Browsing 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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    An Investigation into Effects of Teacher Mediation on Students’ Writing Skills Performance, Strategy use, and Self-Efficacy Belief
    (Addis Ababa University, 2024-01) Wendu Mesele; Abebe Gebretsadik
    The study examined the effects of teacher mediation on students' writing skills performance, self-efficacy belief, and strategy use of learning writing skills. A mixed research approach was employed, collecting data through tests, questionnaires, and interviews at Hawassa University's Institute of Technology and Main Campus. Participants of the study were first-year undergraduates in the Natural Sciences Stream in 2022, with the experimental group (N=31), the control group (N=31) and the mediator. The results showed that the experimental group outperformed the control group in writing content, organizing, grammar, and vocabulary. The paired samples t-test also showed significant improvement in the post-test. The overall result showed a significant difference between the experimental and control groups in the paragraph and essay writing performance, with a strong teacher mediation effect. The learning writing strategies usage analysis revealed a statistically significant difference between the experimental and control groups in terms of memory, cognitive, compensatory, metacognitive, emotional, and social strategies. Pre- and post-mediation showed significant changes, with a modest effect of teacher mediation. The teacher mediation significantly impacted participants' beliefs about their writing skills, with the experimental group outperforming the control group in mastery experience, adult-based vicarious experience, social persuasion, and physiological and emotional state sources. Pre-mediation and post-mediation tests also showed a significant difference in mastery experience, adult-based vicarious experience, social persuasion, and physiological and emotional state efficacy sources. The study revealed that mediation for meaning, goal-setting, and self-assessment were quite important. Mediation for intentionality and reciprocity, transcendence, competence, managing learning, challenge, sharing, and individuation were found to be very important. However, participants were uncertain about the importance of mediation for optimistic behaviour and a sense of belongingness. A significant difference was found between pre- and post-mediation ratings on the overall importance of mediation principles. There was a statistically significant difference between the pre- and post-mediation on the mediator’s use of the principles, with a strong effect of teacher mediation. The mediator used very often mediation for transcendence, competence, self-control, and self-evaluation ideas. The interview findings showed that the MLE application increased students' writing performance, degree of self-efficacy belief, and utilization of strategies for acquiring writing skills. Further studies on its applicability to other language skills are needed.
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    Assessing the Practice of Communicative Approach in Teaching Vocabulary the Case of Grade Nine Teachersi In Addis Ababa
    (Addis Ababa Universiy, 2011-10) Mebratu Hailu ; Abebe Gebretsadik
    Th is study was carried out to exp lore the practice of communicative approach in teaching vocabulary among grade nine English language teachers of 8 schools in Addis Ababa. In line with the major purpose, it also aimed at investi gating teachers' perception of CLT principl es, classroom vocabulary instruction and activities. Major obstac les that affected the implementation ofCLT during vocabulary instruction were also assessed. To do this, 8 schools and 5 teachers from each school were selected using random sampling to fill in the questionnaire. Then, 8 teachers were purposely chosen for the focus group di scuss ion and all teachers were selected for classroom observation Descriptive statistics using frequ encies and percentages were employed in analyzing the quantitative data and qualitative description was used to analyze the focus group discussion. The findin gs of the study revealed that the majority of teachers perceived that much of rthe CL T principles are appropriate to teach vocabulary communicatively. However, in relation to classroom instruction of vocabulary, they believed that they spent much of their time in presenting the meaning and form of words. A great deal remained to be done to change the prin ciples into communicative activities to relate the presentation of form and meanings of separate words to class room activities and authentic contexts. As the obstacles to implement vocabulary lessons in CLT, it was found out that teachers were highly depending on the lecture method. They also depend on dictionary definition of many words at time for the sake of finali zing the portion. Finally, based on the findings, the researcher recommended that creating mean ingful learning opportunities through English club and Engli sh day in the school and, 'use, of authentic writing and listening acti vities out of the school is very important for learners. In addi tion, department heads and school admini strators should follow up teachers not only for the coverage of portions but also how better each skill are taught
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    The Effectiveness of Current Vocabulary Teaching Techniques in Facilitating Prroduction in Junior Secondary Schools: Grade Seven in Focus.
