Abstract:
This study investigated the beliefs and practices of English as a Second Language
(ESL) teachers concerning Assessment for Learning (AFL). A mixed-methods
approach was employed, using a convergent parallel design grounded in the
pragmatist paradigm. The research included all ESL teachers from senior high schools
in the Bole District, totaling eighty-two participants. A census sampling method was
used to involve the entire population. Data were collected via questionnaires and
structured interviews. The analysis was carried out using the Statistical Package for
Social Sciences (SPSS) version 27, employing descriptive statistics and percentages,
while thematic analysis was applied to examine the qualitative responses from
teachers. In terms of ESL teachers' beliefs about AFL, the findings generally indicated
that teachers held positive views toward AFL practices in the region. The qualitative
data further highlighted that participants acknowledged the significance of AFL and
the value of feedback within the AFL framework as a learning tool. However, when
examining the actual implementation of AFL in ESL classrooms, it was found that
teachers largely did not apply AFL practices. This finding was corroborated by the
qualitative data. Additionally, the study identified six key challenges faced by ESL
teachers in implementing AFL: limited time in the curriculum, large class sizes and
insufficient student engagement, inadequate resources, a lack of training and
professional development opportunities, restricted access to technology, and an
overloaded English curriculum that pressures teachers to cover content quickly.
Despite these challenges, respondents expressed optimism that these issues could be
addressed. Based on these findings, the study recommends the organization of
relevant in-service training programs by the Ghana Education Service (GES) and
individual school heads to support ESL teachers in overcoming these challenges
Description:
A Thesis in the Department of Applied Linguistics,
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
(Teaching English as a Second Language)
In the University of Education, Winneba
NOVEMBER, 2024
