Dr. Moussa Tankari | EMIG Niger (original) (raw)
Papers by Dr. Moussa Tankari
International Journal on Studies in English Language and Literature
Amid the COVID-19, educators noticed the resurgent importance of lifelong learning while deliveri... more Amid the COVID-19, educators noticed the resurgent importance of lifelong learning while delivering remote learning. The U.S. Department of Education indicated that self-regulated learning skills prepare learners for lifelong learning. The rapid development of advanced technology and the acceleratedexpanding nature of workforce training will create ever-increasing demands for individuals to be selfregulated lifelong learners. Although self-regulated learning is vital to formal learning, it remains unexplored on how self-regulated learning skills may relate to nonformal and informal learning. Using a quantitative research design combining inferential and descriptive statistic methodology, this paper aims at examining the effects of self-regulated learning skills on graduate students. The major findings show that learners with high self-regulated learning skills might not necessarily have positive digital lifelong learning, particularly goal setting and time management to nonformal and informal learning.More specifically, participants had the highest self-regulated learning skill in environment structuring with the average score of 6.07 per item but a lowest self-regulated learning skill in task strategies with the average score of 4.13 per item. It is unavoidable for the agencies, educational institutions, and governments, to prepare digital lifelong learners by making learners more aware of the values and aims of nonformal and informal learning; and by recognizing lifelong learning.
Journal of applied learning and teaching, Apr 1, 2022
Effective online interaction is beyond interacting with whomever. The quality of social interconn... more Effective online interaction is beyond interacting with whomever. The quality of social interconnectivity matters. Social presence plays a vital role in building an effective online learning community. This study empirically examined: how online social presence will predict various aspects of students' social interconnectivities (i.e., in-degree, out-degree, betweenness centrality, closeness centrality, eigenvector centrality, reciprocated vertex pair ratio, & PageRank) in the social network of discussion board within an online course? The predictive utility of social presence for all social network interconnectivity was supported, but reciprocated vertex pair ratio, so-called two-way interconnectivity was not. Social presence serves as a strong predictor for social interaction and interconnectivity. Learners with higher social presence are more likely to play distinguished roles of influencer, liaison, transmitter, social strategist, and prestigious figure of a community of learners. The findings would support online instructors to facilitate, guide, and support their students to navigate through the convoluted social interconnectivity effectively and continuously.
The definition of the phenomenon of non-participation in the classroom seems to be subject to sev... more The definition of the phenomenon of non-participation in the classroom seems to be subject to several trends. Many educational stakeholders still seem to be divided on the issue of comparing this attitude to passivity. This question was the focus of this exploratory study and adopted a mixed research methods approach. Different data types (quantitative and qualitative) were collected from 282 intermediate EFL learners through a 44-item questionnaire, focus groups, and a case study. Data collected from these students randomly recruited from two universities in the Republic of Benin (UAC: 80, UP: 47) and Niger (UZ: 121, AMU: 34) were analysed using the descriptive interpretation statistical method of SPSS 26 software (quantitative data) and through inductive content analysis method (qualitative data). The results obtained from these different analyses revealed that the lack of class participation could not be systematically considered as a sign of passivity because it is of two kinds ...
International Journal of Online Pedagogy and Course Design, 2021
Many institutions have adopted an online accelerated learning model in which intensive online ins... more Many institutions have adopted an online accelerated learning model in which intensive online instructions are offered during the course of a normal semester to help students complete classes. Current research has focused on comparing different instructional lengths. Mixed findings have been reported. Accelerated instructions are not necessarily superior or inferior to traditional 16-week instructions. Research should focus on what is crucial and how to prepare students to succeed in accelerated online courses. This study examines whether self-regulated learning (SRL) skills may serve as predictors of positive accelerated learning experiences. It concludes that five SRL skills can predict success in online accelerated learning experiences and suggested educators should identify and prepare students with relevant SRL skills prior to attempting accelerated instructions to warrant a positive learning experience.
