STUDENTS’ AWARENESS, KNOWLEDGE AND USAGE OF CORPUS-BASED INSTRUCTION AMONG SENIOR SECONDARY SCHOOLS IN SHOMOLU LOCAL GOVERNMENT, LAGOS

Abstract

Corpus-Based Instruction (CBI) is a language teaching approach that utilizes large collections of authentic language data (corpora) to expose learners to real-life language usage. This method enables students to identify linguistic patterns, collocations, and contextual meanings often missing in traditional grammar instruction. Research has shown that CBI enhances learners’ engagement and improves the authenticity and contextual appropriateness of their writing and speaking. Despite its growing global recognition, the integration of CBI in Nigerian secondary schools is still limited, with low levels of awareness and usage among students. This study investigated students’ awareness, knowledge, and usage of CBI among senior secondary school students in Shomolu Local Government Area, Lagos State. A descriptive survey design was adopted, and a sample of 342 students was randomly selected from ten senior secondary schools. Four research questions were posed and answered, and four hypotheses were tested using descriptive and inferential statistics. Data were collected through a researcher-designed instrument titled “Corpus-Based Instruction and Students’ Written Composition Questionnaire (CBISWCQ),” which had a reliability coefficient of 0.79.

Findings revealed a significant relationship between students’ awareness, knowledge, usage of CBI, and their written composition skills. Additionally, gender differences were observed in both awareness and usage of CBI, which also have implications on their writing enhancement. The study recommends that corpus-based instructional practices should be incorporated into English Language instruction and gender-sensitive teaching methods should also be adopted. It also calls on the government to provide technology-supported learning environments to facilitate effective CBI implementation in secondary schools.