A recent academic study has confirmed that Form-Based Language Instruction (FBLI) significantly improves English performance among secondary school students in Sokoto State, Nigeria.
The groundbreaking research, conducted by Dr. Muhammad Aliyu Sajo and Dr. Isah Muhammad of the Usmanu Danfodiyo University Sokoto, found that students exposed to FBLI demonstrated substantial gains in their command of the English language compared to those taught using traditional methods.
Published in the Global Journal of Research in Education & Literature, the study titled “An Exploratory Investigation of the Pedagogic Value of Form-Based English Language Instruction in Selected Secondary Schools in Sokoto State” sought to evaluate the effectiveness of FBLI in real classroom settings.
What is FBLI?
Form-Based Language Instruction, also known as Form-Focused Instruction (FFI), prioritizes grammatical structure and form accuracy over purely communicative or task-based teaching. It is an approach designed to improve learners’ awareness and mastery of English grammatical rules and correct usage.
Originally advocated by scholars like Michael Long and Michael Swan, FBLI contrasts sharply with meaning-based methods that emphasize fluency and communication but often overlook grammatical precision.
Measurable gains across schools
The study involved 600 students across six secondary schools in Sokoto State. Students were divided into groups and given pre-tests using conventional teaching methods. Afterwards, they were taught using FBLI, followed by post-tests.
The results were striking. In School A, for instance, pre-test scores ranged from 2 to 4 out of 20, but post-test scores jumped to between 10 and 13. Similar improvements were seen across all schools involved. In School B, pre-test scores of 2 to 6 rose to post-test scores of 11 to 14.
“These results clearly demonstrate that FBLI is not just a theoretical model but a practical, impactful instructional strategy,” said Dr. Sajo, the study’s lead author.
Backed by global research
The Sokoto study builds on global evidence that FBLI enhances language acquisition. According to Ellis (2001), FBLI prompts learners to focus on linguistic forms, which improves their grammatical awareness. Other scholars such as Talebi et al. (2015) and Valeo (2013) have also found FBLI to be superior to task-based approaches in fostering grammar retention and content knowledge.
Dr. Isah Muhammad, co-author of the study, emphasized the broader implications: “Given the chronic underperformance in English among Nigerian students, adopting FBLI could be a game-changer in reforming language instruction at the secondary level.”
Urgent need for innovative teaching methods
The researchers noted that most prior studies in Nigeria have focused on analyzing students’ errors rather than developing innovative pedagogic strategies. “There is a significant gap in the adoption of research-based teaching methods like FBLI in Nigerian classrooms,” they stated.
With English being the official language and a key medium of instruction and assessment in Nigeria, improving proficiency has both educational and socio-economic implications.
Policy recommendations
The researchers recommend a statewide and even nationwide adoption of FBLI in English instruction. They also urge teacher training institutions and curriculum developers to integrate FBLI into professional development programs.
“FBLI has proven its merit. Now it is time for policymakers, educators, and school administrators to act on the evidence,” Dr. Sajo said.
The full study is available in Volume 5, Issue 1 (2025) of the Global Journal of Research in Education & Literature and can be accessed via DOI: 10.5281/zenodo.14916203.
