Instructional strategies in oral English teaching a study of government Senior High Schools within the Awutu Senya district

Abstract

Research on English language instruction, particularly on Oral English is increasingly growing in Ghana, and in many countries where English Language is used as a language for the medium of instruction and a subject of study in schools. This perhaps can be attributed to the global demand for, and use of the English Language albeit the many difficulties in its instruction. The current study investigates the instructional strategies employed by teachers of English in the Awutu Senya district during Oral English lessons. Set within Adam Bandura’s Social Learning Theory framework, the study employs a mixed-method approach and a convergent parallel design as its methodological foundations. Data was collected primarily through questionnaires and Interviews from 45 teachers who were purposively sampled. Out of this number, 25 were conveniently sampled for interviews. The data, quantitative and qualitative were analysed through Statistical Package for Social Sciences (SPSS) and thematic content analysis respectively. It is established from the findings that teachers predominantly use traditional and direct teaching strategies such as question and answer, drills in lieu of more indirect and interactive strategies like paired conversations, oral reports, debates, role playing etc even though they admit to their relevance in the instructional process. It is also established that the class size, teaching and learning materials etc accounted for the selection of instructional strategies whilst textbooks served as the primary TLM. The study, therefore, concludes that teachers of English could employ other varieties of instructional strategies, particularly those that are more interactive and would improve students’ oral language proficiency both in and outside the classroom.