Browsing by Author "Owusu, E."

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    English for Engineering Education: A corpus study of Lexicogrammatical contents of Engineering Textbooks
    (The African Applied Researchers Association (AARA), 2024-12) Botchwey, E.; Owusu, E.; Abunya, L. N.; Addo, M. A.; Appiah, P.; https://orcid.org/0000-0002-2016-4219
    Purpose: The need for English usage for Specific Purposes (ESP) in technical institutions has recently gained prominence. Specifically, the study identifies (1) the most frequently used vocabulary (with at least 100 hits) of electrical engineering texts and (2) their collocations in context. Design/Methodology/Approach: As a corpus-based English for Academic Purposes (EAP) enquiry, the AntConc corpus analytical tool was employed to analyse the data. The data include seven undergraduate Electrical Engineering textbooks easily accessible online with renowned authorship purposively sampled. Findings: The study's results reveal key vocabulary items in the Electrical Engineering textbooks, including current, electric, voltage, field, circuit, magnetic, and power in the order of frequency from the highest. These form beneficial syntagmatic relations with themselves and other content words; current collocates most frequently with voltage, typically in ‘voltage and current’ (59 hits) against ‘current and voltage’ (23 hits) structure. Research Limitations: These results have implications for existing scholarship on Electrical Engineering education and for further research in English for Academic Purposes. Practical Implication: This study has a practical implication for developing course contents and pedagogy for English Language or Communicative Skills for Electrical Engineering students and for the teachers in teaching some of these frequently used words to broaden the vocabulary scope of the Engineering students. Social Implication: The study will help inform policy-making in technical education to address the linguistic gap by providing a framework for including English for Specific Purposes in all curricula of technical universities. Originality: This study is based on the design of needs analysis in English for specific purposes: efficiently implementing impending competency-based training (CBT) for technical education in Ghana.
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    Investigating the Effectiveness of Technology-Enhanced Language Learning Tools in Supporting Second Language Acquisition.
    (Noyam, 2024) Darkoah, C.; Abunya, L. N.; Owusu, E.; Faleke, V. O.; https://orcid.org/0000-0002-2016-4219
    The level of attainment of second language (L2) proficiency in children differs. While some attain it early, others face several challenges in achieving success in language proficiency. The variance raises inquiries into the factors influencing language learning outcomes among young learners. Consequently, this paper delved into the correlation between young learner’s access to technological tools and devices at home and their proficiency levels in their second language. Twenty-five participants were randomly selected from KNUST Primary School in Kumasi, Ghana. Employing a qualitative research approach with a corresponding phenomenological research design, the study conducted semi-structured interviews with twenty-five out of forty-three learners in a basic three class. Through thematic data analysis, the study revealed a rising trend of learners utilizing technology-enhanced language learning tools beyond conventional classrooms, indicating a shift towards integrated and personalized language learning. Furthermore, the study discovered that effective utilization of technology can strengthen vocabulary and communication skills, with various tools like language apps, television channels, smartphones, and computers playing roles in facilitating Second Language Acquisition (SLA). The study recommended ensuring equitable access to technology is essential, necessitating investments in infrastructure and resources. Educators should undergo professional development to integrate technology-enhanced language learning tools effectively. Collaboration among researchers, educators, and developers is pivotal for creating high-quality tools that cater to diverse learner needs. The paper highlights the critical role of technological tools in SLA among young learners, shedding light on how access to and effective use of technology can improve vocabulary and communication skills