Abstract:
The study investigated the influence of Liberian English on students' learning of Standard English and academic performance in the English language. A descriptive cross-sectional design was adopted for this investigation, employing a structured questionnaire with a five-point Likert scale and an essay test for data collection. Proportional stratified random sampling was utilized to select 355 twelfth-grade students within Education District 6, Paynesville, Montserrado county, Liberia. Data analysis was performed using SPSS version 22. Descriptive statistics including frequencies and percentages were employed to address research questions one, two and four, while research question three was tackled using inferential statistics, specifically multiple linear regression. The study revealed that Liberian English has significant influence on students' academic performance and their usage of Standard English. The study also discovered that the linguistic features of LE entailing wrong use of pronouns, the wrong tense of verb used, misspelling of words, and wrong use of grammar significantly influenced students’ academic performance in English language. The study also found out that strategies focusing on education, awareness, and language policies seem to be more preferred, while outright bans and penalties are met with more mixed responses. Based on these findings, several recommendations were made. It was recommended that the Ministry of Education develop and implement language integration programs that provide students with opportunities to practice and improve their Standard English skills. Also, awareness campaigns aimed at highlighting the importance of proficient Standard English usage for academic and professional success was recommended.
