JONAED

The Study found out the Combined Effects of pre-reading activities and school location on students’ interest in French oracy. Three research questions and three hypotheses guided the study. The quasi-experimental research design was used. The sample for the study was made up of 154 senior secondary one (SS I) students drawn through a multi-stage sampling technique from four schools in Nsukka Education Zone of Enugu State, Nigeria. Out of this sample, 75 students were in the urban schools while 79 students were in the rural schools. The instrument for data collection was the researcher-constructed French Oracy Interest Inventory (FOII). The instrument was face validated by seven specialists. The instrument yielded a reliability coefficient of 0.62, using the Cronbach’s Alpha coefficient method. The data obtained were analysed using means, standard deviations and Analysis of Covariance (ANCOVA). The results indicated that students taught French oracy using pre-reading activities showed higher interest in French oracy than those taught with the audio-lingual method. School location had no significant influence on students’ interest in French oracy. There was a significant interaction effect of methods and school location on students’ mean interest rating score in French oracy. Based on the findings, it was recommended, among others, that workshops should be regularly organized for French teachers on the use of pre-reading activities in teaching French oracy.