Addaiyan Journal of Arts, Humanities and Social Sciences, 2022
This paper seeks to analyze the logical relations in the argumentative essays written by second-y... more This paper seeks to analyze the logical relations in the argumentative essays written by second-year English major students in the Université de Zinder (henceforth, UZ), the Republic of Niger. The students who enrolled for the second year in 2020-2021 were 80 in total, and they all followed a 10-week writing course. At the end of the course, they were asked to write an argumentative essay on two suggested topics. Using the descriptive mixed-method research design, this study randomly selected and examined ten of the students’ essays: 5 on the first topic and 5 on the second one. The logical relations in the texts were described or identified, and the findings thereof were tabulated. The findings revealed that the students used more clause complexes than clause simplexes in their essays, suggesting thus a spoken mode. The findings also indicated that the students deployed a lower number of rankshifted relations compared to the tactic relations found in their texts. This further exude...
Journal of Advances in Education and Philosophy, 2021
This paper examines the grammatical errors in the written productions of senior secondary school ... more This paper examines the grammatical errors in the written productions of senior secondary school students in/from Lycée Amadou Kouran Daga (henceforth LAKD), Zinder, Niger. It specifically seeks to describe, identify and classify the grammatical errors with a view to finding out the reasons of their occurrence in the students' writings. The participants of the present study consist of 30 students (14 male and 16 female students) learning English as a foreign language. The data for the investigation were collected by means of an essay writing which required the participants to write a threeparagraph essay on one of the four narrative and descriptive topics provided. The collected data were then analyzed using Error Analysis and the simple descriptive statistics consisting of frequencies and percentages. The analysis revealed a total of 410 grammatical errors in the participants' writing samples ranked by order of frequency and categories as follows: errors on tenses, spelling errors, agreement errors, preposition and article errors, verb errors, use of nouns, and adjectives. The analysis also showed that male participants committed more grammatical errors than their female counterparts. Further, using Surface Strategy Taxonomy, the findings revealed that the participants committed all the four types of grammatical error. Misformation errors were the most dominant type, followed by omission errors, addition errors, and misodering errors.
This paper seeks to analyze the logical relations in the argumentative essays written by second-y... more This paper seeks to analyze the logical relations in the argumentative essays written by second-year English major students in the Université de Zinder (henceforth, UZ), Republic of Niger. The students who enrolled for the second year in 2020-2021 were 80 in total, and they all followed a 10-week writing course. At the end of the course, they were asked to write an argumentative essay on two suggested topics. Using the descriptive mixed-method research design, this study randomly selected and examined ten of the students" essays: 5 on the first topic and 5 on the second one. The logical relations in the texts were described or identified, and the findings thereof were tabulated. The findings revealed that the students used more clause complexes than clause simplexes in their essays, suggesting thus a spoken mode. The findings also indicated that the students deployed a lower number of rankshifted relations compared to the tactic relations found in their texts. This further exuded the speaking character of their texts. On the contrary, the findings showed a relatively small use of clause simplexes, rankshift and hypotaxis in the texts, all of which are suggestive of a written mode. Another striking feature noted in some of the essays is the deployment of projection; projection of locutions mainly, but what is generally expected in an argumentative essay is the projection of ideas. The article concludes by highlighting the need to overtly teach EFL students the traits of spoken language and written language. This could be done, for instance, by focusing on the two systems of logical relations, namely: taxis and logico-semantics in the writing class.
