Trans-Lingual Scaffolding and Creative Writing among Slow Learners in Multilingual Nigerian Classrooms

Abstract

This study investigated the effect of trans-lingual scaffolding on creative writing among slow learners in multilingual Nigerian classrooms. Guided by three research questions and corresponding hypotheses, it examined learners' creative writing achievement, writing quality, and attitudes toward multilingual writing practices. A quasi-experimental mixed-methods design was adopted with 600 slow learners from selected schools in Lagos, Port Harcourt, and Kano. Data were collected through the Creative Writing Achievement Test, questionnaires, classroom observations, interviews, focus group discussions, and learners' writing samples. Quantitative data were analyzed using means, standard deviations, t-tests, correlation analysis, and ANCOVA, while qualitative data were thematically analyzed. Findings showed that learners exposed to trans-lingual scaffolding significantly outperformed those taught through English-only instruction. They recorded higher posttest achievement scores, greater mean gains, and improved writing quality in thematic depth, originality, vocabulary use, and structural organization. Learners' attitudes toward multilingual writing practices also had a strong positive relationship with creative writing achievement. The study concluded that trans-lingual scaffolding is an effective strategy for improving creative writing among slow learners in multilingual settings.