Language Learning Strategies and Writing Competence among Senior Secondary School Students in Ogun State Nigeria
DOI:
https://doi.org/10.46881/ajh.v1i1.39Keywords:
Meta-cognitive strategy, wntmg competence, English language, Language Learning Strategies, Native language.Abstract
The relationship and effect of Language Learning Strategies (LLS)-on writing competence in English language among the Senior Secondary School (SSS) studentG in Ogun state was investigated. Multi stage random sampling technique was used to select 418 students from both private and public senior second.uy schools in the study area through the use of structured questionnaire and the data were analysed using descriptive, correlation coefficient and regression analytical tools. Results revealed that the respondents aged between 15 and 17 years (57.9%), 42.6% speak both English and native languages respectively while at home and 80% received coaching support in learning English Language. Six LLS were used by the students in learning English language. Writing competence of students was poor with 67.7% scoring below average (50%). Correlation result confirmed the positive significant relationship of cognitive, meta-cognitive, and ~ocial strategies with writing competence. Regression result showed that meta-cognitive strategy, parents' educational level, students' type of school, language speaking among peers significantly improved the students' writing competence in English language. It was concluded that LLS affect students' writing competence positively except memory strategy. Therefore, the study recommended that the use of all other• LLS especially meta-cognitive strategy should be encouraged among SSS students in learning English Language while memorization method should be discouraged.References
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