Applying the cognitive strategies to uplift English language proficiency among the University of Rwanda Undergraduates’ Students

Abstract

While English has become a medium of instruction in Rwanda, students’ abilities to communicate in this language are still limited. This study investigated cognitive strategies that university students use while learning English, the challenges they faced and how they overcame them. The sample was 140 out of 489 undergraduate students, 4 language lecturers and 3 library staff. Using a questionnaire, class observations and interviews, quantitative and qualitative data were collected and respectively analysed using descriptive statistics and thematic analysis. Findings revealed that students moderately read passages in English (Mean=3.16), did not generally read published papers (Mean=1.10) or summarised information from books (M=2.37) and did not normally do activities that could enhance writing and listening skills. Findings also showed the challenges faced including lack of understanding of reading and listening materials and overcrowded classes. To enhance students’ proficiency in English, the study recommends promoting independent reading and reducing the student-lecturer ratio in language classes.