Variation in Nigerian undergraduate competence in English writing based on ethnic group

Abstract

The purpose of this study was to investigate variation in Nigerian undergraduate students’ competence in English writing based on their ethnic grouping. The study is guided by EAP and ethnolinguistic repertoire theories. It adopted a descriptive type of quantitative research design in the process of data collection using a stratified purposive sampling strategy. The samples include a total of 402 heterogeneous students (134 each from Hausa, Igbo and Yorùbá ethnic groups). In essence, two research instruments were used in this study, including descriptive writing and an adapted rubric. A one-way ANOVA parametric test was carried out. The findings reveal a statistical level of variation across the three ethnic groups (N=402, F=21.89, df=2, p=.000). Thus, the results indicate that ethnicity plays a crucial role on the Nigerian student’s competence in English writing. The pedagogical implication of this study suggests developing Nigerian undergraduate students’ emotional, cognitive and behavioural dispositions and developing their mind settings (having a set of right attitude) to practice and learn English writing.