New perspectives in teaching and learning second languages: Enhancing unseen elements and processes beyond theories
| dc.contributor.author | Dozie, Chinomso P. | |
| dc.contributor.author | Regis-Onuoha, Adaeze J. | |
| dc.contributor.author | Udosen, Escor Effiong | |
| dc.contributor.author | Madu, Lovina I. | |
| dc.contributor.author | Egwim, Favour O. | |
| dc.date.accessioned | 2025-12-02T09:55:32Z | |
| dc.date.available | 2025-12-02T09:55:32Z | |
| dc.date.issued | 2020 | |
| dc.description | This article contain tables | |
| dc.description.abstract | This article reports on findings from qualitative and empirical research on second language (L2) teaching and learning based largely on second language teaching theories, methods, and approaches which are generally believed to contribute immensely to second language learning. The goal of the study was to ascertain the extent to which these theories when applied to actual second language teaching and learning situations translate to effective/positive feedback. Oral interviews and informal interactions were used to elicit information from 4000 students who gave consent and were randomly selected from a pool of students after the objective of the study was explained. In addition, key Person Interviews (KPIs) were used to confirm, enhance and supplement the information obtained from the oral and informal interactions. The results showed that beyond the basic theoretical matters and their applications in second language teaching and learning, the study subjects as well as KPIs were more inclined to believe that factors such as motivation, interest, commitment, willingness, and determination were crucial to language teaching and learning and which ultimately accounts for competence and performance in the target language. The study concludes that second language teaching/learning involves the mutual action and participation of two parties – teacher and learner for optimum feedback. Further research can be done to explore the perception of second language learners in the early secondary school years to be able ascertain the exact point of disconnect in the process. | |
| dc.identifier.citation | Dozie, C. P., Regis-Onuoha, A., Udosen, E. E., Madu, L. I. & Egwim, F. O. (2020). New perspectives in teaching and learning second languages: Enhancing unseen elements and processes beyond theories. International Journal of Early Childhood Special Education, 12(01), 1017-1031 | |
| dc.identifier.doi | 10.48047/intjecse/v12i1.201099 | |
| dc.identifier.issn | 1308-5581 | |
| dc.identifier.uri | https://repository.futo.edu.ng/handle/20.500.14562/2327 | |
| dc.language.iso | en | |
| dc.publisher | U. P. | |
| dc.rights | Attribution-NonCommercial-ShareAlike 4.0 International | en |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.subject | Second language acquisition | |
| dc.subject | teaching | |
| dc.subject | learning | |
| dc.subject | English as a second language (ESL) | |
| dc.subject | teachers | |
| dc.subject | learners | |
| dc.subject | Directorate of General Studies | |
| dc.title | New perspectives in teaching and learning second languages: Enhancing unseen elements and processes beyond theories | |
| dc.type | Article |