Teaching English Comprehension in Senior High Schools: Techniques, Approaches, and Perceptions in a Ghanain context
DOI:
https://doi.org/10.21580/vjv13i223691Keywords:
English reading comprehension, English Second Language, teaching techniques, Senior High School, Ghana, constructivist approachAbstract
The declining performance of Senior High School (SHS) English second language (ESL) learners in English language examinations in Ghana has raised concerns about the effectiveness of teaching methods. Despite existing research on instructional strategies, there is a paucity of studies exploring the specific techniques and approaches employed by SHS teachers to improve English reading comprehension skills among ESL learners. This study aimed to investigate the teaching techniques and approaches used by SHS teachers in Ghana to enhance English reading comprehension, identify factors that influence technique choice and explore teachers’ perceptions of their influence on learner learning outcomes. A qualitative case study design was employed and the study used a constructivist approach to discuss findings. Data were collected through focus group discussions, and in-depth interviews with nine (9) SHS teachers from two schools. Purposive sampling was used due to COVID-19 lockdown constraints. The findings revealed that teachers employed various techniques, included silent reading, scanning, skimming, and combination approaches. Skimming and scanning techniques were most preferred. Factors influencing technique choice included medium of instruction, teacher proficiency, and textbook availability. Learner disinterest in reading emerged as a significant challenge. The study highlights the need for teacher training, availability of educational resources, and strategies to promote learner engagement. Findings inform educational policy and practice and emphasises the importance of addressing ESL teacher capacity, resource availability, and ESL learner motivation to improve English language learning outcomes.
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