Abstract

Over 247 local dialects, two official languages (French and English), and one lingua franca make up the multilingual
nation of Cameroon. Cameroon is considered to be a bilingual nation as a result of the official adoption of both
French and English as official languages upon reunification in 1961. Given that the majority of Cameroonians speak
French and that it is a more widely used working language, neither Francophones in general nor Francophone
students in particular have any intrinsic motivation to be proficient in English; however, the language's increasing
importance has made proficiency in it necessary. This is because, despite the fact that English is taught in
Cameroonian schools, students' proficiency in the language remains a significant issue. This paper assessed the
influence of teaching strategies in enhancing competence in the teaching and learning of English, and further delved
into the skills requisite for language learning. Accordingly, one of the ways to address this challenge is the adoption
of teaching strategies such as teacher questioning strategy, students’ cooperating learning and the time-limited
English talk show in class. These methods will help the teacher-dependent students to become self-instructive.
Furthermore, these strategies will encourage students to participate in the classroom discussion, give them the
opportunity to think about the questions and work out of ways to solve them. Moreover, group work will help
students improve their oral communication; promote their self-esteem and improve students’ self-confidence.