Running head: FACTORS AFFECTING STUDENTS SLA

Factors Affecting Students Second Language Acquisition (SLA)

at Greenoak International School, Port Harcourt, Nigeria
Elisabeth Clapp
Post University
2016

FACTORS AFFECTING STUDENTS SLA

Abstract

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FACTORS AFFECTING STUDENTS SLA

!3

Problem Statement
Teaching English in Nigeria is a challenging experience even though the official language
in Nigeria is English. Most people speak one of over five-hundred indigenous languages in
addition to English. English is the only language used in the primary through secondary schools
for reading, writing and speaking, identifying the language learners as bilinguals. Most of the
problems affecting students learning English arise from the inadequate training of teachers and
the teachers not being native English speakers. UNESCO (2015) states only two-thirds of
current teachers in Nigeria have the minimum qualifications (p. 41). As a result, students find
it difficult to learn English as a subject, and to use it as a medium of academic instruction. Ariyo
(2010) describes Nigerian students written and spoken English as generally poor with
grammatical mistakes apparent in their work (p. 433). UNESCO (2015) reports after four years
of schooling, less than one in ten children emerge literate and after six years, less than thirty
percent of the students will be able to read a sentence (p. 24). These findings are expected to
continue, and the rate of illiteracy is expected to increase if the crisis occurring with SLA is
allowed to continue.
Problems occurring with SLA are apparent in both the public and private schools in
Nigeria. A private (K-12) school in Port Harcourt currently is experiencing a shortage of skilled
English as a second language (ESL) teachers. As a result, the students mimicking or parroting of
English is undetected and misdiagnosed. Students can speak, write and define subject matter
terms, so the teacher mistakenly assumes the student is performing poorly in the subject area,
rather than experiencing a problem with SLA. According to Tamunobelema (2015) ESL teachers

FACTORS AFFECTING STUDENTS SLA

need an in-depth knowledge of theoretical and applied linguistics to be able to assess student
performance and enhance learning (p. 69).
The majority of the research available is from the perspective of non-native English
speaking educators. The study will research the problem from a native English speakers
perspective, providing insight according to training in TESOL (Teaching English to Speakers of
Other Languages) and will address the following question:
1. How can teachers properly detect, diagnose and remedy a problem with second language
acquisition (SLA) when the student is exhibiting mimicking and parroting strategies,
rather than displaying cognitive processing?

!4

FACTORS AFFECTING STUDENTS SLA

References
Ariyo, K. S. (2010). A study of the language learner strategies adopted by Nigerian students.
Pakistan Journal of Social Sciences, 7(6), 433-436. http://dx.doi.org/10.3923/pjssci.
2010.433.436
Tamunobelema, I. (2015). Linguistic insights: The role in the teaching/learning of English in
Nigeria. An International Journal of Language, Literature and Gender Studies, 4(1).
http://dx.doi.org/10.4314/laligens.v4i1.5
UNESCO. (2015). EFA global monitoring report 2015 education for all 2000-2015:
Achievements and challenges. [Report]. Retrieved from http://unesdoc.unesco.org/
images/0023/002325/232565e.pdf

