Browsing by Author "Abera, Berhanu"

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    The Effectiveness of the Practice of the Plasma-channeled EL T in Addis Ababa Preparatory Schools Berhanu Abera
    (Addis Ababa University, 2012-06) Abera, Berhanu; Mohammed, Nuru (PhD)
    This study was designed to assess the overall effectiveness of the practice of the plasma-channeled English language teaching (EL T) and its developments. It aimed to find out whether or not the plasma-based English language instruction was practised as planned and to examine the improvements that have been made. To gather data for the study, five different instruments, namely observation, questionnaire, interview, researcher's diary and documentary source were used. Both quantitative and qualitative techniques were employed to analyze the data obtained. The results of the study revealed that the screen teachers' ways of delivery were tended to mismatch with students' level of understanding. Moreover, televised activities were found to be interesting and fitting to develop students' different language skiffs, and the participation of students during the televised instruction was encouraging. However, students were given insufficient time to perform the activities and were provided with less support from their classroom teachers. The required arrangements (administrative and technical support services) were not also made for students and their teachers. Furthermore, the knowledge of the classroom teachers was found to be linked with subject matter knowledge and pedagogical knowledge; their technological pedagogical content knowledge was low. Moreover, problems like awareness, attitude, systematic linkage, professional competence, teachinglearning philosophy, speed, time, psychological and political factors were identified as major challenges of the practice of the plasma-channeled EL T The study also revealed that allocating equal time for the classroom teacher and the plasma presenter, improving the pace of plasma presenters and the nature of screen activities and setting up a digitization project were among the improvements that have been made. Based on the results, recommendations have been forwarded and further studies have been recommended. Keywords: English language teaching, instructional technologies, instructional television, plasma-channeled instruction, and technological pedagogical content knowledge.
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    The Effectiveness of the Practice of the Plasma-channeled ELT in Addis Ababa Preparatory Schools Berhanu Abera
    (2012-06) Abera, Berhanu; Mohammed, Nuru (PhD)
    This study was designed to assess the overall effectiveness of the practice of the plasma-channeled English language teaching (ELT) and its developments. It aimed to find out whether or not the plasma-based English language instruction was practised as planned and to examine the improvements that have been made. To gather data for the study, five different instruments, namely observation, questionnaire, interview, researcher’s diary and documentary source were used. Both quantitative and qualitative techniques were employed to analyze the data obtained. The results of the study revealed that the screen teachers’ ways of delivery were tended to mismatch with students’ level of understanding. Moreover, televised activities were found to be interesting and fitting to develop students’ different language skills, and the participation of students during the televised instruction was encouraging. However, students were given insufficient time to perform the activities and were provided with less support from their classroom teachers. The required arrangements (administrative and technical support services) were not also made for students and their teachers. Furthermore, the knowledge of the classroom teachers was found to be linked with subject matter knowledge and pedagogical knowledge; their technological pedagogical content knowledge was low. Moreover, problems like awareness, attitude, systematic linkage, professional competence, teachinglearning philosophy, speed, time, psychological and political factors were identified as major challenges of the practice of the plasma-channeled ELT. The study also revealed that allocating equal time for the classroom teacher and the plasma presenter, improving the pace of plasma presenters and the nature of screen activities and setting up a digitization project were among the improvements that have been made. Based on the results, recommendations have been forwarded and further studies have been recommended. Keywords: English language teaching, instructional technologies, instructional television, plasma-channeled instruction, and technological pedagogical content knowledge.