THE CONSEQUENCES OF ENGLISH LANGUAGE PROFICIENCY ON STUDENT ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

English Language competence refers to students’ or learners’ ability to communicate in English through writing, listening, reading, and speaking. According to the American Council on the Teaching of Foreign Languages, language competency, also known as linguistic competence, is a person’s ability to speak or act in a foreign language (ACTFL, 2008). It was suggested that different educators have different ideas about what constitutes competency. Because of Nigerian politics’ multilingual and multicultural structure on the one hand, and the lack of a national unifying indigenous language on the other, English has been adopted as a medium of intra-national and inter-national communication (Fakeye, 2006). More importantly, English has become the pivot around which the educational wheel of Nigeria revolves.¬† The language serves as the medium of instruction for all educational courses from elementary school to university, in addition to being a required school topic that must be passed at all levels of education in Nigeria. Ajufo Ajufo Ajufo Ajufo Ajuf (2007). The recent decline in academic attainment and educational standards in Nigeria has been attributed to students’ poor performance in English language public tests. According to Maleki (2007), one of the most significant challenges that EFL students face in their specific course of study is difficulty properly absorbing the contents and concepts of the numerous curriculum courses taught in the target language (English language). This is the same challenge that Nigerian ESL students face in public examinations. In many performance subjects, he performed poorly. This could be due to their deficiencies in the English language, which is the medium of instruction, which could harm their overall academic performance. According to Feast (2002), if students do not have a command of the language of instruction, they will struggle with the many educational topics taught in the target language. As a result, Nigerian ESL students’ overall performance is heavily reliant on their English language skills. Bachman (1990) defines language competency as the ability to communicate in a foreign language. Oller (1983) defines language competency as a collection of distinct but related concepts, as well as a broad concept of language proficiency (Zangani, 1992). Scholars have investigated the relationship between students’ overall academic success.

in topic areas and their language skills. Wellington (2000) demonstrated a connection between students’ content-area performance and concurrent performance on a language competence exam. Maria (1981) investigated the relationship between Hispanic students’ performance on English language exams and their mathematical proficiency, discovering that language test results were ineffective in predicting mathematical achievement. Bayliss (2004) investigated the relationship between academic performance and second language competency, concluding that once students achieve native-like proficiency levels, the relationship between academic performance and language proficiency disappears. As a result, the primary focus of this study is on the effects of English language proficiency in secondary schools, with Abi local government serving as a case study.

1.2 THE PROBLEM’S STATEMENT

The ability to communicate in English has long been considered desirable. Understanding other courses taught in secondary schools is a prerequisite. The poor performance of students has been linked to a lack of English language ability. The low performance of Nigerian senior, secondary school students in various school topics in public examinations has frequently been blamed on a lack of proficiency in English, which is the medium through which knowledge in school subjects is communicated to learners (Butler, 2003). Poor English language use abilities may have an impact on students’ academic performance in a country like Nigeria, where English is a second language. As a result, students’ academic progress in cataloguing and categorization may suffer. Students with limited English proficiency may struggle to understand cataloguing and categorization criteria and may be unable to express themselves effectively in writing.

examinations and assessments (Castellon, 2004). The goal of this study is to investigate the effects of English language proficiency on secondary school students’ academic performance, using Abi as a case study.

1.3 THE STUDY’S OBJECTIVES

The overall goal of this study is to investigate the effects of English language proficiency on academic performance in secondary school students. The specific objectives are as follows:

i. Determine whether or not qualified English language instructors are employed in secondary schools in Abi local governments.

ii. Determine the level of English language proficiency among secondary school students in Abi LGA.

iii. To investigate the impact of English language proficiency on secondary school academic performance in the Abi Local Government Area.

iv. Determine whether English language proficiency affects how quickly students grasp other courses.

v.

Determine whether students with limited English proficiency can express themselves correctly in written assessments and examinations.

1.4 QUESTIONS FOR RESEARCH

i. Do qualified English language instructors work in secondary schools in Abi local governments?

ii. What is the level of English language proficiency among secondary school students in Abi LGA?

iii. How does English language proficiency affect secondary school academic performance in Abi LGA?

iv. Determine whether English language proficiency affects how quickly students grasp other courses.

v. How can we tell if students with limited English proficiency can express themselves correctly in written assessments and examinations?

1.5 THE STUDY’S SIGNIFICANCE

The study sheds light on the root causes of Nigeria’s declining economy.

Secondary education requirements. The study’s findings will also be used to assist Nigerian secondary school students in improving their English language proficiency as a means of improving their poor academic performance. Curriculum planners and other education stakeholders will be made aware of the significance of English language acquisition in formal education. This study will contribute to the existing body of knowledge by considering sections of the literature that have not yet been researched or explored and incorporating these factors into the current study. As a result, the study will lay the groundwork for future research in the field.

1.6 THE STUDY’S OBJECTIVE

The purpose of this study is to investigate the effects of English language proficiency on secondary education.

Academic performance of schoolchildren, using the Abi local government area as an example.

1.7 THE STUDY’S LIMITATIONS

The researchers faced significant challenges in conducting this study, including a lack of time, respondent unwillingness to provide information, and limited resources.

 

 

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