AAU Institutional Repository (AAU-ETD)
Addis Ababa University Institutional repository is an open access repository that collects,preserves, and disseminates scholarly outputs of the university. AAU-ETD archives' collection of master's theses, doctoral dissertations and preprints showcase the wide range of academic research undertaken by AAU students over the course of the University's long history.
How to Submit Your Work
The repository contains scholarly work, both unpublished and published, by current or former AAU faculty, staff, and students, including Works by AAU students as part of their masters, doctoral, or post-doctoral research
- All AAU faculty, staff, and students are invited to submit their work to the repository. Please contact the library at your college.
You may contact digirep@aau.edu.et.with any questions about the repository
Colleges,Institutes in AAU-ETD
Select a college,institute to browse its collections.
Recent Submissions
Practice of Small Group Work and Its Role in Developing Students' Speaking Skills in English: The Case of Grade 11 Students at Biriti Secondary School
(Addis Ababa University, 2024-07) Kuma Lenjiso; Tamane Kitila(PhD)
The purpose of this study was to investigate the practice of small group work and its role to develop students' speaking skills in English to grade 11 students at Biriti Secondary school. To achieve the stated purpose, a descriptive research design which contains both quantitative and qualitative method was employed. The participants of the Study were 54 Students and 2 English teachers were taken in available sample technique from grade 11. Instrument data collections were questionnaire, classroom observation and interviewed. For data analysis both quantitative and qualitative methods were used. The data collected via close -ended questionnaire was analyzed and described quantitative method using frequency and percentage. However, interview and classroom observation were analyzed qualitatively. The finding of the Study indicated that English teachers didn't often implement small group work technique in speaking lesson, but students participated actively when they got chance sometimes. Besides, English teachers who teach two classes didn't often encourage students to practice in small group work technique though students perceived small group work positively and attempt to practice speaking English.
The result from practical observation proved that English teachers Most of time dominated and used lecture method; students’ participation was not enough. Most of time they were passive listeners in the classroom during they learn speaking activities. Therefore, this study recommends that English teachers should use small group work technique to develop students' speaking skills in English.
Investigating the Nature and Prevalence of Writing Difficulties among Learners at Ninth Grade: A Case of Teji Senior Secondary School
(Addis Ababa University, 2024-07) Sisay Zewude; Balew Bogale (PhD)
The general objective of the study was to investigate the nature and prevalence of writing difficulties among learners at ninth grade of Teji Senior Secondary School. Descriptive study research design was employed to address the difficulties. In this study mixed research method was used. The researcher targeted grade 9 students and English language teachers who are teaching in grade 9 at Teji Senior Secondary School. 150 sample students were taken using systematic sampling technique and five English language teachers using availability sampling method. In order to achieve the study employed, four data gathering tools were observation, questionnaire, document analysis, and interview. The observation used to explore how students practice paragraph writing and how teachers assist students to solve writing difficulties. Open and closed questionnaires used to find out students’ challenges in writing. Document analysis was employed to identify features of students’ challenges in writing paragraphs. Furthermore, interview was employed to find out students’ difficulties in practice writing paragraphs. All data collected using different tools were analyzed qualitatively and quantitatively. The study identified the major factors affecting the students writing skills.. These are challenges of awareness parts of paragraph, steps paragraph writing and challenges of organization, unity, capitalization, punctuation, spelling and coherence. Therefore, in order to avoid students’ challenges in practice writing paragraphs, EFL teachers’ should engage students in various writing activities give them different sentence, paragraph and simple essay writing tasks, feedback and also motivate learners.
