Direct Research Journal of Social Science and Educational Studies

AI-Generated Feedback in Secondary EFL Writing: A Scoping Review of an Emerging Evidence Base

2026-08-09T16:55:44+00:00

Generative artificial intelligence (GenAI) has become increasingly prominent in second language writing instruction, yet empirical research on AI-generated written corrective feedback among secondary-school English as a Foreign Language (EFL) and English as a Second Language (ESL) learners remains limited. This scoping review mapped the available empirical evidence on AI-generated feedback and AI-generated text in secondary and middle-school EFL/ESL writing. The review was guided by the Joanna Briggs Institute scoping review framework and reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). The review employed a Population–Concept–Context framework, focusing on secondary and middle-school EFL/ESL learners, AI-generated written corrective feedback and related automated writing support, and formal secondary or middle-school writing instruction. Searches were conducted iteratively in June 2026 using a general academic web-search tool, and potentially relevant sources were screened and verified against their original publications. A single reviewer conducted the search, screening, and verification. Two studies met the eligibility and verification criteria: Ekizoğlu and Demir (2025), involving 60 Turkish secondary-school students, and Woo et al. (2025), involving 59 Hong Kong secondary-school students across seven schools. No formal quality appraisal or risk-of-bias assessment was conducted. Data were charted according to country and educational context, sample characteristics, research design, AI intervention or tool, comparison condition, outcome measures, and principal findings, and synthesized descriptively in relation to three research questions concerning writing accuracy and revision, learner engagement, and methodological and contextual gaps. The findings showed that AI-generated feedback was associated with significantly greater gains in overall writing performance, particularly grammar, vocabulary, and coherence, in the Turkish study, while 87% of students in the experimental group reported increased confidence in their writing. In the Hong Kong study, composition length was the strongest predictor of writing quality, while the relationship between AI-generated text use and writing performance varied according to academic banding. Among lower-banded students, attempts to revise AI-generated text were sometimes associated with lower composition scores. Overall, the evidence indicates that the benefits of AI-generated feedback at the secondary level are uneven and appear to vary according to learner proficiency, academic context, and patterns of engagement with AI-generated material. The review identifies a small and methodologically heterogeneous evidence base concentrated in only two national contexts and highlights the need for further research to establish the conditions under which AI-generated feedback may support secondary-school EFL/ESL writing development.

The Psychology of Social Cohesion and Social Development in an Era of Polarization in Nigeria: A Systematic Literature Review

2026-08-14T18:15:22+00:00

This study examines the psychology of social cohesion and its role in promoting sustainable social development in an era of increasing polarization in Nigeria. Its specific objectives were to, examine the concept, and psychological dimensions of social cohesion and their relevance to social development in Nigeria; assess the implications of increasing polarization for social development and peaceful coexistence in Nigeria; among others. This study is a qualitative Systematic Literature Review (SLR) employing PRISMA guidelines. This method enabled a critical examination and synthesis of existing literatures on the psychology of social cohesion and its implications for social development in an era of growing polarization in Nigeria. The sources of data relied exclusively on secondary data searched from credible academic databases like, WOS, SCOPUS, JSTOR, Google Scholar, ScienceDirect, SpringerLink, Taylor and Francis Online, Wiley Online Library, SAGE Journals, books, and institutional reports from UNDP, World Bank, and African Polling Institute. Search period included studies published between 2021 - 2026 to ensure contemporary relevance. The records identified via database search were 139; duplicates removed were 51; articles screened were 78; and final studies included were 64. Its inclusion criteria: comprised studies that address one or more of the study variables, studies published in credible peer-reviewed outlets like WoS and Scopus, and studies that provided theoretical or empirical insights relevant to the Nigerian context. The search strategy employed Boolean operators such as "AND", "OR", and "NOT" to refine search results. Search terms included combinations of keywords such as, 'social cohesion', 'psychology of social cohesion', 'social development', 'social trust', 'social identity', 'polarization', 'Nigeria', inter alia. The method of data analysis employed qualitative content analysis, where the retrieved literature was carefully categorized, synthesized, and critically examined, according to recurring themes related to the study variables. Comparative evidences from USA, Nigeria versus South Africa were embedded. Tabulations were equally employed in the data analysis. Three theories relevant to the study were identified: social identity theory, intergroup contact theory, and social capital theory. The findings revealed that, the dynamics of social cohesion extends beyond peaceful coexistence to encompass psychological dimensions such as, social trust, shared identity; including polarization drivers like digital misinformation, and perceived injustice. It equally revealed that, increasing social polarization poses serious threats to social development in Nigeria. The study therefore concluded that, Nigeria's future social development depends on its ability to strengthen social cohesion despite persistent divisions. Thus, the study recommends that, policymakers should promote transparent and inclusive governance in diversity; and structural drivers of polarization should be addressed; inter alia. Thus, this review contributes to knowledge by integrating psychological theories with Nigeria's social development literature, and identifying research priorities for future empirical studies.