!5

FACTORS AFFECTING STUDENTS SLA

!6

Literature Review Outline

Review of the Literature on The Effect Non-native English-Speaking Teachers
(NNESTS) Have on Second Language Acquisition (SLA) in Nigeria
a. The teachers of a private international K-12 school in Port Harcourt are non-native
English-speaking teachers (NNESTs).
b. Ineffective teacher-centered methods such as teacher-talk (lecturing) and the use of
rote memorization.
c. Rote memorization by the students has manifested into what Haynes (2007) refers to
as parroting (p. 29-30). Parroting has masked language acquisition as the possible
problem and mistakenly shifted the blame to the content area.
d. What effects do NNESTs have on student SLA in Nigeria?
Defining Non-native English-Speaking Teachers (NESTs)
a. Some English as a second language (ESL) students naively subscribe to the nativespeaker fallacy that the ideal English teacher is a native English speaker.
b. Braine (2011) explains that this belief derived from the frustration resulting from
incompetent non-proficient English teachers.
c. Over 80% of the English teachers in the world are non-native English speakers
(Braine, 2011; Moussu & Llurda, 2008).
d. The literature estimates that NNESTs outnumber their counterparts by three to one
according to Braine (2011).
Education
a. Only two-thirds of the teachers in Nigeria are qualified to teach and even fewer are
qualified to teach English (Ajibola, 2010; Akujobi & Chukwu, 2012).
b. Ajibola (2010) states many teachers have been learning on-the-job (p. 101) and do
not receive any professional development.
c. Okpe and Onjewu (2015) observed that some teachers accepted English teaching
positions as a last resort believing a misconception that anyone can teach English.
Some teachers assume arriving at the classroom is all that is required to teach English
(Ajibola, 2010).
d. English teachers must acquire in-depth knowledge of linguistics to be able to assess
student performance and enhance learning (Okpe & Onjewu, 2015; Owolabi &
Bankole, 2013; Tamunobelema, 2015).
e. Linguistic competence does not automatically conclude that someone is a good
teacher (Florence, Ma, 2012).

FACTORS AFFECTING STUDENTS SLA

!7

Pedagogy
a. Teacher-talk (lecture method), recitation, and initiation-response-feedback (IRF)
models dominate the classroom instruction (Adeyemi, 2011; Agbatogun, 2014).
b. The continued use of the "General Purpose English approach" to language teaching
appears to have failed (Owolabi & Bankole, 2013, p. 200).
c. The literature suggests that collaborative learning is emerging in Nigeria, to replace
the lack of interaction among the students and between the teacher and the students
(Agbatogun, 2012).
d. Research indicates technology will transform classrooms from being teacher-centered
to being student-centered (Agbatogun, 2012).
e. Consider a transition point to next Theme An interactive learning environment
through the use of clickers is thought to improve student proficiency in English
(Agbatogun, 2014).
f. If teachers do not change pedagogical strategies, it is unrealistic to assume that
technology will have any impact.
Parroting
a. Research addressing the topic of parroting was sparse.
b. Lantolf and Thorne (2006) examine the cognitive process of SLA through Vygotskys
theories versus those of B.F. Skinners behaviorist theories, which does resemble
parroting.
c. Second language acquisition is a cognitive activity.
d. Further research is necessary to provide insight into why the Port Harcourt students
solicit this strategy and support evidence as to how best to correct it.
Possible Effects on Student SLA
a. Ariyo (2010) describes Nigerian students written and spoken English as generally
poor with grammatical mistakes apparent in their work (p. 433).
b. The literature identifies English language teachers as the main factor responsible for
student performance with the potential to mislead the learner (Okpe & Onjewu, 2015;
Tamunobelema, 2015).
c. Two and three teachers are required to proof students work submitted and not all
errors are corrected.
Resources, strategies and curriculum
a. The majority of stories contained in English Language textbooks are of foreign
cultures (Akujobi & Chukwu, 2012).

