Morphophonological Features of Foreign and Indigenous Online English Language Learning Platforms

Cite this article as: Anka, S. M., & Aliero, M. A. (2026). Morphophonological features of foreign and indigenous online English language learning platforms. Sokoto Journal of Linguistics and Communication Studies (SOJOLICS), 2(1), 71-85. https://doi.org/10.36349/sojolics.2026.v02i01.007

By

ShafaatuMuhammad Anka

shafa660@gmail.com

ORCID ID: 000-0002-2978-4510

Department of English,School of Secondary Education (Languages)

Federal College of Education (Technical) Gusau, Zamfara State.

&

Muhammad Ango Aliero

maaliero82@gmail.com

Department of Linguistics

UsmanuDanfodiyo University, Sokoto.

Abstract

The continuous spread and passion for teaching and learning English have brought about various innovations. Apart from the development of automatic applications to teach and learn it, people from different languages and backgrounds utilize social networking sites such as Facebook, YouTube and TikTok to that effect. These platforms continue to thrive and gain prominence but have receivedlittle regard from scholars. The thrust of this paper is to examine the morphophonological features of some foreign and indigenous Online English Language Learning Platforms on Facebook with the sole aim of identifying current foreign and indigenous online English language learning platforms in some social media outlets and analyse their morphophonological features. The study identified a total of 104 foreign and indigenous platforms on Facebookfrom which 50 lessons were sampled across 10 platforms. The videos were transcribed and the morphophonological features such as assimilation, elision, epenthesis and stress shift were identified from the spoken corpora using quantitative analysis. The findings reveal that elision has the highest number of occurrences with a total frequency of 166 and 80 for foreign and indigenous platforms respectively. This was followed by assimilation with the frequency of 107 and 36. The implication is that lessons should not be too short if learners are to receive comprehensive presentations and adequate manifestation of morphophonological elements for the development of speaking skill. Therefore, there is a need to establish standards and guidelines, particularly for indigenous presenters, in order to enhance their competitiveness with foreign platforms.

Keywords: Morphophonology, Online English language learning, Facebook, Foreign platforms, Indigenous platforms, English language teaching, social media, Assimilation, Elision, Epenthesis, Stress shift.

1.0 Introduction

English is the most predominantly taught language globally and it is used as a medium of instruction many countries. This global acceptability has increased the continuous spread, needand passion for its teaching and learning. However, one of the factors for its dominance is the internet. The emergence of the internet in America further solidified English as the language of the internet. This has contributed to English becoming one of the most powerful languages. Bayrakci and Aslan (2014) state that,with the development of Web 2.0, the internet has the property of interactivity, which is enabled by social networking. Interactivity is one of the characteristics of an ideal language learning environment (Lomicka& Lord, 2009).

In fact, the internet which is part of technological advancement, has given rise to innovations in teaching and learning English language. Over the past two decades, the Internet and the ‘new media’ (Maduakor&Nkechor, 2019) has opened up new avenues for teaching and learning via social media platforms like Facebook, WeChat, Instagram, Twitter (X), Snapchat, and WhatsApp (Al-Kadi & Ahmed, 2018).

Online English Language Learning Platforms (OELLPs), emanated from the integrative Computer Assisted Language Learning (CALL) which was popular in the 1990s. Warschauer (2004) predicted that the future and growth of CALL rely heavily on the technological changes which creates new social context that shapes how learning takes place. The effectiveness of CALL especially in the 21st century has been increasing through social media and social networking sites, which offer participation and interactivity at a mass audience (Kaplan &Henlein, 2010). The emergence of social networking platforms has further transformed CALL by providing learners with opportunities to engage in real-time communication, collaborative learning and content sharing. The platforms are designed according to a comprehensive analysis of students’ interest, knowledge, structure and preferences, as well as level and ability of the audience.

In the context of this study, Online English Language Learning Platforms (OELLPs) refers to videos presented by various individuals presented on the social networking sites with the aim of teaching aspects of the English language. A preliminary survey of these OELLPs has shown that the instructors are from various regions of the world including Nigeria. Some of them are native speakers of English language with others from Asia and Africa. In the case of Nigeria, OELLPs instructors appeared to be a recent innovation. The design and implementation ofinstructional contents are based on individual approaches rather than formal instruction, without reference to any established standard. However, Duolingo and Rosetta Stone are platforms presented as downloadable applications that offer interactive exercises, personalized instruction and real-time feedback, enhancing the learning experience. They teach English communication in context and solicit user’s information, choice and preferences, in order to present the right content for learning. Furthermore, these formal platforms are programmed in such a way that they follow and evaluate learner’s progress.

