Enhancing Yorùbá Language Education with Technology

Abstract

The decline of Yorùbá language proficiency, driven by English dominance and limited digital resources, poses a critical challenge for its revitalisation. Despite advances in technology-enhanced language learning (TELL), research on African indigenous languages like Yorùbá remains scarce, particularly regarding culturally relevant digital tools. This study addresses this gap by exploring how technology can enhance Yorùbá education while preserving its cultural essence and fostering engagement. Using a mixed-methods approach, the study combines qualitative case studies of learners using mobile apps and virtual classrooms with quantitative surveys on proficiency gains. It applies a hybrid framework of Yorùbá epistemology, emphasising oral traditions, and Vygotsky’s sociocultural theory, focusing on mediated learning via the Zone of Proximal Development. This lens evaluates how tools like e-books and AI pronunciation aids support culturally grounded, collaborative instruction. Findings show a 25% improvement in vocabulary retention and 30% in oral fluency with multimedia apps, alongside stronger cultural connections through proverb-based exercises. However, challenges include rural internet access and tonal accuracy in AI tools. These results highlight technology’s role in creating immersive learning experiences. This study contributes a culturally sensitive model for TELL in indigenous contexts, offering empirical evidence for Yorùbá revitalisation and a replicable framework for other languages. It informs curriculum design and policy, promoting linguistic diversity and sustainable education practices in digital-era Nigeria and beyond.