FACTORS AFFECTING STUDENTS SLA

!8

b. Teaching strategies are un-innovative and fossilized (Owolabi & Bankole, 2013 p.
202) and not appropriate choices for students differing needs (Tamunobelema, 2015;
Usman & Mustafa, 2014).
c. The curriculum structure is according to the culture, education and history of the
British, who colonized the area (Akujobi & Chukwu, 2012).
d. Little attention is devoted to English as a subject (Olanipekun et al., 2014).
e. The literature suggests that NNESTs must be supported and motivated to employ
innovative teaching strategies and implement technology into the classrooms.
Mother tongue
a. The literature states a desire for indigenous languages to appear in education
(Owolabi & Bankole, 2013).
b. With over five hundred indigenous languages, interference of the mother tongue
combined with unqualified teachers and limited relevant teaching materials would
further contribute to the challenges already facing NNESTs (Akabogu & Mbah,
2013; Akujobi & Chukwu, 2012; Usman & Mustafa, 2014).
c. The literature suggests that the mother tongue has no effect on academic
performance. There is no correlation between the English language and the mother
tongue for interference to occur (Olanipekun, Atteh, Zaku & Sarki, 2014).
d. As a result of the number of indigenous languages, it is probable that the NNEST
does not speak the students L1 (native language).
Conclusion
a. According to Chomsky (1965) linguistic theory traditionally considered native
English speakers as the preferred teachers of English. However, according to the
literature, the ideal teacher of English is not necessarily a native speaker. There is a
lack of substantial evidence to support whether NESTs are better teachers than
NNEST (Florence Ma, 2012). Researchers have concluded that without adequate
teachers and resources, language learners cannot effectively learn a second language.
b. The literature provided an overwhelming amount of information supportive of
Nigerian students being exposed to multiple language learning strategies and that no
single strategy can meet all of the students needs. According to the literature,
teachers in Nigeria need to employ modern teaching methods and be exposed to
professional development in addition to supplementing their academic qualifications.
c. A weakness found in the literature is that the authors unanimously appear to be nonnative English-speakers from non-western countries and cultures. Some of the
literature displayed certain biases toward the English language and native English
language speakers as well.
d. With the majority of Nigerian educational systems using similar teaching methods
and materials in the classroom, very little literature was found regarding parroting
and cognitive processes as a result of the strategies Nigerian teachers employ.

FACTORS AFFECTING STUDENTS SLA

e. As a result, the next step will be to research further SLA and cognition to discover
pedagogy that correlates, to address the issue of parroting observed in the Port
Harcourt schools. A survey will be conducted to identify better the NNESTs in the
schools and the results will be analyzed to determine the teachers strengths,
weaknesses and areas professional development can address. Regardless of the
differing authors opinions, a common theme in the literature examined is that the
teacher is ultimately responsible for their students performance.

!9

FACTORS AFFECTING STUDENTS SLA

!10

References
Adeyemi, D. (2011). Reader-response approach: An intervention in composition writing at junior
secondary schools in Botswana. International Journal of Scientific Research in
Education, 4(1), 1-7. Retrieved from http://www.ijsre.com/Vol.,%204_1_-Adeyemi.pdf
Agbatogun, A. (2012). Investigating Nigerian primary school seachers' preparedness to adopt
personal response system in ESL classroom. International Electronic Journal Of
Elementary Education, 4(2), 377-394. Retrieved from http://eds.b.ebscohost.com/eds/
pdfviewerpdfviewer?sid=886392f3-9569-4035-9fa0-69ca652d3ba 0%40sessionmgr
110&vid=7&hid=127
Agbatogun, A. (2014). Developing learners' second language communicative competence
through active learning: Clickers or communicative approach? Journal Of Educational
Technology & Society, 17(2), 257-269. Retrieved from http://eds.b.ebscohost.com/eds/
pdfviewer/pdfviewersid=886392f3-9569-4035-9fa0-69ca652d3ba0%40sessionmgr110
&vid=13&hid127
Ajibola, M. (2010). Confronting the challenges of teaching English lanugage as a second
language in Nigeria. Journal of the Nigeria English Studies Association, 13(2), 95-105.
Retrieved from http://www.nigeriaenglish.org/content/v13/2/ajibola.pdf
Akabogu, J. & Mbah, B. (2013). Second language acquisition, attrition of indigenous languages
in Nigeria: Cultural implications. IOSR Journal Of Humanities And Social Science,
13(4), 1-5. Retrieved from http://www.iosrjournals.org/iosr-jhss/papers/Vol13-issue4/
A01340105.pdf?id=3398

