This study aims to compare the pedagogical feasibility of two distinct approaches in teaching Use of English to freshers in College of Education, Ikere Ekiti, Nigeria: the Virtual approach and traditional grammar method. Furthermore, the study aims to discover which one of these approaches is relevant and rewarding to the communicative and linguistic needs of the students. A total of one hundred (100) subjects were split in equal halves and divided into experimental and control groups. Both groups we ere exposed to treatments in form of intensive teaching of a designed curriculum focused on basic grammar using virtual and traditional grammar approaches. A pre-test was administered on the subjects and the results showed no significant difference in their competence in English grammar. However, the post –test revealed that there was significant difference in the competence level in grammar between the two groups. Summarily, the results revealed that the use of the Virtual Approach was better than the traditional grammar approach. The inclusion of social media (Facebook) as a Virtual Approach showed a significant level of appreciation over the traditional Grammar Approach. However, the study emphasizes the importance of synchronizing the positive attributes of both approaches in teaching Use of English in a second language situation.
Elizabeth Olabisi Seweje, College of Education, Ikere Ekiti, Nigeria
Stream: Innovative language teaching and learning methodologies
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