Effects Of Verbal Ability On Second Language Writers’ Achievement In Essay
Writing In English Language.
Adegbile Joseph Abiodun
&
Alabi Oluwole Folaranmi
Institute of Education,
University of Ibadan, Ibadan.
Abstract
Although process pedagogical approach to writing is currently making the waves and in fact, considered
suitable for most English first language (L1) writers, scholars are particularly concerned that second language
(L2) writers do not possess the necessary linguistic ability to reap the full benefit of the approach simply
because language proficiency and competencies underlie the ability to write in the (L2) in a fundamental way.
Besides, it could be theorized that measures of L2 writers’ verbal ability should predict with varying degrees of
accuracy their performance in writing tasks. This, no doubt, gave rise to the current efforts of researchers at
empirically establishing a relationship between students’ verbal ability and their writing skill.
Notwithstanding, research attempts in this regard have been minimal, thus, creating the need for further
empirical investigations. The present study, a quasi-experiment, investigated the effects of verbal ability on
students’ achievement. Verbal ability was found to have significant effect on students’ achievement. Also,
gender and verbal ability interaction was significant on senior secondary II students’ achievement in English
essay writing in Osun State. Thus, the study, based on the results, made some useful recommendations aimed
at improving students’ essay writing ability in Nigeria.
Introduction
In recent times, there has been intense focus of research effort by language scholars
on writing in a second language, particularly, English language (Osasiyan,1990). Scholars
have also formed consensus of opinion on the need for effective teaching of essay writing in
Nigerian secondary schools (Ellis, 1992 Fakeye, 2001 and Adegbile, 1996). This is because a
correlation has been found between students’ ability to write good essay and their
performance in other aspect of English language. According to Fakeye (2001) candidates
who are able to write good essay in English perform better in other aspects of the subject
while those who are unable to write good essay in English perform poorly in the subject.
In similar vein, researchers have observed a correlation between general intelligence
and academic endeavour. Particularly, verbal ability as a test of intelligence can be used to
predict learners’ performance in language skills (Richard and Rodger 1986). This
notwithstanding, research efforts at examining the effect of verbal intelligence on second
language writers’ performance in essay writing in English been minimal.
Generally, writing involves composing. This implies the ability either to tell or retell
pieces of information in the form of narrative or description or to transform information
into new texts as in expository or argumentative essays. Writing is best viewed as a
continuum of activities that range from more mechanical or formal aspect of “writing down”
on the one hand to a more complex act of composing on the other end (Omaggio, 1993).
International Journal of African & African American Studies 62
Vol. VI, No. 1, Jan 2007
This act of composing, no doubt, creates problems for students, especially those writing in a
second language. Essay writing requires conscious efforts and practice in composing,
developing and analyzing ideas. Compared with students writing in their native language
(L1), students writing in second language (L2) have to also acquire proficiency in the use of
language as well as writing strategies, techniques and skills. Unfortunately, second language
learners, according to Myles (2004), have varying commands of the target language
(competence) and measures of the extent to which they can use higher and lower language
and information processing mechanism (verbal ability). It is on this assertion that this study
sought to investigate whether or not verbal ability has any significant effects on second
language writer’s achievement in essay writing in English.
It could be theorized that general intelligence is associated with success in any
academic endeavour. Verbal and quantitative ability, for instance, should influence
performance at tasks involving verbal and quantitative reasoning respectively. Measures of
these abilities should predict with varying degree of accuracy, relevant performance criteria
(Mitchell, Rothstein, Sampo paunonen, James, Rush and Gillian, 1994).
According to Richard and Rodger (1986) verbal ability is a test of intelligence that can
be used to predict learners’ performance in language skills. Elements of verbal ability
test include: word power, sentences arrangement, words arrangement, and substitution
of elements and logical selections of appropriate words. Verbal ability may show
substantial level of association with students’ grades. In a meta-analysis of 165 students
regarding gender differences in verbal ability, Hyde and Linn (1988) found a small mean
effect size (favouring girls). However, the differences between the genders were not
uniform across tasks. For instance, the effect of size an vocabulary was minimal
(d=0.02) but more substantial for speech production (d = .33). In a similar study, Bell
and Perfitti (1994) observed some correlation between verbal ability, gender and
language performance. Also, Olaboopo (1999) noted significant interaction effects of
treatment and verbal ability on the variation in students’ scores in English composition.
