Browsing by Author "Belay, Badima"

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    Application of Communicative Language Teaching in Plasma Tv Based English Classrooms: A Study in Two Government Secondary Schools in Addis Ababa
    (Addis Ababa University, 2008-06) Belay, Badima; Gebru, Amanuel
    The purpose of this study was to examine the application of communicative language teaching in classrooms learning English via plasma TV in two government secondary schools in Addis Ababa. Descriptive survey method was used to carry out this study. The subjects of the study were one hundred eighty students, sixteen teachers and two principals of Dil Ber and Tikur Anbessa secondary schools. The data gathering tools were questionnaire, interview, classroom observation check list and focus group discussion. The collected data were analyzed by using percentage, mean value and rating scale. The findings of the study revealed that communicative language teaching was not properly implemented in both of the sample schools due to various factors. The major factors were: inappropriate difficulty level of the activities presented by the plasma TV, students’ low proficiency in the language, lack of teachers’ training in teaching English communicatively, inappropriate time allotment for doing the activities, poor classroom physical environment, grammar-based examinations and shortage of curricular materials. Finally, recommendations were forwarded based on the major findings of the study in order to facilitate the effective implementation of communicative language teaching via plasma TV.
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    EFL Teachers’ Multiple Assessment Practices: The Case of Three Government Secondary Schools in Addis Ababa
    (Addis Ababa University, 2014-06) Belay, Badima; Regassa, Phd. Taye
    The main objective of this thesis was to describe and portray EFL teachers’ classroom assessment practices in three government secondary schools in Addis Ababa. A total of 29 EFL teachers and 330 students participated in this case study. The study adopted a range of data collection methods including: classroom observation, teacher interview, document analysis, student focus group discussion and questionnaire. The research has addressed three main questions. These were how secondary school EFL teachers assess their students; what aspects of learning they assess; and for what specific purposes they use multiple classroom assessments. The main findings of the study are categorized in relation to these research questions. Regarding the first research question, the study found that sample EFL teachers frequently practiced less beneficial informal assessment actions such as, asking display oral questions, correcting and judging rather than more beneficial ones like observing process and metacognitive questioning. Their informal assessments also lacked student engagement. Moreover, formal assessments were not frequently administered in the sample schools and such assessments lacked to reflect an integral part of the material being taught. Both formal and informal classroom assessments also lacked to provide various feedback possibilities to students. In relation to the second research question, the study found that sample EFL teachers assessed only few non-cognitive factors. They commonly assessed students’ motivation for learning and their personal details. They were not fully informed about their students’ learning style preferences, their learning strategies, their self esteem and their classroom social behaviors. They also assessed only students’ lower order cognitive skills (particularly their remembering and understanding abilities). In answering the third question, the study found that EFL teachers emphasized some formative purposes more than others. They mainly employed informal assessments for monitoring, motivating, managing behavior and providing feedback. In addition, they practiced formal assessments for three main purposes: to determine the final grades for their students; to encourage students to work harder; and to prepare students for the national exam. Lastly, the implications of such findings for EFL learning and recommendations are forwarded.