    (Addis Ababa University, 2003-07) Minda Mamo ; Abebe Gebretsadik
    This study is an attempt to investigate the extent to which the vocabulary teaching techniques used in grade seven English classes are effective in facilitating production. The study involved three government schools in Addis Ababa: Dill Betigil, Ethiopia Tikdem, and Kebena Junior Secondary Schools. In each school there were one control and one experimental group. Many of the vocabulary items for the study were selected from the reading texts in the students’ textbook from portions that were not yet covered. Some items were taken from other sources, principally from Oxford Advanced Learner’s Dictionary of Current English. A pre-test was a prepared on the selected vocabulary items and administered to subjects in both experimental and control groups to see if the items selected were already familiar to subjects, and to determine whether or not subjects had a similar standing. In addition to the test, subjects' classroom records were also consulted to further see if there was any significant difference in their language background. Then, item analysis of the pre-test was done to determine the level of difficulty of the items. Items that were answered by less than 30 percent of the subjects were considered difficult, and therefore were used for preparing the study material, The regular classroom teachers in the respective schools then taught the vocabulary items thus selected to students for a period of one month( for five days a week, for twenty minutes).The regular classroom teachers were made to teach both control and experimental groups in order to avoid the researcher's bias. The control group was taught through techniques of the textbook, and the experimental group through techniques selected for the study. Immediately after the experiment, i.e. two days later, subjects in both groups were made to sit for a post-test. The test was then scored and the results obtained were statistically analyzed to compare the performance of the groups. Analysis of the post-test scores showed that the experimental group students performed better than the control group students. In addition to the tests, a questionnaire was also administered to subjects in the experimental groups, after the end of the experiment. The purpose of the questionnaire was to elicit data that could not be obtained through the tests, in order to substantiate claims thereby increase the validity of the conclusion. The study concluded that the training has brought significant difference in the performance of students where the experimental groups have benefited
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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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    Exploring Factors that Affect the Development of English Reading Comprehension Skill: In Case of Grade 8 Students of Teji Primary School
    (Addis Ababa University, 2023-07) Zubeyda Ahmed; Abebe Gebretsadik
    The aim of this study is to examine factors that affect Grade 8 students reading comprehension in Teji primary School. To attained this objective descriptive case study research design in which mixed methods qualitative in the qualitative were employed to collect and analyze the data; to interpret the findings and drawing inferences the data were collected from 82 Grade 8 students who were randomly chosen from the total population of 272. In addition, the two English teacher who teach EFL in this grade level where included using purposive sampling techniques for the sake of collecting additional data for the study. The researcher used both questionnaire and reading comprehension test as major data collection tools, while classroom observation and structured interview where used as supportive data gathering tools and a means of data triangulation and validation for study. Consequently, the data obtained through the these tools were analyzed and discussed by integrating quantitative and qualitative methods in order to compensate the limitations in either method to obtain more reliable insights into the problems being investigated. Accordingly, The data obtained through the presentation of the reading comprehension test and the questionnaire were analyzed and interpreted quantitatively by employing descriptive statistical techniques, such as frequency counting, percentage, while data obtained from teachers interview and classroom observation checklist were analyzed, described, and interpreted qualitatively. The findings of the study indicated that students' reading comprehension problems are multifaceted. From the analysis and interpretations of the standardized reading comprehension test result, it was found that students' reading comprehension performance was low. The majority of the student problem extracting meanings from the reading comprehension test. The findings obtained from student's as low. The majority of the student problem of extracting questionnaire and reading comprehension test result, it was found that most students have difficulty how to skim and scan a text for the gist of the text, and the specific information respectively. They also have a challenge ignore out meanings of unfamiliar words from their contextual clues. Beside, most the students lack skills and knowledge to construct meanings for inferential understanding they have also problem of looking information which relates to their reading purposes. Generalist speaking, the majority of the students lack cognitive strategies, and meta-cognitive awareness how to skim and scan the text, how to guess meanings of new words contextually, ho to infer meanings unstated in the text. Besides, from the analyses and interpretations of the qualitative data, interview an classroom observation, revealed hat the concerned teachers lack practical skills in implementing the three stages of reading activities: pre-reading. While-reading and post-reading stages, during their actual classroom reading lesson instructions. They rarely activate students' prior knowledge with the actual text to be read. It was found that students were not encouraged to read a text(s) actively silently and individually. As a result, students could not resolve their reading difficulties or problems they may encountered particularly during reading lesson instructions. Based on the major findings and conclusions drawn from them, the research made some recommendation on what should be done to minimize the impact of factors that affect students' reading comprehension.
