Browsing by Author "Ayalew, Elizabeth (PhD)"
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Item An Evaluation of Grade Nine English Language Distance Learning Material: The Case of Pan Africa Distance Education Academy(Addis Ababa University, 2008-05) Mussa, Sualih; Ayalew, Elizabeth (PhD)The main purpose of this study was to assess if grade 9 English distance learning material of Pan Africa Distance Academy has the requisite quality that are often suggested by authors and researchers in the field of distance learning. The study was both a quantitative and a qualitative one. It involved content analysis of the material supplemented by the views and opinions of its users (tutors and distance learners) and external assessors. In addition, data obtained from ques!iQnnaire and were analyzed quantitatively. For this purpose, questionnaire, focus group discussion and document analysis were employed as instruments of data collection. Three sets of questionnaire along with the material under study were distributed to the subjects. In addition focus group discussion was conducted with tutors and external assessors. In an attempt to fill the gap among the responses of the respondents, the researcher investigated the material under study. The result of the study has demonstrated that the material is ineffective since it does not include many of the components of design features of distance learning materials such as summary, study guide, reference sections, feedback, language learning advice and so on. In addition, the material is not flexible enough to accommodate different language learning styles and strategies as it follows a similar format. Furthermore, the content of the material is not motivating to adult learners of the academy. It was recommended that tutors should use some supplementary materials to enhance the existing material. In addition, revisers of the material should include language learning advice, summary, reference sections, feedback and so on and inspect the relationship between the stated objectives and the real application of the material.Item Exploring Provision of Oral Feedback During Classroom Interaction in Efl Class: Focus On Grade Twelve in East Shewa Zone(Addis Ababa University, 2008-06) Kassa, Legesse; Ayalew, Elizabeth (PhD)This paper aim s to review how foreign language teachers provide oral feedback to learners' errors . The ma in aim of t hi s stud y was to find out the types of errors are usual corrected and the kinds of oral feedback teachers provide for learners during class room interaction .Over the last three decades, the role that the provision of oral feedback played in the foreign language learning has been highly a controversial issue. In the field of foreign language learning, however, there growing consensus among the majority of the researchers concerning the significance of error correction. Although the facilitation role of the provision of oral fee back forenames' menorahs empirical support, the claim s regarding its impact on foreign language learning has ye t to be fully or decisively sub substantiated .In order to mouthiness e of the research forward , it is important to examine the issue from the foreign language teaching literature. Hawas Preparatory Government School grad twelve English language teachers were the target of the study. As the number of the subjects is small all grade twelve English language teachers were included in the study. To achieve the objectives se t, necessary data were collectedly ugh classroom observation ,questionnaire and interview The stud y showed that majority of the teachers found oral feedback as an important too l to helplessness to ac hi eve a higher proficiency in foreign language . The investigation indicated that teachers choose to give different kind s of oral feedback in different occasion explicitly or implicitly. The intention of this study has also been to determine what kind s of oral feedback enhance or undermines the chance for learners uptake .The subjects have , among several factors stressed the importance of self correction, implicit and delayed feedback as a means of building learners confidence and to fee l comfortable in learning the foreign language at large.Item An Investigation of the Practice of Teaching Listening at Primary Level: the Case of Two Government Schools in Addis Ababa(Addis Ababa University, 2008-07) Melese, Taye; Ayalew, Elizabeth (PhD)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.Item A Study on Gender Differences in Teacher-Student Interaction in EFL Classrooms: with Special Reference to Four Private High Schools in Addis Ababa(Addis Ababa University, 2006-06) Belay, Danayt; Ayalew, Elizabeth (PhD)The purpose of the study was to analyze gender differences in teacher student interaction. To this end, a descriptive method was employed in the study. Scvcn English teachers and 48 students werctakcn as sample of the study from four private high schools in Addis Ababa. A modified observational instrument (INTERSECT) and questionnaire were employed in the data collection process. The data obtained using classroom observation and question ire were analyzed by using percentage and a statistical method chi square. Results of the data analysis indicated that significant differences were evidenced between teachers' use of evaluative interaction type, and evaluative I interaction content towards male and female students . The general levels of teacher student interactions, the extent of reprimands, and the involvement of students in interaction with the teachers a ll show domination by males. Female ftudents' participation in asking and answering questions is very limited. Teachers also give more chances to male students in classroom interaction. Although no significant difference was observed between male and female students' talk initiation, teachers' talk initiation showed significant difference in relation to students' talk initiation. Finally, based on the major findings it was recommended that teachers need to be educated about gender equitable teaching during work shop or seminars, administrators could also incorporate observations of gender equity into their regular classroom observations and it would be beneficial to provide teach e rs with current articles regarding gender equity as they are published.