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English as a foreign language instructors’ questioning behaviors and strategy uses for reflective learning facilitation
Old problem, new manifestation: the emergence of cultism in rural secondary schools in Anambra state, Nigeria
English as a foreign language instructors’ questioning behaviors and strategy uses for reflective learning facilitation
by Woreta Haile, Kefyalew
ABSTRACTS: The objective of this study is to examine the questioning behaviours and strategies used by EFL instructors to enhance reflective learning in the communicative English language skills course at Hawassa University, Ethiopia. The descriptive qualitative case study was designed in line with the principles of the interpretivists’ research paradigm, which required qualitative data. To this effect, ten instructors were purposely selected to collect data through classroom observations and semi-structured interviews. Both data were audio-recorded. Then, the researchers transcribed the collected data verbatim. After transcribing, researchers thematically analysed the data. The findings showed that instructors frequently used convergent, divergent, and procedural questions, with probing, redirecting, and repeating as common strategies. Paraphrasing, prompting, and waiting time were less frequently used. Probing, redirecting, and waiting time were mainly used to enhance reflective learning. The study also revealed that many instructors were hesitant to use divergent questions during activities aimed at developing students’ language skills. Another limitation was the insufficient time for students to think and reflect on questions. This study suggests that instructors of the course should plan a variety of divergent questions before classes and allow adequate time for students’ reflection to encourage critical thinking and more idea generation. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Old problem, new manifestation: the emergence of cultism in rural secondary schools in Anambra state, Nigeria
by Alumona, Ikenna Mike
The menace of cultism is not fundamentally new, especially in the tertiary education system in Nigeria, but it has assumed a worrisome dimension going by the recent experiences in rural areas. This study examines the changing manifestation and extension of school cultism from university campuses to secondary schools in rural communities. Primary data was generated through non-participant observations and focus group discussions (FGD) conducted across twelve rural secondary schools in the study areas. Data analysis reveals that the emergence of cultism in rural secondary schools is closely tied to the infiltration of university students into secondary schools to hunt for recruits among younger students. The study concludes that secondary school cultism lowers the academic performance of students and threatens the security of host rural communities. It suggests the adoption of preventive security approaches in rural secondary schools, such as all-round fencing of school premises, installation of CCTV/technology-based monitoring system and the use of anti-cult groups in curbing the menace. © 2022, The Author(s), under exclusive licence to Springer Nature Limited.
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