UNIVERSITE ABDOU MOUMOUNI les territoires sahélo-sahariens : aménagement et développement Revue s... more UNIVERSITE ABDOU MOUMOUNI les territoires sahélo-sahariens : aménagement et développement Revue scientifique thématique semestrielle Environnement et Dynamique des Sociétés Presse Universitaire de Niamey N N°°0 00 05 5 D Dé éc ce em mb br re e 2 20 02 21 1 P Pr r.. B BO OU UL LA AM MA A K Ka ao ou um m, , U Un ni iv ve er rs si it té é A Ab bd do ou u M Mo ou um mo ou un ni i d de e N Ni ia am me ey y ((N Ni ig ge er r)) P Pr r.. W WA AZ ZI IR RI I M MA AT TO O M Ma am ma an n, , U Un ni iv ve er rs si it té é A Ab bd do ou u M Mo ou um mo ou un ni i d de e N Ni ia am me ey y ((N Ni ig ge er r)) M MC C.. A AB BD DO OU U Y YO ON NL LI IH HI IN NZ ZA A I Is ss sa a, , U Un ni iv ve er rs si it té é A Ab bd do ou u M Mo ou um mo ou un ni i d de e N Ni ia am me ey y ((N Ni ig ge er r)) M MC C.. A AD DA AM MO OU U A Ab bd do ou ul la ay ye e, , U Un ni iv ve er rs si it té é d de e Z Zi in nd de er r ((N Ni ig ge er r)) M MC C.. A AD DO O S SA AL LI IF FO OU U A Ar ri if fa a M Mo ou us ss sa a, , U Un ni iv ve er rs si it té é d de e Z Zi in nd de er r ((N Ni ig ge er r)) M MC C.. F FA AN NG GN NO ON N B Be er rn na ar rd d, , U Un ni iv ve er rs si it té é d d A Ab bo om me ey y C Ca al la av vi i ((B Be en ni in n)) M MC C.. K KA AD DE ET T G GA AH HI IE E B Be er rt ti in n, , E Ec co ol le e N No or rm ma al le e S Su up pe er ri ie eu ur r d d A Ab bi id dj ja an n ((C Cô ôt te e d d I Iv vo oi ir re e)) M MC C.. K KO OU UA AD DI IO O G Gu ue es ss sa an n, , U Un ni iv ve er rs si it té é F Fé él li ix x H Ho ou up ph ho ou uë ët t B Bo oi ig gn ny y ((C Cô ôt te e d d I Iv vo oi ir re e)) M MC C.. M MA AL LA AM M A AB BD DO OU U M Mo ou us ss sa a, , U Un ni iv ve er rs si it té é d de e Z Zi in nd de er r ((N Ni ig ge er r)) M MC C.. N NA AB BE E B Ba am mm mo oy y, , U Un ni iv ve er rs si it té é d de e K Ka ar ra a ((T To og go o)) M MC C.. S SO OU UL LE EY Y K Ka ab bi ir ro ou u, , U Un ni iv ve er rs si it té é d de e Z Zi in nd de er r ((N Ni ig ge er r)) M MC C.. S SO OU UM MA AN NA A K KI IN ND DO O A Aî îs ss sa at ta a, , U Un ni iv ve er rs si it té é A Ab bd do ou u M Mo ou um mo ou un ni i d de e N Ni ia am me ey y ((N Ni ig ge er r)) M MC C.. Z ZA AK KA AR RI I A Ab bo ou ub ba ac ca ar r, , U Un ni iv ve er rs si it té é d de e Z Zi in nd de er r ((N Ni ig ge er r))
Language, Education and Culture Research
This paper aimed at measuring the impacts of using the process approach to teach second-year Engl... more This paper aimed at measuring the impacts of using the process approach to teach second-year English major students at the English Department of Université de Zinder (henceforth, UZ) essay writing. Drawing on the pre-test-post-test repeated measures design, this study examined the written essays produced by the EFL students before and after the writing class. These pre and post tests were scored based on a criterial fair copy, and the scores were compared by means of an Analysis of Variance (ANOVA) to check whether there were any statistically significant differences between the mean scores. The findings revealed that the process approach had a positive impact on the participants’ essay writing skills. Also, employing Classroom Observation, the article attempted to qualitatively measure student engagement in the writing class. The findings further exuded that the EFL students observed were cognitively involved in the learning activities conducted in the class. Based on the foregoing...
