Foreign Language and Literature

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Browsing Foreign Language and Literature by Author "Abebe G/Tsadik (PhD)"

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    Assessing EFL Learners’ Reading Comprehension Difficulties at Bole Community General Secondary School.
    (Addis Ababa University, 2024-05) Dawit Ayenew; Abebe G/Tsadik (PhD)
    The main purpose of this study was assessing EFL learners' reading comprehension difficulties at Bole Community General Secondary School Specifically grades eleven and twelve students. To attain this objective, descriptive research design in which mixed method was used to collect the data. Data were collected through questionnaire from 60 grades eleven and twelve students who were randomly chosen from the total population of 604. In addition, from total population of seven English language teachers who teach EFL in these grades three were included using purposive sampling techniques for the sake of collecting data for the study. The researcher used a reading comprehension test, close-end questionnaire and semi-structured interview as major data collection tools. Accordingly, the data obtained from interview was narrated in words, questionnaires and reading comprehension test were anatomized by using frequency and percentages. The gathered data indicated that several difficulties that affect students reading comprehension. Among these improper reading practices, inadequate practice, poor reading habits and motivation, lack of reading culture, lack of time, poor guidance, low practice, and poor background were found to be the major factors. Similarly, teachers teaching methods and in giving clear instructions also found as difficulties. Concerning reading strategies, the analysis of comprehension test indicated that students' capability found low in applying the strategies and find main ideas, supportive details, inferring, summarizing and guessing new words from the context. It was seen that texts with understand long sentences, expression and hard words made students not to comprehend the academic passage. Besides, from the analyses and interpretations of the data exposed that the concerned teachers were warrant practical skills in implementing the three stages of reading activities. Based on the major findings and conclusions the researcher recommended that teachers should apply and practice three stages of reading in the classroom. Likewise, students should develop their beliefs, values, expectations, interest, attitude and a good way of learning for English subject. Therefore, since reading comprehension is a skill that could be improved through sufficient practice.
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    Factors Affecting Students Motivation in English Speaking Skill Students Speaking Skill; the Case Of Goben Secondary School
    (Addis Ababa University, 2024-08) Geremew Gusare Urgesa; Abebe G/Tsadik (PhD)
    This research was conducted to identify factors that affect students' motivation to engage in speaking lesson in EFL class. In other word, the study attempted to find out student related actors that hinder students ' motivation to engage in speaking lesson and the strategies teachers use to overcome the problems. The study was conducted in Goben secondary school that is found in Oromia national regional state Horo Guduru Welega zone Jima Rare wereda. Data for the study was collected through student questionnaire which means quantitative and that of qualitative was collected from the teachers and class room observation hence the researcher used mixed research approach. in the study, one hundred twenty six (126) grade eleven students and two (2) English teachers were participated. The sampling technique used for students was simple random sampling and for the teachers was available sampling technique that is all teachers that were teaching the grade under investigation were participated.. In order to collect the data questionnaire, interview and classroom observation were used. The data collected through questionnaire were analyzed quantitatively using descriptive statistics. The data obtained from the interview and classroom observation were categorized in their accordance and described verbally or qualitatively. The study suggested that students were less motivated to engage in speaking lesson due to the following students related factors: students' wrong attitude or views towards speaking lesson, lack of confidence, shyness, anxiety, and fear of making mistakes; and the teacher related factor: teachers' provision of feedback in the speaking lesson and teachers teaching methods of speaking lesson were found as major factors that affect students' motivation to engage in speaking in EFL class. Furthermore, it adds the ways how teachers can initiate and sustain students' motivation in speaking lesson class. Finally, based on the findings of the study, it was recommended that students should take responsibility for their learning and capacity building should be given for their wrong perception towards speaking in the school, awareness should be created gradually for the students' lack of confidence by the teachers and regarding teachers related problems, teachers should use variety of methods by relating with current approach of teaching speaking lesson as well as use appropriate provision of feedbacks in the speaking lesson with having their own responsibilities to initiate and sustain students' motivation towards speaking lesson in EFL class.