ESL teachers’ communication in the classroom and its impact on the teaching and learning of English Language .The case of Yaa Asantewaa Girls SHS.

Abstract

The study explores the ESL teachers’ communication in the classroom and its impact on the teaching and learning of English language. Using a population sample of 350 students and 15 teachers from Yaa Asantewaa Girls’ Senior High School with the help of questionnaire and observation, the study identifies that effective communication plays an important role in the pedagogical process in the ESL classroom. Data were analysed using basic frequency tables. The descriptive analysis was also used to analyse the observation of students’ activities and teachers’ performance during the teaching learning process. The study established that the predominant form of communication used by teachers in the school in the teaching and learning of English language is verbal communication. In the assessment of students, the study revealed that 100% of the teachers resorted to the use of written communication. Again, the study found out that majority of the students did not like the present situation in the school where communication in the ESL classroom is largely dependent on speaking. The study reveals further that majority of the students who felt uncomfortable with the predominant use of speaking as a form of communication had difficulties understanding what their teachers taught in English. The study also reveals that all teachers agreed or strongly agreed that what you say and how you say it can influence effective communication and effective communication makes learning easier and enhances effective communication strengthens relationship between teacher and students. The study recommends that to reduce boredom and make the learning of English language interesting, teachers must blend both verbal and non-verbal forms of communication and use appropriate teaching methods such as pair work, information gap, opinion sharing, scavenger hunt to ensure that learners actively engage in the communication process. Students should be given clear unambiguous instructions and assessed not only through writing but other forms as well.