Abstract

This paper presents the results of a one-year longitudinal study which sought to investigate the effect that strategy instruction may have on English language achievement. Two classes of junior high school students at Madina in Ghana were involved in an experiment. The experimental class was taught various language-learner strategies both implicitly and explicitly as part of their English lessons. The control class was taught the same contents excluding language-learner strategies. Pre-test and post-test proceedings were video-taped and analysed. During post-test activities, the experimental class displayed 17 different language-learner strategies with facility while the control class deployed 7. At the end of the academic year, the English language results of the two groups were compared: 96.5% of the experimental class obtained Grade “One” while 24% of the control group obtained that Grade. The results suggest that one sure way to attain the desired levels of achievement in English at the basic school level in Ghana is to popularise language-learner strategy instruction.

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