English Language Proficiency Shapes Technical Learning and Workplace Readiness in Two Ghanaian Technical Universities

Abstract English language proficiency is increasingly important for technical and vocational education and training (TVET), yet limited attention has been given to how language proficiency shapes technical learning and workplace readiness within Ghanaian technical universities. Existing studies largely establish associations between English proficiency and academic or employment outcomes, with limited qualitative evidence explaining students’ and lecturers lived experiences and how institutional contexts mediate these relationships. This study examined (i) how English proficiency influences access to and understanding of technical learning, (ii) how it shapes technical communication and perceived workplace readiness, and (iii) how experiences and institutional responses differ across two technical universities in Ghana. A qualitative multiple-case study design was employed, involving semi-structured interviews with 20 students and 10 lecturers, complemented by classroom observations and institutional evidence. Reflexive thematic analysis was used to identify patterns within and across cases. Findings show that English proficiency functions as a gateway to technical learning, particularly through students’ engagement with specialised terminology, instructional materials, and classroom participation. Participants further identified English as integral to technical communication, professional confidence, employability, and workplace readiness. Cross-case findings revealed common challenges but differences in institutional emphasis, particularly regarding discipline-specific language provision, lecturer support, departmental consistency, and sustainability of interventions. The study implies that Ghanaian technical universities should integrate discipline-specific English and sustained technical communication development into TVET curricula to strengthen the transition from technical learning to effective workplace participation.