Harnessing bilingual students’ use of language learning strategies for improved performance in composition writing
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Fafunwa Educational Foundation and the Faculty of Education, University of Lagos
It is a concern why bilinguals who are supposed to be proficient in the English Language, perform below expectations in the English language examinations, especially in composition writing. This paper examined the correlation between bilinguals’ First Language (L1) and their choice of language learning strategies (LLS) in composition writing. Relational Frame Theory guided the work with three Research Questions. Survey and Causal-Comparative designs were adopted with purposive and random sampling technique, using four hundred and twelve JSS Three participants. Instruments were -Bilingual Identification Questionnaire, Learning Strategies Inventory, and Composition Proficiency Test. Findings revealed that bilinguals’ L1 influences their choice of LLS as participants chose LLS differently with differing performances. The choice of bilinguals’ LLS was found to be influenced by the bilinguals’ L1. Teachers should identify the bilinguals’ different LLS preferences in a multilingual class, enhance the LLS already in use and encourage the use of the neglected ones as the LLS are interrelated.
Language learning strategies , Composition writing , Language preference , Bilingualism , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Olaolorun M.O, Ikonta, N.R. & Adeosun, A. O. (2019). Harnessing bilingual students’ use of language learning strategies for improved performance in composition writing. Fafunwa Journal of Contemporary Education (ISSN 2672-5304); Vol. 2(1); 43-53.