Improvisation as Creative Strategy in Nigerian Digital Comedy: An Analysis of Contemporary Acting Techniques

2026-08-19T17:12:53+00:00

The study examines contemporary acting techniques in selected Nigerian digital comedy skits, focusing on improvisation and the relationship between indigenous Nigerian performance traditions and contemporary digital acting practices. Despite the growing popularity of Nigerian digital comedy, limited scholarly attention has been given to the specific acting techniques through which performers adapt theatrical practices to the demands of digital platforms. The study therefore examines the acting techniques employed in selected three selected Nigerian digital comedy skits makers: Debo Adedayo (Mr. Macaroni), Samuel Perry (Broda Shaggi), and Maryam Apaokagi (Taaooma) to analyse two (2) of their works each. The study interrogates the use of improvisation for characterization and spontaneity. Data was collected through observation, documentary sources, and relevant materials and analysed descriptively using content analysis, supported by Digital Performance Theory. Findings reveal a convergence between traditional improvisational techniques and the compressed demands of digital screen performance. This hybridisation enhances dialogue delivery, spontaneous characterization, physical comedy, emotional expression, comic timing, originality, and audience engagement. The study concludes that Nigerian digital comedy constitutes an evolving performance space where indigenous performance sensibilities intersect with contemporary digital acting techniques. It recommends stronger collaboration between practitioners and digital content creators to improve professional acting training and encourage content creation for social change.

Practical Training and Industry Partnerships as Predictors of TVET Graduate Job Competency: Evidence from 3–5-Star Hotels in Accra, Ghana

2026-09-09T17:35:52+00:00

The hospitality industry in Ghana has experienced important growth leading to an increased demand for a skilled work․ There is a growing concern about the mismatch between TVET graduates' skills and the industry's demands‚ as previous research has focused on graduate employability and skill gaps․ However‚ little is known about the role of industry linkage and industry attachment in the job competency of TVET graduates from the employer's perspective in hospitality․ The study was aimed at assessing the influence of workplace experience and quality of industry partnership on job competency of TVET graduates in the hospitality industry within selected 3-star to 5-star hotels in the Greater Accra Region of Ghana․ A convergent mixed-methods of quantitative and qualitative approach was employed․ The sample size for the quantitative phase was 264 hotel managers‚ heads of departments and hospitality industry stakeholders and 12 key informants for qualitative phase․ Descriptive statistics‚ thematic analysis and multiple linear regression were used to analyse the data․ Results showed that practical training (β = 0․312‚ p < ․001) and the quality of partnerships with industries and organizations (β = 0․148‚ p = ․021) were both statistically important predictors of job competence․ These predictors explain 51․5% of the variance of graduate job competency (R2 = 0․515; Adjusted R2 = 0․505; F = 17․03‚ p․001)․ Improving experiential learning and strategic TVET-industry relations via mentoring‚ curriculum development‚ workplace assessment‚ and continuous feedback are essential for improving graduates' employability and readiness in Ghana's fast-changing hospitality and tourism industry․

Mathematics Teacher Educators' Geometry Pedagogical Content Knowledge: Pre-service Teachers' Perceptions and Instructional Enactment in Colleges of Education in Ghana