Assessing Factor that Affect Teaching Reading Skill the Case of Gudaya Jare Secondary School (Grade 9 in Focus)
(Addis Ababa University, 2024-08) Temesgen Asebe; Abebe G/T(PhD)
The general objective of this study was to investigate factors that affect teaching reading skills. Descriptive research design was employed to study the factors. To carry out the study, the werer used simple random sampling and availability sampling techniques respectively to select 150 grade 9 students and 5 teachers of the same grade from Gudaya Jare Secondary School. The data were collected from primary and secondary sources. The primary sources were collected through EFL teachers’ interview, classroom observation and students’ questionnaire. Both qualitative and quantitative research approaches were used to triangulate the data obtained through the above mentioned instruments. The qualitative data were analyzed thematically while the quantitative data were analyzed through frequency and percentages. Accordingly, the study investigated that insufficient textbooks, teachers’ pperception of teaching reading skills teachers’ failure to encourage students to practice reading, students’ unable for comprehension skills and lack of parental involvement were the factors that affect teaching reading skills. The study also investigated that the factors were related to teachers, students, school, Oromia Educational Office of and parents. Encouraging students to practice reading, giving interesting and life-related reading activities and giving frequent reading tasks for students were some of the strategies that EFL teachers use to minimize the factors. Likewise, practicing reading and developing interest of reading were the strategies that students use to minimize their reading problems. Finally, based on the findings, it was recommended for teachers to give reading tasks and activities so that students practice them in their day to day learning.
Problème d’intégration dans l’enseignement au Lycée Franco-éthiopienne Guèbre-Mariam : Cas des diplômés en licence et en master d’Université d’Addis-Abeba et d’Haramaya, Unité de français
(Addis Ababa University, 2024-06) Temesgen Belda; Yohannes Beyene(PhD)
French has been taught in the bachelor's program at the University of Addis Ababa since 2005 and at the University of Haramaya since 2009. In addition, the University of Addis Ababa has been offering a master's degree in teaching French as a foreign language since 2010. On the other side, the Lycée Franco-Éthiopienne Guèbre-Mariam, or Lycée Guèbre-Mariam (LGM), is a French school located in Addis Ababa since 1947.
However, neither bachelor's nor master's degrees from graduates of these universities are valid at this school. In this case, the main objective of this research is to try to solve the problem found with these graduates in the labor market. So this problem motivated us to do research work addressing the subject of "Problem of integration in teaching at the Lycée Franco-Éthiopienne Guèbre-Mariam: Case of bachelor's and master's graduates from the University of Addis Ababa and Haramaya, French Unit."
The problematic aspect of this research is the integration of graduates from the University of Addis Ababa and Haramaya French Unit into teaching in a French school. The question of our research is: Why do bachelor's and master's graduates from Addis Ababa University and Haramaya University French Unit not hire as teachers at Lycée Guèbre-Mariam (LGM)? The results of the surveys of our questionnaires show us that most of these graduates do not have language skills. These skills are: listening skill, speakingskill, reading and understanding skill, and writing skill. However, to become teachers at LGM, we must have a C1 level in all skills. So this research work can be a starting document for both to improve their teaching strategies
Problems Students Encountered in Reading Classes: The Case of Kewisa Shona Secondary School Grade Nine in Focus
(Addis Ababa University, 2024-08) Temesgen Gidisa; Mendida B. (PhD)
The main objective of this study was to assess problems students’ encountered in practicing reading skills in EFL classes at Kewisa Shona secondary school grade nine in focus. A descriptive research designs along with qualitative and quantitative research approaches were used. One hundred ten students of grade nine were selected through systematic sampling technique and three EFL teachers were selected through availability sampling technique as subjects of the study. Questionnaire, interview and classroom observations were used to collect the required data from samples. The data gathered through these tools were analyzed quantitatively and qualitatively and then triangulated. The findings indicated that, students’ related problems like fear of making mistakes, lack of exposure to English language, the view of students on the language as the most difficult one, lack of interest and mother tongue interferences were amongst the core problems students encountered in practicing reading skills in the classroom. Moreover, EFL teachers’ related problems like teaching methodology, teachers’ educational background, their assessment methods, teachers’ proficiency level and others highly affected students’ practices of reading skills. Additionally, the finding indicated that classroom related problems like large class size, inconvenience of seats, inconvenience of classrooms and exposure of the classroom to outer sounds affected practices of reading skills at the school. Based on the findings, recommendations were forwarded for teachers’, students and principals on ways of reversing the prevailing problem.