TWO ICT-BASED INSTRUCTIONAL TOOLS AND ADULT LEARNERS’ LEARNING OUTCOMES IN ENGLISH VOCABULARY IN OYO STATE

Abstract

Vocabulary knowledge is fundamental to achieving success in learning any language. However, its acquisition and development is the greatest challenge adult learners face in learning English vocabulary. Previous studies have focused largely on phonology and grammar aspects of English language using ICT to enhance learning outcomes with little emphasis on vocabulary. Therefore, this study was designed to determine the effects of ICT-based Instructional Package (IbIP) with locally derived content, using two ICT tools (Talking Book –TB and Mobile Phone -MP) on adult learners’ learning outcomes in English vocabulary ( achievement in English vocabulary, ICT skill and attitude to ICT use) in Oyo State, Nigeria. The moderating effects of gender and age were also examined.

Vgotsky Constructivist’s Theory provided the framework, while mixed methods of survey and pretest-posttest control group quasi experimental design of 3x2x2 factorial matrix were adopted to execute the study in two stages. The first stage involved the design, development and validation of locally derived-content IbIP. The second stage adopted the pretest-posttest control group quasi experimental design using TB and MP to determine the effect of the IbIP. Three state-owned adult literacy centres (Moniya, Bodija and Shasha) with at least 20 intermediate adult literacy learners were purposively selected, and randomly assigned to TB (20), MP (20) and control (20) groups. Treatment lasted 10 weeks. Instruments used were Attitude to ICT-based Learning Questionnaire (r=0.86), English Vocabulary Achievement Test (r=0.94), Observational ICT Skill Rating Scale (r=0.78), and TB (r=0.86) and MP (r=0.86) learner experience questionnaire. In-depth interview session was held with the facilitator of each centre. Quantitative data were analysed using Analysis of covariance and Bonferroni Post hoc test at 0.05 level of significance, while qualitative data were content analysed.

Participants were mostly female (90.0%) with age of 49.8 ±2.30 years; exhibiting low (11.9%) and high (77.1%) ICT skills during pretest and posttest respectively. The locally derived IbIP was highly rated by the adult learners and facilitators; the TB (3.42≥2.50) and MP (3.31≥2.50) features and contents were found easy and interesting. While there were significant main effects of treatment on learners’ achievement in English vocabulary (F(2;50)=5.94 partial; ƞ2=0.19) and learners’ ICT skill (F(2;50)=83.94 partial; η2=0.77), there was none on attitude towards ICT. Learners that were exposed to TB had highest mean score in vocabulary achievement (20.73), followed by those exposed to MP (19.88) and control (14.76) groups. Learners that were exposed to MP had the highest mean score with ICT skill (44.75), followed by those exposed to TB (43.14) and control (18.87) groups. The main effects of age and gender were not significant. The two-and-three-way interaction effects were not significant. Facilitators perceived that ICT tools facilitated easy teaching of English vocabulary. However, the phobia for technology contributed to the withdrawal of some participants.

Integrating ICT into teaching and learning of English vocabulary using talking book and mobile phone enhanced adult learners’ learning outcomes in Oyo State, Nigeria. Facilitators should adopt and integrate both ICT tools for improved learning outcomes regardless of age and gender.