Abstract
Recent research efforts in teacher education in Nigeria have largely focused on innovative instructional delivery with little attention to learner-related variables such as language anxiety and prior knowledge that can influence learning outcomes in English composition in ESL classrooms. Notwithstanding these interventions, the problems of mass failure and poor quality of essays still persist in Nigerian schools. Studies have confirmed that language-related anxiety and prior knowledge in ESL classroom can influence students’ achievement irrespective of the quality of instruction received by learners in a second/foreign language classroom. Therefore, this study examined the relationship between language anxiety and prior knowledge on achievement in expository essay. Three null hypotheses were tested at a 0.05 level of significance, and 350 participants were randomly selected from four senior secondary schools. Data were collected using two research instruments and the results showed that there was no significant relationship between the independent variables and students’ achievement in expository essay. Also, there were no composite and relative contributions of language anxiety and prior knowledge on students’ achievement in expository essay. The study was concluded by making recommendations to ESL teachers and students on how to improve achievement in expository writing.
Highlights
Introduction eEnglish language is unarguably the status language in Nigeria because it is assigned important roles such as the language of instruction in school, official language, and a core requirement for admission into higher institutions of learning in the country. e importance of English language in the Nigerian educational system is underlined by the fact that the subject is taught and learned at all levels of education and evaluation of students’ learning in other subject areas is largely conducted in English
Studies have confirmed that language-related anxiety and prior knowledge in ESL classroom can influence students’ achievement irrespective of the quality of instruction received by learners in a second/foreign language classroom. erefore, this study examined the relationship between language anxiety and prior knowledge on achievement in expository essay. ree null hypotheses were tested at a 0.05 level of significance, and 350 participants were randomly selected from four senior secondary schools
It is not uncommon to assess one’s level of education to the quality of one’s writing or speech in English language. erefore, composition writing is an integral aspect of English instruction in schools, it is examined in English Language Paper 1 in West African Examination Council (WAEC), and National Examination Council (NECO) conducted examinations in Nigeria
Summary
Introduction eEnglish language is unarguably the status language in Nigeria because it is assigned important roles such as the language of instruction in school, official language, and a core requirement for admission into higher institutions of learning in the country. e importance of English language in the Nigerian educational system is underlined by the fact that the subject is taught and learned at all levels of education and evaluation of students’ learning in other subject areas is largely conducted in English. Paper 1 tests the writing skill in English language, and Olagbaju and Jimoh [1] have argued that any student who wishes to succeed in English must do well in the written aspect of the exam. Different writing tasks such as letter writing, speech and article writing, and argumentative/debate, narrative, descriptive, and expository essay types are taught and examined in ESL classrooms in Nigeria. Expository writings require students to transmit their ideas, opinions, and facts to the reader and they could be requested to produce an essay that is suitable for publication in a national/local magazine. In spite of the importance of English to students’ success in education and Education Research International academic advancement in Nigeria, many students still find the subject difficult to pass especially in the public examinations
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