Volume 12, Issue 2, 2024

Investigating the Correlation between the Role of Digital Laboratories and Undergraduate Students’ Attitude to Learning French in Nigeria French Language Village (NFLV).

Olaide Alabi , & Olugbenga Ewerinde

Abstract

The study sought to investigate the correlation between the role of digital laboratories and undergraduate students’ attitudes to learning French in the Nigeria French Language Village (NFLV). The French language is one of the languages in the global community that deserves serious attention not only because it is a language of one of the former colonial masters in Africa, but because it could fortify African nations. It is a language of culture and commerce, educational progress, prestige, labour and good status of Nigerians. Nigeria is bordered by French countries vis: Republic of Benin, Niger and Cameroon. In 1961 at the Yaoundé Conference, French was accepted to be a school subject and should be introduced, taught, and examined as teaching school discipline in Anglophone countries, including Nigeria which could improve international relations for the country. Both France and Nigeria signed cooperation and agreements. By September 1991, the NFLV Badagry came into existence and the first set of students was admitted on 6th January 1992. This study employs two research questions using a descriptive survey design. The study population consists of French undergraduate students in Lagos State. Four institutions were randomly picked out of which one hundred students with ten French lecturers in NFLV were randomly selected for this study. Identified gaps include available facilities concerning the population served and students’ attitudes to learning French. It was concluded that undergraduate students' ability to use digital laboratory equipment is a good exposure to strengthen students’ learning of the language. This paper recommends providing better digital laboratory facilities, integrating the right attitude into undergraduate students, and a benchmark based on the school population.

Keywords

French, Technological Facilities, Students’ attitude, Digital Laboratory, Higher Institutions.

