WRITING SKILLS

The study focus was on the factors influencing the effective teaching of reading and writing skills among senior secondary school students in Oredo Local Government Area of Edo State. The design adopted for this study was the descriptive survey method. Five (5) research questions were raised to guide this study. The population of the study consisted of all fourteen (14) public senior secondary schools in Oredo Local Government Area of Edo State. The sample size for this study was a total number of one hundred (100) respondents; that is forty (40) students each from the five (5) schools sampled. A structured questionnaire was used to obtain data from respondents. Data collected from the survey was statistically analyzed. After analysis, results were displayed on tables showing frequencies and percentages of responses. The findings of the study revealed the factors influencing students’ reading and writing skills in Oredo Local Government Area which included teachers’ qualification, teaching methods, learners’ personality and background among others. Ways to improve students’ reading and writing skills in English Language serve as the recommendations provided for this study which includes but not limited to the following; teachers identifying slow learners and using appropriate teaching approach, schools employing qualified teachers, teachers considering the background of the learners when teaching, and so on.

This study examined the Impact of ICT on the Writing Skills of Students In English
Language in Oredo Local Government Area. To address its objectives, the research
formulated three research questions, three objectives and three hypotheses. A sample of
100 respondents was surveyed using questionnaire. Data analysis was conducted using
frequency count and simple percentage. Descriptive statistics revealed that respondents
exhibit diverse perspectives on the influence of social media on writing skills. While a
notable proportion express concerns about its negative impact, a significant majority
acknowledges its potential to moderately improve writing proficiency. This highlights the nuanced relationship between social media use and writing skills development, suggesting both drawbacks and benefits. The integration of ICT, particularly social media, impacts specific aspects of writing differently according to respondents' perceptions. While there is consensus on its positive influence on vocabulary acquisition and idea expression, opinions vary concerning grammar skills enhancement and coherence improvement. This underscores the multifaceted nature of ICT integration in writing instruction. Students' perceptions of the relationship between their social media engagement and formal writing proficiency reveal varying perspectives. While many believe in the positive impact of social media on writing skills, opinions diverge on the correlation between social media usage and formal writing skills. However, there is consensus on the importance of limiting social media time to enhance formal writing proficiency, suggesting a recognition of the need for balance in digital engagement.
The study recommends several actions based on these findings. The study recommends that teachers incorporate digital literacy skills into their curriculum to empower students to navigate social media effectively. Additionally, it suggests integrating technologyenhanced writing activities using social media platforms to engage students in authentic writing experiences. Moreover, the study recommends facilitating reflective practices where students critically assess their social media usage's impact on their writing skills. Finally, it advises providing guidance on time management strategies to help students balance their social media engagement with academic responsibilities.These
recommendations aim to foster responsible digital citizenship, enhance writing skills,
promote self-awareness, and optimize digital engagement for academic and personal
growth