Implications of Parents’ Socio-Economic Status in the Choice of English Language Learning Strategies among Nigeria’s Secondary School Students

Abstract

Studies have indicated that, less affluent families are less likely to have the financial and or time availability to provide their children with academic support compared to affluent families.This study investigated the relationship between Language Learning Strategies used by secondary school students in Nigeria and their Parents Socio-economic Status. The data for this research was provided by 559 respondents who study English as a second language and belonging to three varied socio-economic affiliations. A modified Oxford Study Inventory of Language Learning (SILL) questionnaire was used as the measurement instrument. Analysis of the data was done using SPSS version 16.0. This was done to assess the strategies employed and to understand their mean frequencies. A one-way ANOVA was conducted to determine the relationship between language learning strategy choice and socio-economic status of student's parents. The study found that, respondents highly used Language Learning Strategy (LLS) while learning English and within closely related frequency level. The study found significant relationship between socio-economic statuses of parents of the learner in the choice of Cognitive, Metacognitive, Social, situational and religious Strategies and no significance in the learner choice of Memory and compensation strategies to learn English. Conclusively, the findings of the study has pedagogical implications for English Language teachers and curriculum designers that could assist in understanding the English language learning patterns of secondary school students in Nigeria.

The Relationship between Socioeconomic Status and Beliefs about Language Learning: A Study of Iranian Postgraduate EAP Students

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The Relationship between Socio-Economic Status, General Language Learning Outcome, and Beliefs about Language Learning

“…Students who had higher levels of social and economic status were more likely to obtain higher scores on the proficiency test as well as higher grades in English. According to Babikkoi and Binti-Abdul-Razak (2014), socioeconomic status of learners is a fundamental factor that may contribute to English language learning outcomes. This is particularly because they are encouraged to learn.…”

Language Learning Strategies Used by ESL Students in Enhancing English Proficiency: A Systematic Review (2013-2022)

“…The majority of research was conducted at higher education levels, such as universities (Chang & Liu, 2013;Giang & Tuan, 2018;Kunasaraphan, 2015;Luo & Weil, 2014;Madhumathi et al, 2014;Shah et al, 2013;Rianto, 2020;Sadeghi, Balldag, & Mede;Set (Alharbi, 2015;Chan, 2014;Huang, 2015;Hou et al, 2014;Yi-An, 2013). Several studies have been conducted in schools, including elementary schools (Tjandra, 2021), urban schools (Ardasheva, 2016 ;Rusli, Hashim, & Md Yunus, 2019), high schools (Fernandez-Malpartida, 2021;Babikkoi & Abdul Razak, 2014;Liyanage & Bartlett, 2013), senior high schools (Sukirlan et al, 2020;Ismail & Yusoff, 2021).…”