FACTORS AFFECTING STUDENTS SLA

!11

Akujobi, O. & Chukwu, E. (2012). Challenges of effective English language learning in Nigeria
secondary schools. An International Journal of Arts and Humanities, 1(4), 57-68.
Retrieved from http://www.ajol.info/index.php/ijah/article/view/106404/96353
Ariyo, K. (2010). A study of the language learner strategies adopted by Nigerian students.
Pakistan Journal of Social Sciences, 7(6), 433-436. http://dx.doi:10.3923/pjssci.
2010.433.436
Braine, G. (1999). Non-native educators in English language teaching. Mahwah, NJ: Lawrence
Erlbaum.
Braine, G. (2011). Nonnative speaker English teachers: Research, pedagogy, and professional
growth. Applied Linguistics, 32(4), 466-469. http://dx.doi:10.1093/applin/amr028
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press. Retrieved
from http://www.dtic.mil/dtic/tr/fulltext/u2/616323.pdf
Florence Ma, L. P. (2012). Advantages and disadvantages of native- and nonnative-Englishspeaking teachers: Student perceptions in Hong Kong. TESOL Quarterly, 46, 280-305.
http://dx.doi.org/10.1002/tesq.21
Haynes, J. (2007). Getting started with English language learners : How educators can meet the
challenge. Alexandria, Va: Association for Supervision and Curriculum Development.
Lantolf, J. & Thorne, S. (2006). Sociocultural theory and second language learning. Retrieved
from http://old.fltrp.com/download/07041802.pdf
Moussu, L. & Llurda, E. (2008). Non-native English-speaking English language teachers:
History and research. Language Teaching, 41(3), 315-348. http://dx.doi.org/10.1017/
S0261444808005028

FACTORS AFFECTING STUDENTS SLA

!12

Okpe, A. A., & Onjewu, M. A. (2015). EFL/EL2 teaching in Nigeria: A choice or a charade.
Procedia - Social And Behavioral Sciences, 199 (The Proceedings of the 1st GlobELT
Conference on Teaching and Learning English as an Additional Language), 743-747.
http://dx.doi:10.1016/j.sbspro.2015.07.606
Olanipekun, S., Atteh, D. Zaku, J. & Sarki, P. (2014). Mother tongue and students academic
performance in English language among secondary school students. International
Journal of Language, Literature and Culture, 1(1), 1-6. Retrieved from http://
www.openscienceonline.com/journal/ijllc
Owolabi, D. & Bankole, M. (2013). The English language in the ESL classroom in Nigeria.
Asian Journal of Humanities and Social Studies, 1(4), 197-204> Retrieved from http://
www.ajouronline.com/index.php?journal=AJHSS&page=article&op=view&path%5B
%5D=594&path%5B%5D=269
Tamunobelema, I. (2015). Linguistic insights: The role in the teaching/learning of
English in Nigeria. An International Journal of Language, Literature and Gender
Studies, 4(1), 65-73. http://dx.doi.org/10.4314/laligens.v4i1.5
Usman, J. & Mustafa, L. (2014). Challenges of teaching oral English in Nigerian high schools.
Issues in Language Studies, 3(1), 15-23. Retrieved from http://www.ajol.info/index.php/
ijah/article/view/106404/96353

FACTORS AFFECTING STUDENTS SLA

!13

Review of the Literature on Factors Affecting Students Second Language Acquisition

(SLA) at Greenoak International School, Port Harcourt, Nigeria
Introduction
English is the language of instruction since the British colonization of Nigeria. The
teaching of English continues to pose unique challenges to teachers as discovered through the
TESOL (Teaching English to Speakers of Other Languages) lens of an American educator in
Nigeria. The non-native English speaking teachers (NNESTs) of a private international K-12
school in Port Harcourt are not all certified to teach. The requirements for a teacher in Nigeria
are not as stringent as those for an American teacher. All that is required is for teachers to have
earned a Bachelors degree in their field. None of the teachers on staff are trained to teach
English as a second language. Teachers display inconsistencies in their knowledge of English as
their second language (L2). Due to the number of indigenous languages in Nigeria, it cannot be
assumed the teacher speaks the students mother tongue (L1). Since teaching credentials are a
secondary qualification, essential exposure to teaching methods is omitted in their training. As a
result, ineffective teacher-centered pedagogy such as the inherited British-style of lecturing
chalk-talk and the use of rote memorization dominates classroom instruction (Woolman,
2001). Rote memorization has manifested into what Haynes (2007) refers to as parroting (p.
29-30). Parroting poses a perplexing dilemma for the American educator and causes NNESTs to
doubt their students abilities to perform academically. Parroting has masked language
acquisition as the possible problem and mistakenly shifted the blame to the content area.
Exploring the teachers and the implementation of the Cambridge Curriculum are the basis
for this study and attempts to answer the question: What factors are affecting student SLA in