On the contrary, Iyagba (1994) found no significant differences in the performance of
students with various verbal ability groups in composition achievement but discovered a
significant difference in attitude of students belonging to various ability groups.
Moreover, as a result of the various inconclusive findings, there arises the need for
further empirical investigations into the effects of verbal ability on second language
learners’ performance in language skills. The study therefore examined the effects of
verbal ability and gender on students’ achievement in essay writing in English language.
Hypotheses.
Three null hypotheses were tested at 0.05 level of significance.
H01: There is no significant effect of verbal ability on students’ achievement in essay
writing in English.
H02: There is no significant effect of gender on students’ achievement in essay writing in
English.
H02: There is no significant interaction effect of verbal ability and gender on students’
achievement in essay writing in English.
International Journal of African & African American Studies 63
Vol. VI, No. 1, Jan 2007
Methodology
The study is a quasi-experimental one that used 3 x 3 x 2 factorial non-randomized pretest
posttest – control group design. The independent variables are: verbal ability, error treatment
strategies and gender. While verbal ability and error treatment operated at three levels each,
gender operated at two levels. The dependent variable is students’ achievement in essay
writing in English Language.
Population
All senior secondary school students in Osun State, Nigeria, constituted the population for
this study.
Sampling procedure and Sample
There are six educational zones in Osun State, namely; Ede, Ife, Ifelodun, Ijesa, Iwo and
Osogbo. There are thirty local governments spread across these geographical zones. Using
simple random sampling procedure, two local governments were selected and six schools,
three from each local government were randomly selected using table of random numbers.
In the selected schools, one arm of Senior School II (intact class) participated in the study.
In all, a total of 263 students were involved and treatments were randomly assigned to
schools.
Instrumentation
Two major instruments, namely; Achievement test in English Essay Writing (ATEEW) and
verbal Ability Test (VAT) were used in data generation. ATEEW was used to measure
students’ performance in essay writing. This instrument contains an essay question
(Narrative type) adopted from the West African Senior Secondary Certificate Examination
English Language, paper I. It is a standardized paper which could be marked objectively
based on WAEC’s marking scheme. The instrument was administered on the students as pre
and posttests. The second instrument, verbal Ability Test (VAT) is a 36-item test adopted
for use from Australian Council for Educational Research Higher Test. The test was used to
classify the subjects of the study into three verbal ability levels (High, Medium and Low).
The test was revalidated. It was administered on 80 SS II students that did not form part of
the main study sample. Using Kudar Richardson (KR-20), reliability coefficient of 0.85 was
obtained.
Results
The data was analyzed using Analysis of Covariance (ANCOVA) using the pretest
(ATEEW) as covariate. Multiple classification Analysis (MCA) was used to determine the
magnitude and direction of the main effects and also to ascertain the amount of variation
due to each independent variable and graph was plotted for interaction effect.
HYP0THESIS 1: There is no significant main effect of verbal ability on students’
achievement in essay writing in English.
The analysis of the data on achievement in English essay writing is summarized in
table 1 below. The summary of ANCOVA shows that the main effects of verbal ability on
International Journal of African & African American Studies 64
Vol. VI, No. 1, Jan 2007
students’ achievement is significant, F (2,262)=17.480, P< 0.05. Therefore, the null
hypothesis 1 is rejected.
Table 1 . Summary Tables for Achievement Test in English Essay Writing (ATEEW)
by Treatment, Verbal Ability and Gender.