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    An Investigation of the Practice of Teaching Writing Skills at Tertiary Level: Debre Berhan University in Focus
    (Addis Ababa Universiy, 2012-03) Semagn Nadew ; Abebe Gebretsadik
    The study was conducted to investigate the practice of teaching writing skills at Debre Berhan University. To this effect, an attempt was made to find out whether or not instructors encourage students to employ the stages of process writing; to assess when instructors give corrective feedback to their students ' writing; and to examine how instructors provide corrective f eedback to their students' writing. To this end, the necessary data for the study were gathered using observation checklist, questionnaire, sample corrected papers and interview. Three instructors ' writing skill instruction sessions were observed three times. All of the instructors who were six in number and teaching College Writing Skills and sixty sample students completed the questionnaire. Fifteen sample corrected papers collected from Accounting, Economics and Management department students were selected randomly and inspected carefidly by using written error correction guidelines. The interview was conducted with all the six English language instructors. In addition, the data collected through the aforementioned instruments were analyzed quanlilatively and qualitatively. The findings from the study indicate that the teaching of College Writing Skills at Debre Berhan University was not effective. The result also revealed that writing instructors at this university hardly ever attempt to treat most elements of pre-writing, while writing and post-writing in their teaching -of College Writing Skills. The instructors also never attempt 10 provide their students with corrective feedback in the process of writing. As is indicated in the finding of the study, the dominantly employed written error correction strategies used by instructors at Debre Berhan University are circling errors, substituting errors with corrected versions, writing marginal or end comments in the form of advice and attempting to correct all written e'rrors committed. Furthermore, based on the .findings of the study, important conclusions were drawn and some usefitl recommendations wel:e forwarded to concerned bodies expected to use the findings of the study.
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    A Study of Dictionary Use Strategies of Grade-12 students: The Case of a Government Preparatory School in Wollo
    (Addis Ababa University, 2010-09) Ermias Legesse ; Abebe Gebretsadik
    The study explores preparatory students’ dictionary use strategies for written reception and production activities and types of dictionary they usually use. For the purpose of the study grade-12 students from a government preparatory school in Bati, Wollo, have been selected as research subjects. Three different questionnaires and two interviews were used to collect data for the study. The results show that the students have generally positive attitude towards dictionary use in their studies; however, it is found helpful far more frequently for receptive purposes. The findings here suggest that many students may not use the dictionary to look up every unknown word from their readings. Nevertheless, the students may not sometimes use dictionaries well to improve their comprehension and vocabulary development through reading. On the other hand, the relevant data concerning ‘look-up strategy’ use indicate that students do not employ important search strategies required while consulting standard learners’ dictionaries for meaning. With regard to the productive use, the results show that very often students do not utilize dictionary use to improve their vocabulary use in some tasks. They sometimes check meanings of vocabulary needed to use for production; however, much of the other dictionary information is rarely made good use of for the same purpose. The study indicates that when grade-12 students consult, they use (L2 –L1 type) translating dictionaries more often. The English learners’ dictionary is only second choice to many students while some students use such dictionary very rarely. The English language teachers seem to be aware of the inadequacy of the students’ dictionary strategies for the level and the importance of helping students in using and choosing dictionaries effectively. However, since it is not specified in the syllabus, and due to lack of relevant resources and experience for preparing and presenting activities, the teachers are unable to provide any guidance. The study suggests that more attention should be given to improving students’ control of dictionary related strategies in ELT. It is evident that preparatory level students need to be able to get information in order to learn new vocabulary or to cope with unfamiliar words while they are working on the language skills, or using the foreign language to study their school subjects. Students may employ dictionary use in various ways to facilitate their learning; they may also differ in their level of awareness and application of appropriate strategies. Furthermore, there is much evidence from the present study that many grade-12 students may be unable to get sufficient benefit from dictionary use and they may also face difficulties in using appropriate strategies. Providing instruction in dictionary use strategies can help many learners. This is particularly important for students in language related programme of instructions and thus the teaching of dictionary use strategies for reception and production purposes is needed in the EFL syllabus. Preparatory students should be helped to use English learners’ dictionaries more confiden
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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.
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    The Role of Written Literary Texts in Developing Grade Ten Students’ English Reading Skills at Daero-Hafash Secondary School.
    (Addis Ababa University, 2024-08) Weldemichael Hagos; Abebe Gebretsadik
    The purpose of this experimental study was to evaluate the role of the literary texts of grade ten students in developing English reading skill. Two classes of students have been sampled from the total numbers 262 grade ten students in five sections. The students were assigned in to two groups, the experimental group and the control group. The data instruments method were tests, classroom observation and questionnaire. Besides both quantitative and qualitative data analysis approach was used. The findings also drew the teachers' and curriculum developers' and course designers' to give more attention literary texts have vital role in developing student’ reading skill Both groups were administered an identical pre-test which showed uniformity in the results with very little variation - a fact that was to be obvious to decide to use literary texts or non-literary texts for the development of reading skill. A literary text on the skills of reading development was designed for the experimental group and non-literary courses were designed for the control group. The experimental group was taught reading through the selected materials for about three months. In this study, tasks were designed for the students based on the literary texts they were taught which provided ample opportunities for developing and practicing reading skills. At the end of the course, they were given a post-test in accordance with the course material selected for their reading skills development. The result suggested that literary texts looked good for the experimental group and therefore it fared far better than the control group. Moreover, the researcher forwarded some recommendations for teachers and students to use literary text during teaching and learning process.