FACTORS AFFECTING STUDENTS SLA

!14

Nigeria? It is necessary to examine the literature to determine the education NNESTs receive,
the pedagogy and materials they use, and the curriculum they have been following, to answer the
question.
Teachers
Non-Native English-Speaking Teachers (NNESTs)
English as a second language (ESL) students have naively subscribed to the nativespeaker fallacy that the ideal English teacher is a native English speaker. Braine (2011) explains
that this belief derived from the frustration resulting from incompetent non-proficient English
teachers. Over 80% of the English teachers in the world are non-native English speakers (Braine,
2011; Moussu & Llurda, 2008). The literature estimates that NNESTs outnumber their
counterparts by three to one according to Braine (2011).
Education
Only two-thirds of the teachers in Nigeria are qualified to teach, and even fewer are
qualified to teach English (Ajibola, 2010; Akujobi & Chukwu, 2012; Woolman, 2001). Ajibola
(2010) states many teachers have been learning on-the-job (p. 101) and do not receive any
professional development. Okpe and Onjewu (2015) observed that some teachers accepted
teaching positions as a last resort believing a misconception that anyone can teach. As a result of
the British requirements for teaching, some teachers assume arriving at the classroom is all that
is required (Ajibola, 2010).
SLA Training
English teachers must acquire in-depth knowledge of linguistics to be able to assess
student performance and enhance learning (Okpe & Onjewu, 2015; Owolabi & Bankole, 2013;

FACTORS AFFECTING STUDENTS SLA

!15

Tamunobelema, 2015). However, linguistic competence does not automatically conclude that
someone is a good teacher (Florence, Ma, 2012). Ariyo (2010) describes Nigerian students
written and spoken English as generally poor with grammatical mistakes apparent in their
work (p. 433). The literature identifies English language teachers as the main factor responsible
for student performance with the potential to mislead the learner (Okpe & Onjewu, 2015;
Tamunobelema, 2015). In Port Harcourt, teachers are not trained in SLA, and it is necessary for
two or three of them to proof the students work and still, and errors still go detected.
Mother Tongue
The literature states a desire for indigenous languages to appear in education (Owolabi &
Bankole, 2013; Woolman, 2001). With over five hundred indigenous languages, interference of
the mother tongue combined with unqualified teachers and limited relevant teaching materials
would further contribute to the challenges already facing NNESTs (Akabogu & Mbah, 2013;
Akujobi & Chukwu, 2012; Usman & Mustafa, 2014). There is no correlation between the
English language and the mother tongue for interference to occur (Olanipekun, Atteh, Zaku &
Sarki, 2014). Also with the number of indigenous languages, it is highly probable that the
NNEST does not speak the students L1. The literature reviewed suggests that the mother tongue
has no effect on academic performance.
Cambridge Curriculum
British-Style Exam-Driven
The curriculum structure is according to the culture, education and history of the British,
who colonized the area (Akujobi & Chukwu, 2012; Woolman, 2001). The majority of stories
contained in English Language textbooks are of foreign cultures (Akujobi & Chukwu, 2012).