Source of Sum of DF Mean Square F Sig. of F
Variation Square
Covariates 48170.01 1 48170.01 1348.353 .000
Pre test 48170.01 1 48.170.01 1348.353 .000
Main effects 2240.691 5 448.138 12.544 .000*
Treatment 671.931 2 335.966 9.404 .000*
Groups
Verbal Ability 1248.970 2 624.485 17.480 .000*
Gender 18.957 1 18.957 .531 .467
2-Way 1185.529 8 148.191 4.148 .000*
Interaction
Treatment& 398.236 4 99.559 2.787 .027*
Verbal Ability
Treatment& 465.482 2 232.741 6.515 .002*
Gender
Verbal Ability 260.994 2 130.497 3.653 .027*
& Gender
3- Way 124.442 4 31.111 .871 .482
Interaction
Treatment* 124.442 4 31.11 .871 .482
Verbal*Gender
Explained 51720.67 18 2873.371 80.430 .000*
Residual 8716.920 244 35.725
Total 60437.59 262 230.678
*Significant at P< .05
Drawing inference from table 1, it could be observed that verbal ability accounted
for 16% (.40)2 of the variation in students’ achievement.. As further revealed in Table 2
below (MCA), students with high verbal ability performed better than students with medium
and low verbal ability.
TABLE 2: Multiple Classification Analysis (MCA) of ATEEW by Treatment Verbal
Ability and Gender
Grand Mean =56.539 N Unadjusted Eta Adjusted for Beta
Variable +category Deviation Independents and
Covariates deviation
Treatment Groups
1. SC
2. TAC 83 -2.1271 2.150
3. CF 96 2.1211 -.1341
84 -3223 .116 -.19711 .109
International Journal of African & African American Studies 65
Vol. VI, No. 1, Jan 2007
Verbal Ability
1. High 67 12.7589 8.9565
2. Medium 135 -1.2210 .3476
3. Low 61 -11.3116 .55 -4.0166 .40
Gender
1. Male 120 1.5003
2. Female 143 -1.2590 .09 .2964
-2487 .01
Multiple R2 .834
Multiple R .913
HYP0THESIS 2: There is no significant main effects of gender on students’
achievement in essay writing in English.
The summary of ANCOVA as presented in Table 1 shows that the main effects of
gender on students achievement is not significant F (1,262) = .600, > 0.05, therefore
hypothesis 2 is not rejected.
HYP0THESIS 3: There is no significant interaction effects of verbal ability and
gender on students’ achievement in essay writing in English.
The summary of ANCOVA as presented in table 1 shows a significant interaction
effects of verbal ability and gender on students’ achievement in essay writing. The results in
table 1 yielded a gender by verbal ability interaction, F (2,262) = 3.653, P < 0.05, thus, the
null hypothesis 3 is not rejected. The graphical illustration of the interaction is presented
below.
80
GENDER
Achie
veme 70
VERBAL CATEGORIES Male
nt
score
Female
s
60
50
Low Verbal Ability Medium Verbal Ability High Verbal Ability
Group Group Group
VERBAL CATEGORIES
Figure1: Interaction Effects of Gender and Verbal Ability on Students’ Achievement
in Essay Writing in English.
International Journal of African & African American Studies 66
Vol. VI, No. 1, Jan 2007
The pattern of interaction as revealed in the graph shows that both male and female
tally in low verbal ability group but slightly different in medium verbal ability group. Male
and female of both low and high ability have almost the same level of achievement and the
performance of both gender increased as verbal ability increased.
DISCUSSION AND IMPLICATONS OF RESULTS
The study revealed that verbal ability recorded a significant main effect on achievement in
essay writing in English. The finding is consistent with the findings of Ajiboye (1997), Hull
(1997) and Austin (1987). Students with high, medium and low verbal ability recorded the
mean of 59.4812, 56.8723 and 52.5081 respectively. This implies that students with high
verbal ability performed better in English essay writing than students with medium ability
while students in the medium ability groups performed better in English essay writing than
those students in low verbal ability group. These results imply that verbal ability is a factor to
reckon with as far as achievement in essay writing in English is concerned. Gender was
found not to have significant effect on students’ achievement in essay writing English. This
finding contradicts the findings of Ogunkola (1997), Olaboopo (1999) Bell and Perfitti
(1994) and Iyagba (1994). The result means that gender, as a simple factor did not
significantly affect the variation in achievement scores of the subjects. The findings however
revealed a significant interaction effect of gender and verbal ability on students’ achievement
in essay writing. The combination of the two variables influences achievement in essay
writing.