This paper examines the grammatical errors in the written productions of senior secondary school ... more This paper examines the grammatical errors in the written productions of senior secondary school students in/from Lycée Amadou Kouran Daga (henceforth LAKD), Zinder, Niger. It specifically seeks to describe, identify and classify the grammatical errors with a view to finding out the reasons of their occurrence in the students' writings. The participants of the present study consist of 30 students (14 male and 16 female students) learning English as a foreign language. The data for the investigation were collected by means of an essay writing which required the participants to write a threeparagraph essay on one of the four narrative and descriptive topics provided. The collected data were then analyzed using Error Analysis and the simple descriptive statistics consisting of frequencies and percentages. The analysis revealed a total of 410 grammatical errors in the participants' writing samples ranked by order of frequency and categories as follows: errors on tenses, spelling...
International Journal on Studies in English Language and Literature
Drawing on the pre-test-post-test repeated measures design, this study examined the written essay... more Drawing on the pre-test-post-test repeated measures design, this study examined the written essays produced by the EFL students before and after the writing class. These pre and post tests were scored based on a criterial fair copy, and the scores were compared by means of an Analysis of Variance (ANOVA) to check whether there were any statistically significant differences between the mean scores. The findings revealed that the process approach had a positive impact on the participants' essay writing skills. Also, employing Classroom Observation, the article attempted to qualitatively measure student engagement in the writing class. The findings further exuded that the EFL students observed were cognitively involved in the learning activities conducted in the class. Based on the foregoing findings, this study recommends that the process approach to (the teaching of) writing be adopted and used to teach writing in EFL classes across/in Niger.
Examining the Career Development Practices and Experiences of Immigrants
There is a growing number of people from the rural Niger to migrate to some North Africa countrie... more There is a growing number of people from the rural Niger to migrate to some North Africa countries such as Libya and Algeria due to the economic opportunities those countries provide for migrants. In this chapter, the researchers attempts not only to shed light on the real motives behind these young men and women's rush to mainly Algeria and Libya, but also to report on their job searching activities, and the challenges migration candidates face on their way to and from host countries. A three-axis methodological approach (bibliographic research, survey questionnaire, and focus group discussions) was used to find the answers to three coarse questions about this border crossing activity. The results revealed the existence of various causes of migration such as failure of local production systems, poverty, search for better living conditions, and insecurity.
International Journal on Studies in English Language and Literature
Amid the COVID-19, educators noticed the resurgent importance of lifelong learning while deliveri... more Amid the COVID-19, educators noticed the resurgent importance of lifelong learning while delivering remote learning. The U.S. Department of Education indicated that self-regulated learning skills prepare learners for lifelong learning. The rapid development of advanced technology and the acceleratedexpanding nature of workforce training will create ever-increasing demands for individuals to be selfregulated lifelong learners. Although self-regulated learning is vital to formal learning, it remains unexplored on how self-regulated learning skills may relate to nonformal and informal learning. Using a quantitative research design combining inferential and descriptive statistic methodology, this paper aims at examining the effects of self-regulated learning skills on graduate students. The major findings show that learners with high self-regulated learning skills might not necessarily have positive digital lifelong learning, particularly goal setting and time management to nonformal and informal learning.More specifically, participants had the highest self-regulated learning skill in environment structuring with the average score of 6.07 per item but a lowest self-regulated learning skill in task strategies with the average score of 4.13 per item. It is unavoidable for the agencies, educational institutions, and governments, to prepare digital lifelong learners by making learners more aware of the values and aims of nonformal and informal learning; and by recognizing lifelong learning.
Journal of applied learning and teaching, Apr 1, 2022
Effective online interaction is beyond interacting with whomever. The quality of social interconn... more Effective online interaction is beyond interacting with whomever. The quality of social interconnectivity matters. Social presence plays a vital role in building an effective online learning community. This study empirically examined: how online social presence will predict various aspects of students' social interconnectivities (i.e., in-degree, out-degree, betweenness centrality, closeness centrality, eigenvector centrality, reciprocated vertex pair ratio, & PageRank) in the social network of discussion board within an online course? The predictive utility of social presence for all social network interconnectivity was supported, but reciprocated vertex pair ratio, so-called two-way interconnectivity was not. Social presence serves as a strong predictor for social interaction and interconnectivity. Learners with higher social presence are more likely to play distinguished roles of influencer, liaison, transmitter, social strategist, and prestigious figure of a community of learners. The findings would support online instructors to facilitate, guide, and support their students to navigate through the convoluted social interconnectivity effectively and continuously.
