http://41.74.91.244:8080/handle/123456789/744 2026-04-05T19:26:20Z http://41.74.91.244:8080/handle/123456789/4998 Analysis of preemptive focus-on-form instruction in the esl classroom- A study in senior high schools in the Akatsi-South Municipality Ador, P.M. This study examined preemptive focus-on-form (FoF) instruction in the ESL classroom using a qualitative research approach with a case study as the design. Preemptive FoF involves addressing potential linguistic difficulties proactively, aiming to enhance learners’ accuracy and fluency. Through lesson recordings, semi-structured interviews with teachers, and focus group discussions with students from senior high schools in the Akatsi South District, the types of Preemptive FoF techniques, their functions, and their benefits used in the ESL classroom were investigated. Findings revealed that preemptive FoF encourages greater learner awareness of complex grammatical structures and promotes active engagement during lessons. Teachers reported using preemptive FoF to address recurring linguistic challenges and scaffold learners’ understanding, while students expressed appreciation for the anticipatory support provided. The study highlights both the benefits and challenges of implementing preemptive FoF, including the need for teacher training and contextual adaptability. These insights contribute to the understanding of effective qualitative strategies for improving ESL instruction and fostering language acquisition. A thesis in the Department of Applied Linguistics, Faculty of Foreign Languages Education, submitted to the School of Graduate Studies, in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Teaching English as a Second Language) in the University of Education, Winneba DECEMBER 2024 2024-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/4969 The use of Communicative Language Teaching (CLT) approach in the ESL classroom. A case study of Mpohor Senior High School. Zutah, M. This study sought to examine how the English language teachers in Mpohor Senior High School use the Communicative Language Teaching (CLT) approach in their classrooms. The research approach was qualitative and the design was a case study. The population for the study was Senior High School English language teachers in Ghana. All the ten English language teachers in Mpohor Senior High School in addition to five hundred and eleven students were chosen as the population sample. Both purposive sampling techniques and census sampling technique were used. The researcher used interview, observation and focus group discussions as instruments to collect data for the study. The study on the implementation of Communicative Language Teaching (CLT) revealed a significant gap among respondents in their practical application in real life situation and theoretical knowledge of Communicative Language Teaching (CLT). It was also observed that the respondents could not apply the principles of CLT in the classroom because they lack the in-depth knowledge of the concept. This difficulty in applying the CLT principles therefore highlights the need for targeted professional development to enhance teachers' proficiency in applying CLT principles effectively. Challenges were identified in integrating authentic materials and technology, essential components for creating dynamic learning environments aligned with CLT goals. Despite these challenges, teachers demonstrated dedication to promoting cultural sensitivity and integrating reflective practices into their instructional strategies, fostering inclusive and effective learning environments. The researcher suggested that future researchers could investigate how incorporating authentic materials impacts student engagement, language proficiency, and cultural awareness in CLT-based instruction. Another significant area for future research is assessing technology integration in CLT-based instruction. A dissertation in the Department of Applied Linguistics, Faculty of Foreign Languages Education, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Teaching English as a Second Language) in the University of Education, Winneba 2024-02-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/4907 An analysis of grammatical errors in students writing. A case study of the 2nd year students of Nkaseim SHS. Adarkwa, A. Grammar is an important language component to enhance students’ language proficiency. However, many students still make grammatical errors in writing their essays. This research examined the grammatical errors in the writings of students of Nkaseim SHS in the Asutifi South District. It is a qualitative study that sought to identify the types of grammatical errors and the causes of the errors in the writings of students of Nkaseim SHS. Data gathered analysis, total of 1,930 errors were identified as: spelling errors, preposition errors, verb tense form errors, punctuation errors, number errors, article errors, sentence fragment errors and concord errors. From the findings, it came to light that the causes of the learner’s errors in writing were as a result of interlingual transfer, intralingual transfer and L1 interference. And this happens due to the context of teaching and the difference in the structure of the L1 and L2 as well as lack of practice on the part of the students. The study also discussed the role of learner’s errors and the pedagogical implications of the learner’s errors. Finally, the study made some suggestion and recommended that stakeholders should ensure that teachers are abreast of modern methods of teaching to guarantee effective teaching and learning of English language, to minimize the errors learners commit in their written essays. A Dissertation in the Department of Applied Linguistics, Faculty of Foreign Languages Education, submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Education (Teaching of English as a Second Language) in the University of Education, Winneba 2023-11-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/4897 Form-focused feedback in a ESL classroom. A study of senior high schools in the Talensi District. Awuni, C. This study aimed to investigate the use of form-focused feedback (FFF) by Senior High School (SHS) English teachers in the Talensi District and how this benefits their students’ language acquisition. Specifically, this study addresses the limited understanding of how SHS English teachers in the Talensi District use FFF and its impact on students’ language acquisition. While FFF is recognized in second language acquisition research as a crucial tool for improving grammatical accuracy and linguistic development, its practical application in this specific context remains underexplored. FFF techniques, such as explicit correction, metalinguistic explanation, and recasting, help learners improve their language proficiency by targeting specific linguistic forms. Literature shows that FFF fosters language development, enhances grammatical understanding, and promotes self-correction, leading to better learner outcomes. Therefore, examining FFF in this district is vital for improving teaching practices and boosting students' language learning success.A qualitative textual analysis was conducted using lesson recordings and interviews with 16 teachers in the Talensi District, Bolgatanga. Following content and thematic analysis, the findings indicated that teachers employ a range of FFF types, including explicit correction, metalinguistic explanation, recasting, elicitation, and multifaceted feedback. Notably, the use of these types was more instinctive than deliberate, with teachers applying them spontaneously rather than following a planned approach. The study also revealed that the FFF occurrences addressed phonological, morphological, syntactic, semantic, and pragmatic forms. This highlights the fact that teachers often made on-the-spot decisions to address issues related to vocabulary and pronunciation, reflecting broader intuitive FFF practices. Additionally, the study identified several benefits of FFF, such as fostering language development, enhancing proficiency, raising awareness of language errors, deepening learners’ understanding of language rules, and promoting self-correction and self-monitoring. These findings suggest important implications for language teachers, particularly the need for training and professional development programmes that focus on increasing teachers’ awareness of different FFF types. This underscores the importance of consciously integrating FFF into lessons to improve linguistic accuracy without compromising communication. A thesis in the Department of Applied Linguistics, Faculty of Foreign Languages Education, submitted to the School of Graduate Studies, in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Teaching English as a Second Language –TESL) in the University of Education, Winneba 2024-06-01T00:00:00Z