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Innovative Learning Behaviours and French Language Performance among Senior Secondary School Students in Iseyin, Nigeria. Education & Pedagogy Journal. 2026;1(17):40-58. DOI:

This study examined the extent to which innovative languagelearning behaviours predict students’ performance in French among Senior Secondary School II learners in Iseyin Local Government Area, Oyo State, Nigeria. While previous studies have focused largely on linguistic difficulties, less attention has been paid to the psychological and sociocultural factors shaping French learning in low-exposure contexts. A descriptive survey design was adopted, and data were collected using two researcher-developed instruments: the Language Learning Behaviour Questionnaire and the French Language Achievement Test. Data were analysed using ANOVA and multiple regression at the 0.05 significance level, with Krashen’s Input Hypothesis and Long’s Interaction Hypothesis providing interpretive frameworks. Findings revealed that parental educational background and learners’ interest significantly predicted performance in French, with interest emerging as the strongest psychological predictor. Students’ age did not have a significant effect on performance. Although anxiety, ideology, and participation were theoretically relevant, they did not make significant unique contributions to achievement in this context. The study underscores the importance of interestdriven instructional practices. It highlights the need for pedagogical approaches that deliberately foster learner engagement and positive orientations toward French, particularly in resource-constrained educational environments.

Keywords: innovative, learning, behaviour, performance, psychological, sociocultural