Browsing by Author "Ayalew, Elizabeth"

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    Assessment of English Language Academic and Professional Needs Of Learners: Ambo University College Applied Chemstry Students in Focous
    (Addis Ababa University, 2009-01) Daba, Bekele; Ayalew, Elizabeth
    The purpose of this study was to assess English language needs of applied chemistry students at Ambo University College, using the research tools of questionnaires and interview. The questionnaires were designed and distributed to applied chemistry students, major course instructors, applied chemistry graduates and employers while the semi- structured interview was conducted to English language instructors at Ambo University College. The data gathered using these instruments were compared and contrasted The finding from the analyzed data revealed that, both the students in applied chemistry programme and graduates at professional settings need the English course as ESP in chemistry. To this end, it has been suggested that the English language course otiered ~i)applied chemistry progrsmme'should enable chemists practice the four English language macro-skills with a wide range of activities of sub-skills. Furthermore, the contents, issues or terms, which are selected as subjects or topics to practice the language skills, should be chemistry and chemistry-related ones. Based on the finding of the study, it has been recommended that syllabus designers need to design appropriate English syllabus and language learning materials for applied chemistry students taking in to account the students' needs of English for academic and future pn' Iessionsl use. Besides, instructors of English course for applied chemistry students should take t.se results of the study in to account in their respectivejobs.
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    An Exploration into the Alignment of Teaching and Learning Styles in the Context of Mul Tiethnic Efl Classroom
    (Addis Ababa University, 2009-07) Tiku, Yosef; Ayalew, Elizabeth
    This study aimed at investigating the extent to which the teaching style preferences of EFL teachers match or mismatch with the preferred perceptual learning styles exhibited by multi-ethnic EFL students. The study applied both quantitative and qualitative research design. Data on learning styles were collected using Reid's (1987) perceptual learning style preference questionnaire (PLSPQ). Information on teachers preferred teaching styles was obtained using the adapted version of the PLSPQ. Semi-structure interview was conducted with the students and teachers to gather additional data. One hundred sixty EFL students and seven EFL teachers were selected as respondents of the questionnaire at Gambella Teachers Education College and Openo Technical and Vocational College in Gambella Regional State. Preference means and percentages were calculated for the learning styles and the teaching styles. Description was given to the responses to the interview. Results revealed that there are differences between the teachers preferred teaching styles and the students learning style preference. Auditory and Individual styles were expressed as major preferences of students. Group, Kinesthetic, and Auditory styles were indicated as teachers' major preference. Significant differences in the learning preferences among students from different ethnic groups were also investigated. The interview result indicated that teachers do not assess students' learning styles, and hence mismatch often occur in the classroom which affected the success of students learning. In line with finding, recommendations have been given at the end. Key terms- Learning style preference, teaching style preference, ESLIEFL, Culture, ethnic.
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    An Investigation of the Practice of Teaching Listening at Primary Level: the Case of Two Government Schools in Addis Ababa
    (Addis Ababa University, 2008-06) Melese, Taye; Ayalew, Elizabeth
    This study was conducted with the objective of investigating the practice of teaching listening comprehension. The study was carried out in two Grade 7 government primary schools found in Addis Ababa in the academic year 2008. Three English language teachers and eighty students were subjects of the study. Data were collected using questionnaires, observation and content analysis. Three of the teachers (two teachers from Eshet and a teacher from Dejazamch Umer Semeter) who were teaching English in Grade 7 completed the questionnaire. A questionnaire was also distributed to the students and eighty of them responded to the items. Three of the teachers were observed (each four times) while they were teaching listening to see how they were implementing listening. The information gathered from the classroom observations was checked against the questionnaires. From the sixteen units available in English for Grade 7, four units were randomly selected and analyzed using a check list for the consumption of this study. Then, responses given to questionnaires and the findings of the classroom observations were analyzed using frequency and percentage. The findings revealed that teachers failed to implement fully the teaching of listening according to the procedures and techniques favored by the teachers’ book and scholars of ELT. Finally, based on the findings, it was recommended that teachers should get training related to the newly published grade 7 text book. Teachers, on their part, should work hard to prepare supplementary materials and address the interest of their students in teaching listening. The material writers should also revisit the texts and activities prepared for teaching listening to make them engaging and interesting so that students can make use of the listening lessons to achieve the target of learning language.
