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

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.