Towards a Needs Analysis of why Students in a Ghanaian University Fail the Academic Writing Course

Mark Nartey,Nathaniel Dorgbetor

doi:10.5901/jesr.2014.v4n6p167

Abstract

In the last two and half decades, academic literacy has received considerable attention in tertiary education in several English-medium universities. Consequently, English for Academic Purposes (EAP) and analogous writing programs have constantly been revised in the United States of America, the United Kingdom and Australia, especially with the objective of meeting the needs of students. Contrarily, EAP programs in most countries in sub-saharan Africa, including Ghana have received very little innovation and change. In this paper, we moot the idea that the principal reason for which a vast majority of students fail an EAP program (Academic Writing) in an English-medium university in Ghana stems from the lack of correlation between the course curriculum/classroom pedagogy and the course examination. To this end, we propose key changes to the curriculum, and conclude with a discussion of some implications worth considering for both curriculum designers and implementers of EAP in university education. DOI: 10.5901/jesr.2014.v4n6p167

Highlights

In the last three decades, studies on academic literacy have continually shown that the nexus between academic literacy and tertiary education is undeniable (Lea and Stierer 2000; Afful 2007; Nartey and Coker 2011)
We explore the discrepancy between curriculum and exams of an English for Academic Purposes (EAP) course (Academic Writing) in an English-medium university in Ghana, arguing that the principal reason why a vast majority of students fail the course stems from the lack of correlation between the curriculum and the exams
We have examined the possible reasons underpinning the poor performance of students in an EAP program in a Ghanaian university

Summary

Introduction

In the last three decades, studies on academic literacy have continually shown that the nexus between academic literacy and tertiary education is undeniable (Lea and Stierer 2000; Afful 2007; Nartey and Coker 2011). Studies in academic literacy, in general, and EAP, in particular, (MacDonald 1994; Jordan 2000; Zhao 2004; Turner 2004) have garnered scholarly attention in countries like the US, UK and Australia, culminating into substantial changes in pedagogy, advances in technology, and new emphasis on critical reading, writing, and thinking across the curriculum Unlike these countries, EAP programs in tertiary institutions in Ghana have not witnessed much systematic evaluation. Describing EGAP, Jordan (1997: 5) avers that “a large proportion of the common core element is more usually known as ‘study skills’, plus other elements of a general academic English register, incorporating a formal academic style with proficiencyin language use He adds that these study skills include effective lecture listening, comprehension and note-taking, writing in the appropriate academic register, reading effectively for study purposes, participation in discussion and library research. Universities in Singapore usually follow British models by incorporating speaking and listening to a large extent

The Nature of Academic Writing in a Ghanaian University

The Case for a Change in the Academic Writing Curriculum at UG

A Change in the Course Content or a Reform in the Examination Format

Findings

Conclusion