http://41.74.91.244:8080/handle/123456789/636 Sat, 23 May 2026 01:45:34 GMT 2026-05-23T01:45:34Z 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 Sat, 01 Feb 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5255 2025-02-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5247 Writing skills of senior high school students in composition writing- a study of Our Lady of Lourdes Girls SHS in the Kassena-Nankana Municipality Dinaa, P.M Effective writing skills are vital for students as they progress in their education and prepare for future academic and professional pursuits, especially in senior high schools (SHS). However, the assessment of composition writing skills among SHS students is a global concern, particularly in Ghana. This study focuses on addressing the decline in writing proficiency among SHS students at Our Lady of Lourdes Girls Senior High School in the Upper East Region, Ghana. The research objectives are to evaluate poor writing skills exhibited by SHS students, investigate the factors impeding their writing abilities, and suggest strategies to enhance their writing skills. Using a mixed-methods approach, the study gathers data from 274 SHS students and 6 English language teachers through written assessments, questionnaires, and interviews. The findings reveal deficiencies in various aspects of students’ writing, such as clarity, organization, grammar, vocabulary, evidence support, cohesion, mechanics, and creativity. Factors hindering writing skills include limited vocabulary and language skills, lack of reading habits, difficulties with essay structure, and inadequate critical thinking abilities. The study concludes that significant deficiencies exist in various aspects of students writing, such as clarity, organization, grammar, vocabulary, evidence support, cohesion, mechanics, and creativity. Based on the conclusions, the study recommends organizing regular writing workshops, specialized language classes, and incorporating short writing tasks into daily lessons to improve students’ writing abilities. Continuous professional development for teachers is crucial to equip them with effective instructional methods. Implications for practice involve enhancing academic success and communication abilities among students, elevating overall learning outcomes, and enriching the educational experience. Implementing the study’s recommendations will contribute to improving writing proficiency and fostering academic excellence among SHS students in Ghana. APRIL, 2023 UNIVERSITY OF EDUCATION, WINNEBA WRITING SKILLS OF SENIOR HIGH SCHOOL STUDENTS IN COMPOSITION WRITING: A STUDY OF OUR LADY OF LOURDES GIRLS SHS IN THE KASSENA-NANKANA MUNICIPALITY PATRICK MOGRE DINAA 220031631 Sat, 01 Apr 2023 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5247 2023-04-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5246 The use of audio-visual aids in teaching oral English-A case study of Form Two science students of Akumadan Senior High School Musah, A.S This study investigated the use of audio-visual aids (AVAs) in teaching Oral English to Form Two Science students at Akumadan Senior High School in Ghana. Specifically, the research sought to: (1) examine the extent to which AVAs are used in teaching Oral English; (2) assess teachers’ attitudes towards the use of AVAs; and (3) identify the challenges associated with the use of AVAs in Oral English instruction. The study employed a qualitative case study design, using interviews and classroom observations to collect data from four English language teachers and thirty students. Data were thematically analyzed to identify emerging patterns and insights relevant to the research questions. The findings revealed a moderate level of AVA use in Oral English instruction, with audio recordings and videos being the most commonly used tools. Teachers held positive attitudes toward AVAs, recognizing their benefits in enhancing pronunciation, listening comprehension, and student engagement. However, the use of AVAs was constrained by challenges such as insufficient training, lack of teaching resources, time limitations, and infrastructural deficiencies, including unreliable electricity. The study concludes that while AVAs enhance the teaching and learning of Oral English, their full potential remains unrealized due to systemic and contextual limitations. Recommendations include increased provision of AVA equipment, professional development for teachers, curriculum revisions to accommodate AVA use, and supportive institutional policies. The study offers practical implications for teachers and school administrators and calls for policy reforms from educational authorities to promote technology-integrated instruction. It also contributes to existing literature by affirming the theoretical significance of AVAs within Cognitive Load Theory, Dual Coding Theory, and Experiential Learning Theory. Keywords: Audio-visual aids, Oral English, senior high school, language instruction, Ghana. A dissertation submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Education (Teaching English as a Second Language) DEPARTMENT OF APPLIED LINGUISTICS FACULTY OF FOREIGN LANGUAGES EDUCATION UNIVERSITY OF EDUCATION, WINNEBA MAY, 2025 Thu, 01 May 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5246 2025-05-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5245 The usage of English determiners in learners’ written compositions -a case study of CRIG Junior High School in The Abuakwa North Municipality This case study investigates the usage of English determiners in the written compositions of learners of CRIG Junior High School (JHS) in the Abuakwa North Municipality of Ghana’s Eastern Region. The study aimed to identify the types of English determiners most frequently used by learners in their written compositions, the common errors committed in their use, and the underlying causes of these errors. A total of 90 essays collected from six classes (form 1A, B and C and form 2A, B and C) of CRIG JHS learners were analyzed to determine the frequency and types of determiner errors. Additionally, interviews were conducted with two English teachers and six learners to explore the perceived causes of these errors. The findings revealed patterns in the frequency of determiners used and highlighted specific errors in their application. Insights from the interviews shed light on potential sources of these errors, including factors such as first language interference and the environment of the learners. The implications of this research highlight the importance of targeted pedagogical interventions to improve the accurate use of English determiners among Junior High School learners. A dissertation submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Education (Teaching English as a Second Language) Thu, 01 May 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5245 2025-05-01T00:00:00Z