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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3922

Authors: Tesfaye, Abebe
Advisors: Dr. Tilahun Gamta
Copyright: Jun-1991
Date Added: 23-Nov-2012
Abstract: This is an experimental study to determine the effectiveness of the existing practice in contrast with controlled and guided methods of teaching English writing to grade eleven Ethiopian students. To conduct the experiment, four sections of grade eleven students divided into two groups i.e. control and experimental were organized. 'rodetermine whether there is a significant difference between the control and experimental groups in their English writing ability, a pre-test was given to both groups before the commencement of the study. The result of the pre-test clearly showed that there was no significant difference between them. After preparing two sets of teaching materials and instructing each group for three and half-months, a posttest was administered to both the control and experimental groups. The result of the post-test clearly indicated that the experimental groups showed a considerable improvement over their pre-test results. The control groups, on the other hand, showed little or practically insignificant improvement. Using the relevant statistical tools, a hypothesis test was made based on the pre and post results. The result of the hypothesis test strongly supports the adaptation of the Alternate Hypothesis. In other words, introducing the controlled and guided methods of teaching the writing skill in the Ethiopian secondary schools could help to bring about effective communication in English writing.
URI: http://hdl.handle.net/123456789/3922
Appears in:Thesis - Teaching English as a Foreign Language

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