A Synchronous Study of Listening Awareness of Students of Tertiary Institutions in Kwara State, Nigeria
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Date
2016-03
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Abstract
The study examined listening awareness of students of higher institutions
in Kwara State, Nigeria. Since the impression hat listening is acquired
naturally has been found to be erroneous particularly in English as a
Second Language (ESL) environment. the study tries to situate listening
awareness movement on the Nigeria context. This becomes imperative
considering a near entirely aural knowledge delivery context through ESL
in the country's higher education system. To determine required
pedagogical tudents' sigeeds, enhance critical thinking, ESL learning
academic performance`and impactful education, the study inquest into the
listening awareness of tudents with 207 participants drawn from 8
tertiary institutions. Questionnaire was used to collate data and the
reliability of the instrument was determined in a split half pilot testing on
two institutions not involved in the study yielded an index of 0.82 when
analysed using Pearson Moment Correlation, which showed its reliability.
Data analyzed reveal that students generally have awareness of listening,
but disagree that listening topics are uninteresting and that listening do
not need to be taught. The study, however found no significance
difference in the listening awareness of students based on gender, courses
of study and differences in the institutions they attend. It is therefore
recommended that teachers of the Use of English should be retrained on
current strategies of teaching listening and curriculum agencies should
introduce and emphasize listening teaching from the lower school level to
make education the means of national development.