Identifying students’ language learning strategies to remediate poor composition writing in the junior secondary schools

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dc.contributor.authorOlaOlorun, M.O
dc.contributor.authorIkonta, N.R
dc.contributor.authorAdeosun, A.O
dc.date.accessioned2022-01-18T11:04:15Z
dc.date.available2022-01-18T11:04:15Z
dc.date.issued2018
dc.descriptionScholarly articlesen_US
dc.description.abstractIn Nigeria, the rate of failure in English language external examinations by students is alarming. WAEC Chief Examiner’s Reports have yearly decried this. Students perform poorly in essay writing called composition writing in the junior school which is one of the major components considered in English language paper assessment. Many scholars like Ikonta (2008) have looked at possible teaching factors that could be responsible for this rate of failure to no avail. Students’ learning process now needs to be focused on. Research on writing indicates that the use of strategies and the knowledge which students bring to the text influence their writing process in a significant way (Ascención, 2008). This makes a critical look on language learning strategies of students very imperative. This study identifies the junior school students’ Language Learning Strategies as they impact their proficiency in composition writing. Oxford’s (1990) Strategy Inventory for Language Learning (SILL version 7.0 for EFL/ESL learners) which dichotomises strategies into Memory, Cognitive, Compensation, Metacognitive, Affective and Social strategies was used to identify Ojo Local Government, Lagos State’s junior secondary three students’ strategies usage. Students’ composition papers were also assessed to determine the subjects’ proficiency in composition writing. It was found out that all, except affective strategy, impact the different aspects of composition writing. Awareness of and appropriate use of Language Learning Strategies is therefore recommended as an antidote to poor composition writing in junior schoolen_US
dc.identifier.citationOlaolorun M.O., Ikonta, N.R. & Adeosun, A. O. (2018). Identifying students’ language learning strategies to remediate poor composition writing in the junior secondary schools. In Koumakpai, T., Alabi, T.A., Kodjo-Sonou, T.G., Olatunji, S.O & Ojongnkpot, C. (Eds.) Language and Literature for Communication in Human Societies (Papers in Honour of Late Dr Elisabeth Amegah De Campos). CUREL, Institut Universitaire Panafricain, Republic of Benin and Linguistic Immersion Centre for Foreign Students, University of Ilorin; pp. 289-306.en_US
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/10519
dc.language.isoenen_US
dc.publisherCUREL, Institut Universitaire Panafricain, Republic of Benin and Linguistic Immersion Centre for Foreign Students, University of Ilorinen_US
dc.subjectLearningen_US
dc.subjectLanguageen_US
dc.subjectComposition writingen_US
dc.subjectStrategiesen_US
dc.subjectJunior Secondary Schoolen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.titleIdentifying students’ language learning strategies to remediate poor composition writing in the junior secondary schoolsen_US
dc.typeBook chapteren_US
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