Browsing by Author "Demissie, Teshome (PhD)"
Item An Assessment of The Oral Group Lessons in "English for Ethiopia Grade Seven" in Promoting Cooperative Learning(Addis Ababa University, 2008-07) Tesfamichael, Wondwosen; Demissie, Teshome (PhD)The purpose of this study was to assess the oral group lessons in the newly (2007/2008) implemented student’s English textbook of grade seven. The assessment mainly focused on whether or not the oral group lessons in the textbook promote cooperative learning. The study involved the textbook, four English language teachers who have been teaching the language in Muke Turi and Gebreguracha Primary and Junior Secondary Schools, and five hundred and twenty-five students who have been learning at the same schools in Northern Shoa. The data for the study were gathered through text analysis . In order to see the actual happening and to triangulate the findings of the text analysis, interviews were conducted and classrooms were observed. The results of the study showed as follows: - The oral group lessons in the textbook of grade seven fulfill almost all the criteria of cooperative learning. - The teachers and the students who were interviewed understood the benefits of sharing ideas through cooperative learning in spite of the fact that the number of the students in each class was large, and the students had poor background knowledge of English. - The classroom observations proved that the number of students in each class was large; the desks were fixed; some teachers followed up and monitored their learners while working the activities in groups; the students frequently used their mother tongue rather than English during group discussions; the teachers did not set a time limit for the discussions, and there was little practice of evaluating the oral group lessons after cooperative learning. The summary of the findings indicated that the oral group lessons in the textbook help to promote cooperative learning though there are some problems that have been mentioned above to practice them in the classrooms.Item Changes of English Syllabuses and Textbooks in High schools vis-a-vis Assessment: The Case of Grade Eleven English Tests(Addis Ababa University, 2001-06) Gerba, Bekele; Demissie, Teshome (PhD)In the last three decades there have been lots of changes in the language teaching profession. These changes are mainly the results of the broadening of views about the nature of language and language learning. This worldwide phenomenon is also reflected in our country in that new English syllabuses and textbooks are now in use. In this study, an attempt was made to explore whether testing has also changed in accordance with changes of the syllabuses. To investigate this, contents of the new Grade 11 English textbooks were compared with contents of the 1992 E.C. test papers of four sample high schools in Addis Ababa. The comparison was made in terms of grammatical components, communicative functions, skills/sub-skills included, and test formats employed. Additionally, two sets of questionnaire were distributed to 208 students and 20 teachers to gather information regarding the skills/sub-skills and test formats emphasized in classroom teaching and testing. The study revealed that contents of the syllabus/textbooks and the test papers vary greatly. Moreover, it was found out that grammar, vocabulary, and reading comprehension are the most emphasized language areas in classroom lessons and classroom tests; multiple choice is the most dominant test format employed in testing. In sum, changes in the syllabus do not seem to have been accompanied by innovations in testing.Item Communication Conduct on Fm Addis 97.1’S Hiv/Aids Phone-In Program(Addis Ababa University, 2015-07) Mohammed, Jemal; Demissie, Teshome (PhD)This study examines how communication is conducted in a „lived‟ radio phone-in program about HIV/AIDS and related matters by narrowing its focus onto the context of the practice in FM Addis 97.1, a broadcasting station in Ethiopia. Previous works on institutional discourse and perspectives from Goffmanian and ethnomethodology-based approaches were drawn on in framing the theoretical and methodological foundations. The data were primarily collected by recording „lived‟ radio phone-in productions in the target communication setting. The corpus for analysis was assembled by making detailed transcriptions of the recordings of the participants‟ speech exchanges on two randomly selected themes: „Blood Testing Experience for HIV-antibody‟ and „Challenges in (to) being Faithful‟, which together lasted about fifteen hours. The analysis of these transcripts reveals that communication is organized in a way that places the program host, the caller, the guest or expert and the audiences in the participation framework. Although the actual speech exchange in the program appears to be made either between the host and the caller or the host and the guest, it seems to be primarily shaped for and by the audience who listen to that program. While interaction between the host and the guest is found to constitute part of the production, the speech exchange of the hosts and the callers appears to be central in the making up of the program. This exchange involves three broader phases: the openings, „doing‟ the talk and the closure. Each of these phases is observed to have distinctive features. The participants display their orientations to such features through a reliance on predictable combinations of moves, which are realized through a limited range of speech acts and conversational routines. With respect to the construction of roles and identities, it is observed that the participants‟ discourse roles appear to be made relevant in many ways, with explicit role definitions by the host and with implicit negotiations by the participants. Their identities are found to be built through a reflexive combination of sequential and categorical methods as the interaction unfolds. Regarding the construction of power relationship, the analysis reveals that asymmetrical power relationship is not that characterize all that is happening in the target site, and that asymmetrical power relationship manifest in this setting tend to be not an outcome of just social structural difference between the participants but (mainly) of an interactional accomplishment which is made evident in and through the joint interaction moves by the parties involved. This study argues that the target radio phone-in participants tend to enact from multiplicity of roles, align and disalign with some form of actions, and position each other symmetrically and asymmetrically to the attainment of the program‟s goal: modeling of a desirable health behavior and stance. The study outlines the implications of making a fine-grained analysis of talk in a radio phone-in program to future practices and pre-and in-service trainings of hosts. Finally, the study makes some suggestions as to what the hosts of a radio phone-in program might do to improve the way interactions are managed, and points out areas worth examining in future studies of the sort.Item Communicative Language Testing Its Validity and Reliability at the Addis Ababa University(Addis Ababa University, 1997-05) Bekuretsion, Seifu; Demissie, Teshome (PhD)The aim of this study was to try and see if the English language can be tested communicatively at the university and if the test produced has the required types of validity and reliability. So a test was prepared and administered for 120 students in the freshman programme. And after multiple marking was applied, the papers of 80 students (2/3 of the total number of subjects) were included in the item analysis list. Results of the item-analysis showed the test had items of varied and acceptable facility values (average= 54.8) and indexes of discrimination.(average =0.36) The reliability of the test was also checked with the help of two methods: the Spearman-Brown split-half which gave r=0.79, and the Kuder - Richardson 20(KR 21) which gave r=0.8. KR 21 was used because it also takes into consideration the interitem consistency in the test. The results obtained in both showed the test could be accepted as a reliable instrument. The results of the subjects were also correlated with their results in College English - I to check the test's concurrent validity. The two tests showed a good correlation at r=0.75. Two questionnaires were also prepared: one for the students who took the test and one for instructors. The results of the analysis of the responses of the respondents showed the test had the different types of validity. So it was concluded that communicative language testing can be applicable in the tertiary level, and recommendations where made for testItem An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill(Addis Ababa University, 2007-08) Mulu, Edaso; Demissie, Teshome (PhD)The objective of this study is to explore into factors affecting government school students’ reading comprehension attainment. The study was carried out in one of the Southern Nations, Nationalities and Peoples Regional Government Zones-Sidama. From the three available preparatory schools in Sidama zone, two schools (Yirgalem senior secondary preparatory and Awasa Tabor senior secondary preparatory) were chosen by a lot method as a study area. When this study was conducted, there were only one teacher in Yirgalem and two teachers in Awasa Tabor who were teaching English in preparatory I. Hence, the three available teachers were considered in the study and interview was held with them to gather data for the study. With regard to the students, there were four sections (A,B,C and D) of students in Yirgalem Preparatory I class. Students in sections A and B were Natural Science Stream and students in sections C and D were Social Science Stream. From each stream, one section of students were chosen as a sample by a lot method. Likewise, there were five sections of students (sections A,B and C -Social Science Stream and Sections D and Natural Science Stream) in Awasa Tabor preparatory I. From each stream, one section of students were considered in the study. In order to gather data for the study, the researcher held a semi-structured interview with the available teachers. Closed ended questionnaire