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dc.contributor.authorBenassaya, Romain
dc.identifier.citationScholar: Au Graduate School of Education Journal 9, 1 (June 2017), 222-232en_US
dc.description.abstractThis 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.en_US
dc.format.extent11 pagesen_US
dc.publisherAssumption University Pressen_US
dc.rightsThis work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.en_US
dc.subjectLanguage learning strategiesen_US
dc.subjectAcademic performanceen_US
dc.subjectCross-linguistic similaritiesen_US
dc.subject.otherScholar: -- AU Graduate School of Education Journal
dc.subject.otherScholar: -- AU Graduate School of Education Journal -- 2017
dc.titleA study of the relationship between use of bilingual strategies and academic performance of Assumption University's learners of Frenchen_US
dc.rights.holderAssumption Universityen_US
mods.genreJournal Articleen_US[Full Text] (

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