Project – The Influence of Nigerian Pidgin on Formal Written English among Undergraduate Students: A Study of Students of the University of Benin

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Language occupies a central position in human communication, education, social interaction and intellectual development. In a multilingual country such as Nigeria, language use is particularly complex because speakers operate within several linguistic systems, including indigenous Nigerian languages, Nigerian Pidgin and English. English has acquired a particularly important position because it is extensively used in government, formal communication and education. The continued dominance of English in formal domains has also produced sustained contact between English and other Nigerian languages. Recent scholarship on Nigerian English shows that English co-exists with Nigerian Pidgin and numerous indigenous languages, with such contact contributing to distinctive Nigerian forms of English at lexical, phonological, grammatical and pragmatic levels (Ugwuanyi, 2026). The Federal Government has also reaffirmed English as the medium of instruction across the Nigerian education system, including tertiary education, thereby making proficiency in formal English important to students’ academic activities (Federal Ministry of Information and National Orientation [FMINO], 2025). Consequently, undergraduate students are expected to develop the ability to communicate effectively in Standard or formal written English for examinations, assignments, projects, reports and other academic purposes.

Nigerian Pidgin occupies a distinctive position within this multilingual environment. It is not simply a collection of incorrectly spoken English expressions but a systematic linguistic variety that has developed through prolonged contact among speakers of different languages. Elugbe and Omamor (1991) provided one of the foundational descriptions of Nigerian Pidgin, examining its historical development, structure, social functions and prospects in Nigeria. Similarly, Faraclas (1996) provided an extensive grammatical description of Nigerian Pidgin, demonstrating that it possesses identifiable patterns in syntax, morphology, phonology and vocabulary. The widespread use of Nigerian Pidgin is particularly noticeable in informal interpersonal communication, popular culture, entertainment, markets, workplaces and among young Nigerians. Because university students frequently interact with peers from different linguistic backgrounds, Nigerian Pidgin can serve as a convenient medium for social communication. Its convenience, familiarity and expressive capacity may encourage students to use it regularly, thereby increasing the possibility of movement between Pidgin and English depending on the communication context (Elugbe & Omamor, 1991; Faraclas, 1996).

The university environment presents an important setting for examining the relationship between Nigerian Pidgin and formal English because students operate simultaneously within formal and informal language domains. In informal interactions, Nigerian Pidgin may facilitate communication across ethnic and linguistic boundaries, while formal academic activities generally require the use of English. Ozoemena, Emodi, and Ugwuagbo (2021), in their study of Nigerian university undergraduates, found that students often preferred Nigerian Pidgin because it was perceived as easier to speak and capable of making conversations more interesting. Their findings also indicated that respondents perceived possible negative effects of frequent Pidgin use on their spoken and written English. This situation raises an important linguistic question concerning whether repeated exposure to and use of Pidgin in everyday interaction can influence the way undergraduate students construct sentences, select vocabulary, organise ideas and observe grammatical conventions when writing formal English. The distinction between informal communication and formal academic writing therefore becomes particularly significant among university students.

The influence of Nigerian Pidgin on formal written English can occur through processes of language contact, code-switching, code-mixing and linguistic transfer. When students regularly move between Pidgin and English, expressions, grammatical structures or lexical forms associated with one variety may sometimes appear in the other. Such influence may be particularly noticeable when students write under informal conditions or when they have not developed a strong awareness of the differences between the linguistic conventions appropriate to different contexts. Akutaekwe and Ochuba (2023), in a study involving students of Nnamdi Azikiwe University, reported that Nigerian Pidgin had a negative influence on students’ Standard English and examined the relationship between Pidgin usage and students’ interest in English. The implication is not that Nigerian Pidgin is linguistically defective, but that difficulties may arise when linguistic features appropriate to informal Pidgin communication are transferred into contexts where formal English conventions are expected. For undergraduate students, such transfer can become problematic when it occurs in assignments, examinations, seminar papers, laboratory reports, project writing and other academic documents.

Written English is particularly important in university education because academic knowledge is frequently assessed through written communication. Students are expected to demonstrate competence in grammar, spelling, vocabulary, sentence construction, punctuation, coherence and organisation of ideas. Errors in any of these areas can affect the clarity and acceptability of academic writing. Evidence from Nigerian educational research continues to show that Nigerian Pidgin can enter students’ formal language practices. Alozie, Ereke, and Agwu (2025), for example, investigated Nigerian Pidgin and the written English of secondary school students in Abakaliki and found that students used Pidgin extensively and sometimes incorporated Pidgin forms into their writing. Although the study focused on secondary school students rather than university undergraduates, its findings are relevant because linguistic habits developed before university may continue into higher education. At the tertiary level, students are expected to move from general English competence toward more specialised academic literacy, making it important to determine whether habitual use of Nigerian Pidgin supports, interferes with, or has mixed effects on formal written English.

