Research
Learning Strategies of Francophone Learners in Selected English Medium of Instruction Schools in Cameroon
This study focuses on the learning strategies of learners from Francophone homes who are immersed in English Medium of Instruction schools (EMI) as well as the challenges faced in using these strategies. Seven English Medium of Instruction schools were selected in the capital city of Yaoundé to carry out this study. 400 learners from Francophone homes immersed in these seven EMI schools were selected for the study. Class observation and questionnaire distribution were used in carrying out this research endeavour. The research showed that these learners used Cognitive, Metacognitive, Affective, Social and Authority- oriented strategies.
Morpho-Phonological Misuse of English: A Cause of Poor Performance amongst Cameroonian Secondary School Students
This work sets out to undertake a modification of a research endeavour undertaken in 1987 on An Error analysis of the Spoken English of Cameroonian Undergraduates; an M.A. thesis of the University of Ibadan which was never published and about three decades down the road the problem still persist and actually affects many users of English language in a multilingual community such as ours. It became very pertinent when the situation of secondary school students in their speech and performance in English Language in examinations especially the G.C.E. examination, a prerequisite for entrance into the University remained poor. Thus this work is revised to investigate the extent to which Anglophone students deviate in their Morpho-Phonological use of English and how these deviations contribute to their poor performance in English Language as well as impede communication between them and other users of the language. The first thing to note is the fact that English is the medium of instruction in Anglophone schools in Cameroon. In other words, all school subjects are taught through the medium of English.
ICT and English Language Teaching and Learning in Cameroonian Secondary Schools
This work investigates ICTs and its crucial role in ameliorating knowledge acquisition in general and enhancing English Language mastering in particular. There is an assessment of the level of applicability of the level of ICT tools in facilitating English language teaching/learning amongst final year students in Anglophone secondary schools in Cameroon. It further emphasises the use of ICTs and heightens awareness of the crucial role ICTs play in ameliorating learning in general and language in particular. Findings in this study reveal that ICTs are not employed in our school system to enhance language learning. The work concludes by recommending the implementation and use of ICT tools in the fostering of English language teaching/learning.