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    The Practice of Teaching the Listening Skill at Gondar Town Primary Schools: The Case of Grade 8
    (Addis Ababa University, 2008-06) Abera, Muluken; Ayalew, Elizabeth
    This study was conducted to look into how listening lessons are taught and how the listening sub-skills are treated in grade 8 at Gondar town. Class room observation, questionnaire and content analysis of the text book using the listening lessons were used as data collecting tools. Eight teachers were observed, each 3 times, using a checklist. All (30) grade eight English teachers, who were teaching in the 19 schools filled in the questionnaire. The 31 listening lessons in the text book and the teachers guide were also inspected. The data gathered using these tools was quantitatively analyzed using frequencies and percentages. The analyzed data showed that even though the teachers gave room to listening lessons, they failed to manage the listening lessons using the appropriate pedagogical procedures i.e. they did not employ the pre, while and post listening stages or activities and only very few listening sub-skills were practiced. More over the listening tasks were not designed in such a way that students can practice the various sub-skills. Finally, it was recommended that practical in-service trainings on how to teach listening skill should be given to the teachers and the procedures employed to teach the listening skill need to be included in the teacher’s guide.
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    The Relationship beetwen Efl Students' Perception of Written Feedback and their Writilvg Proficiency
    (Addis Ababa University, 2009-06) Endale, Zerihun; Ayalew, Elizabeth
    This study aims at investigating if there is any relationship between students' perception of written feedback that teachers provide for writing tasks arid their actual writing proficiency. And the study also aims at finding out how students use the written feedback provided by teachers for writing tasks. To achieve the objectives set, necessary data were collected through questionnaire and writing skills test, which were given to 90 students. Data about perception of students and some other related issues were collected through the questionnaire. Through the writing skills test, the subjects' actual writing proficiency was obtained. The students' perception about written feedback is found to have substantial correlation (0.78) with their actual writing skills. The data obtained from the questionnaire also revealed that students did not show any interest to read teachers' feedback for their writing tasks.
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    The Social and Economic Conditions of the Older People in Addis Ababa: The Case of a Charity Association for the Destitute and Abandoned People
    (Addis Ababa University, 2019-06) Ayalew, Elizabeth; Emirie, Guday (PhD)
    The main objective of this study is to investigate the past and current socio-economic condition of the older people living in a Charity Association for the Destitute and Abandoned People (CADAP) in Addis Ababa. To achieve, this objective, the study employed both primary and secondary data collection methods. The primary data was collected through a combination of qualitative data collection methods involving in-depth interviews with CADAP beneficiaries, key informant interviews, and personal observations. The secondary data was collected through a systematic review of relevant documents and related literature. Both the primary and secondary data were thematically organized and analysed through triangulation. The findings of the study revealed that lack of social security, death of family members and the ward during the Derg regime left the older people abandoned either on the street or to the church surroundings. The failure of family and community support system in which the older people relied on is one of the major reasons for the existing situation of the older people. The older people living in CADAP received many benefits which they lacked when they were on the street. Finally, the study concludes by forwarding some recommendations. Keywords: Institutional care and support, socio-economic and health status, living conditions
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    A Study on The Types of Teacher Questions and Questioning Strategies: The Case of Two Private Secondary Schools In Addis Ababa.
    (Addis Ababa University, 2008-06) Azerefegn, Kifle; Ayalew, Elizabeth
    The purpose of this study was to investigate the types of teachers questions and questioning strategies employed in teaching language in EFL classrooms. To this end, for 11th grade English teachers and eighty students at Keranyo Alpha secondary School and Saint Marry Catholic Secondary School were selected to participate in the study, Classroom observation and questionnaire were used as instruments to gather the necessary data. The findings of the study suggest that (77.1%) were knowledge questions and (22.90%) were comprehension questions that required recalling and short answers. Regarding their levels, the former is lower order and the latter is middle order questions. The study also indicates that questioning strategies that are thought to be effective for learning English in the classroom were not effectively used while the lessons were observed. Thus, it is recommended that special attention should be given to the development and implementation of the types of questions and questioning strategies in EFL classrooms