The definition of the phenomenon of non-participation in the classroom seems to be subject to sev... more The definition of the phenomenon of non-participation in the classroom seems to be subject to several trends. Many educational stakeholders still seem to be divided on the issue of comparing this attitude to passivity. This question was the focus of this exploratory study and adopted a mixed research methods approach. Different data types (quantitative and qualitative) were collected from 282 intermediate EFL learners through a 44-item questionnaire, focus groups, and a case study. Data collected from these students randomly recruited from two universities in the Republic of Benin (UAC: 80, UP: 47) and Niger (UZ: 121, AMU: 34) were analysed using the descriptive interpretation statistical method of SPSS 26 software (quantitative data) and through inductive content analysis method (qualitative data). The results obtained from these different analyses revealed that the lack of class participation could not be systematically considered as a sign of passivity because it is of two kinds ...
International Journal of Online Pedagogy and Course Design, 2021
Many institutions have adopted an online accelerated learning model in which intensive online ins... more Many institutions have adopted an online accelerated learning model in which intensive online instructions are offered during the course of a normal semester to help students complete classes. Current research has focused on comparing different instructional lengths. Mixed findings have been reported. Accelerated instructions are not necessarily superior or inferior to traditional 16-week instructions. Research should focus on what is crucial and how to prepare students to succeed in accelerated online courses. This study examines whether self-regulated learning (SRL) skills may serve as predictors of positive accelerated learning experiences. It concludes that five SRL skills can predict success in online accelerated learning experiences and suggested educators should identify and prepare students with relevant SRL skills prior to attempting accelerated instructions to warrant a positive learning experience.
Addaiyan Journal of Arts, Humanities and Social Sciences, 2022
This paper seeks to analyze the logical relations in the argumentative essays written by second-y... more This paper seeks to analyze the logical relations in the argumentative essays written by second-year English major students in the Université de Zinder (henceforth, UZ), the Republic of Niger. The students who enrolled for the second year in 2020-2021 were 80 in total, and they all followed a 10-week writing course. At the end of the course, they were asked to write an argumentative essay on two suggested topics. Using the descriptive mixed-method research design, this study randomly selected and examined ten of the students’ essays: 5 on the first topic and 5 on the second one. The logical relations in the texts were described or identified, and the findings thereof were tabulated. The findings revealed that the students used more clause complexes than clause simplexes in their essays, suggesting thus a spoken mode. The findings also indicated that the students deployed a lower number of rankshifted relations compared to the tactic relations found in their texts. This further exude...
Journal of Advances in Education and Philosophy, 2021
This paper examines the grammatical errors in the written productions of senior secondary school ... more This paper examines the grammatical errors in the written productions of senior secondary school students in/from Lycée Amadou Kouran Daga (henceforth LAKD), Zinder, Niger. It specifically seeks to describe, identify and classify the grammatical errors with a view to finding out the reasons of their occurrence in the students' writings. The participants of the present study consist of 30 students (14 male and 16 female students) learning English as a foreign language. The data for the investigation were collected by means of an essay writing which required the participants to write a threeparagraph essay on one of the four narrative and descriptive topics provided. The collected data were then analyzed using Error Analysis and the simple descriptive statistics consisting of frequencies and percentages. The analysis revealed a total of 410 grammatical errors in the participants' writing samples ranked by order of frequency and categories as follows: errors on tenses, spelling errors, agreement errors, preposition and article errors, verb errors, use of nouns, and adjectives. The analysis also showed that male participants committed more grammatical errors than their female counterparts. Further, using Surface Strategy Taxonomy, the findings revealed that the participants committed all the four types of grammatical error. Misformation errors were the most dominant type, followed by omission errors, addition errors, and misodering errors.