However, with the emergence of Covid-19, online platforms were generally embraced as new opportunities for teaching and learning. Online English language teaching and learning was generally accepted as a new way of acquiring language skills. Hence, numerous instructors are found teaching selected aspects of the language especially on Facebook. These social media sites are mostly accessed through mobile phones which promotes its usage, especially among youths (Ebele, 2018).

This paper explores the morphophonological features of foreign and indigenous OELLPs. It attempts to examine the selected platforms in order to identify the morphophonological features therein and analyse them. It should be noted that there are numerous OELLPs but the study is delimited to those that are found on Facebook by foreign and indigenous instructors. Due to the fact that some of these instructors are not truly trained, learners may acquire incorrect forms and poor speaking habits. This may lead to fossilisation and reduced intelligibility. Indigenous platforms refer to those that are created by Nigerians and foreign are those platforms created by non-Nigerians. The variables in this paper are assimilation, elision, epenthesis and stress shift.

1.1 Problem Statement

The advent of technology has revolutionised the way people learn, including language learning. OELLPs have gained immense popularity in recent years, offering flexibility, accessibility and personalised learning experiences. However, despite their growing presence, there is need for a comprehensive study to explore their linguistic variables which is tightly connected to speech production. Morphophonology, the study of sound and structure patterns in language, is crucial for effective communication. OELLPs have the potential to transform the way learners acquire language skills, but the impact remains unexplored. The proliferation of OELLPs raises questions about their quality, effectiveness and suitability for different learners, thus necessitating their study.

Due to the advancement of technology in all fields of study, Crystal (2010)anticipated the study of such of the branches of linguistics as internet morphology, internet phonology and internet syntax. The scholar also predicted the emergence of applied internet linguistics. It is in this regard that OELLPs gradually emerged and continue to thrive. Hence, a study morphophonological features of OELLPs as an area of applied internet linguistics is worthwhile.

2.0 Literature Review

In Linguistics, ‘Morphophonology’ and ‘Morphophonemics’ are used interchangeably. Haspelmath and Sims (2013), define morphophonology as the study of the phonological structure of morphemes or the permitted combinations of phonemes within morphemes in any given language. Additionally, O’Grady (1996) observes some necessary elements of these changes in studying morphophonological elements. These changes include: assimilation, dissimilation, elision, epenthesis, simple consonant and vowel change, synthesis, change of syllabic vowel or diphthong, gradation, and suppletion. For instance, elision occurs when one or more phonemes that are present in the normal allomorph of a morpheme are missing or modified in another allomorph. The addition of a phoneme is a morphophonemic change that happens when one of two allomorphs of a morpheme lacks one or more phonemes which are present in the other. This study therefore, focuses on identification of morphophonological features of foreign and indigenous OELLPs. The morphophonological features of online contents, unlike those of conventional face-to-face interaction have not been given wider attention by researchers. Hence, there is need for a more comprehensive identification and analysis of the Linguistics features of morphophonology of online English instructors.

Today, a vast number of OELLPs is all over the internet. They are easily found and without any login especially by the first-time user. The enormous and constantly expanding body of knowledge especially of teaching English language is now accessible online. Many people see this as an opportunity for learning. Moreover, it is an avenue where people particularly students can learn from native speakers and other experts in the field. They can equally acquire other skills such as making presentations, self-confidence and communication.

2.1 Morphology and Phonology Interface

The interface between Phonology and Morphology can be understood by explaining the Morphological and phonological processes that are firmly interrelated especially in spoken production. During processing, morphological processes must combine the phonological content of individual morphemes to produce a phonological representation that is suitable for driving further phonological processing. Golberg, Cholin, Miozzo and Rapp (2013) stressed that, in spoken production, there is an intimate connection between morphological and phonological processing. Moreover, the output of morphological operations serves as the input to phonological processes. When morphological processes combine morphemes to form multimorphemic words, the constituent sounds must also be combined in conformity with phonological representation suitable for driving speech. Largely, morpheme assembly causes changes in a word’s phonological acceptability, a matter which is the concern of phonology.

2.2 Concept of Morphophonology

Morphophonology ormorphophonemics, refers to the variation in the structure of morphemes due to the influence of phonetic factors. Parera (1982) observes that a change of morpheme occurs based on the sounds that surround it which relates to the correlation between morphemes and phonemes. It is also called morphophonemic changes. Ramlan (1987) further mentions that morphophonology refers to the changes of phoneme as a result of merging one morpheme and another.

