INTERCULTURAL LANGUAGE ACTIVITIES AND ORAL ENGLISH PROFICIENCY GAINS IN MULTILINGUAL CLASSROOMS

Abstract

This study examined the impact of intercultural language activities (ILAs) on speaking skills among students in Nigeria's multilingual context. It was a quasi-experimental mixed-methods that studied N=180 second year students of English Department, Alvan Ikoku Federal University of Education (AIFUE), Owerri. Stratified by language backgrounds of 33% Igbo, 22% Hausa, 19% Yoruba, 25% minority, experimental (EG, n=90) and control groups (CG, n=90) underwent 12-week interventions. The EG engaged in task-based ILAs like role-plays, cultural storytelling, discussions and debates. The EG was grounded in Mishan and Kiss's (2024) authenticity/reflexivity/criticality framework, while CG received traditional instruction. At the end of the 12 weeks, the Pre/post-tests on fluency, pronunciation, vocabulary, grammar, confidence showed 25% improvement in the experimental group compared to only 6% in the control group. In the EG, the minority language speakers demonstrated the highest gains of 30%. Qualitative data from focus groups and reflective journals highlighted enhanced cultural awareness reported by 90% of participants, and confidence 80%, though 40% cited persistent grammar challenges. Thus; this findings aligned with Byram's (2020) ICC and Vygotsky's (1978) ZPD. In the recommendations, the study advocates hybrid curricula, teacher training, and localized materials to decolonize Nigerian ELT.