Exploring the Link Among Teaching Approach, Intervention Plan and Outcome on Nigerian ESL Learners’ Competence: A Follow-Up Study

Abstract

Several researchers have argued that teaching approach (TA) and intervention plan (IP) have a significantly positive outcome in language teaching/learning, particularly in second language (L2) learning which is otherwise fraught with first language (L1) and or interlanguage transfers. Although TAs and IPs have been known to improve student outcomes when implemented with strict control and supervision by researchers/teachers, it is uncertain whether these tools measure accurately when applied under real educational/instructional conditions. Three effective teaching techniques were used in the study with the goal of improving students' writing proficiency. This study's goal was to determine the most effective teaching strategy for improving students' writing proficiency. To that end, three different TAs—communicative, eclectic, and task-based—were compared and applied to three experimental groups—A, B, and C—over the course of twelve weeks, with the control group (D) receiving instruction in the traditional manner. A pre-test was administered on forty (40) first year students/subjects purposively selected from their school at Development Secondary School, Mbaise (DSSM). The effect of the twelve-week treatment period on their essay writing was measured using a post-test. Results varied depending on the group, but most notably, in the post-test assessment, Group B showed major improvement and Control Group D showed no significant progress, while Groups A and C's writing ability improved just little at best. Findings have indicated and established that TA, IP and outcome on Nigerian ESL learners’ competence are non-negotiably (indisputably) linked with Eclectic TA as evidence-based standard measure for optimal improvement.