Studies on innovation have focused less on service firms such as the hospitality industry. Thus, the purpose of this study is to investigate how innovation types: technological (product/service & process) and non-technological (marketing & organizational) innovations, and knowledge sharing influence the performance of star-rated hotels in Ghana. A cross-sectional design with a quantitative approach was employed. Data were collected using 5-point Likert-scaled questions from purposively selected 636 star-rated hotel managers. Structural equation modelling-partial least square design (SEM-PLS) was used to measure the relationships between study constructs and to test the established hypotheses. Findings showed that both innovation types and knowledge sharing positively and significantly influenced firm performance. Innovation types exclusively had a high influence on firm performance with product innovation having a stronger tie. The findings of this study imply that managers of hotel firms should place a greater emphasis on various forms of innovations to achieve high organizational performance. Knowledge management should then be a strategic part of hotel management such that it can be shared to enhance innovation and performance.

Literature shows that English language learning anxiety (ELLA) has a debilitating effect on English language achievement (ELA) and that knowledge of ELLA is essential for successful language acquisition. Yet, most of these studies focus on English as a foreign language, leaving studies on English as a second language on the fringes of current literature, though the two are distinct. Thus, this paper examined the link between ELLA and ELA among Takoradi Technical University students. It also determined the individual relationships of ELLA components with the students’ ELA. Using Horwitz et al.’s (1986) Foreign Language Classroom Anxiety Scale and students’ Examination scores, this paper tested students’ ELLA and ELA respectively with a sample of 351 students. A negative correlation was found between ELLA and ELA. Though the components of ELLA: Communication apprehension (CA), Test anxiety (TA) and Fear of negative evaluation (FNE), were negatively correlated with the students’ ELA, CA was most strongly correlated with ELA. Apparently, even in the context of English as a second language, the students were anxious when it comes to classroom communication. It is recommended that teachers support and encourage an interest in learning English and use classroom activities that are less likely to induce fear.