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All Journal ELT Worldwide: Journal of English Language Teaching ARRUS Journal of Social Sciences and Humanities
Siame, Pethias
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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“Anti-Texture” Agents in the Written English Essays of Students in a Ghanaian University Amoakohene, Benjamin; Akoto, Osei Yaw; Siame, Pethias; Kapau, Humphrey
ELT Worldwide: Journal of English Language Teaching Vol 11, No 1 (2024)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v11i1.61014

Abstract

Texture proves to be a key indicator for measuring the quality of a text but establishing this text quality is a challenge for most English as a Second Language (ESL) students. This challenge has led to an array of studies to find the root cause(s) of this/these writing challenge(s) of ESL students. Despite these numerous studies, there is still paucity of research on “anti-texture” agents in the written English essays of students from the Ghanaian context, especially those at the tertiary level. In filling this gap, this study uses Halliday and Hasan’s (1976) cohesive theory as a framework to explore the types of cohesive errors that serve as “anti-texture” agents in 150 written English essays of students from a Ghanaian university. Because of the highly descriptive nature of this current investigation, it uses the qualitative content analysis as its design. The findings show that challenges like unclear pronoun references, wrong selection of cohesive devices, over usages of one cohesive device within the same textual environments, wider textual distances between references and their referents, the omission of cohesive devices, wrong insertions of cohesive devices and references lacking referents served as barriers to ESL students quest to use cohesive devices as means of creating texture in their texts. The findings further confirmed that the inappropriate use of cohesive devices in the students’ essays disrupted the free flow of information and as such, rendered the essays incoherent. The study has pedagogical implication for ESL academic writing instructors and curriculum developers.
Critical Impediments Facing In-service Teachers during Distance Education: A Case of Kwame Nkrumah University in Zambia Siame, Pethias; Hachintu, Joseph; Lubbungu, Jive
ARRUS Journal of Social Sciences and Humanities Vol. 3 No. 3 (2023)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/soshum1731

Abstract

This paper outlines the major impediments that in-service teachers undergoing distance education encounter at Kwame Nkrumah University. An impediment is a challenge, problem, or hindrance. The study used a qualitative approach, structured interviews, and document analysis methods. The marginal theory backed by tenets of equitable management underpinned the study. The study shows that in-service students are molested by their school managers when they need permission to attend residential schools. The students are bombarded with numerous responsibilities at their duty stations and hence fail to concentrate on their studies. In-service students have limited time to learn because residential schools are only conducted during the holidays for school-going children. Distance education learners depend on face-to-face learning. Other modes of learning such as Moodle are not favorable because most of the students come from rural areas where internet connectivity is a serious challenge. The study further reveals that in-service teachers are not considered for scholarships by the Higher Education Loans and Scholarships Board (HELSB) in Zambia. Due to financial constraints, some students drop out of school and withdraw from their studies while others delay completing their studies. Most in-service distance education students graduate while owing the institution which warrants their certificates to be withheld.
Co-Authors Akoto, Osei Yaw Amoakohene, Benjamin Hachintu, Joseph Kapau, Humphrey Lubbungu, Jive