Investigating ESL Learners’ Socioeconomic Environment on Their Writing Competence in Lagos, Nigeria: Implications for Pedagogy

Adebola Adebileje, Adeniyi Adeleke, Ajilore Teniola


This study investigated the influence of Junior Secondary School (JSS) students’ socioeconomic environment on their competence in writing in English. Ten schools from randomly selected private and public schools in Lagos State, Nigeria were used. A total of 300 randomly selected students constituted the sample. Data were collected through structured questionnaire and adapted essay writing tests. Students’ tests were marked by considering content, organisation, expression, and mechanical accuracy (COEMA) as criteria and scored on 10 points: thus, 6-10 points was regarded as competent; while 1-5 points = incompetent. Information on students’ socioeconomic environment was collected through the questionnaire. Results revealed 66% of the respondents demonstrated writing incompetence and 34% demonstrated writing competence. Of the 66% of incompetence, 45% was from the public schools while 21% was from the private schools. Of all the socioeconomic factors examined, language of communication at home was established as a determining factor. All stake holders, especially, teachers must focus on grammar for the improvement of students’ writing skill.

Key words: Socioeconomic environment; English Writing Competence; Private school; Public school


Socioeconomic environment; English Writing Competence; Private school; Public school

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