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ERIC Number: EJ1075750
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1916-4742
Language-Learner Strategy Instruction and English Achievement: Voices from Ghana
Agor, John T.
English Language Teaching, v7 n6 p175-191 2014
This paper presents the results of a one-year longitudinal study which sought to investigate the effect that strategy instruction may have on English language achievement. Two classes of junior high school students at Madina in Ghana were involved in an experiment. The experimental class was taught various language-learner strategies both implicitly and explicitly as part of their English lessons. The control class was taught the same contents excluding language-learner strategies. Pre-test and post-test proceedings were video-taped and analysed. During post-test activities, the experimental class displayed 17 different language-learner strategies with facility while the control class deployed 7. At the end of the academic year, the English language results of the two groups were compared: 96.5% of the experimental class obtained Grade "One" while 24% of the control group obtained that Grade. The results suggest that one sure way to attain the desired levels of achievement in English at the basic school level in Ghana is to popularise language-learner strategy instruction.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana