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All Journal JEE (Journal of English Education) Linguistics Initiative
Ivy Jones-Mensah
University of Professional Studies, Accra, Ghana
Humanities Education Languange, Linguistic, Communication & Media

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Teaching ESL Listening Skills in Ghanaian Senior High Schools: A Study of Agona West Municipality Kojo Fenyi; Ivy Jones-Mensah; Michael Owusu Tabiri; Emmanuel Owusu
JEE (Journal of English Education) Vol. 7 No. 1 (2021): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v7i1.787

Abstract

Listening skill is one of the four important language competencies. However, it has not received the needed scholarly attention, not only in classroom pedagogy and curriculum planning but also in studies and researches in Applied Linguistics and Teaching English as Second Language. This study therefore attempts an investigation into the teaching and learning of listening skills in the language classroom in Ghana. It focuses on three issues in English as Second Language (ESL) listening comprehension; i) the strategies/methods for teaching listening skills, ii) the challenges for learning listening skills and iii) the ways to overcome the challenges. This descriptive qualitative study, having used two major instruments for data collection; observation and open-ended questionnaire, engaged 200 students and 7 teachers as the sample from selected Senior High Schools in the Agona West Municipality. The analysis of data revealed that indeed clarity of speaker, speed of delivery, learning environments, etc posed challenges to the teaching and learning of listening skills. It was also revealed that combining listening with other skills, predictive and summative strategies were the strategies teachers employed in teaching listening. Then, finally, the solutions to listening comprehension challenges, as revealed in the data, were indicated as including planning, overt student participation, clarity of speaker, assessment strategies, etc.
Higher Order Thinking Skills in English Language Teaching: The Case of Colleges of Education in Ghana Daniel Arkoh Fenyi; Ivy Jones-Mensah
Linguistics Initiative Vol. 2 No. 1 (2022)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.2124

Abstract

The teaching and learning of language has, for many years, been centered on the four language competencies- listening, speaking, reading and writing. However, in modern times, the need to train students with critical, analytical, evaluative, creative, and problem-solving skills in order to meet and deal with the complex nature of modern-day challenges and real-life issues has made the teaching and learning of Higher Order Thinking Skills (HOTS) indispensable. This study, therefore, investigates the attitude of language tutors towards the teaching of HOTS. This study has a descriptive qualitative approach. 39 English language tutors from the Colleges of Education who voluntarily availed themselves as participants were recruited for the study. Using semi-structured interviews and classroom observation as data collection instruments, the data were subjected to a thematic analysis. It is revealed that teachers perceive HOTS to be a good concept and hence use strategies such as asking open-ended questions, engaging learners in group works, classroom discussions, lecturing method, asking learners to produce and/or create their own materials and the giving of constructive feedback to implement it. Regardless of all their efforts, teachers face challenges such as incompetency, learner’s low proficiency, learner’s inability to grasp concepts, insufficient and irrelevant teaching materials, time, and financial constraints. The study, therefore, recommends that HOTS be given some more attention in language teaching in Ghana.
Co-Authors Daniel Arkoh Fenyi Emmanuel Owusu Kojo Fenyi Michael Owusu Tabiri