Moreover, Morphophonology studies the variations or changes in the phonemic structure of allomorphs of two or more morphemes which combine to form a new derivational as well as inflectional word forms. In other words, morphophonology is the study of the phonemic representation of morphemes in different environments. In noticing the phonemic change in the structure of allomorphs of the morphemes that combine into a new word, one allomorph is considered the normal form while the other is the variation or a change from the normal (Nurhayati, 2011).

Furthermore, Morphophonology is the study of phonological structure of morphemes or permitted combinations of phonemes within morphemes in any given language (Haspelmath& Sims, 2013). Morphemes often have different phonological shapes depending on the environment. Morphological and phonological processes are tightly interrelated in spoken production.

Firstly, as explained by Golberg et al (2013), the reason for this intimate relation in spoken production is that the output of morphological operations serves as the input to phonological processes. When morphological processes combine lexical representations (morphemes) to form a multimorphemic word, the constituent sounds must also be combined in such a way that the resulting phonological representation is suitable for driving spoken production. For example, once the morphemes cat and –s have been selected, the phoneme sequences /kæt/ and /s/ must be combined into /kæts/ in order to allow subsequent phonological processing to take place. This assembly process, likely involves updating segmental position information to reflect the newly constructed multimorphemic environment (e.g., the /k/ in cloth is no longer in word-initial position when it appears as part of the compound tablecloth). Whatever specific operations this process may entail, the integration of the phonological content of a word’s morphemes is crucial to the ability of downstream processes to operate over the word.

Secondly, the combination of morphemes frequently results in the creation of new phonological environments that vary in how well they conform to universal and language-specific phonological constraints. In many cases, the phonological environment created by combining morphemes must be modified by the phonology in order to satisfy a language’s phonological constraints. For example, affixation in English frequently requires the phonological content of morphemes to be resyllabified in order to create optimal syllables (find + ing = [faɪn.dɪŋ]). Far more dramatic modifications also abound—for example, in languages containing vowel harmony rules, root and affix vowels are modified so that they agree in particular features.

2.4 Morphophonological Processes

Assimilation is a morphophonological change occurring when neighboring morphemes are articulated similarly to each other (Sukarsono, 2009). Assimilation is a common explanation of consonant change in English. Kelly, (2000) posits that assimilation describes how sounds modify each other when they meet, usually across word boundaries and also within words. Assimilation results when a sound becoming more like another nearby sound in terms of one or more of its phonetic characteristics. It occurs when two phonemes come in sequence and some aspects of one phoneme are taken by the other. Assimilation can be voicing and nasal.

Elision is the process that removes a segment from certain phonetic contexts. In English, for instance, schwa [ǝ]is often deleted when the next vowel in the word is stressed, such as the word‘suppose’ [sp^hǝuz] the first vowel sound ‘u’ realized as schwa [ǝ] is deleted. Again, /d/ is omitted in the articulation of the word friendship [frenshɪp]. In consonant clusters, especially in coda position, /t/ is commonly affected in this process. This is found in words like aspects and the phrase He must be realised as [aspeks] and [himǝsbɪ] respectively (Yule, 2010).

Epenthesis is the process of inserting a syllabic or a non-syllabic segment within an existing string of segments. For instance, in careful speech, the words ‘warmth’ and ‘something’ are pronounced as [wᴐ:mθ] and [sʌmθɪŋ]. It is common in casual speech for speakers to insert [p] between ‘m’ and ‘th’ and pronounce the words as [wo:mpθ] and [sʌmpθɪŋ].

Stress is a suprasegmental feature of speech. It applies not to individual vowels and consonants, but to a whole syllable. Stress refers to the relative prominence or emphasis on certain syllables in a word. According to Denham and Lobeck (2013), stress is usually produced by an increase in articulatory force, by an increase in the airflow, and sometimes by increased muscular tension in the articulators. The result of this are higher pitch, longer duration and greater intensity in stressed syllable than in unstressed syllable.

Mompean (2014) states that stress shift is first discussed within Classical Generative Phonology (Chomsky & Halle, 1968) and it has also been the focus of more recent treatments in Optimality Theory (Cho, 2002). Stress shift has also been dealt with within Metrical Phonology (Giegerich, 1985; Gussenhoven, 1991; Hayes, 1984; Nespor, 1990). This body of work suggests that the motivation for stress shift is to be found in rhythm.

