Experiences of assessment and ‘affect’ in the teaching and learning of English second language learners in Nigeria

dc.contributor.authorOmidire, Margaret Funke
dc.contributor.authorAdeyemo, Kolawole Samuel
dc.contributor.emailfunke.omidire@up.ac.zaen_ZA
dc.date.accessioned2016-04-18T09:55:38Z
dc.date.available2016-04-18T09:55:38Z
dc.date.issued2015
dc.description.abstractIn classroom situations teachers speak of learners’ motivation or lack thereof and its relationship with achievement. The present study explored the influence of affect (attitudes, motivation and emotions) on the assessment and performance of English second language learners who lack proficiency in the language of teaching and learning in mainstream classrooms in Nigeria. The methods used included observation of test taking behaviours, post-test debriefing and mediation. The findings revealed how learners’ perceptions of the language of learning and assessment practices shaped their attitudes towards learning and in extreme cases schooling as whole. However, some of the participants lacked motivation; appeared apathetic and there were indications of an emotional block against academic learning. The study is informative in terms of how these English second language learners react to the challenges posed by lack of proficiency in the language of teaching, learning and assessment and the practices of their teachers in the classroom. There is need for intervention to prevent affect from further compounding the challenges of learning in an additional language.en_ZA
dc.description.departmentEducation Management and Policy Studiesen_ZA
dc.description.librarianam2016en_ZA
dc.description.librarian2024dzm
dc.description.urihttp://www.krepublishers.com02-Journals/IJES/IJES-00-0-000-000-2009-Web/IJES-00-0-000-000-2009-1-Cover.htmen_ZA
dc.identifier.citationOmidire, MF & Adeyemo, KS 2015, 'Experiences of assessment and ‘affect’ in the teaching and learning of English second language learners in Nigeria', International Journal of Educational Sciences, vol. 8, no. 3, pp. 521-534.en_ZA
dc.identifier.issn0975-1122
dc.identifier.urihttp://hdl.handle.net/2263/52048
dc.language.isoenen_ZA
dc.publisherKamla-Raj Enterprisesen_ZA
dc.rights© Kamla-Raj 2015en_ZA
dc.subjectLanguageen_ZA
dc.subjectAssessmenten_ZA
dc.subjectMotivationen_ZA
dc.subjectAttitudeen_ZA
dc.subjectEmotionsen_ZA
dc.subjectClassroom-teachingen_ZA
dc.subjectAchievementen_ZA
dc.subject.otherEducation articles SDG-04
dc.subject.otherSDG-04: Quality education
dc.subject.otherEducation articles SDG-05
dc.subject.otherSDG-05: Gender equality
dc.subject.otherEducation articles SDG-10
dc.subject.otherSDG-10: Reduced inequalities
dc.titleExperiences of assessment and ‘affect’ in the teaching and learning of English second language learners in Nigeriaen_ZA
dc.typeArticleen_ZA

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