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dc.contributor.authorDavis, Regina Atracta
dc.date.accessioned2023-12-04T10:40:19Z
dc.date.available2023-12-04T10:40:19Z
dc.date.issued2023-09
dc.identifier.citationDavis, R.A. (2023) 'A Study of Fante-Speaking Students' Learning of Academic Writing at the Methodist University College, Ghana (MUCG)'. MA by Research thesis. University of Bedfordshire.en_US
dc.identifier.urihttp://hdl.handle.net/10547/626083
dc.descriptionA thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of MA by Research thesisen_US
dc.description.abstractThis research study examined Fante-speaking students’ learning of academic writing (L2) at Methodist University College, Ghana (MUCG). For the researcher to narrow the scope of this research study, she chose Fante-speaking students as the population of study because there are over 80 different languages spoken in Ghana. The focus of the research project was to infer ways in which Fante-speaking students’ experiences might be enhanced from their reported experiences of learning academic writing I and II courses. The Academic Writing, I and II courses are university-required courses which are offered to all Level 100 and Level 200 students in MUCG, equivalent to first- and second-year university students in the United Kingdom (UK). The researcher used a mixed-methods approach, which combined qualitative and quantitative methods. The research instruments were designed to allow the researcher to find the answers to the research questions. The university provided Course Outline and Course Content for both Academic Writing I and two courses. Therefore, the researcher designed the research questionnaire questions and the interview questions in line with the Course Outline and the Course Content of the academic writing I and II courses, which can be found in Appendix number 3. The findings are based on a study sample of n=100 participants who were divided into 2 groups, 51 were young students (aged 18-24), and 49 were mature students (aged 25 and above). Both the questionnaire questions and the interview questions investigated each mature and young student’s educational background, qualifications, age, experiences of the difficulties they had before and after taking the two academic writing courses, and how the two courses impacted their learning. The research instruments also inferred ways in which students’ experiences might be improved from their reported perspectives in the two academic writing courses. All Ghanaians have their mother tongue but learn English as a second language so, there was also a question on how the students perceived that Fante their first language (L1) influenced their academic writing in English (L2). The researcher also explored participants’ learning outcomes as well as their suggestions for improvement and their feedback after they participated in the two courses. The course outline was also used as a guideline for both questionnaires and interview questions and was aligned with the research questions. Please refer to the Course Outline in number Appendix 3. Additionally, the features of academic writing that emerged from the course outline and the course content of the two academic writing courses were categorised into four main groups, namely English, grammar, comprehension, paragraph structure and referencing. The study was conducted using mixed methods comprising questionnaires and interviews and the data was repeatedly gathered from the same participants, focusing on the same study population throughout this research project over an extended period. Generally, the research findings highlighted those young students found grammar, comprehension and referencing more difficult than paragraph structures. Furthermore, the feedback from participants also offered important insights into the content of these academic writing courses and has the potential to make positive contributions to the creation of new teaching methods and potential updates to the content of the Department of Language and Communication Studies Course at MUCG. Finally, the researcher hopes that the responses and learnings obtained from this study will be used to improve the experience and learning outcomes of future students partaking in the British Standard English (BSE) academic writing course at MUCG. In this view, it will be important for the institution to consider this feedback and suggestions from the participants as it may help the English department to improve teaching and learning.en_US
dc.language.isoenen_US
dc.publisherUniversity of Bedfordshireen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectGhanaen_US
dc.subjectteachingen_US
dc.subjectwritingen_US
dc.subjectacademic Englishen_US
dc.subjectSubject Categories::X162 Teaching English as a Foreign Language (TEFL)en_US
dc.titleA study of Fante-speaking students' learning of academic writing at the Methodist University College, Ghana (MUCG)en_US
dc.typeThesis or dissertationen_US
refterms.dateFOA2023-12-04T10:40:20Z


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