A Study of the Grading of English Language Scripts of Technical University Students in Ghana

Abstract

This paper assesses how English language texts of Technical University (TU) students in Ghana are graded. In their quest for their certificates, Higher National Diploma (HND) students are required to write Communication Skills I and II papers in the first year. Nonetheless, most HND students do not normally perform well in these two courses. The objectives of the paper were, therefore, to find out the type of errors TU students make; and the influence that Direct Corrective Feedback (DCF) has on their texts. The paper was grounded in Noticing Hypothesis theoretical framework. The design of the research was sequential exploratory mixed method (Note 1). The participants for the study were selected from four technical universities – Ho, Koforidua, Kumasi, and Sunyani Technical Universities. From each of the technical universities, 20 participants were randomly selected. Therefore, the sample size, in terms of the participants, was 80. However, 240 raw data were collected. That is each of the 80 participants composed one letter at the pre-test stage. After grading their scripts with DCF technique, the participants were, again, asked to compose another letter at the post-test stage. Also, the participants were made to fill questionnaire item each. SPSS and BLAF were used in analyzing the questionnaire items and the scripts respectively (Note 2). The findings of the study showed that DCF treats written errors effectively. The study, therefore, recommends that assessments of letter-based tasks of TU students should be made up of both pre- and post-test items, and DCF should be used in assessing HND students’ letter or essay-based scripts.

Exploring the Construction and Practice of College English Blended Teaching Model Based on Fuzzy Comprehensive Teaching Evaluation Model

“…The literature [12] explored the approach of nine English teachers in China in an English language teaching model that combined multiple teaching methods and whether it was focused on promoting students' language autonomy in learning. The literature [13] used a sequential exploratory mixed methods approach to explore the deficiencies in writing and communication skills in the assessment of English texts at the University of Technology, Ghana, in order to promote students' competence development. The literature [14] used qualitative analysis and content description to develop a digital analysis in a flipped classroom model in order to explore students' learning experiences as well as learning outcomes.…”