Browsing by Author "Assefa, Kedir"

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    Learner Contributions in The EFL Classroom
    (Addis Ababa University, 2000-05) Assefa, Kedir; Lemu, Geremew (PhD)
    Thi s study was intended as an exploration of a FL classroom concerning the contribution making behaviour of learners and their perceptions in relation to contribution. Based on video-taped data and learners self reports, the study revealed some apparent information on how students contri bute and perceive contribution making. An analysis of lesson transcript showed that the amount and types of contributions students made tended to be variable from one interaction pattern to another. A thirty-minute group interaction produced far greater contributions than a one-hour whole class interaction both in terms of quantity and quality. According to the transcript analysis three students in the group work who made considerable contributions fai led to make any in the teacher - fronted discussions. Moreover, a group participant who contributed the most during the group-work failed to maintain the lead during the lockstep interaction. A difference was also observed in the quali ty of contributions students made. In the group interaction, the students' contributions were characterized by a wide variety of functional moves whereas the contributions in the teacher - fronted interaction were responses to teacher questions and short utterances. Students ' responses to questiofUlaire and interview questions indicated that students preferred participating in a small group interaction to whole class interaction. The responses also showed that students' reasons for participating in the classroom is primarily to obtain good marks rather than practising target language. Furthermore, the results displayed students' positive perceptions of bidding and self-selection in mak ing contri butions. These last perceptions of students seemed to match with the students' contribution making behaviour observed in the classroom. Although these findings are limited to a freslunan classroom where the data were collected, the pedagogical implications are possibly applicable to similar classrooms since there were findings (e .g. Long, et al. 1976; Cathcart 1986; Allwright 1980) that corroborate the results of this exploration. But further studies need to be conducted to come up with more information especially on the relationship between contribution and perception.
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    A Study on Materials Used to teach Listening at Awassa College of Teacher Education
    (Addis Ababa University, 2009-06) Desta, Tekabe; Assefa, Kedir
    In this study an attempt was made to investigate the materials used for teaching-listening skills in the student-teachers context of Awassa College of Teacher Education. The required data for the study were gathered through document analysis, questionnaires, interviews and classroom observation. Document analysis was made using checklist. To support the information obtained through document analysis, questionnaires were distributed to 6 English language instructors and 43 first year English language linear program students of the college. Besides, semi-structured interview questions were held with 3 instructors and 10 observations were held based on structured checklist. o A qualitative analysis was employed on: the information obtained from document inspection, the open-ended questionnaire for the students and the interview with teachers. On the other hand, a quantitative analysis was employed on students' and instructors' responses to the close-ended questionnaire items. The information obtained from the classroom observations was analyzed both qualitatively and quantitatively. o The analysis revealed that the sub-skills of listening that are included in the listening skills course materials do not seem to be adequate as compared to the micro-skills that are required of the student-teachers in their academic listening environments. The study also showed that some of the objectives stated in the syllabus were not properly addressed in the listening course materials. Finally based on the conclusions reached, it has been recommended that course materials, particularly listening skills materials need to be prepared considering the academic listening needs of the students that are required of them in their academic context.