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p-Index From 2021 - 2026
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All Journal Journal of English Language Teaching and Learning (JETLE) Joal : Journal of Applied Linguistics
Michella Atabaso Otoo
Department of English Education, University of Education, Winneba, Ghana
Languange, Linguistic, Communication & Media

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Exploring Teachers' Perceptions and Practices of Teaching Reading Comprehension in Selected ESL Rural Ghanaian Junior High Schools Joshua Kwabena Nbiba Bintul; Isaac Owusu Nyarko; Anafo Cephas; Michella Atabaso Otoo
Journal of Applied Linguistics Vol. 6 No. 1 (2026): July 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v6i1.565

Abstract

Reading comprehension in Ghanaian Junior High Schools remains a major concern despite long-standing reforms. This study examined teachers’ perceptions and classroom practices in rural schools and explored how these shape comprehension instruction. Schumann’s (1978) Acculturation Model guided the study and positioned comprehension as a social process influenced by learners’ cultural and linguistic alignment with English. A qualitative approach using a narrative research design was employed. Fourteen English language teachers from rural schools in the Nkwanta North District were purposively selected. Data came from interviews, observations, and documents, and was analyzed thematically. Findings revealed two main perceptions emerged. Many teachers viewed comprehension as a mechanical and exam-driven task. Others framed it as a meaning-making act linked to students’ social worlds. Classroom practices reflected these positions. Most lessons focused on literal recall and teacher-led routines. A few teachers used dialogue and familiar cultural examples to support deeper reading. Contextual pressures such as scarce materials, rigid syllabi, and examination demands shaped these choices and limited pedagogic flexibility. The study concludes that comprehension improves when teachers act as cultural mediators who connect learners’ lived realities with English texts. It calls for teacher development that supports culturally grounded and interactive reading practices in rural Ghana. Keywords : Reading Comprehension; Teachers’ Perception; Reading Instruction
Assessment literacy among English language teachers in Ghanaian senior high schools: Classroom assessment practices and ımplications for student learning Rebecca Arthur; Joshua Kwabena Nbiba Bintul; Isaac Owusu Nyarko; Michella Atabaso Otoo
Journal of English Language Teaching and Learning (JETLE) Vol 8, No 1 (2026): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v8i1.45781

Abstract

Assessment literacy is important in language education because teachers’ assessment decisions shape classroom learning. Within Ghanaian senior high schools, English language teachers are expected to implement classroom assessment practices that support learning while preparing students for high-stakes examinations. This paper examined assessment literacy among English language teachers, their classroom practices, and its implications for student learning in senior high schools in the Central Region of Ghana. The paper used a qualitative approach and employed a phenomenological research design to explore teachers’ lived experiences with classroom assessment. Twenty English language teachers were selected through criterion sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analysed thematically using Braun and Clarke’s (2019) framework. The findings revealed that classroom assessment practices remain examination-oriented, with tests, quizzes, and end-of-term examinations serving as dominant modes of assessment. Although teachers employed formative assessment strategies such as questioning, peer correction, and classroom exercises, these practices were often irregular and provided limited opportunities for feedback and revision. Teachers with stronger assessment literacy described and enacted engaging tasks and explanatory feedback, while limited assessment literacy constrained assessment of writing and speaking. The findings point to implications for student engagement, feedback, and revision rather than measured gains in achievement. The paper concludes that assessment literacy extends beyond technical knowledge and directly influences classroom interaction, feedback quality, and student engagement. The paper recommends that strengthening teachers’ assessment literacy will foster more learning-oriented assessment practices and improve student learning outcomes in English language classrooms.
Co-Authors Anafo Cephas Isaac Owusu Nyarko Isaac Owusu Nyarko Joshua Kwabena Nbiba Bintul Joshua Kwabena Nbiba Bintul Rebecca Arthur