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.