Pedagogical Strategies Adopted By English As A Second Language Teachers In Teaching Summary Writing In Senior High Schools In Cape Coast

Abstract

This comprehensive study investigates the intricate domain of pedagogical strategies employed by English as a Second Language (ESL) teachers in selected senior high schools within the Cape Coast Metropolitan Area of Ghana, focusing specifically on summary writing instruction. Utilizing a mixed-methods approach, combining interviews with teachers and an analysis of student responses to summary writing tasks, the research explores the relationship between teachers' motivational beliefs, innovative pedagogical approaches, and the diverse impact on student performance. Findings highlight the pivotal role of intrinsic motivation in guiding ESL teachers' pedagogical choices, with a strong emphasis on personal satisfaction derived from witnessing students' progress. Additionally, the study uncovers the theme of innovative sparks, ignited by challenges faced by students, exposure to emerging trends, and a commitment to inclusivity, driving teachers to develop new approaches for teaching summary writing. The impact of these implemented pedagogical strategies on student performance in summary writing reveals a spectrum of proficiency levels among students. While some demonstrate a commendable understanding and application of the discussed strategies, others face challenges, emphasizing the need for tailored and differentiated approaches in ESL classrooms. The study concludes that effective ESL education necessitates a multifaceted approach, considering intrinsic motivation, fostering innovation, and adapting teaching strategies to cater to diverse student needs. Recommendations are provided to empower Ghanaian teachers, promote student success, and contribute to continuous improvement in summary writing instruction. Future avenues for research include exploring the longitudinal impact of intrinsic motivation on student outcomes, conducting a comparative analysis between urban and rural schools, and investigating the role of technology in summary writing instruction.