STUDENTS' PERCEPTION OF FOLKLORE AS A TOOL FOR MORAL INSTRUCTION IN ESL CLASSROOMS IN JUNIOR SECONDARY SCHOOLS IN ENUGU STATE

This study investigated junior secondary school students’ perception of folklore as a tool for moral instruction in English as a Second Language (ESL) classrooms in Enugu State, Nigeria. Folklore, as an indigenous oral tradition, has historically transmitted cultural values and ethical lessons across generations, yet its role in formal education has declined in the face of globalization and Western pedagogical dominance. Anchored on Bandura’s Social Learning Theory, the study examined how students experience folklore as both a medium of language acquisition and moral development. A survey research design was adopted, with a population of junior secondary students drawn from three schools: Godfrey Okoye University Secondary School, College of Immaculate Conception, and St. Patrick Secondary School, Emene. A total of 105 questionnaires were distributed and retrieved, yielding a 100% return rate. Data were analyzed using mean and standard deviation, with a 2.5 acceptance benchmark. Findings revealed that students perceived folklore as effective in promoting honesty, respect, diligence, and improved language competence, though some viewed it as outdated. The study concludes that folklore remains a relevant pedagogical tool, reinforcing both moral values and communicative skills. It recommends systematic integration of folklore into ESL curricula to strengthen cultural identity, moral reasoning, and language learning