This paper seeks to analyze the logical relations in the argumentative essays written by second-y... more This paper seeks to analyze the logical relations in the argumentative essays written by second-year English major students in the Université de Zinder (henceforth, UZ), Republic of Niger. The students who enrolled for the second year in 2020-2021 were 80 in total, and they all followed a 10-week writing course. At the end of the course, they were asked to write an argumentative essay on two suggested topics. Using the descriptive mixed-method research design, this study randomly selected and examined ten of the students" essays: 5 on the first topic and 5 on the second one. The logical relations in the texts were described or identified, and the findings thereof were tabulated. The findings revealed that the students used more clause complexes than clause simplexes in their essays, suggesting thus a spoken mode. The findings also indicated that the students deployed a lower number of rankshifted relations compared to the tactic relations found in their texts. This further exuded the speaking character of their texts. On the contrary, the findings showed a relatively small use of clause simplexes, rankshift and hypotaxis in the texts, all of which are suggestive of a written mode. Another striking feature noted in some of the essays is the deployment of projection; projection of locutions mainly, but what is generally expected in an argumentative essay is the projection of ideas. The article concludes by highlighting the need to overtly teach EFL students the traits of spoken language and written language. This could be done, for instance, by focusing on the two systems of logical relations, namely: taxis and logico-semantics in the writing class.
UNIVERSITE ABDOU MOUMOUNI les territoires sahélo-sahariens : aménagement et développement Revue s... more UNIVERSITE ABDOU MOUMOUNI les territoires sahélo-sahariens : aménagement et développement Revue scientifique thématique semestrielle Environnement et Dynamique des Sociétés Presse Universitaire de Niamey N N°°0 00 05 5 D Dé éc ce em mb br re e 2 20 02 21 1 P Pr r.. B BO OU UL LA AM MA A K Ka ao ou um m, , U Un ni iv ve er rs si it té é A Ab bd do ou u M Mo ou um mo ou un ni i d de e N Ni ia am me ey y ((N Ni ig ge er r)) P Pr r.. W WA AZ ZI IR RI I M MA AT TO O M Ma am ma an n, , U Un ni iv ve er rs si it té é A Ab bd do ou u M Mo ou um mo ou un ni i d de e N Ni ia am me ey y ((N Ni ig ge er r)) M MC C.. A AB BD DO OU U Y YO ON NL LI IH HI IN NZ ZA A I Is ss sa a, , U Un ni iv ve er rs si it té é A Ab bd do ou u M Mo ou um mo ou un ni i d de e N Ni ia am me ey y ((N Ni ig ge er r)) M MC C.. A AD DA AM MO OU U A Ab bd do ou ul la ay ye e, , U Un ni iv ve er rs si it té é d de e Z Zi in nd de er r ((N Ni ig ge er r)) M MC C.. A AD DO O S SA AL LI IF FO OU U A Ar ri if fa a M Mo ou us ss sa a, , U Un ni iv ve er rs si it té é d de e Z Zi in nd de er r ((N Ni ig ge er r)) M MC C.. F FA AN NG GN NO ON N B Be er rn na ar rd d, , U Un ni iv ve er rs si it té é d d A Ab bo om me ey y C Ca al la av vi i ((B Be en ni in n)) M MC C.. K KA AD DE ET T G GA AH HI IE E B Be er rt ti in n, , E Ec co ol le e N No or rm ma al le e S Su up pe er ri ie eu ur r d d A Ab bi id dj ja an n ((C Cô ôt te e d d I Iv vo oi ir re e)) M MC C.. K KO OU UA AD DI IO O G Gu ue es ss sa an n, , U Un ni iv ve er rs si it té é F Fé él li ix x H Ho ou up ph ho ou uë ët t B Bo oi ig gn ny y ((C Cô ôt te e d d I Iv vo oi ir re e)) M MC C.. M MA AL LA AM M A AB BD DO OU U M Mo ou us ss sa a, , U Un ni iv ve er rs si it té é d de e Z Zi in nd de er r ((N Ni ig ge er r)) M MC C.. N NA AB BE E B Ba am mm mo oy y, , U Un ni iv ve er rs si it té é d de e K Ka ar ra a ((T To og go o)) M MC C.. S SO OU UL LE EY Y K Ka ab bi ir ro ou u, , U Un ni iv ve er rs si it té é d de e Z Zi in nd de er r ((N Ni ig ge er r)) M MC C.. S SO OU UM MA AN NA A K KI IN ND DO O A Aî îs ss sa at ta a, , U Un ni iv ve er rs si it té é A Ab bd do ou u M Mo ou um mo ou un ni i d de e N Ni ia am me ey y ((N Ni ig ge er r)) M MC C.. Z ZA AK KA AR RI I A Ab bo ou ub ba ac ca ar r, , U Un ni iv ve er rs si it té é d de e Z Zi in nd de er r ((N Ni ig ge er r))
Language, Education and Culture Research
