Abstract
The knowledge of English language is important for the educational, economical, and national development of a country where the official language is English. There is a growing concern about undergraduates’ quality in performance in the English language course at the States’ University. The objective of the study is to examine the factors contributing to quality performance in the foundation English course, ENG 1105: Introduction to the use of English at a State University in Guyana. The scope of this quantitative study involved both English majors and non-English majors, across the population. The population consisted of 254 registered students. Through the process of simple random sampling 20% was selected. Responses from the 80 participants showed that lecturers’ pedagogy, attitudes of learners and learning preferences, were factors that influenced performance in this course. The findings and conclusions indicate that the three factors: Lecturers’ pedagogy, undergraduates’ attitudes toward their learning and particular learning preferences significantly influence their performance and therefore, performance in English language as a subject may be improved. It is recommended that more lecturers attend professional development sessions to enhance their pedagogical skills. Lecturers should encourage and create situations where learners can develop positive attitudes towards the teaching and learning process. Implications include having lecturers use different pedagogical skills and incorporate various student activities both curricular and non-curricular activities which may stimulate students’ interest towards learning, and may help undergraduates to improve their English language and comprehension skills.
Author Information
Marcia Conway, University of Guyana, Guyana
Paper Information
Conference: ECE2022
Stream: Higher education
This paper is part of the ECE2022 Conference Proceedings (View)
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To cite this article:
Conway M. (2022) Factors Contributing to Quality Performance in a Foundation English Course at a Higher Educational Institution ISSN: 2188-1162 The European Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2022.17
To link to this article: https://doi.org/10.22492/issn.2188-1162.2022.17
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