The effects of gender on achievement varied with the levels of verbal ability.
However, the two variables, when combined together hold a significant value as far as
improving students’ achievement in essay writing in English is concerned. Although the
pattern of interaction shows that both male and female subjects tally in low and high verbal
ability groups, the males in the medium ability group recorded more gain than the females.
The performance of both gender, however, increased as their verbal ability increased.
Conclusion
In view of the findings of this study, it is clear that students’ linguistic competence actually
sets a limit to what they can do as far as essay writing in English is concerned. By
implication, no longer should the teachers of English handle the teaching of various
linguistic structures of English with levity. Students need more linguistic input so as to
improve their verbal ability level and thus enhancing their performance in essay writing in
English. In teaching various linguistic structures, teachers must follow the right sequence.
Also, it is important to present the content of the curriculum of English language in
accordance with the principle of sequence.
REFERENCES
Adegbile, J.A (1985) The role of essay writing in English Language Curriculum of Grade II
Teacher Training College Level in some teachers colleges in Oyo State of Nigeria.
M.Ed project, University of Ibadan.
Ajiboye, J. (1999) Teaching population concepts through self-learning: An experiment in
programming population education. Evaluation in Africa. In Honour of E.E Yoloye.
International Journal of African & African American Studies 67
Vol. VI, No. 1, Jan 2007
J.O Obemeata, S. Ayodele and M.A Aroromi (Eds) Institute of Education,
University of Ibadan, 298-309.
Alabi O.F (2007) Relative effects of two error Correction strategies on Senior Secondary
students learning outcomes in English essay writing. A post field seminar presented
to the International Centre for Educational Evaluation (ICEE) Institute of
Education, University of Ibadan, Nigeria, 20th July, 2007
Austin, J.C (1987) Developing strategies for form 6 English. M.A Dissertation Hong Kong
University. Retrieved on 22nd September 2006. hku./hkjo/view/45/45000101.pdf.
Bell, A and Perfetti, P.O (1994) Verbal ability. Journal of Educational psychology 865. 2:65-72.
Fakeye, D.O (2001) Relative effect of Instruction in Componential and rhetorical strategies
on secondary school students’ achievement in essay writing. Ph.D Thesis. University
of Ibadan.
Hull, G (1995) Research in eror and error correction. Perspectives on research and
scholoarship in composition. B. McCelland and T. Donovan (Eds) New York: The
Modern Language Association of America 162-184.
Hyde, JOS, and M.C Linn (1988) “Gender differences in Verbal ability” A meta-analysis
psychological Bulletin. 104:53-69.
Iyagba, B. (1994) Reading-writing and discussion strategies as determinants of secondary
school students achievement and attitude in English composition writing skill. Ph.D
Thesis, University of Ibadan.
Mitchell, G.R Rothstein, Sampor, P. James, C. Rush and Gillian, A (1994) Personality and
Cognitive ability predictor of performance in graduate business school. Journal of
Education psychology 86. 4: 516-530.
Olaboopo, J.O (1999) Effect of error treatment model-based and skill-based instructional
strategies on attitude, motivation and achievement in English composition in Senior
Secondary Schools in Ibadan. Ph.D Thesis of the University of Ibadan.
Omaggio, H.A (1993). Teaching language in Context. Boson: Heinle and Heinle.
Osasiyan Olumiyiwa, D.O (1990) Introduction to essay writing skills. Introduction to
Language
Arts S.O Unoh (Ed) T.I press.
Richard, J.C and Rodgers, T.S (1986). Approach and Methods in Language teaching: New York;
Cambridge University press.
