QA Practices and Language Learning Approaches Considered Unique to Wa Poly

language learning approaches that are considered unique to the case institutions involved in the survey and to recommend them for replication elsewhere. All three categories of participants were thus asked questions relating to these areas (but framed differently) and their responses discussed (Appendix B). The recommendations below, though by no means exhaustive or entirely ‘unique’, are considered significant for the enhancement of quality in EAP teaching and learning not only in the case institution, but also worthy of replication in institutions of like mission.

On the common aspects of quality English language teaching for their institution that they would like to recommend to other institutions, Wa Polytechnic respondents proposed the following mechanisms portrayed in Table 4.1-8 under Appendix D. Majority (27 .5%) of the students identified pedagogy as the key factor in delivering quality EAP tuition. Quality pedagogy, in their view, should take into account an effective and regular mode of assessment. EAP lectures must be interactive and practical in nature. Teachers must also ensure that methodologies are varied when the need arises, and not stick to just one approach. They should endeavour to simplify language learning by making it fun. Study tours should also be organised periodically to give learners an opportunity to experience what actually happens in the world of work.

Performance enhancement tools like the provision of relevant teaching and learning materials were rated second in importance by students. Teachers handling the EAP course, the students recommended, must also be qualified and experienced. Above all, there must be effective monitoring and supervision. Ensuring quality course presentation and putting in place policies that require pre-course orientation and compulsoriness of EAP and English for Specific (ESP) was recommended by a third (23.2%) of respondents. Over a fourth (14.5%) advocated a mode of delivery that would emphasize the teaching of grammar, writing and spelling while taking into account dialogue and discussions during tutorials where speaking and oral presentation would be encouraged. They also recommended the use of ICTs in teaching. Lecturer’s bearing in class attracted the least number of respondents here (8.7%). This should nonetheless be considered least important. It would be recalled that student respondents rated this as one of the most desirable attributes of the EAP teacher when they were asked to describe their ideal teacher

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earlier. They recommended that the EAP teacher must be someone who encourages learners and relates well with them.

All but one of the Wa Poly EAP teachers affirmed the conduciveness of the atmosphere for teaching the course in the institution. Their suggestions for further improvement of the teaching environment are worth recommending to other institutions where the course is taught. In agreement with their students, the EAP teachers recommend that the English/Communication Skills course should be taken for, at least, two years in all programmes and that the credit for Communication Skills should be raised to three. The institution should also insist on a credit (C6 or better) in English as an entry requirement for all applicants. The speaking of English among students, they recommended, should be encouraged too. This particular recommendation stems from the observation made earlier in Chapter 1 on how, for socio-cultural reasons, many Ghanaian students feel more comfortable chatting with colleagues in their L1 or the prestige language spoken in the area where the institution is located.

To achieve quality EAP tuition, the teachers also recommended “a combination of progressive methodology and the latest teaching and learning materials in activity-centred classes and field interaction.” They advised that there should also be effectiveness in teaching and learning to ensure good standards or quality output. To achieve this in English language learning in particular, the teachers suggested that language laboratory facilities must be provided as “a substitute for native English community”. There must also be an application of good teaching methodologies to meet the needs and aspirations of the learner, while observing high standards for the teaching and learning of English.

In the view of the managers, achieving quality in teaching and learning requires the existence of an effective inspection scheme that reflects more adequately the various aspects of quality teaching and learning. There must also be the preparation of course outlines and objectives to serve as subject standards for effective delivery. The existing inspection scheme, they recommended, should be broadened to include the review or appraisal of reports on tracer studies of the institution.

113 4.1.12 Conclusion

Three main conclusions can be drawn from this case study: First, majority of the respondents attested to the relevance of teaching English language at tertiary level in Ghana. Because of the socio-economic importance of EAP teaching and learning to the key actors in higher education, there is the need to put in place efficient and effective quality assurance mechanisms to enhance its teaching. Although, to a very large extent, both internal and external quality assurance systems were in place at the Wa Polytechnic, respondents felt there still was room for improvement. Second, the socio-ethnic backgrounds of learners could also impact their language learning negatively, especially in the areas of grammar, mechanics, reading, writing, and speaking. Third, besides the quality of the physical learning environment, learners also considered general ambient factors as crucial in guaranteeing a rewarding learning experience.

The implications of this research for managers and teachers, especially EAP lecturers, are that the quality concerns of learners be taken note of so that academic and administrative issues can be tailored to fit the purposes for which they were designed and to afford students and/or their parents (“customers”) value for their money.

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