STRATEGIES IN ORAL ENGLISH INSTRUCTION: A PEDAGOGICAL STUDY OF SOME GHANAIAN SENIOR HIGH SCHOOLS

Emmanuel Appiah Gyasi, Sefa Owusu

Abstract


Research on English language instruction, particularly on oral English, is increasingly growing in Ghana and in many countries where the English language is not only used as an official language but also as a language for the medium of instruction and a subject of study in schools. This can perhaps be attributed to the global demand for and use of the English language despite the many difficulties in its instruction. The current study investigates the instructional strategies teachers of English in selected senior high schools in Ghana employ during oral English instruction. Utilizing a mixed-method approach with a convergent parallel design, the study collected data through questionnaires, interviews, and classroom observations involving 43 English teachers from five senior high schools. The findings reveal a predominant reliance on traditional and direct instructional strategies such as question-and-answer sessions and drills in lieu of more interactive and indirect methods like paired conversations, oral reports, debates, etc. Meanwhile, teachers attribute their instructional choices to large class sizes, teaching environment, instructional resources and the teacher’s pedagogical skills. Based on these findings, The study concludes by advocating for the integration of a diverse range of instructional strategies, especially interactive and experiential strategies, to enhance student engagement and improve oral language competencies both inside and outside the classroom.

 

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oral English, strategies, instructional, pedagogical, mixed methods

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DOI: http://dx.doi.org/10.46827/ejel.v9i3.5528

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