This paper aimed at measuring the impacts of using the process approach to teach second-year Engl... more This paper aimed at measuring the impacts of using the process approach to teach second-year English major students at the English Department of Université de Zinder (henceforth, UZ) essay writing. Drawing on the pre-test-post-test repeated measures design, this study examined the written essays produced by the EFL students before and after the writing class. These pre and post tests were scored based on a criterial fair copy, and the scores were compared by means of an Analysis of Variance (ANOVA) to check whether there were any statistically significant differences between the mean scores. The findings revealed that the process approach had a positive impact on the participants’ essay writing skills. Also, employing Classroom Observation, the article attempted to qualitatively measure student engagement in the writing class. The findings further exuded that the EFL students observed were cognitively involved in the learning activities conducted in the class. Based on the foregoing...
This paper examines the grammatical errors in the written productions of senior secondary school ... more This paper examines the grammatical errors in the written productions of senior secondary school students in/from Lycée Amadou Kouran Daga (henceforth LAKD), Zinder, Niger. It specifically seeks to describe, identify and classify the grammatical errors with a view to finding out the reasons of their occurrence in the students' writings. The participants of the present study consist of 30 students (14 male and 16 female students) learning English as a foreign language. The data for the investigation were collected by means of an essay writing which required the participants to write a threeparagraph essay on one of the four narrative and descriptive topics provided. The collected data were then analyzed using Error Analysis and the simple descriptive statistics consisting of frequencies and percentages. The analysis revealed a total of 410 grammatical errors in the participants' writing samples ranked by order of frequency and categories as follows: errors on tenses, spelling...
International Journal on Studies in English Language and Literature
Drawing on the pre-test-post-test repeated measures design, this study examined the written essay... more Drawing on the pre-test-post-test repeated measures design, this study examined the written essays produced by the EFL students before and after the writing class. These pre and post tests were scored based on a criterial fair copy, and the scores were compared by means of an Analysis of Variance (ANOVA) to check whether there were any statistically significant differences between the mean scores. The findings revealed that the process approach had a positive impact on the participants' essay writing skills. Also, employing Classroom Observation, the article attempted to qualitatively measure student engagement in the writing class. The findings further exuded that the EFL students observed were cognitively involved in the learning activities conducted in the class. Based on the foregoing findings, this study recommends that the process approach to (the teaching of) writing be adopted and used to teach writing in EFL classes across/in Niger.
Examining the Career Development Practices and Experiences of Immigrants
There is a growing number of people from the rural Niger to migrate to some North Africa countrie... more There is a growing number of people from the rural Niger to migrate to some North Africa countries such as Libya and Algeria due to the economic opportunities those countries provide for migrants. In this chapter, the researchers attempts not only to shed light on the real motives behind these young men and women's rush to mainly Algeria and Libya, but also to report on their job searching activities, and the challenges migration candidates face on their way to and from host countries. A three-axis methodological approach (bibliographic research, survey questionnaire, and focus group discussions) was used to find the answers to three coarse questions about this border crossing activity. The results revealed the existence of various causes of migration such as failure of local production systems, poverty, search for better living conditions, and insecurity.