American International Journal of Education and Linguistics Research https://www.acseusa.org/journal/index.php/aijelr en-US aijelr@acseusa.org (Managing Editorial Board) aijelr@acseusa.org (Editorial Assistant) Fri, 20 Mar 2020 00:00:00 +0600 OJS 3.1.1.4 http://blogs.law.harvard.edu/tech/rss 60 Self-Image as Predictor of Stigma Consciousness among Physically Challenged Students in Tertiary Institutions in Oyo State, Nigeria https://www.acseusa.org/journal/index.php/aijelr/article/view/151 <p>The study investigated the levels of stigma consciousness among physically challenged students in tertiary institutions in Oyo State. It ascertained the effect of stigma consciousness on the academic performance of physically challenged students. Also, the study determined the relative influence of self-image on stigma consciousness of physically students. Furthermore, it examined the influence of self-image on stigma consciousness of physically challenged students. These were with a view to providing information on the factors that could influence stigma consciousness of the physically challenged students. The study adopted the descriptive survey research design. The population for the study comprised physically challenged students in tertiary institutions in Oyo State. Three institutions (University of Ibadan, The Polytechnic Ibadan and Emmanuel Alayande College of Education, Oyo) were purposively selected within Oyo State because they have the physically challenged students. A sample size of 120 physically challenged students were selected from the institutions using proportionate random sampling technique. One adapted instrument with two scales was used to collect data from the students. The scales were “Stigma Consciousness Scale (SCS) and Self-Image Questionnaire (SIQ). Data collected were analysed using percentage, frequency counts, one-way ANOVA and multiple regressions. The results of the study showed that 4.8%, 88.6%, 6.7% of tertiary institutions in Oyo State demonstrated low, moderate and high levels of stigma consciousness respectively. The results showed that there was no significant effect of stigma consciousness on the academic performance of the physically challenged students (F (<sub>2.102</sub>) =0.059, p=0.943). It was also discovered that there was a significant positive influence of self-image on stigma consciousness of physically challenged students (N=105, t= 0.198, p&lt; 0.05). Finally, the results showed that the self-image (β =0.019, F=1.98, p&lt;0.05) contributed significantly in influencing stigma consciousness with coefficient of multiple regression (R<sup>2</sup>) of 0.164&nbsp; at p &lt; 0.05. It was concluded that self-image could influence stigma consciousness among physically challenged students in tertiary institutions.</p> <p>&nbsp;</p> Somotan Oluwayomi Abdulmojeed, Atoyebi Adeola Olusegun ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://www.acseusa.org/journal/index.php/aijelr/article/view/151 Fri, 20 Mar 2020 13:44:47 +0600 Effects of Alternative Assessment in EFL Classroom: A Systematic Review https://www.acseusa.org/journal/index.php/aijelr/article/view/152 <p style="text-align: justify;">Alternative assessment has been the focus of many educational researches in EFL classroom. This study was carried out to highlight the definition, characteristics and effects of alternative assessment in EFL context by reviewing current research on assessment. The research consisted of a systematic review of the empirical studies on alternative assessment in EFL classroom. Focusing solely on online search, many studies were found but only (n=24) met the inclusion criteria involving a total of (n=1588) participants. Also, it aimed to scrutinize the methods, participants and findings of the selected studies as well as the locations where they were conducted. The findings indicated that most of the studies (18 out of 24) reported positive effects of employing alternative assessment on language learning skills in EFL classroom. The results also show that the dominant method employed in the articles was quantitative where students were the main focal point involved in the research as their participants. The study is further concluded with a discussion on definition, characteristics and effects of alternative assessment in EFL context.</p> Wali Khan Monib, Abdul Qudos Karimi, Nazifullah Nijat ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://www.acseusa.org/journal/index.php/aijelr/article/view/152 Sat, 21 Mar 2020 00:00:00 +0600 Testing Communicative Language Teaching (CLT) through English for Today (EFT) in Bangladesh: Challenges Faced by Tertiary Students Initially https://www.acseusa.org/journal/index.php/aijelr/article/view/257 <p><em>The idea of using language as a tool of communication is the main principle of the communicative language teaching (CLT) approach. English for today (EFT) as a textbook was designed to develop the overall English language competence at a higher secondary level. This paper aims at justifying the suitability of EFT for implementing communicative language teaching in Bangladesh. This study shows English for today is not effective for creating communicative competence among its learners. Moreover, the tertiary students initially face challenges while enrolling in undergraduate programs under the medium of instruction is English. Data have been collected through classroom observation, interviews with teachers, students, and experts. Structured questionnaires for students, teachers, and experts have been used as tools for data collection. Finally, the paper concludes that revised </em><em>abbreviations</em> <em>may be suitably adaptable to impose a communicative language teaching approach by overcoming the challenges in the large classrooms in Bangladesh.</em></p> C. M. Julker Nayeen, K. M. Anwarul Islam, Fatema Nusrat Chowdhury, Nurul Mohammad Zayed ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://www.acseusa.org/journal/index.php/aijelr/article/view/257 Tue, 24 Nov 2020 21:35:06 +0600