http://41.74.91.244:8080/handle/123456789/746 Fri, 03 Apr 2026 19:21:58 GMT 2026-04-03T19:21:58Z http://41.74.91.244:8080/handle/123456789/5176 Transitivity analysis of selected poems of Atukwei Okai Gyasi, A Poetry, with its compressed and figurative language, challenges readers to actively engage in interpretation, particularly with regard to how language reflects the worldviews of the poet. This study is rooted in the understanding that language encodes experiential meaning and conveys ideologies, which can be uncovered through a detailed analysis of linguistic elements such as processes, participants, and circumstances. The study analyses the Transitivity system in selected poems by Atukwei Okai through the lens of Halliday and Matthiessen’s Systemic Functional Grammar (SFG). It examines the process types, their participants, and their distribution in the poems. By analyzing the poet’s linguistic choices, the study reveals the intersection of grammar and ideology, demonstrating how these elements shape thematic concerns and characterizations. The findings reveal that material processes are the most frequent processes followed by mental, relational, behavioural and existential processes in that order. In terms of the types of processes present in each poem, “The Pioneer” and “Walewale Chorus” do not have behavioural processes. On the contrary, “The Oath of the Fontomfrom” has all the six process types. There is a correlation between the length of the poems and the number of clauses in them. The ‘Oath of the Fontomfrom’ with the highest number of words (669) and sentences, has the highest number of processes (82). The ‘The Pioneer’ on the other hand, which has the least number of words (487) and sentences, records the least number of the processes (56). Also, the subjects addressed in the poems contributes to the to the differences in the process types. The research contributes to a deeper understanding of how transitivity functions in African poetry and highlights the importance of language structures in uncovering implicit worldviews in literary texts. These linguistic choices not only shape the thematic concerns of the poems but also offer insights into the poet’s representation of reality and his personal worldview. A THESIS IN THE DEPARTMENT OF ENGLISH EDUCATION, FACULTY OF FOREIGN LANGUAGES EDUCATION, SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR AWARD OF THE MASTER OF PHILOSOPHY DEGREE IN ENGLISH. September, 2025 Mon, 01 Sep 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5176 2025-09-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5122 Spelling pronunciation in spoken English in Ghana: An exploration of educated speakers’ English in UEW Kumah, S.K While Ghanaian English has attracted scholarly attention for its phonological features, spelling pronunciation remains underexplored despite its recognition as a distinct pronunciation pattern. This study explores spelling pronunciation in Ghanaian spoken English, focusing on factors that influence its usage, some phonological patterns, and its common practices of usage. Grounded by Flege’s Speech Learning Model (1995), which highlights the role of first-language phonology in second-language acquisition, the study adopted a qualitative approach, and a descriptive research design. Ten participants, including three lecturers and seven MPhil students from the Department of English Education, University of Education, Winneba, were purposively sampled. Data were collected through questionnaires, and audio recordings of mock viva presentations. Findings reveal that spelling pronunciation is commonly used among participants, with pronunciations frequently influenced by the orthographic form of English words. Key phonological features identified include vowel and consonant modification, diphthongization, monophthongization, and epenthesis. These reflect the influence of Ghanaian language systems and the transparent nature of their orthographies. Participants generally viewed spelling pronunciation as both natural and acceptable in formal and informal contexts. The study concludes that spelling pronunciation, rather than being a deviation, is a normative feature in Ghanaian spoken English with implications for English Language pedagogy and literacy. It recommends further research across diverse regions and sociolinguistic groups, as well as a reevaluation of teaching strategies to better reflect the realities of Ghanaian English. This work contributes to the understanding of Ghanaian English as a legitimate variety and supports its potential codification and pedagogical integration. A thesis in the Department of English Education, Faculty of Foreign Languages Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (English Education) In the University of Education, Winneba SEPTEMBER, 2025 Mon, 01 Sep 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5122 2025-09-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5112 Reading comprehension among students a case study of Kade SDA Junior High School Owusu, S.S This study investigated reading comprehension among students: a case study of Kade SDA Junior High School in the Kwaebibirem Municipal Assembly. The study utilized a qualitative approach with a case study design. The target population was the entire students and staff of Kade SDA JHS. The researcher used a sample of 30 students and 3 English teachers to participate in the study using observation, interview and document review as data collection tools. Data was analyzed through themes. There were three main findings of the study, first, majority of the learners translate English text into mother tongue because they lack reading comprehension. Second, it was observed that, reading comprehension is taught through Grammar Translation Method (GTM) in the classroom and lastly, learners’ practice loud reading to improve pronunciation or learn grammar to become proficient in English. On the basis of the findings it was recommended that, extensive reading strategies must be included in the textbook to give learners confidence and support for discourse comprehension and critical thinking, also, stakeholders that is GES must periodically organize training workshops and professional development programs for English language teachers for them to be abreast with current pedagogical strategies on teaching comprehension skills. A dissertation in the Department of Applied Linguistics, Faculty of Foreign Languages Education, submitted to the School of Graduate studies in partial fulfillment of the requirement for the award of the degree of Master of Education (Teaching English as a Second Language) in the University of Education, Winneba September, 2024 Sun, 01 Sep 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5112 2024-09-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5052 The role of teacher reflexivity in written corrective feedback on students’ writing in Bolga East Senior High Schools Anafo, C. This study aimed at investigating the role of teacher Reflexivity in the provision of Written Corrective Feedback (WCF) in Senior High Schools within the Bolgatanga East District. The research adopted a constructivist paradigm and qualitative research approach using a descriptive phenomenological design. Participants of the study were five English language teachers and twenty students. Data collection methods for this study included document analysis, interviews, and focus group discussions. Thematic analysis was employed in analysing the data. The results indicated that the English language teachers had minimal understanding of WCF and how to apply the different types of WCF to students’ essays. In addition, the study also revealed that many teachers lacked knowledge of Reflective Practices (RP) during their writing instructions, resulting in untailored WCF Practices that do not address the writing challenges of learners. As a result, RP as an element of WCF provision had its challenges that hindered its application and effectiveness in the classroom, like time limitations, large class sizes and lack of training. Hence, English language teachers need continuous professional development to enrich their knowledge and practice for a more effective application of WCF through RP. It is recommended that educational policymakers advocate for smaller class sizes in English language education to ensure effective feedback practices in the classroom. It is also recommended that further research explore how sociocultural factors influence student attitudes towards Written Corrective Feedback (WCF) and Reflective Practice (RP). A thesis in the Department of English Education, Faculty of Foreign Languages Education, 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 Education) in the University of Education,Winneba JANUARY, 2025 Wed, 01 Jan 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5052 2025-01-01T00:00:00Z