A study of the relationship between use of bilingual strategies and academic performance of Assumption University's learners of French

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2017
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Assumption University Press
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1906-6406
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eng
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11 pages
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Scholar: Au Graduate School of Education Journal 9, 1 (June 2017), 222-232
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Abstract
This study examines the relationship between students’ use of bilingual strategies and their academic performance in the Department of Business French of Assumption University (AU). A quantitative approach was adopted. The study includes a sample of 63 students learning French in AU. A questionnaire was elaborated to collect data about the frequency of use of bilingual strategies and the academic performance of students. Descriptive and correlational statistics, including a Pearson Product Moment computation of correlation, were used to interpret the data and measure the significance of the correlation between the two sets of variables. The results indicated that a high frequency of use of bilingual strategies is correlated with high academic performances. Some recommendations grounded in the results are proposed in conclusion.
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