Teaching English as Foreign Language

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Browsing Teaching English as Foreign Language by Author "Abebe Gebretsadik"

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    An Exploration into Efl Teachers’ Perceptions, Self-Efficacy Beliefs and Practices of Critical Thinking Skills in Teaching Reading
    (Addis Ababa University, 2024-12) Michael Amale Kirko; Abebe Gebretsadik
    The purpose of this study is to explore teachers’ perceptions, self-efficacy beliefs and instructional practices regarding critical thinking skills in the teaching reading. The study employed a descriptive survey design that utilized mixed_ methods approaches. Specifically, it utilized the sequential explanatory mixed-methods approach, which involves initially gathering quantitative data, followed by the collection of qualitative data, to provide additional insights and elaboration on the quantitative findings. To achieve this, the researcher employed multiple data collection methods: surveys, interviews, document analysis and non-participant classroom observations. The study sample consisted of forty university teachers and sixty second- year English major students who completed the survey. Besides, seven experienced instructors who taught reading courses at the university were purposively selected for interviews, while two instructors who were offering reading skills courses, were observed in their classrooms. Additionally, for document analysis, three texts were randomly selected from six texts the teachers selected for the classroom practices to examine how they infused critical thinking skills in the activities. And the passages that teachers used for reading skills tests were analyzed to assess how the teachers integrated the critical thinking skills into them. The teachers’ perceptions about critical thinking skills was strong (m=3.59). However, the participants’ classroom practices of integrating critical thinking skills in the reading activities and tests were insufficient. Moreover, the teachers’ self-efficacy beliefs for critical thinking strategies was moderate (m=3.33); this contradicts the result of students’ survey that revealed the implementation of critical thinking strategies was insufficient (m=2.91). Similarly, the classroom observation revealed that the teachers’ use of critical thinking strategies in the reading classroom was inadequate (m=2.24). Furthermore, teachers perceived that student-related factors (m=3.76) influenced the practices of critical thinking skills in the reading classroom more than the teacher-related ones (m=3.64). In conclusion, teachers who possess a high level of self-confidence are more likely to excel in integrating critical thinking skills into reading activities and assessments, as well as implementing strategies that enhance students' reading comprehension. However, the teachers’ strong level of perceptions of critical thinking skills alone may not guarantee to implement them. Therefore, it is imperative to train teachers in the integration of critical thinking skills in an interactive reading curriculum to motivate and engage students and help them comprehend reading skills in greater depth. The research contributes to the theoretical and practical awareness for teachers to integrate critical thinking skills in reading instruction. Further research is also needed to explore how the integration of critical thinking skills impacts students' reading comprehension.
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    The Exploration of The Practices of Continuous Assessment by Efl Instructors: The Case of Jimma Teachers College
    (Addis Ababa University, 2009-06) Dagne Tiruneh ; Abebe Gebretsadik
    This research is aimed at exploring the practices of continuous assessmet (CA) by English language teachers in Jimma Teachers college. It explores if the EFL instructors use CA to assess their students' English language performance. The study also explores how the instructors generally assess their students. In addition, it is also attempted to investigate what the teachers do based on the CA results. An effort is also made to explore if there are factors which hinder the practices of CA in the EFL classrooms in the college.In connection to this, the related literature was reviewed. To achieve this objective, EFL instructors in Jimma Teachers College and their 2nd and 3rd year language students participated in the study. Questionnaires were distributed to the available English teachers and to 141 (40%) of the students selected using stratified random sampling. Ten EFL instructors and nine students were also interviewed to provide information about the practices of CA by EFL instructors in the college under study. These interviews were tape-recorded and transcribed. Five EFL instructors were also observed four times each while teaching in their formal English class. This was conducted to see if CA is practiced in EFL classes and to identify the CA types which are most frequently used by the English teachers. The results of this study show that most of the EFL instructors, (70%), in the college didn't always use CA to assess their students' English language performance. It is also revealed that the EFL instructors in the college were not practicing CA in their English language classes to the extent expected of them. They use only tests, mid and final exams to record the students' grade. The results of the investigation also point out that the EFL instructors didn't get adequate training on the practices of CA. It is also found out that teachers' workload, the large class they teach, their extra responsibilities and lack of adequate training are among the major factors hindering the proper practices of CA in the EFL classrooms in the college. Based on the findings of this study, it is recommended that the college should provide further training on CA in order to raise the instructors' awareness. Furthermore, it is recommended that the college should hire more teachers and administrative workers so that instructors' workload, trainer-trainee ratio (class size) and instructors' extra responsibilities would be minimized.
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    A Study On Knowledge And Practice Of Action Research Among The Efl Teachers: The Case To Five High Schools Of Centeral Zone Of Tigray Regional State
    (Addis Ababa University, 2011-06) Asefa Mebratu; Abebe Gebretsadik
    This paper tried to examine the knowledge and practice of action research among EFL teachers in five high schools of Central Zone of Tigray Regional State. The EFL teachers' attitude towards action research and their tendency of using the findings to improve classroom practices were also the aim of this study. To investigate this problem, descriptive type of study method was employed as descriptive method deals with 'what is it' i.e. it describes and interprets what exists at present. Therefore, it was appropriate to descript the current status of action research vis-it-vis the EFL teachers' knowledge and practice in it. With regard to the research methodology, a mixed method approach was used in which the researcher has used both quantitative and qualitative approach and because of wanting of both generalization and detailed view of the current status of action research for individuals. Questionnaires and interviews containing both close-ended and open-ended questions, and document analysis were used in the data-collection process of this research. 25 EFL teachers and five directors filled questionnaires; 8 of these teachers and all the directors were also interviewed. Results from the analysis of data revealed that even though all of the EFL teachers had taken action research and other related courses at colleges and universities, they have no adequate knowledge of action research that could be applied in trying to solve classroom problems and resulted in minimal involvement in action research activities. In addition, they have the problem of fund, time, work load and resource. [n spite of all this, they have positive attitude towards action research. The findings from action research done by small number of teachers have not been used and shared among teachers. The findings are kept secret with the researcher, not properly disseminated. As a result, it is recommendable that schools and other concerned bodies to encourage and support teachers to learn and conduct research activities and improve quality teaching. Teachers should also up-grade their action research knowledge and skill by reading different action research references, instead of expecting formal training from ministry of education.