2026-09-10T15:15:56+00:00

Teaching geometry is challenging as it requires knowledge of content and representations‚ anticipating possible learner misunderstandings‚ and knowing how to implement the teaching methods․ Not much research exists in examining how mathematics teacher educators (MTEs) show geometry-specific PCK in teacher preparation programs․ The study explored PSTs' perceptions of MTEs' geometry pedagogical content knowledge and teaching effectiveness in Colleges of Education in Eastern Ghana․ The study was guided by an explanatory sequential mixed-methods design involving a questionnaire administered to a sample of 235 first-year PSTs developed along a five-point Likert scale (1 = strongly disagree)․ The investigation involved semi-structured interviews and classroom observations of 10 participants․ The four PCK components assessed in the questionnaire were content knowledge‚ knowledge of students' understanding‚ instructional strategies‚ and curriculum and assessment knowledge․ PSTs rated MTEs as effective geometry instructors overall‚ with a mean of 3․85 and an SD of 1․08․ PSTs rated MTEs' PCK highest for understanding how to connect geometry concepts to the real world ( M = 4․09‚ SD = 0․96)‚ and understanding how to use multiple representations (M = 3․95‚ SD = 1․08)․ Teaching actions specific to geometry (M = 3․66‚ SD = 1․04)‚ and teaching actions focused on addressing student misconceptions (M = 3․65‚ SD = 1․22) received lowest averages․ Qualitative results indicated PSTs valued explanation‚ examples‚ representations‚ and questioning‚ but desired pedagogical training on adaptive instruction‚ manipulatives‚ and technology integration in particular․ Findings confirm the importance of sound mathematics content knowledge and learner-centered pedagogy for effective teaching of geometry‚ supported through active professional development for MTEs․

China’s Expanding Role in African Peace and Security: A Systematic Review with a Nigeria Case Study and Implications for International Security

2026-10-06T13:16:23+00:00

Background. China has shifted from a largely economic partner of African states to a multifaceted security actor, with consequences for peacekeeping, strategic competition and global security governance. Objective. This PRISMA 2020-guided systematic review, with particular attention to Nigeria, asks (RQ1) how the literature characterises the nature, drivers and instruments of China's engagement in African peace and security; (RQ2) what evidence shows about its scale and direction; and (RQ3) what the implications are for international security. Methods. Records were identified through keyword searches built from three concept blocks (China, Africa, and security), publisher-platform searches and citation chaining, then screened against explicit eligibility rules, including a verifiable DOI. Sixty-two studies published between 2009 and 2026 were coded by theme, case and instrument, and combined with indicators from United Nations (UN), Stockholm International Peace Research Institute (SIPRI) and Forum on China–Africa Cooperation (FOCAC) sources. Two lenses, securitisation of overseas interests and norm evolution, were applied to seven cases. Findings. (1) The literature has grown quickly since 2016 but is uneven: 22 of the 62 studies concern peacekeeping, only 4 address arms, private security and cyber-security combined, and only 1 is devoted to China–Nigeria security cooperation. (2) China's engagement widened from UN peacekeeping to naval escorts (2008), the evacuation of about 35,000 citizens from Libya (2011), a base in Djibouti (2017), and arms and training. (3) UN peacekeeping personnel fell from a peak of 3,084 (2015) to 1,862 (June 2025), while China's share of Africa's major-arms imports rose from 9.8 per cent (2018–2022) to 18 per cent (2020–2024). (4) The 2024 FOCAC plan commits RMB 1 billion in military grants and training for 6,000 military personnel and 1,000 police. (5) In Nigeria, China has engaged without any peacekeeping role, supplying armoured vehicles, tanks, patrol boats, aid and training, and signing a 2025 agreement to localise ammunition production; the dedicated study finds limited alignment with Nigeria's insecurity priorities, and Nigeria pursues self-reliance. (6) Securitisation of overseas interests explains where China acts (Libya, the Gulf of Aden, Djibouti, Nigeria), while norm evolution explains how it behaves inside UN missions (Darfur, South Sudan, Mali); together they indicate an interest-led, norm-framed approach. (7) The literature divides into contributor, interest-protector, critical, African-agency and competition readings, each partly supported by the cases. (8) Evidence on civilian-protection outcomes and African agency is thin compared with evidence on motives and institutions. Conclusions and implications. For international security, the findings point to a gradual reshaping of peacekeeping norms, competition at key maritime and logistical nodes, and governance gaps in arms, private security and cyberspace. Recommendations, with timeframes and indicators, are offered for African institutions (including Nigeria), China, the UN, external partners, researchers and funders.