Learning of Composition in English Language using Multimodal Technique among Junior Secondary School Students in Kebbi State, Nigeria
Aisha Bello Gwandu & Hafsat Bello Bada
Department of General and Remedial Studies, Waziri Umaru Federal Polytechnic, P.M.B 1034, Birnin Kebbi,
Department of English Language, Shehu Shagari College of Education P.M.B 2129, Sokoto, Sokoto State
Email: aishabellobada3@gmail.com; hafsatbellobada@gmail.com
Abstract: This paper explores learning of composition in English language using multimodal technique among Junior Secondary School Students in Kebbi State, Nigeria. A composition is concerned with arrangement of ideas, impressions, statements and information to pass a message. Therefore, the study focused on analyzing the impact of multimodal technique in Narrative and Descriptive Composition skills in learning of English language. Data for this study were collected using a purposive sampling of 494 Junior Secondary School Students of Kebbi State, Nigeria. The students were assigned to two groups, the experimental group (181) and the control group (313). The experimental and control groups were taught composition: narrative and descriptive skills in English language using two different methods: multimodal technique and convention method. The experimental groups were taught using multimodal techniques while control group using conventional method. The result indicated that there is a significant difference between the experimental and control group in learning English composition: narrative and descriptive skills. This posits that multimodal techniques provides enabling atmosphere to students during learning. It also makes learning of English composition: narrative and descriptive skills interesting, user friendly and accommodative to students.
Keywords: composition, multimodal techniques, narrative composition, descriptive composition
