Motivation as a Tool of Improving Learners’ Performance in French Language in Ekiti State Secondary Schools

Babalola J.O • Bakare B.E

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This study examined motivation as a tool of improving learners’ performance in French language in Ekiti State secondary schools. The study specifically examined factors influencing French Language learning, important characteristics of teacher that can motivate the learner and ways French language learners can be motivated in the class. The descriptive research design of the survey type was adopted in this study. The population consisted of all junior secondary school students from public secondary schools in Ekiti State. The sample consisted of 200 students drawn from ten public secondary schools using Multistage sampling technique. A self-structured questionnaire tagged “Motivation and French Learning Questionnaire (MFLQ)” was used to collect relevant data for the study. The responses obtained were collated and analyzed using descriptive statistics. The findings revealed that teacher’s teaching method, giving feedback on performance, availability of textbooks, and good relationship with the students and competence to manage the class motivates French language learners to learn in the classroom. Based on the findings, it is therefore recommended among others that French language teachers should use appropriate teaching method and find ways to strengthen students’ self-perceptions so that the students become self-motivated to make an effort and therefore become active participants in learning of French language





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