http://41.74.91.244:8080/handle/123456789/746 2026-05-23T02:41:09Z http://41.74.91.244:8080/handle/123456789/5255 English language learning as a practice of freedom in Ghana -An analysis of SHS students’ views and opinions Akpenka, J.A. The lack of research exploring students’ opinions as a possible practice of freedom has created a significant gap in understanding how language education can be transformed into a more liberating and participatory process. This study was therefore undertaken to address this gap by examining the opinions of English Language Learners (ELLs) regarding the empowering role of English language learning in their academic and personal development. Anchored in the principles of critical pedagogy, the study adopts a qualitative case study focusing on Senior High School students at Sunyani Senior High School in Ghana. Data were gathered from a purposively selected sample of 90 final-year students across three classes through classroom observations and focus group interviews. The observations explored students’ language use, classroom participation, and critical engagement during English lessons, while the interviews provided data into their experiences and perceptions of English language learning as a liberatory practice. Their views were analyzed thematically, with emergent patterns coded and interpreted in alignment with the study’s research questions. The study reveals that learners perceive English language learning not merely as a pathway to academic achievement but as a transformative process that fosters self-expression, critical reflection, and social interaction. These outcomes are most evident in learning environments that are inclusive, democratic, and student-centered. Overall, the study contributes to the discourse on critical pedagogy by demonstrating how English language education can serve as a medium for empowerment and active participation in learning. The findings seek to inform teachers, curriculum designers, and policymakers seeking to reform English language education in Ghana and beyond, emphasizing its potential as a tool for personal agency, intellectual growth, and social transformation A thesis in the Department of English Education, Faculty of Foreign Languages Education and Communication, submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (English Language) in the University of Education, Winneba FEBRUARY, 2025 2025-02-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5242 Teachers’ knowledge and practices to support dyslexic English language learners in Sekondi Sub-Metro inclusive basic schools Con-Nutsugah, E.A Dyslexia, a neurodevelopmental disorder that affects reading, writing, and spelling, poses considerable challenges for English language learners (ELLs), especially in inclusive classrooms where teachers may not have the required knowledge or instructional strategies to effectively support these learners. Despite its prevalence, limited research in Ghana has explored teachers' knowledge and instructional practices for supporting dyslexic learners in inclusive classrooms. This study investigated teachers' understanding of dyslexia, the instructional strategies they employed, and their collaboration with special education experts in Sekondi Sub- Metro inclusive basic schools. Guided by the Causal Modelling Framework and the Zone of Proximal Development (ZPD), the study employed an explanatory sequential mixed methods design, integrating both quantitative and qualitative methods. In the first phase, a descriptive survey was conducted using questionnaires to gather quantitative data from 158 English language teachers selected from 30 basic inclusive schools through stratified random sampling. In the second phase, qualitative data were gathered through focus group interviews and classroom observations to gain deeper insights into teachers’ practices and perspectives. Descriptive statistics were used to analyze quantitative data, while qualitative data were examined through thematic analysis. The findings indicate that although some teachers have a general awareness of dyslexia, persistent misconceptions and knowledge gaps result in inconsistent and often insufficient support for dyslexic learners. Most teachers primarily rely on traditional teaching methods with limited use of multisensory or differentiated approaches. Additionally, collaboration between teachers and special education experts remains limited due to insufficient training and institutional support. This study highlights the critical need for targeted professional development, enhanced collaboration between educators, and policy reforms to improve inclusive education. By addressing these gaps, the research contributes to the broader discourse on dyslexia, advocating for evidence-based teaching practices and structured support systems to enhance learning outcomes for dyslexic English language learners in Ghana. A thesis in the Department of English Education, 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 Philosophy (English Language) in the University of Education, Winneba MARCH, 2025 2025-03-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5239 Metaphors of football: The case of some football commentators in Ghana Fordjour, D.O This qualitative study explores the metaphors of football in the English commentaries of football commentators in Ghana. It was hinged on Lakoff and Johnson’s (1980) Conceptual Metaphor Theory (CMT) and the design was textual analytical method. Through the purposive sampling technique, two football commentaries from two football commentators in Ghana namely, Yaw Ampofo Ankrah and Nana Kwadwo Gyasi were selected for analysis. The analysis revealed that football is conceptualized in terms of varied source domain. Specifically, thirteen conceptual metaphors of football were identified. Out of this, seven were categorized as structural metaphors, two as orientational metaphors and four as ontological metaphors. It was also revealed that the identified metaphors were precipitated by varied influences of the commentator’s interaction with their physical environment. This study suggested further studies in metaphor in the area of football language using another language and theory. It is recommended that the conceptual metaphors of football in a Ghanaian language be investigated. A thesis in the Department of English Education, Faculty of Foreign Languages submitted to the school of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (English Language) in the University of Education, Winneba MARCH, 2025 2025-03-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5222 Composition teaching and writing in Junior High Schools-A study in Afram Plains South District Mordzifah, B.D.K. Composition writing in any language requires well-balanced and adequately harnessed cognitive skills in order to be efficient and precise in the conveyance of a thought or message across to its respective audience appropriately. This study employed a qualitative approach with a case study design to examine the facilitation and learning of composition writing in junior high schools in the Afram Plains South District. Sixty participants, including 50 learners and 10 facilitators, took part in the study. Data was collected through in-depth interviews, observation, and document analysis which was analyzed using thematic analysis. The findings revealed that junior high school English teachers in the district mainly teach narrative and descriptive writing, with limited exposure to other writing styles. Facilitators face challenges, including inadequate training and resources, and limited opportunities for learner engagement and participation. Learners struggle with writing skills and cognitive processes, including critical thinking, analytical thinking, and creativity. The study recommends improved teaching methods, increased learner engagement, and enhanced cognitive processes to improve the teaching and learning of composition writing. By providing targeted support and instruction, educators can help learners develop their writing skills and cognitive processes, enabling them to become more effective writers prepared for success in academics and beyond A thesis 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) DEPARTMENT OF APPLIED LINGUISTICS FACULTY OF FOREIGN LANGUAGES UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2025 2025-06-01T00:00:00Z