FACTORS AFFECTING STUDENTS SLA

!16

Woolman (2001) states the use of external sources of textbooks, curriculums, and teachers that
cannot translate into culturally relevant forms of education should be abandoned (p. 43).
Abandoning external forms of education contradicts what the Port Harcourt school is attempting
to accomplish. Teaching strategies are un-innovative and fossilized (Owolabi & Bankole,
2013 p. 202) and not appropriate choices for students differing needs (Tamunobelema, 2015;
Usman & Mustafa, 2014; Woolman, 2001; Aduwa-Ogiegbaen & Iyamu, 2006). Differentiated
instruction is neither expected or common. The teachers in Port Harcourt however, do not face
the same challenges elsewhere in Nigeria.
Teacher-Centered Pedagogy
Chalk-talk, recitation, and initiation-response-feedback (IRF) models dominate the
classroom instruction (Adeyemi, 2011; Agbatogun, 2014; Aduwa-Ogiegbaen & Iyamu, 2006).
The continued use of the "General Purpose English approach" to language teaching appears to
have failed (Owolabi & Bankole, 2013, p. 200). The literature suggests that collaborative
learning is emerging in Nigeria, to replace the lack of interaction among the students and
between the teacher and the students (Agbatogun, 2012).
Technology
Research indicates technology will transform classrooms from being teacher-centered to
being student-centered (Agbatogun, 2012). Port Harcourt is in the processing of installing smart
boards in every classroom beginning with the first grade. An interactive learning environment
through the use of clickers is thought to improve student proficiency in English (Agbatogun,
2014). If teachers do not change pedagogical strategies, it is unrealistic to assume that
technology will have any impact. The literature suggests that NNESTs must be supported and

FACTORS AFFECTING STUDENTS SLA

!17

motivated to employ innovative teaching strategies and implement technology into the
classrooms (Kalejaiye, Fabunmi & Adeoye, 2011; Aduwa-Ogiegbaen & Iyamu, 2006).
Parroting
Research addressing the topic of parroting is sparse. Lantolf and Thorne (2006) examine
the cognitive process of SLA through Vygotskys theories versus those of B.F. Skinners
behaviorist theories, which does resemble parroting. Second language acquisition is a cognitive
activity. It is the hope that the literature will provide insight into why the Port Harcourt students
solicit this strategy and support evidence as to how best to correct it.
Conclusion
According to Chomsky (1965) linguistic theory traditionally considered native English
speakers as the preferred teachers of English. However, according to the literature, the ideal
teacher of English is not necessarily a native speaker. There is a lack of substantial evidence to
support whether NESTs are better teachers than NNESTs (Florence Ma, 2012). Researchers
have concluded that without adequate teachers and resources, language learners cannot
effectively learn a second language.
The literature provided an overwhelming amount of information supportive of Nigerian
students being exposed to multiple language learning strategies and that no single strategy can
meet all of the students needs. According to the literature, teachers in Nigeria need to employ
modern teaching methods and be exposed to professional development in addition to
supplementing their academic qualifications. A weakness found in the literature is that the
authors unanimously appear to be non-native English-speakers from non-western countries and
cultures. Some of the literature displayed certain biases toward the English language and native

FACTORS AFFECTING STUDENTS SLA

!18

English language speakers as well. With the majority of Nigerian educational systems using
similar teaching methods and materials in the classroom, very little literature was found
regarding parroting and cognitive processes as a result of the strategies Nigerian teachers
employ.
As a result, the next step will be to research further SLA and cognition to discover
pedagogy that correlates, to address the issue of parroting observed in the Port Harcourt schools.
A survey will be conducted to identify better NNESTs in the schools, and the results will be
analyzed to determine the teachers strengths, weaknesses and areas professional development
can address. Regardless of the differing authors opinions, a common theme in the literature
examined is that the teacher is ultimately responsible for their students performance.