2.5 Online English Language Learning Platforms

Different terminologies have been used for online learning, which makes it difficult to develop a generic definition. However, Ally (2011) explains that terms commonly used for online learning include e-learning, Internet learning, distributed learning, networked learning, tele-learning, virtual learning, computer-assisted learning, web-based learning, and distance learning. All of these terms imply that the learner is at a distance from the tutor or instructor, that the learner uses some form of technology (usually a computer) to access the learning materials; that the learner uses technology to interact with the tutor or instructor and with other learners; and that some form of support is provided to learners.

Again, online learning refers to the use of the Internet to access learning materials; to interact with the content, instructor, and other learners; and to obtain support during the learning process, in order to acquire knowledge, to construct personal meaning, and to grow from the learning experience (Ally, 2011). For learners, online learning knows no time zones, and neitherlocation nor distance is an issue. In asynchronous online learning, students can access the online materials anytime, while synchronous online learning allows for real-time interaction between students and instructors. Learners can use the Internet to access up-to-date and relevant learning materials, and can communicate with experts in the field which they are studying (Ally 2011). Social media platforms provide opportunities for learning in an informal way (Baba, 2016). 

3.1 Methodology

The research design adopted for this study was a quantitative research design which entails collecting numerical data on the number of OELLPs on Facebook and the number of the identified morphophonological features. The population of this study is vast and fluctuating. This is because new English language learning platforms emerge on daily basis as a result of the social media influence and continuous need to learn the language. Therefore, the accessible population was based on the preliminary survey conducted by the researcher through online survey of Facebook. Thus, 104 English learning platforms were identified teaching different language aspects of English language (list attached in appendix A). The identified platforms are categorized into indigenous, foreign, active or inactive, free or commercialized. In the context of this research, indigenous platforms refer to those that are developed and presented by Nigerians while foreign platforms refer to those developed by other non-Nigerians. Moreover, active platforms in this context are those having a series of consecutive presentations while inactive ones refer to those that have very few and irregular presentations.

Since the interest of the research is not on the lesson’s subject matter, the research population comprises all English language learning platforms on Facebook. The justification for the selection of Facebook

over other social networking sites such as YouTube, Instagram, and X (Twitter) is due to its wide coverage, easy accessibility, low data cost-effective and largest number of users (Statistica, 2024). 

4.0     Data Analysis and Discussions

	Foreign Platforms	Frequency and Percentages of Identified Morphophonological Features
		Assimilation	Elision	Epenthesis	Stress Shift
1.	English with Lucy	45 (42%)	69 (41%)	11 (41%)	-
2.	Tim’s BBC Learning English	25 (23%)	12 (7.2%)	1 (3%)	-
3.	Your English Upgrade	2 (1.8%)	3 (2%)	-	1
4.	English Evolution	9 (8.4%)	29 (17%)	7 (26%)	-
5.	Rebecca’s English Hub	15 (14.2%)	17 (10%)	-	-
6.	BBC Learning English with Georgie	11 (10%)	36 (21%)	8 (30%)	-
Total Occurrence		107 (100%)	166 (100%)	27 (100%)	01(100%)

From the survey conducted, 104 Online English Language Learning Platforms on Facebook were identified (see Appendix A). Looking at the proportion, there were 82 foreign and 22 indigenous platforms. This study sampled 50 lessons in both foreign and indigenous platforms as shown in table 4.1 below:

Table 4.1: Distribution of Foreign and Indigenous Platforms Per Lessons

Foreign Platforms		Indigenous Platforms		Total
Number of Presenters	6	Number of Presenters	4	10 Presenters
Number of Lessons	30	Number of Lessons	20	50 Lessons

 

Thetable 4.1 above presents the distribution of 50 lessons in 10 platforms. The foreign platforms comprise 30 lessons by six presenters. The duration of each lesson differs, but generally, ranges from 1 to 10 minutes. However, for the indigenous platforms, 20 lessons by four presenters were covered. In the case of indigenous platforms, the duration of each lesson ranges from 1 to 6 minutes.

