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.
