Dr Evelyn Nwene Enu & Dr Taiwo Olayemi Olagunju
Abstract
The study explores the relationship between English language skills and academic achievement of students in literature courses, comprehension and engagement with literary texts emphasizing the significant role language proficiency plays in students. Descriptive survey method was adopted. The participants were 400 senior secondary school students purposively selected from 10 secondary schools. The instruments used for data collection were Literature-in-English Achievement Test, English Language Proficiency Test, and Students’ Attitude to Literature-in-English Questionnaire. Data collected were analysed using Pearson Product Moment Correlation Analysis. The results revealed that students’ English language proficiency and their attitude have very strong positive and significant relationship with students´ achievement in literature-in-English. English language proficiency and students’ achievement in literature-in-English correlates at r=.721, students’ proficiency in English language and students’ attitude towards literature-in-English at r=.843. Also, attitude towards literature-in-English has a positive and significant relationship with students’ achievement in literature-in-English (r=.814). Based on the findings of this study, it was recommended, among others, that secondary school authorities should provide adequate resources for teaching English Language so that the students will have a good background in English Language to enhance their proficiency in English which in turn will enable them to perform in Literature-in-English.