The morphophonological features of foreign and indigenous OELLPs are identified and presented in table 4.2 and 4 .3 below:

Table 4.2: Occurrence of Morphophonolgical Features in Foreign Online English Language Learning Platforms

The above table 4.2 shows the frequency of occurrence of the morphophonolgical features identified from 30 lessons by the presenters of six foreign platforms. For instance, in the first platform, English with Lucy, the frequency of occurrence of assimilation sub-variable as shown in the table is 45 (%). it was identified 25 times in Tim’s BBC learning English, 2 times in Your English Upgrade, 9 times in English Evolution, 15 times in Rebecca’s English Hub and 11 times in BBC Learning English with Georgie. For elision, 69 times in English with Lucy, 12 times in Tim’s BBC Learning English, 3 times in Your English Upgrade, 29 times in English Evolution, 17 times in Rebecca’s English Hub and 36 times in BBC Learning English with Georgie. Epenthesis occurred 11 times 1 time in Tim’s BBC Learning English, none in Your English Upgrade, 7 times in English Evolution, none in Rebecca’s English Hub and 8 times in BBC Learning English with Georgie. Stress shift was only identified once in Your English Upgrade.

Though all the platforms are foreign, English with Lucy is having the highest frequency of assimilation and your English upgrade is having the least frequency. This implied that assimilation in spoken corpora comes naturally in speech as stated by Roach, (2010).

Again, English with Lucy has the highest Frequency of elision and epenthesis with Your English Upgrade having the least frequency in elision and zero frequency of occurrence in Your English upgrade and Rebecca’s English Hub.

Table 4.3 :Occurence of MorphophonolgicalFeatures inIndigenous Online English Language Learning Platforms.

	Indigenous Platforms	Frequency of Occurrence
		Assimilation	Elision	Epenthesis	Stress Shift
1.	Sani Ahmad Bamalli	14 (39%)	35 (44%)	4 (36%)	-
2.	MrMoh’s English Class	5 (13%)	24 (30%)	4 (36%)	-
3.	Speak Right with Edikan Francis Out	10 (28%)	6 (8%)	3 (28%)	-
4.	#learnwithprecious	7 (20%)	15 (19%)	-	-
Total Occurrence		36 (100%)	80 (100%)	11 (100%)	-

 

The above table 4.3 shows the frequency of occurrence of the morphophonolgical features identified from 20 lessons by the presenters of four indigenous platforms. For instance, in the first platform, by Sani Ahmad Bamalli, the frequency of occurrence of assimilation sub-variable as shown in table, is 14 (%). It was identified 5 times in Mr. Moh’s English class, 10 times in Speak right with Edikan Francis Out, 7 times in #learnwithprecious. For elision, 35 times in Sani Ahmad Bamalli, 24 by Mr. Moh’s English class, 6 times by Speak right, 15 times by #learnwithprecious. Epenthesis occurred 4 times in Sani Ahmad Bamalli, 4 times by Mr Moh’s English Class, 3 times in Speak right and none in #learnwithprecious.

Though all the platforms are foreign, English with Lucy is having the highest frequency of assimilation and your English upgrade is having the least frequency. This implied that assimilation in spoken corpora comes naturally in speech as stated by Roach, (2010).

Again, English with Lucy has the highest Frequency of elision and epenthesis with Your English Upgrade having the least frequency in elision and zero frequency of occurrence in Your English upgrade and Rebecca’s English Hub.

The finding of this study impliesthat online lessons should not be too short for a comprehensive presentations and adequate manifestation of morphophonological elements for the development of the speakingskill. This finding contradicts David Crystal’s in an online interview on the future of English, held on 11/5/2025 with PhD students (https//youtube/64HR797Lsc?si=6Fx0_K8as2jYassK), in which he said that everybody is going online and presentations should be short to give the viewers and listeners the opportunity to access them. It appears that lessons with short duration of presentation seem to follow the pattern of advertisements. Therefore, OELLPs presenters should be mindful of duration in order to provide adequate information for learners.

5.1 Conclusion

The findings of this study have significant implications for the design, implementation and evaluation of Online English Language Learning Platforms particularly regarding the treatment of morphophonological features. By identifying these features across both foreign and indigenous platforms, this study contributes to the growing field of digital language pedagogy. It also has practical implications for content developers and instructional designers, suggesting the need for greater emphasis on natural spoken features to improve learners’ pronunciation and listening skills. 

