http://41.74.91.244:8080/handle/123456789/746 Thu, 14 May 2026 01:42:30 GMT 2026-05-14T01:42:30Z http://41.74.91.244:8080/handle/123456789/5222 Composition teaching and writing in Junior High Schools-A study in Afram Plains South District Mordzifah, B.D.K. Composition writing in any language requires well-balanced and adequately harnessed cognitive skills in order to be efficient and precise in the conveyance of a thought or message across to its respective audience appropriately. This study employed a qualitative approach with a case study design to examine the facilitation and learning of composition writing in junior high schools in the Afram Plains South District. Sixty participants, including 50 learners and 10 facilitators, took part in the study. Data was collected through in-depth interviews, observation, and document analysis which was analyzed using thematic analysis. The findings revealed that junior high school English teachers in the district mainly teach narrative and descriptive writing, with limited exposure to other writing styles. Facilitators face challenges, including inadequate training and resources, and limited opportunities for learner engagement and participation. Learners struggle with writing skills and cognitive processes, including critical thinking, analytical thinking, and creativity. The study recommends improved teaching methods, increased learner engagement, and enhanced cognitive processes to improve the teaching and learning of composition writing. By providing targeted support and instruction, educators can help learners develop their writing skills and cognitive processes, enabling them to become more effective writers prepared for success in academics and beyond A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Teaching English as a Second Language) DEPARTMENT OF APPLIED LINGUISTICS FACULTY OF FOREIGN LANGUAGES UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2025 Sun, 01 Jun 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5222 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5206 Aspects of postcolonialism in the contemporary performance poetry of gombilla the poet Sekwo, S. This study sought to identify and analyse the aspects of postcolonialism in the performance poetry of Gombilla the Poet, and to ascertain the performance and literary styles he employed in drumming home these issues. A qualitative cross-analysis of the poems was done using eight poems by Gombilla the Poet. Orientalism, African values, Ghanaian culture and identity, hybridity and mimicry, subalternism, and effects of capitalism and globalization on communal living were found in the poems. In the eight sampled performance poems, Gombilla deplored orthodox performance techniques such as repetition, piling of adjectives, parallelism, and allusion. In addition to personal techniques such as juxtaposition and contradiction, and the narrator's approach. This study also found that Gombilla dominantly uses metaphors, symbolism, similes, puns, rhetorical questions, and poetic sound devices. The extensive use of diverse performance techniques and figurative communication, supports the fact that his performance poetry is not only rich, but an embodiment of total performan A THESIS IN THE DEPARTMENT OF ENGLISH EDUCATION, FACULTY OF FOREIGN LANGUAGES, SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES IN PARTIAL FULFILMENT FOR THE AWARD OF MASTER OF PHILOSOPHY IN ENGLISH AUGUST, 2024 Thu, 01 Aug 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5206 2024-08-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5195 Intelligibility of the English spoken in Ghana A case study of the Upper West Region Nero, V The aim of the research was to assess how well English spoken in the Upper West Region of Ghana (UWR) is understood by people from Southern Ghana. In order to do so, a qualitative case study was conducted, which included the analysis of 200 speakers from the Upper West Region, and 200 listeners from Southern Ghana using recordings. Thematic analysis revealed the results, which showed that the Upper West speakers were 93%-100% intelligible to listeners in connected speech, 28%-100% in phoneme contrast, and 49%-100% in nucleus placement of words. This suggests that connected speech is more intelligible than isolated words and sentences. The research also pointed out that, although the English speakers from the Upper West Region exhibit the connected speech processes (CPS), the shifts in nucleus placement in words, and the vowel and consonant alternation, they were still and highly intelligible. However, there were few cases of unintelligibility due to segmental features from the side of the Upper West Region that were detected by Southern listeners. The mostly affected phonetic aspects were vowel length, weak forms, and consonant substitution/alternation in the area of speech intelligibility. Hence, there is an implication of the findings in cross-cultural communication as the speakers will have to be very attentive to each other to achieve intelligibility. In general, the findings imply the need for a reconsideration of the oral assessment of students in Ghana A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (English) DEPARTMENT OF DEPARTMENT OF ENGLISH EDUCATION FACULTY OF 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/123456789/5195 2025-05-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5193 Exploring nominal group usage in English among students of Mpaha Community SHS, Central Gonja District - Savannah Region Issahaku, Z.A This study investigates the usage of English nominal groups among first-year students at Mpaha Community Senior High School, a rural second-cycle institution in Ghana. Nominal groups, as crucial grammatical structures, play a significant role in the development of students’ written and spoken English proficiency. However, students at Mpaha SHS often encounter difficulties in identifying and constructing these structures correctly, impeding effective communication and comprehension. The study aims to explore the nature of these challenges, assess the teaching strategies currently employed by English language instructors, and examine the availability and use of relevant teaching and learning resources within the school. Using a qualitative research design, the study draws on classroom observations, teacher interviews, and content analysis of students written exercises to provide a comprehensive analysis of how nominal groups are taught and understood. Findings indicate that students struggle particularly with the order of modifiers, the use of determiners, and constructing complex noun phrases. The challenges are exacerbated by limited exposure to proficient English usage, insufficient instructional materials, and traditional, non-contextual teaching methods that fail to meet students' linguistic needs. The research highlights the urgent need for targeted pedagogical interventions, improved resource allocation, and professional development for teachers to enhance the teaching and learning of nominal groups. The study revealed significant influences of students’ linguistic backgrounds on their English usage and highlighted effective instructional strategies that can improve understanding and application of nominal groups. The study recommended that the Ministry of Education and the Ghana Education Service frequently organize workshops, seminars and refresher courses that will help upgrade the professional skills and knowledge of the teachers. It also contributes to the broader discourse on second language acquisition by contextualizing the difficulties ESL learners face with nominal group structures in under-resourced educational settings 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 JUNE, 2025 Wed, 01 Jan 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5193 2025-01-01T00:00:00Z