A Study of Teachers’ Perceptions of Using Poetry in L2 English Young Learners’ Classroom in Nigeria
Kingsley Ohiozua OMIUNU & Amy WANG (Ph.D.)
This study investigates Nigerian teachers’ perceptions of using poetry in teaching English as a Second Language (L2) to young learners, aiming to understand how to incorporate poetry into ESL classrooms effectively. The study employs a mixed-method approach, combining quantitative surveys and qualitative interviews. A stratified random sampling method was used to select 40 L2 English teachers from various Nigerian primary schools for the quantitative component, while six purposively selected teachers participated in the qualitative interviews. Data were collected using a Likert-type questionnaire and structured interviews to gather comprehensive insights into teachers’ experiences and attitudes. The findings indicate that while teachers view poetry as a valuable tool for promoting language use, significant challenges hinder its implementation. Limited resources and time were identified as major barriers. Additionally, teachers perceived poetry as difficult and uninteresting for students, leading to low engagement. Despite these challenges, teachers acknowledged poetry’s potential to engage students, foster creativity, and enhance vocabulary. The study recommends developing affordable materials, leveraging online resources, and incorporating culturally relevant poetry to improve ESL teaching practices. Future research should explore students’ attitudes toward poetry and the development of cost-effective poetry resources for educational contexts. The study’s implications suggest that proactive and creative strategies are essential for overcoming the identified barriers and maximizing poetry’s benefits in L2 English classrooms.
Keywords: TESOL, poetry in L2 English, teachers’ perception, teaching English as a second language