The issue becomes more significant in southern Nigeria, where Nigerian Pidgin has substantial social visibility and is commonly encountered in everyday communication. Benin City, where the University of Benin is located, provides an important environment for studying this linguistic interaction because students come from different linguistic and sociocultural backgrounds and interact extensively both within and outside the university community. Mann (1996), in a survey of attitudes and practices relating to Anglo-Nigerian Pidgin in southern Nigerian urban centres, reported widespread familiarity with Pidgin and significant variation in attitudes toward its use in education and other domains. More recently, a study deposited in the University of Benin Repository specifically examined the perceived impact of Pidgin English on the writing skills of undergraduates of the University of Benin. The study reported increasing use of Pidgin among the students and found a significant perceived effect on their formal writing skills (Emeruo, 2025). The existence of this recent institution-specific evidence makes the University of Benin a particularly relevant setting for further systematic investigation, especially where the present study focuses specifically on the influence of Nigerian Pidgin on formal written English rather than writing skills generally.

The relationship between Nigerian Pidgin and formal written English should therefore not be understood only in terms of whether Pidgin is beneficial or harmful. Nigerian Pidgin performs important communicative and social functions in Nigeria, and established linguistic scholarship recognises it as a structured language variety with its own grammatical and communicative characteristics (Elugbe & Omamor, 1991; Faraclas, 1996). The major academic concern is instead the ability of undergraduate students to recognise and maintain appropriate language boundaries according to context. While students may legitimately use Nigerian Pidgin in informal communication, academic institutions require proficiency in formal written English for scholarly communication and assessment. The recent University of Benin study provides useful preliminary evidence, but further investigation is necessary to examine the frequency of students’ Pidgin use, the specific aspects of formal written English that may be influenced, the contexts in which such influence occurs and the factors responsible for the transfer of Pidgin expressions into academic writing (Emeruo, 2025). It is against this background that this study investigates the influence of Nigerian Pidgin on formal written English among undergraduate students of the University of Benin, Benin City.

1.2 Statement of the Problem

English remains the principal language of formal education and academic communication in Nigerian universities, making competence in formal written English an important requirement for undergraduate students. Students are expected to communicate their ideas through grammatically acceptable sentences, appropriate vocabulary, correct spelling, effective paragraph development and coherent academic expression. However, Nigerian students also participate in multilingual social environments where Nigerian Pidgin is widely used. The coexistence of these linguistic varieties creates a situation in which students may frequently move between Pidgin and English depending on their communication needs. Ugwuanyi (2026) observes that English in Nigeria exists alongside Nigerian Pidgin and numerous indigenous languages, producing distinctive patterns of language contact and variation. The problem, therefore, arises when linguistic habits developed through frequent informal communication are transferred into formal academic writing, where different grammatical and stylistic conventions are required.

A further problem is the increasing familiarity and social acceptance of Nigerian Pidgin among young Nigerians, including university students. Nigerian Pidgin provides an accessible means of communication for students from diverse ethnic and linguistic backgrounds and can make interpersonal interaction easier. Ozoemena et al. (2021) found that university undergraduates considered Pidgin easier to speak and useful in making conversations interesting, but respondents also acknowledged possible negative effects on their spoken and written English. When students use Pidgin extensively in everyday communication, there is a possibility that certain lexical choices, sentence patterns, expressions or grammatical structures may appear in formal written English. Such occurrences may be especially problematic in examinations, assignments, seminar papers, project reports and other academic tasks in which students are evaluated partly on their ability to use formal English appropriately.

The problem is also reflected in empirical evidence from Nigerian educational institutions. Alozie et al. (2025) found that students in Abakaliki frequently used Nigerian Pidgin and that Pidgin expressions were incorporated into their written English. Similarly, Akutaekwe and Ochuba (2023) reported a negative influence of Nigerian Pidgin on Standard English among students of Nnamdi Azikiwe University. These findings suggest that the interaction between Nigerian Pidgin and formal English deserves attention beyond secondary education and should be examined within university environments where students are expected to produce increasingly sophisticated academic texts. The concern is not the existence or legitimacy of Nigerian Pidgin but the possibility that students may experience difficulty distinguishing between informal linguistic practices and the conventions expected in formal written English. If such difficulty persists, it may affect the quality, clarity and grammatical accuracy of students’ academic writing.

The specific problem requiring investigation is that, although a recent study at the University of Benin has reported that Pidgin use is increasing among undergraduates and is perceived to affect their formal writing skills, there remains a need for a more focused examination of the relationship between Nigerian Pidgin and formal written English among the university’s undergraduate population (Emeruo, 2025). It is necessary to determine how frequently students use Nigerian Pidgin, the extent to which it influences their formal written English, the particular areas of writing affected, and the factors that encourage students to use Pidgin in their daily communication. Without such evidence, it may be difficult for lecturers, language educators and university administrators to develop appropriate language-awareness interventions that help students maintain the distinction between informal communication and formal academic writing. This study therefore seeks to examine the influence of Nigerian Pidgin on formal written English among undergraduate students of the University of Benin, Benin City.

