One of the observations in the English spoken particularly in Nigeria is phonotactic constraints. The constraints pin down the generalization which guide the articulation of sequences of phonemes. The paper examines the patterns of English consonant clusters articulation of Nigerian broadcasters in the onset and coda positions against Received Pronunciation English. The study is conducted within the framework of Optimality Theory (henceforth OT). 20 radio and television broadcasters from 4 electronic media were selected as participants. Data were obtained by means of production test and OT was employed for the analysis. The findings revealed that the participants used epenthetic vowels to break-up consonants clusters in the onset and consonant deletion to simplify clusters in the coda. The subjects’ productions can be captured by ranking Markedness constraints higher than Faithfulness constraints.

The pronunciation patterns of most speakers of English as a second language are characterized by regional and ethnic phonological features of their native language. This study sought to examine the consonant articulation of Hausa speakers of English in broadcasting industry in Nigeria. The research was guided by Optimality Theory framework (OT). Participants were drawn from four electronic media in Bauchi State, Nigeria and data were elicited through production test and recording of news broadcasts live from the stations. The findings revealed that the participants ranked IDENTCONT as a high ranked constraints which allowed the importation of voiceless bilabial fricative /ɸ/ from the phonemic inventory of Hausa language into English spoken by the subjects. The results further discovered that /p/ is substituted with/ɸ/ and /θ/ is substituted with /t/, /d/ or /s/. Similarly, /ð/ is realized as /d/ or /z/. /ʒ/ is produced as /dʒ/ or /ʃ. These deviations from RP were caused by phonological processes of spirantinzation/Frication, stopping and affrication.

Feedback is a crucial element in writing instruction; however, its effectiveness is still debated among scholars. This study investigates the effectiveness of teacher and peer feedback in improving spelling and punctuation skills using a quantitative experimental design that involved two pre-intermediate writing classes at the International Maritime College Oman. Twenty-six participants were randomly selected from both classes. Students' spelling and punctuation errors were assessed using a pre-test–post-test design and data were analyzed using Microsoft Excel and SPSS. Results indicated that teacher feedback significantly improved both spelling and punctuation, whereas peer feedback improved punctuation but led to a decline in spelling. Overall, teacher feedback outperformed peer feedback in enhancing writing accuracy. Due to the small sample size and focus on academic essays, findings may not be generalizable. Future research should explore additional writing genres and include larger, more diverse participant groups.