. Four hundred and
fifty (450) students and seventy five (75) lecturers from the three programmes were, through
random sampling, selected as samples. Students’ Written Test and Questionnaire, and Teachers’
Questionnaire served as the research instruments. Data collected from the written test were
treated using Analysis of Variance (ANOVA) and t-test statistical techniques in order to test
differences between the students’ performance in written English. The Bacom Scale was also
used in measuring the performance in question. The findings showed that there was no
significant difference between the over-all performance of B.A., B.A.Ed. and B.Ed. English
language students in written English. The findings also showed no significant difference
between the students’ errors of style, discourse organization, and ‘other errors’ but showed a
significant difference between their errors of vocabulary (in favour of B.A. students), grammar
and mechanics of writing (in favour of B.A.Ed. students), expressions and text format (in favour
of B.Ed. students). The curriculum of each of the three programmes was found to be inadequate
in language structure, adequate in education/pedagogy and linguistics, and highly adequate in
literature. Common errors found among students across the programmes were those of stylistic
variation, discourse organization, grammar, and punctuation.
Description
BEING A RESEARCH DISSERTATION, SUBMITTED TO THE POST-GRADUATE
SCHOOL, AHMADU BELLO UNIVERSITY, ZARIA, IN PARTIAL FULFILMENT OF
THE REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY (Ph.D) IN
TEACHING OF ENGLISH AS A SECOND LANGUAGE (TESL)
Keywords
WRITTEN,, ENGLISH,, UNDERGRADUATES,, ACROSS,, THREE ENGLISH, LANGUAGE-BASED,, PROGRAMMES,, IMPLICATIONS,, CURRICULUM,, RENEWAL