Abstract
The study investigated Causes and effects of using English language as an instruction medium on the academic performance of second language learners (SLL), especially Yoruba learners in Ilesha West Local Government of Osun state. Furthermore, this study intends to explore and suggest alternative approaches which may be initiated in a bid to improve performance in ESL while still using English language as the instruction medium and to contribute towards promoting other indigenous languages of Nigeria to equal status as instruction medium in schools.
The geographical location of Ilesha West Local Government area of Osun State, Nigeria was examined to explore how English language as the instruction medium affects the academic performance of second language learners (SLL), especially Yoruba learners.
The population used for this study consisted purposive sampling of selected secondary school students in Ilesha West Local Government. Sixty (60) students, were selected to form the sample. The questionnaire was used as the research instrument. The questionnaires were analysed using the simple percentile descriptive method.
The results of the study showed that that there are variables within the formal and informal environments which impact on the academic performance of English as second language learners. It is also revealed from the findings that there are possible strategies by which English as second language learners’ performance could improve while English Language remains the medium of instruction. Furthermore, the result reveals that English Language as instruction medium affects academic performance from the point of view of learners.
CHAPTER ONE INTRODUCTION
1.1 Background to the study
Generally, every school term and every academic year, learners in all secondary schools in Nigeria take English language as a subject and it is also used to facilitate other subjects except the indigenous ones such as (Yoruba, Hausa, and Igbo). It is used every day of the week throughout the academic year. The broad aims of English language as a subject and as an instruction medium is to enable learners to communicate and write good English. In diverse social contexts, they are expected to use appropriate words and basically, the syllabus provided by Osun State Ministry of Education, Osogbo which is implemented in Ilesha West Local Government emphasises on equipping learners with communication skills, particularly in spoken English. This is seen as an important factor for the learners to prepare themselves for further studies in the university and subsequently preparing themselves for working environment upon their graduation.
Secondary schools’ learners in Osun state and Ilesha West Local Government in particular who enrolled for O’level examinations are low achiever learners, based on their
terminal results and their secondary school final examinations (WAEC and NECO) in English language as well as other subjects set in English language. Learners most of the times perform well in Yoruba language, some even attaining distinction. However, the minimum grade that qualifies the learners to further studies into higher institutions of learning is a credit (c) in English language and Mathematic with other five relevant subjects. These conditions precedent to higher education’s admission explain why learners in Ilesha West Local Government in Osun state find it difficult to secure admission to tertiary institutions.
The WAEC final examination results for May/June 2016 (Premium Times news), Osun State was ranked 29th among the lowest achievers in the examination. However, some candidates had distinction in Yoruba language. Why is there no such comparable pass rate between subjects that are set in English language which is learners’ second language and Yoruba which is learners’ first language?
The challenges of English language as instruction medium to SLL is not uniquely Nigerian as is evidenced in China where English language medium students were handicapped in science learning by their low levels of English language proficiency (Din Yan, 2003:3).
It is not clear exactly how the medium of instruction affects academic progress, and what other factors are involved. This study, then, will investigate how/why English language used as instruction medium affects academic performance of learners at secondary level, to establish what is working and what is not working for stake-holders, and suggest possible solutions.
1.2 Statement of the problem
Based on very low performance of learners in examination results and their lack of proficiency to communicate in the language, these questions arose, which stimulated this research work: What is the language background of learners? What are learners’ perceptions of the relationship between their environment and performance? How does English language, as a medium of instruction, affect academic performance from the point of view of learners and what do answers to the above question suggest about ways of improving ESL performance while still using English language as a medium of instruction?
English language Second Language (ESL) teachers and other teachers who facilitate other subjects in English language, particularly those who teach in Ilesha West Local Government area. They will benefit from the answers to these questions because they will enable them improve learners’ performance in English language, as well as other subjects taught in English language.
In second language learning, there are factors that must be taken into consideration. The first factor contends with cognitive style, age, personality, attitude and motivation, as well as aptitude (Gardner, 1985). As stated by Larsen-Freeman (2014), the strategies in which the learners use during the acquisition process is considered as another possible factor in learning ESL.
As a result of lack of English language proficiency, most learners in Ilesha West Local Government are not able to acquire second language effectively. In order to improve the learning process, apart from knowing the most important factors that influence the acquisition process, the teacher could also start making the students aware of the language learning strategies that they can choose and use during the learning process. Therefore, the teachers’ role is vital in helping the learners succeed in language learning process; not only by motivating them but also by allowing the learners to develop their own approaches to learning.
1.3 Purpose of the study
The aim of this study is to explore the causes of English language as the instruction medium and how it affects the academic performance of second language learners (SLL), especially Yoruba learners in Ilesha West Local Government of Osun state. Furthermore, this study intends to explore and suggest alternative approaches which may be initiated in a bid to improve performance in ESL while still using English language as the instruction medium.
1.4 Research questions
The research questions for this study are:
(1) Is there a significant relationship between learners’ background and their academic performance if English language is used as instruction medium, that is, those for whom English language is a second language?
(2) Are there variables within the formal and informal environment which impact on the academic performance of English as second language learners?
(3) Are there possible strategies by which English as second language performance could improve while English language still remains medium of instruction?
(4) How does English language as instruction medium affect academic performance from the point of view of learners?
(5) What do answers to the above questions suggest about ways of improving performance of ESL learners while English language still remains medium of instruction?
1.5 Significance of the study
This study in addition to considering factors other than language proficiency impact on academic performance of secondary school learners, it is also intended to contribute to language policy development in Nigeria. The study is intended to contribute towards promoting other indigenous languages of Nigeria to equal status as instruction medium in schools. The ultimate beneficiaries should be the learners of indigenous languages which are used as instruction medium thereby improving their academic performance.
This as envisaged in the work is achievable through enhancing both the status and proficiency of learners in the indigenous languages.
1.6 Delimitation of the study
The sample of this research study consists of 3 secondary schools in Ilesha West Local Government of Osun State. The focus of this study is to investigate Causes and effects of using English language as instruction medium on the academic performance of second language learners.
1.7 Limitation of the study
This research, while being informed and guided by universal norms and standards on English language Second Language Acquisition (SLA) and learning, and interactions with Yoruba first language speakers who are currently receiving instructions in English in their classrooms. Therefore, the findings may be limited in scope by time constraints.
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