The Impact of Diffidence and Stereotypes on the Performance of Francophone Learners of English (Published)
This article applies the broaden-and-build theory of positive emotions by Fredrickson (1998) to analyse the performance and the psychological factors (diffidence and stereotypes) hindering the English language learning process in the Francophone system of education in Cameroon. 200 informants were randomly selected in 2 schools for this research: a public school, Lycée Bilingue d’ Etoug-Ebé (LBE) and a private school, Collège Privé Moderne de l’Espérance d’Etoug-Ebé (COPMEE) in Yaounde. Our informants were selected from examination classes (Troisième, Première, and Terminale) in different streams, known as séries: literary studies and scientific and technological studies. 10 teachers were also selected for this study. The data were collected through an open-ended interview for teachers, an analysis of students’ report cards, a questionnaire for students, and observation in class. The findings reveal that diffidence and stereotypes have a negative effect on Francophone learners of English. Female learners seem to be less affected by these psychological factors than male learners; just like learners below 15. Also, German learners, as well as learners from literary studies perform better in English and are less affected by psychological factors than Spanish learners.
Keywords: Francophone learners of English, Performance, diffidence, psychological factors, stereotypes
L2 Performance in English and GPA: A Correlation Study (Published)
The purpose of this correlational study was to investigate the relationship between various possible components of L2 skill GPA. In theoretical terms, the objective of the study was on examining the explanatory power of the g factor of general intelligence versus multiple intelligences theory through a correlation of five aspects of L2 competence with GPA among a sample of 94 Kuwaiti students of English as an L2. The study was guided by five research questions: (1) Is there a statistically significant effect of intelligence on GPA? (2) Is there a statistically significant effect of aptitude on GPA? (3) Is there a statistically significant effect of personality on GPA? (4) Is there a statistically significant effect of motivation and attitude on GPA? (5) Is there a statistically significant effect of beliefs on GPA? Utilizing an odds ratio approach in which the comparison groups were (a) students who failed and students who did not fail, (b) students who excelled and students who did not excel, and (c) students who achieved at least average performance and students who did not achieve at least average performance, no statistically significant relationships were found between GPA and any of these predictors. The results were discussed in terms of their support for multiple intelligences theory, and some recommendations for future research were made
Keywords: Correlation, English, GPA, L2, Performance, Study
Application of Comics as Instructional Strategy in Language Skill Development: An Oracy Enhancement Paradiigm (Published)
English language is very important in Nigeria because it is used for education, commerce, governmental activities and in inter /intranational relations, among others. The teaching of English language is being faced by a lot of problems ranging from poor teaching methods, students’ weaknesses in pronunciation, poor reading abilities and bad writing, which amount to students’ poor performance. It is therefore important that the language is properly taught in order to enhance the communicative competence of students. This papers looks into the use of comics in pedagogy. Important areas highlighted include: English Language in Nigerian Schools; Oral Communication in English Language; Teachers’ Role in Enhancing English Language Teaching and Students’ Oral Competence Comics and Strategies for Using Comics to Enhance Oral Communication in English Language. Recommendations offered include: teachers should understand that oral language is at the base of literacy which involves risk taking through a willingness to confront more languages than what is presently owned. It therefore requires diligence and hard work on the teacher’s part to help students come across more words in their learning.
Keywords: Assessment, Comics, Oral Skill, Performance, Second Language
A 3-Way Paradigm of Lesson Study Strategy on Teachers’ Productivity, Teaching Profession and Trainee Proficiency: A Contemporaneous Paradigm (Published)
This paper is showcasing a tripartite interwoven interactions in Education, that sychronously run to address a-3Way-Paradigm through the Lesson Study Strategy in the new millenium classroom. The quest for professionality and functionality will continue to make all educational stakeholders dive for strategies that will pave way for maximum productivity in the ocean of knowledge economy of the world. Lesson Study is a pedagogical strategy that is capable of producing productive interactions that revolve roundabout the 21st Century Classroom Teachers, the acts of Teaching and the Trainees. The process opens with a team of concerned teachers collaborating on a common discipline of interest. The goals of teaching and learning, how and what to employ in order to achieve the identified goals in the classroom are discussed. Classroom presentation is a collective resposibility of everyone in the team. One of the team members presents the teaching interactions with tthe students while others are in the classroom as observers. The team reviews and scrutinises the classroom interactive outcomes outside the classroom thereafter and effective remidiation is put in place for the overall achievement of the identified goals. In this paper therefore, the productivity of the teacher, process of teaching and proficiency of the trainees are independently focused. Lesson Study as a teaching strategy is capable of producing professionalism in the Teacher, productivity in Teaching and proficiency in the Trainees.
Keywords: Collaboration, Pedagogy, Performance, Remidiation, Tripartite, interaction, professionalism
The Role of the Family in English Language Learning (Published)
This study investigates the role of family in English language learning particularly in Bangladesh. Family role is very important to grow the sense of learning in learners as they are greatly influenced by it. Parents’ positive attitude, education and awareness according to individual requirements and needs provide constant encouragement and support for the learners. Parents make the greatest difference to achievement through supporting their learning at home rather than supporting activities in school. A learner, whose family members are habituated to use English at home, feels encouraged to learn English which facilitates learning process. My findings, on the other hand, show that children of those parents who are unaware of providing sound family atmosphere lack confidence as well as self-esteem. This study also examines the impact of home environment on children’s achievement in English language. My findings reveal that there is consistent relationship between the role of family and students’ academic achievement.
Keywords: Competence, Cultural Capital, Family Role, Language Learning, Performance, Socio-Economic Status, cognitive development
Does Mind Mapping Enhance Learning (Published)
In a setting whereby, students of the English Department at the College of Basic Education are exposed to course materials across a number of courses, in a language other than their mother tongue, requiring them to read, comprehend and analyse, note taking gets extremely complicated. The current study focuses on such a complex dilemma, with its objective to find out whether mind mapping may successfully be used by our students in order to overcome their linguistic problems. For the purpose, fifty third/fourth year English language students were used as the study’s sample. The students were divided into two groups and trained to use two different note taking techniques. Later they were given a 10 MSCs, each followed by subjective response question: know, remember, guess. In addition, students were asked to write about their experience to obtain qualitative data. Findings of the study suggest a higher level of performance when the students learn their study material using MM as opposed to SNT. More positive attitudes in favour of MM were also elicited from their selection between the three responses (Know, Remember & Guess)
Keywords: Attitudes, EFL, Higher Education, Long-Term Memory, Mind Map (MM), Performance, Short-Term Memory, Standard Note Technique (SNT)