Full Text

Download

References

Abacioglu, C. S., Volman, M., & Fischer, A. H. (2020). Teachers’ multicultural attitudes and perspective-taking abilities as factors in culturally responsive teaching. British Journal of Educational Psychology, 90(3), 736-752.
Akmalkhonov, S. F. A. (2022). The History of Using Digital Technologies in a Didactic Way. Academic Research In Educational Sciences, 3(12), 197-201.
Al-Mahrooqi, R., & Troudi, S. (Eds.). (2014). Using technology in foreign language teaching. Cambridge Scholars Publishing.
Baxodirovna, T. P. (2022). Using Innovative Technologies in Teaching and Learning Language. Galaxy International Interdisciplinary Research Journal, 10(3), 207-210.
Bonvillain, N. (2019). Language, culture, and communication: The meaning of messages. Rowman & Littlefield.
Chan, C. S. (2019). Long-term workplace communication needs of business professionals: Stories from Hong Kong senior executives and their implications for ESP and higher education. English for Specific Purposes, 56, 68-83.
Dayag, J. D. (2018). Reaching out: Facilitating EFL learning through Edmodo. International Journal of Advanced Multidisciplinary Scientific Research (IJAMSR ISSN: 2581-4281), 1(2), 1-7.
Dyson, S. B., Chang, Y. L., Chen, H. C., Hsiung, H. Y., Tseng, C. C., & Chang, J. H. (2016). The effect of tabletop role-playing games on the creative potential and emotional creativity of Taiwanese college students. Thinking Skills and Creativity, 19, 88-96.
Faniran Keji Felix, Paper presented on the Role of French Language in Developing 21st Century Nigerian Graduate. (Journal of Literature, Languages and Linguistics www.iiste.org an International Peer-reviewed Journal Vol.23, 2016)
Fröhlich, M., Sievers, C., Townsend, S. W., Gruber, T., & van Schaik, C. P. (2019).
Multimodal communication and language origins: integrating gestures and vocalizations. Biological Reviews, 94(5), 1809-1829.
Iswara, P. D., Julia, J., Supriyadi, T., Sopandi, W., Hartati, T., & Rahmawati, N. (2019, October). Preliminary design of mobile-asynchronous language laboratory on learning writing paragraphs. In Journal of Physics: Conference Series (Vol. 1318, No. 1, p. 012133). IOP Publishing.
Jaloliddin, J. S. (2020). Technology-Assisted Foreign Language Learning (Tall) in The Digital Age. European Journal of Research and Reflection in Educational Sciences Vol, 8(10).
Johnson, A. M., Jacovina, M. E., Russell, D. G., & Soto, C. M. (2016). Challenges and solutions when using technologies in the classroom.
Kavitha, J. (2012). The Importance of the English Laboratory in Developing Communication Skills.The Criterion: An International Journal in English, 3, 1-3.
Kumelashvili, K. (2016). Teaching foreign languages by using technology–virtual classroom Edmodo. Online Journal of Humanities, 1(1), 1-7.
Longo, Y., Alcaraz-Ibáñez, M., & Sicilia, A. (2018). Evidence supporting need satisfaction and frustration as two distinguishable constructs. Psicothema, 30(1), 74-81.
Lum, J. A., Powell, M., & Snow, P. C. (2018). The influence of maltreatment history and out-of-home care on children’s language and social skills. Child Abuse & Neglect, 76, 65-74.
Maske, S. S., Kamble, P. H., Kataria, S. K., Raichandani, L., & Dhankar, R. (2018). Feasibility, effectiveness, and students’ attitude toward using WhatsApp in histology teaching and learning. Journal of Education and Health Promotion, 7.
Mercy, M. (2016). Effectiveness of using language laboratory in teaching English among VII standard students in Coimbatore district. International Journal of Research–Granthaalayah, 4(5), 22-26.
Neokleous, G. (2019). Interpreting technologically fluent classrooms: digital natives’ attitudes towards the use of technology in primary schools in Norway. Professional development in CALL: a selection of papers, 117.
Nimako, R. D. (2020). The relevance of the French language in Ghana’s relations with francophone West Africa, 71.
Parmawati, A., & Inayah, R. (2019). Improving Students Speaking Skills Through English Movies in Scope of Speaking for General Communication. Eltin Journal: Journal of English Language Teaching in Indonesia, 7(2), 43-53.
Patel, F., & Mahichchha, N. (2015). Teaching English Language by Using Modern Teaching Aids to Upper Primary Level Students. International Journal for Innovative in Multidisciplinary Field, 1(1), 15.
Poláková, P., & Klímová, B. (2019). Mobile technology and Generation Z in the English language classroom—A preliminary study. Education Sciences, 9(3), 203.
Rathner, J. A., & Schier, M. A. (2020). The impact of flipped classroom andragogy on student assessment performance and perception of learning experience in two advanced physiology subjects. Advances in physiology education, 44(1), 80-92.
Riley, E. M., Hattaway, H. Z., & Felse, P. A. (2017). Implementation and use of a cloud-based electronic lab notebook in a bioprocess engineering teaching laboratory. Journal of Biological Engineering, 11(1), 1-9.
Strand, I., Gulbrandsen, L., Slettebø, Å., & Nåden, D. (2017). Digital recording as a teaching and learning method in the skills laboratory. Journal of Clinical Nursing, 26(17-18), 2572-2582.
Sun, L., Hu, L., & Zhou, D. (2022). Programming attitudes predict computational thinking: Analysis of differences in gender and programming experience: computers & Education, 181, 104457.
Vetchinova, M. N., & Shishova, V. A. (2020). Culturological Ideas of Teaching a Foreign Language: Concepts and Theories (the end of 20th–at the beginning of the 21st Century). International Journal of Social Sciences and Humanities, 4(2), 39-49.
Watty, K., McKay, J., & Ngo, L. (2016). Innovators or inhibitors? Accounting faculty resistance to new educational technologies in higher education. Journal of Accounting Education, 36, 1-15.
Wei, L. (2018). Translanguaging as a practical theory of language. Applied linguistics, 39(1), 9-30.