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APPENDIX A

Names of Identified Foreign and Indigenous English Language Learning Platforms on Facebook Indicating the Sample (Shown in Bold)

S/N	Name of Platform	Location	Free/Commercialised	Status
1.	English101.com	Foreign	Free	Active
2.	Hello English Rupam	Foreign	Free	Inactive
3.	Winnie’s School of elegance	Indigenous	Free	Active
4.	English with Emma	Foreign	Free	Active
5.	English with James	Indigenous	Free	Active
6.	Learn English with Harry	Foreign	Free	Inactive
7.	Linda Raynier (lindaraynier.com)	Foreign	Free	Inactive
8.	Mary Daphne	Foreign	Free	Inactive
9.	Advanced English for professionals	Foreign	Free	Active
10	English with Greg	Foreign	Free	Active
11	English with Katherine	Foreign	Free	Inactive
12.	Easy English with Dinara	Foreign	Free	Inactive
13.	Learn English with Rebecca	Foreign	Free	Active
14.	Easy English with James	Foreign	Free	Active
15.	English with Liz	Foreign	Free	Active
16.	Sollyinfusion	Indigenous	Free	Active
17.	Aunty Sandra’s Reading Centre	Indigenous	Free	Active
18.	Mrs Roades (180 days of spelling and word study)	Foreign	Free	Active
19	Club James studios	Foreign	Free	Inactive
20	Only English Vocabulary	Foreign	Free	Active
21.	English Class	Foreign	Free	Inactive
22.	English Learning Time	Foreign	Free	Active
23.	My English Study	Foreign	Free	Active
24.	Learn English Step Wise	Foreign	Free	Active
25.	Learn English with Tarun	Foreign	Free	Inactive
26.	English Practice Time	Foreign	Free	Active
27.	English Class	Foreign	Free	Active
28.	English Takeaway with Sani Sambo	Indigenous	Free	Inactive
29.	English for all - Kabiru Musa Jammaje	Indigenous	Commercial	Active
30.	Jahun English Academy	Indigenous	Free	Inactive
31.	Ar Rahman TV2	Foreign	Free	Inactive
32.	Beth BBC English	Foreign	Free	Active
33.	BBC English with Sian	Foreign	Free	Active
34.	Teacher Mike English	Foreign	Free	Active
35.	Speak English with Tiffani (Daily English lesson .com)	Foreign	Free	Active
36.	Promova 10 minutes daily	Foreign	Free	Active
37.	BBC Learning English with Shalet	Foreign	Free	Active
38.	BBC Pronunciation with Nina	Foreign	Free	Active
39	ESL Whiteboard	Foreign	Free	Active
40.	Learn English with Teacher Aubrey	Foreign	Free	Active
41.	Table of knowledge TV	Indigenous	Free	Active
42.	Fluent Speech Educational Consult	Indigenous	Commercial	Active
43.	BBC Learning English with Mike	Foreign	Free	Active
44.	Useful DIY and Mixed Fun	Foreign	Free	Inactive
45.	Improve English Skills	Foreign	Free	Active
46.	JForrest English	Foreign	Free	Active
47.	The English Plus	Foreign	Free	Active
48.	BBC English with Tim (bbclearning english.com)	Foreign	Free	Active
49	BBC Learning English with Georgie	Foreign	Free	Active
50	English in a minute	Foreign	Free	Active
51.	Englito	Foreign	Free	Active
52.	Grammatical English Learning Platforms	Foreign	Free	Active
53.	WorldPlus- Easy and effective learning	Foreign	Free	Active
54.	Lingual Coach: Learn with AI	Foreign	Free	Active
55.	English with Lucy	Foreign	Free	Active
56.	ByTALK-Speak English Practice	Foreign	Free	Active
57.	Alicia English Academy	Foreign	Free	Inactive
58.	The phonetics and Phonology of the English Language (Pro Lingua)	Foreign	Free	Active
59.	Improve English Skills	Foreign	Free	Active
60.	Sivi AI Learn English Speaking	Foreign	Free	Active
61.	Empowering English Learning	Foreign	Free	Inactive
62.	Lingutown: Language Coach	Foreign	Free	Active
63.	Learna AI: English learning	Foreign	Free	Active
64.	Learn English- Improve your ability to speak	Foreign	Free	Active
65.	Lingo-AI Language practice	Foreign	Free	Active
66.	Teacher Yassine-Learn English	Foreign	Free	Inactive
67.	Englishteacherclaire	Foreign	Free	Inactive
68.	@arewa learn English	Indigenous	Free	Active
69.	Learning English with Mr Moh	Indigenous	Free & commercial	Active
70.	MK English and MediaMind Academy	Indigenous	Free & commercial	Active
71.	Speak Right with Edikan Francis Out	Indigenous	Free	Active
72.	English Evolution	Foreign	Free	Active
73.	Rebecca’s English Hub	Foreign	Free	Active
74.	Teacher Blessing	Foreign	Free	Active
75.	#learnwithprecious	Indigenous	Free	Active
76.	Your English Upgrade	Indigenous	Free	Active
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