ENHANCING ENGLISH LANGUAGE LEARNING THROUGH COMPUTERASSISTED INSTRUCTION: THE IMPACT OF STRESS-PATTERN TEACHING ON EDUCATIONAL TRANSFORMATION

Abstract

This study investigated the effects of Computer Assisted Language Teaching English Stress-Pattern on the Performance of seniorsecondaryschoolIIstudents in NorthWest Zone, Nigeria. The study has one research objective, research question and null hypothesis. The study adopted quasi experimental design. A random sampling technique was used to draw two schools out of the schools in Kaduna state. The schools were randomly assigned to experimental and control groups. Students in the intact classes constituted the sample of 59 used for the study. The experimental group (30) students were taught and assessed using computer assisted language teaching while the control group (29) students were taught and assessed conventional classroom teaching method. Data were collected using the Suprasegmental Phonemic Performance Test (SPPT). Research question is analysed using mean and standard deviation, while the null hypothesis was tested using independent sample T-test at 0.05 level of significance. The findings from the study revealed that there is significance difference in the mean academics’ performance scores of the students taught using Computer Assisted Language Teaching in English Stress pattern and those taught with Conventional Classroom teaching method. Based on the findings from the study recommended that CALT should be integrated in classroom for teaching stress. CALT can facilitate collaborative learning among students, through offline forums, discussion/tutorial, using videos.