Coronavirus-Induced Shift in Classroom Discourse: A Linguistic Study of Blended Learning in Nigeria

  • Tolulope Deborah Iredele University of Lagos
  • Mayowa Fawunmi Obafemi Awolowo University, Ile-Ife, Nigeria
Keywords: Blended learning, Classroom Discourse, Coronavirus-Induced Shift, Health Monitored and Safeguarded Face-to-Face Learning, Semiotic Literacy Theory


A major impact of COVID-19 in the educational sector in Nigeria is the expansion of
interactive space. Web-based teaching and learning have risen exponentially owing to
the risks associated with traditional discourse modes during the COVID-19
pandemic. Globally, virtual classrooms have become a child of necessity to sustain
and maintain safety while learning. In Nigeria, the directive by the Nigerian Centre
for Disease Control (NCDC) and the strict enforcement of the “stay-at-home” rule
made it almost impossible for traditional face-to-face classroom engagement to
continue. As a result, a hybrid approach was adopted with emphasis however on webbased teaching. The study used both quantitative and qualitative method to examine
the discursive shifts in learning experience and modality of communication induced
by the COVID-19 pandemic. The study interpreted the data using simple percentages
and Gualberto and Kress’ Social Semiotic Literacy Theory. Findings from this study
revealed that the digital learning has linguistically enhanced students’ literacy skills
and the several challenges encountered during the digital learning process were
predicated on the inadequacy of infrastructure and subsequently led to health
monitored and safeguarded face-to-face learning. The paper concluded that there is a
significant shift in learning mode during COVID-19 from traditional classroom to
digital learning. It also purported that these platforms have impacted teaching and
learning outcomes for college students in a developing country such as Nigeria.

Author Biography

Tolulope Deborah Iredele, University of Lagos

Department of English

Doctoral Researcher