Learning Strategies of Francophone Learners in Selected English Medium of Instruction Schools in Cameroon

Abstract

This study focuses on the learning strategies of learners from Francophone backgrounds immersed in English Medium of Instruction schools (EMI) in Yaoundé, Cameroon. It also investigates the challenges faced by the students in effectively applying and using these strategies. To this effect seven English medium of instruction schools were identified and chosen in the capital city of Yaoundé and used for this study. In the selected schools four hundred learners who hailed from Francophone homes and were immersed in the English Medium of Schools were chosen and used for this study. The tools engaged for this research endeavor comprised classroom observation, interview and the questionnaire. The results from our investigation showed that these learners used Cognitive, Metacognitive, Affective, Social as well as Authority-oriented strategies. It should be noted that the learners faced different challenges in applying the different strategies. In general the strategies worked out well because the students accomplished their goals which included success in learning content subjects as well as the acquisition of improved proficiency in the English language.