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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/676

Title: REGULAR AND SUPPORTIVE ENGLISREGULAR ENGLISH CLASSES: A STUDY OF RELATIONSHIP
Authors: MOHAMMED, SEID
Advisors: Dr. Gebremedhin Simon
Keywords: Attitude
Regular English classes
Supportive English classes
Copyright: 2003
Date Added: 21-Apr-2008
Publisher: Addis Ababa University
Abstract: Supportive English classes are believed to enable students to improve their English ability and academic performance. Hence, in this study an attempt is made to find out the kind of relationship between regular and supportive English classes. Three research questions were raised: What sorts of relationship are there between regular and supportive English classes? What are the attitudes of English teachers and students toward supportive English classes? And how is supportive English class conducted? The study involved twenty three English teachers and one hundred grade ten supportive English classes students selected from four secondary schools in North Shoa. The major instruments in this study were questionnaire, interview, and classroom observation. The questionnaires were administered for both English teachers and students. The questionnaires contained 26 items for teachers, and 20 items for students. To consolidate the information obtained from the questionnaire, unstructured interview was conducted with four English teachers and classroom observation was used. The study showed that supportive English classes are some what related to the regular English classes in some aspects. For instance, it indicated that as supportive English classes enhance the regular class and help students improve their English ability, there is a positive relationship between them. Moreover, the results of the study revealed that English teachers themselves are conducting the supportive English classes. Moreover, students do not get support from their peers in the supportive English classes. The study also showed that most of the sampled English teachers and students seemed to hold positive attitudes towards supportive English class program. Hence, the researcher recommends among others the need to understand the main goal of conducting supportive English classes by English teachers as well as students is essential.
Description: A Thesis Presented to the School of Graduate Studies Addis Ababa University In Partial Fulfillment of the Requirement for the Degree of Master of Arts in TEFL
URI: http://hdl.handle.net/123456789/676
Appears in:Thesis - Teaching English as a Foreign Language

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