Enhancing English language proficiency in Ghanaian colleges of education: exploring attitudes, challenges, and pedagogical perspectives from tutors and trainees
Bibliographic record
Abstract
This study examines factors inhibiting the quality of English language teaching and learning in Ghanaian colleges of education. Using a cross-sectional descriptive survey design, the study employed a mixed methods research approach, involving questionnaires with 128 teacher trainees from four colleges in the Eastern and Greater Accra zones and telephone interviews with 12 English language tutors. The findings reveal that while some teacher trainees have a positive attitude towards the English language course, they struggle with English concepts due to an overloaded curriculum content, limited instructional time, unfamiliar vocabulary, and ineffective teaching methods. Tutors also highlighted students’ poor foundational knowledge, a shortage of experienced educators, and inadequate professional development opportunities. The study calls for a balanced integration of essentialist and progressivist theories to enhance foundational knowledge, interactive learning, and effective teaching methodologies, contributing to improved English language education in Ghana.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".