Browsing by Author "Bogale, Berhanu (Ph D)"

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    Discovering the English Language Needs of Learners (CADETS): The Case of Ethiopian Police College
    (Addis Ababa University, 2007-07) Seid, Mohammed; Bogale, Berhanu (Ph D)
    This paper has dealt with identification of the English language needs of freshman diploma students of the Ethiopian Police College. In this regard, emphasis has been given to specifying the English language needs in each domain and preferred skills, activities and micro language items that could meet the specific language needs of trainees (Cadets) in academic, future career, and private and social life contexts. In carrying out the research, questionnaire was used as a chief data gathering tool for subjects, including 60 students, 30 former graduates, 2 English language instructors, and 6 administrators. Besides, interview and focus-group discussions were conducted for 1 English language instructor and 5 students respectively. The study has also been assisted with text analysis of the current course material (college English V-1). In the analysis the results have been triangulated for vivid manifestation of cadets’ English language needs as perceived by all respondents (stake holders). The study clearly indicated that cadets have high English language needs in the three domains. However, since trainees are preparing to become police officers a very high English language need has been recorded in the future career domain. On the contrary, the text analysis revealed that the current course book fails to incorporate the kind of English language that suits learners’ future profession. On the other hand, although all the subjects realized the significance of both macro and micro skills in the three domains, they prioritized speaking, listening, reading, and writing in due order. They also believed that vocabulary and grammar should be learnt more than pronunciation. Hence, the college, syllabus designers and other concerned bodies need to design a kind of course material that satisfies the needs of cadets in the three domains, but with special emphasis to the kind of English that serves their future career
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    Effects of Action Research on Female EFL Teachers’ Professional Development
    (Addis Ababa University, 2007-08) Hassen, Rukya; Bogale, Berhanu (Ph D)
    The objective of the present study is to explore the effects of action research practice on female EFL teachers’ professional development. Nine female EFL teachers participated in the study. The participants were from Debza, Abema and Edetibeb Primary Schools in Debre Markos. They all teach in the second cycle, grades 5-8, in their respective schools. They were selected purposely because they did action research. The teachers were willing to reflect on their experience. Teachers’ diary reflection, interview, and document were the major data collection instruments. The result of the study revealed that the teachers thought that the engagement helped them improve their professional status. Their perception has changed positively. Their interest towards action research has increased. They developed innovative thinking and systematic investigation. The experience increased their awareness about TEFL and brought them opportunities of promotion and award. Based on the findings it is recommended that to intensify the impact of action research on EFL teachers’ professional development, college/university teachers should work in collaboration with the school teachers. Some push factor such as research endeavor should be arranged to break the silence of experienced teachers who have developed comfort with what they already have. The nearby college or university should work in collaboration with the teachers to help the teachers adapt collaborative work with their colleagues. To break the reluctance of teachers’ involvement in action research, award bearing action research projects should be prepared.
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    Exploring the Implementation of Clt In Teaching Grammar at Fre-Hewot No 2 Secondary and Preparatory School
    (Addis Ababa University, 2013-06) Gedefa, Bayissa; Bogale, Berhanu (Ph D)
    The main objective of this study was to investigate whether CLT principles were implemented to teach grammar. To assess the factors that hold back the practical application of this approach was also the primary target of the study. Questionnaire, interview, classroom observation, tests and document analysis were used to gather the necessary data. Two types of questionnaire and interviews containing somewhat related concepts and equal number of items were designed and delivered to both the teachers and the students. On the other hand, three grammar classes with different teachers were observed to validate the data obtained through the aforementioned tools. Two grammar tests were given only to the students for further exploration of English grammar teaching circumstances. Both tests constituted 10 items; however, they are different in that one is rule/structure oriented and the other is context/situation oriented. The current grade 9 English Textbook was analyzed for its suitability to run successful grammar teaching which was supposed to be the other source of data. Eventually, the study found that communicative grammar teaching is not being successfully implemented on account of some gaps. The overall findings include: the students’ lack of opportunities to practice language items in meaningful situations, the teachers’ reluctance to employ various techniques of teaching and using different tasks as well as adapting the textbook based on the students’ background knowledge. Besides, the inadequacy of the textbook (both in content and distribution), the students’ poor exposure, shortage of class time and the unmanageable class sizes are identified as the major hindrances. Finally, hoping that the study initiates others for further inquiry, some recommendations were made to settle the existing gaps.
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    Investigating Learners' Spelling Errors in Their Compositions: Persistency and Frequency with Particular Reference to Yekatit 12 Preparatory School Grade 12 Students
    (Addis Ababa University, 2009-06) Getu, Andargachew; Bogale, Berhanu (Ph D)
    The major purpose of the study was investigating students' spelling errors in compositions they produced. To reach this goal instruments such as composition writing; multiple choice test, which contain three misspelled and a correctly spelt word, having 30 questions were designed; and checklistfor relative coverage of spelling lessons of grade 12 text book were prepared. The subjects of the study were Yekatit 12 Preparatory School grade 12 students and teachers. From 658, i.e. 14 classes, total population 235, i.e. 5 classes, were taken using purposive sampling. Then, systematic random sampling technique was employed to choose 70, i.e. 29.7%, samples from 235 students. The selected samples were taken to two classrooms, i.e. 35 in each, and invited to write the composition. On the next day the test was administered to the students. Following the test, 15 students from the samples and four English language teachers were interviewed. The errors obtained in the composition and the test were subjected to five major categories, i.e.· Addition, Omission, Substitution, Transposition, and Semantically Different Words. To analyze and interpret the data both"quantitative and qualitative methods were applied In a similar vein analyzed data revealed that 1937, i.e. 13.5%, spelling errors were found from 14,357 total number of words observed in the compositions; and from the total number of 1033 errors in the test, an individual student, on average, committed14.8 errors from the 30 multiple choice questions. Of the error types Omission and Substitution took the lions share. Particularly Vowels arefound to be the deficits of students. However, it doesn't mean that the rest error types have insignificant role in blocking readersfrom what the students intended to convey. Rather, semantically different words used in the learners' compositions, especially homonyms,/ were found the most problematic parts of the error types at grade 12 level. In conclusion, spelling seems the most neglected skill which both students and teachers give little attention. Accordingly, to help students develop their spelling skill much has to be done by both teachers and students. Teachers have to get the courage and motive to design teaching materials and assist their students. Students, on the other hand, should try to use their own effort to improve their spelling skill so as to communicate effectively through writing. It should also be noted that integrated teaching of pronunciation and spelling has contribution for students' spelling improvement.