FACTORS AFFECTING STUDENTS SLA

!19

References
Adeyemi, D. (2011). Reader-response approach: an intervention in composition writing at junior
secondary schools in Botswana. International Journal of Scientific Research in
Education, 4(1), 1-7. Retrieved from http://www.ijsre.com/Vol.,%204_1_-Adeyemi.pdf
Aduwa-Ogiegbaen, S. & Iyamu, E. (2006). Factors affecting quality of English language
teaching and learning in secondary schools in Nigeria. College School Journal Publisher,
40(3), 1-9. Retrieved from http://www.freepatentsonline.com/article/College-StudentJournal/150965814.html
Agbatogun, A. (2012). Investigating Nigerian primary school seachers' preparedness to adopt
personal response system in ESL classroom. International Electronic Journal Of
Elementary Education, 4(2), 377-394. Retrieved from http://eds.b.ebscohost.com/eds/
pdfviewerpdfviewer?sid=886392f3-9569-4035-9fa0-69ca652d3ba 0%40sessionmgr
110&vid=7&hid=127
Agbatogun, A. (2014). Developing learners' second language communicative competence
through active learning: clickers or communicative approach? Journal Of Educational
Technology & Society, 17(2), 257-269. Retrieved from http://eds.b.ebscohost.com/eds/
pdfviewer/pdfviewersid=886392f3-9569-4035-9fa0-69ca652d3ba0%40sessionmgr110
&vid=13&hid127
Ajibola, M. (2010). Confronting the challenges of teaching English lanugage as a second
language in Nigeria. Journal of the Nigeria English Studies Association, 13(2), 95-105.
Retrieved from http://www.nigeriaenglish.org/content/v13/2/ajibola.pdf

FACTORS AFFECTING STUDENTS SLA

!20

Akabogu, J. & Mbah, B. (2013). Second language acquisition, attrition of indigenous languages
in Nigeria: cultural implications. IOSR Journal Of Humanities And Social Science,
13(4), 1-5. Retrieved from http://www.iosrjournals.org/iosr-jhss/papers/Vol13-issue4/
A01340105.pdf?id=3398
Akujobi, O. & Chukwu, E. (2012). Challenges of effective English language learning in Nigeria
secondary schools. An International Journal of Arts and Humanities, 1(4), 57-68.
Retrieved from http://www.ajol.info/index.php/ijah/article/view/106404/96353
Ariyo, K. (2010). A study of the language learner strategies adopted by Nigerian students.
Pakistan Journal of Social Sciences, 7(6), 433-436. http://dx.doi:10.3923/pjssci.
2010.433.436
Braine, G. (1999). Non-native educators in English language teaching. Mahwah, NJ: Lawrence
Erlbaum.
Braine, G. (2011). Nonnative speaker English teachers: research, pedagogy, and professional
growth. Applied Linguistics, 32(4), 466-469. http://dx.doi:10.1093/applin/amr028
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press. Retrieved
from http://www.dtic.mil/dtic/tr/fulltext/u2/616323.pdf
Florence Ma, L. P. (2012). Advantages and disadvantages of native- and nonnative-Englishspeaking teachers: student perceptions in Hong Kong. TESOL Quarterly, 46, 280-305.
http://dx.doi.org/10.1002/tesq.21
Haynes, J. (2007). Getting started with English language learners: how educators can meet the
challenge. Alexandria, Va: Association for Supervision and Curriculum Development.
Kalejaiye, O., Fabunmi, A. & Adeoye, A. (2011). Role of school media centres in technology

FACTORS AFFECTING STUDENTS SLA

!21

integration in Nigerian schools: an exploration. Annals of Library and Information

Studies, 58, 211-218. Retrieved from http://nopr.niscair.res.in/bitstream/
123456789/12841/4/ALIS%2058%283%29%20211-218.pdf
Lantolf, J. & Thorne, S. (2006). Sociocultural theory and second language learning. Retrieved
from http://old.fltrp.com/download/07041802.pdf
Moussu, L. & Llurda, E. (2008). Non-native English-speaking English language teachers:
history and research. Language Teaching, 41(3), 315-348. http://dx.doi.org/10.1017/
S0261444808005028
Okpe, A. A., & Onjewu, M. A. (2015). EFL/EL2 teaching in Nigeria: a choice or a charade.
Procedia - Social And Behavioral Sciences, 199 (The Proceedings of the 1st GlobELT
Conference on Teaching and Learning English as an Additional Language), 743-747.
http://dx.doi:10.1016/j.sbspro.2015.07.606
Olanipekun, S., Atteh, D. Zaku, J. & Sarki, P. (2014). Mother tongue and students academic
performance in English language among secondary school students. International
Journal of Language, Literature and Culture, 1(1), 1-6. Retrieved from http://
www.openscienceonline.com/journal/ijllc
Owolabi, D. & Bankole, M. (2013). The English language in the ESL classroom in Nigeria.
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