1.3 Purpose of the Study

The main purpose of this study is to examine the influence of Nigerian Pidgin on formal written English among undergraduate students of the University of Benin, Benin City.

Specifically, the study seeks to:

1. examine the frequency of Nigerian Pidgin usage among undergraduate students of the University of Benin;
2. determine the major factors that encourage undergraduate students to use Nigerian Pidgin;
3. examine the influence of Nigerian Pidgin on the grammar of students’ formal written English;
4. determine the influence of Nigerian Pidgin on students’ vocabulary and sentence construction in formal writing;

1.4 Research Questions

The following research questions will guide the study:

1. How frequently do undergraduate students of the University of Benin use Nigerian Pidgin?
2. What factors encourage undergraduate students of the University of Benin to use Nigerian Pidgin?
3. To what extent does Nigerian Pidgin influence the grammar of students’ formal written English?
4. To what extent does Nigerian Pidgin influence students’ vocabulary and sentence construction in formal writing?

1.5 Research Hypothesis

The following null hypothesis will be tested at the 0.05 level of significance:

H₀: There is no significant relationship between the use of Nigerian Pidgin and the formal written English of undergraduate students of the University of Benin.

1.6 Significance of the Study

This study will be significant to undergraduate students, lecturers, language educators, university administrators, curriculum planners, researchers and the wider Nigerian educational system.

Undergraduate Students: The study will help students understand the distinction between Nigerian Pidgin and formal written English. It may increase their awareness of situations where formal English is required and encourage them to monitor their language use during academic writing.

Lecturers and Language Educators: The findings will provide useful information to lecturers concerning the linguistic difficulties that may be associated with students’ habitual use of Nigerian Pidgin. This may assist lecturers in designing writing exercises and corrective strategies that address recurring grammatical, lexical and sentence-construction problems.

University Administrators: The study may provide evidence that can support the development of language-awareness programmes, writing clinics, academic literacy workshops and other interventions designed to improve students’ written communication.

Curriculum Planners: The findings may contribute to discussions concerning language education in Nigerian universities, particularly the need to recognise the multilingual realities of students while maintaining appropriate standards for formal academic English.

Researchers: The study will contribute to existing literature on Nigerian Pidgin, language contact, code-switching and academic writing. It may also provide a basis for future studies comparing students from different universities, geographical regions or academic disciplines.

The Nigerian Educational System: The study may contribute to broader discussions about how Nigerian educational institutions can balance the sociocultural functions of Nigerian Pidgin with the academic requirements associated with proficiency in formal English.

1.7 Scope of the Study

The study will focus on the influence of Nigerian Pidgin on formal written English among undergraduate students of the University of Benin, Benin City, Edo State.

The geographical scope will be limited to the University of Benin. The population of interest will consist of undergraduate students enrolled in the university. The study will focus specifically on students’ use of Nigerian Pidgin and its relationship with formal written English.

In terms of content, the study will examine the frequency of Nigerian Pidgin usage, reasons for its use, grammatical influence, vocabulary and sentence construction, occurrence of Pidgin expressions in academic writing and possible strategies for improving formal written English.

The study will not attempt to examine Nigerian Pidgin as a complete linguistic system or determine its historical origin. It will also not seek to condemn the use of Nigerian Pidgin in informal communication. Rather, it will concentrate on the possible transfer or influence of Pidgin features in situations where undergraduate students are expected to employ formal written English.

1.8 Operational Definition of Terms

Influence: The extent to which the use of Nigerian Pidgin affects or is associated with students’ use of formal written English.

Nigerian Pidgin: A widely used contact language in Nigeria with established lexical, grammatical and phonological characteristics, commonly used in informal and intergroup communication.

Formal Written English: The form of English expected in academic and other formal written contexts, characterised by appropriate grammar, vocabulary, sentence construction, spelling, punctuation, coherence and organisation.

Undergraduate Students: Students enrolled in bachelor’s degree or other undergraduate programmes at the University of Benin.

Language Contact: The interaction that occurs when speakers of different languages or language varieties communicate regularly, potentially resulting in linguistic influence or change.

Code-Switching: The movement from one language or language variety to another during communication.

Code-Mixing: The incorporation of elements from two or more languages or language varieties within the same communicative interaction.

Academic Writing: Formal written communication produced for educational purposes, including assignments, examinations, seminar papers, projects, reports and other university-related academic tasks.

Language Transfer: The influence of knowledge or habitual use of one language or language variety on the production of another language or variety.

Project – The Influence of Nigerian Pidgin on Formal Written English among Undergraduate Students: A Study of Students of the University of Benin