A study of linguistic and discourse features used by teachers and students in English as a second language classroom Interaction in Ekiti state, Nigeria

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dc.contributor.advisorZhou, Sindisoen
dc.contributor.authorDeji-Afuye, Oladunni Olufunsoen
dc.date.accessioned2026-08-20T23:57:59Z
dc.date.available2026-08-20T23:57:59Z
dc.date.issued2023-08en
dc.description.abstractThis study explored the linguistic and discourse features teachers and students use in English second language classroom interaction in selected secondary schools in Ekiti state, Nigeria. The major aim of the study was to identify the common features of the linguistic choices made by teachers and students and ascertain their effects on students’ verbal participation in classroom interaction and teachers’ use of student-centred learning. The study used a mixed method research involving qualitative and quantitative approaches and followed a case study and descriptive research design. The approaches were triangulated to analyse extracts from 20 recorded classroom lessons and the information gathered through student questionnaires and teacher interviews. The findings of the study showed that the linguistic choices of teachers and students during classroom interactions significantly affected the classroom discourse structure, students’ verbal participation and teachers’ use of the student-centred learning approach. The teachers seemed concerned with accomplishing their tasks of teaching the content and, as such, engaged mostly in initiating classroom exchanges, giving feedback and keeping the interactions under control to the extent that students were mainly engaged to provide limited responses to teacher initiations. The study found that the sociocultural backgrounds of the participants greatly impacted their beliefs, linguistic choices, and classroom interactions. The findings further acknowledged that the asymmetrical interaction between teachers and their students resulted from several factors, some of which included teachers’ pedagogical philosophies, students’ perceptions, and attitudes to classroom participation, limited learning resources, and examination-based instructional tasks. The study recommended teachers’ further professional training to enhance their discourse and pedagogical practices, provision of language teaching/learning resources and conducive classroom environments, and applicable language policy and curriculum for the development of students’ communication proficiency.,Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2025en
dc.formatcomputeren
dc.formatonline resourceen
dc.formatapplication/pdfen
dc.format1 online resource (xv, 338 leaves)en
dc.formatpdfen
dc.identifier.citationDeji-Afuye, Oladunni Olufunso. 2023-08en
dc.identifier.othervital:78870en
dc.identifier.otherhttp://hdl.handle.net/10353/29673en
dc.identifier.urihttp://hdl.handle.net/20.500.11837/5035
dc.language.isoEnglishen
dc.publisherUniversity Of Fort Hareen
dc.publisherFaculty of Social Sciences and Humanitiesen
dc.rightsrights holderen
dc.rightsAll Rights Reserveden
dc.rightsOpen Accessen
dc.subjectEnglish language--Study and teaching -- Ekiti State -- Nigeriaen
dc.subjectEnglish language--Study and teaching (Secondary)en
dc.subjectLinguisticsen
dc.subjectGrahamstown (South Africa)en
dc.subjectEastern Cape (South Africa)en
dc.subjectSouth Africaen
dc.subjectHistoryen
dc.titleA study of linguistic and discourse features used by teachers and students in English as a second language classroom Interaction in Ekiti state, Nigeriaen
dc.typeDoctoral thesesen
dc.typetexten

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