was distributed among the sample students. The data gathered from the teachers and sample students were analyzed both qualitatively and quantitativelyItem An Exploration of the EFL Instructors’ Use of Motivational Strategies in Communicative English Skills Classes: Mekelle University in Focus(Addis Ababa University, 2007-08) Mohammed, Jemal; Demissie, Teshome (PhD)his study was conducted to explore EFL instructors’ use of motivational strategies in Communicative English Skills classes at Mekelle University. To achieve the objective of the study, the following questions were raised: What is the EFL instructors’ perception of using motivational strategies in communicative English skills classes? To what extent are the instructors using motivational strategies in Communicative English Skills classes? How is the instructors’ use of motivational strategies, if any, perceived by the learners? To find answers to these questions, data were gathered using observation checklist, interview and questionnaire. Each instructor’s sessions were observed twice. The interview was conducted with all the instructors (eight). All of the instructors and one hundred eight students completed the questionnaire. The data obtained via these tools were analyzed quantitatively and qualitatively. From the analysis of the observation checklist data, a positive result was reported concerning the instructors’ motivational behaviour and the students’ motivational intensity. The analysis of the two groups’ responses to the close-ended items of the questionnaire also revealed positive results, as the average mean scores of the instructors’ responses and the students’ responses were 4.20 and 4.06 respectively. The results of the open-ended item of the questionnaire and the interview also attested this finding. From this study, it was, therefore, evident that: the instructors had good awareness of the contribution of motivational strategies; they were employing motivational strategies in the Communicative English Skills classes to a fairly good extent; and the students were well aware of the instructors’ motivational efforts. The instructors’ efforts in promoting learners’ positive self-evaluation and the students’ feedback seeking behaviour were reported to be minimal, however. Finally, based on the findings recommendations were made. Instructors should do their level best to promote learners’ positive self-evaluation, feedback seeking behaviour, and self-motivating strategies; and should periodically conduct action researches pertaining to motivational teaching practice were among the recommendations mItem An Exploration of the Washback Effect of the h:thiopian Higher Education Entrance Certifi cate (EHEEC) English Language Examination(Addis Ababa University, 2007-02) Mihiretie, Kassa; Demissie, Teshome (PhD)Item The Impact of Expert Teachers and Their Teaching in an Efl Situation in Government-Owned High Schools(Addis Ababa University, 1999-06) Muchie, Mesafint; Demissie, Teshome (PhD)The purpose of this study was to assess the behaviour and a ttitude of 'Expert' and 'In expert' teachers towards the teaching of English as a foreign language in government-owned high schools in Addis Aba ba . The literature reView mainly fo cused on the various teacher behaviors revea led in an EFL teaching situa tion, the attitudes a nd views of various teachers towards the English teaching; and related issues in this a rea. Questionnaires and observation were conducted with a sample of teachers and students. Observations were conducted to classroom,; on forma l English teaching classes in various high schools. The res ults indicate tha t most of the teachers who a re currently at work in government-owned high schools in Addis Ababa basical ly exhibited a 'non -expert' and in -effective teaching behaviours and attitudes toward the practice of teaching English as a foreign la nguage. The 'Expert' teaching a ttitude found to be much lesser, and hence, its teaching outcome or impact-very insignificant.. Fina lly, Recommenda tions were accordingly proposed to reasona bly improve and change the currently demonstra ted teaching behaviors and a ttitudes of English teachers.Item A Study on English as a Medium of Instruction at the Second Cycle Primary Schools of Cheha Woreda in Gurage Zone: Reflections by Grade 5 Students and Teachers(Addis Ababa University, 2007-06) Chalachew, Yilkal; Demissie, Teshome (PhD)Following the downfall of the Dergue regime in 1991, Regions and Zones have been adopting their respective nationality languages as media of instruction in primary schools. This has been grounded by the New 1994 Education and Training Policy that decrees ‘primary education(Grades 1-8) will be given in nationality languages,’ and ‘English will be the medium of instruction for secondary and higher education.’ However, since 2004 the Gurage Zone has adopted English medium of instruction starting from Grade 5 that is two to four years earlier than many other Regions and Zones of the Country do. All first cycle primary schools (Grades 1 to 4) of the Zone employ Amharic as a medium of instruction. This research paper, therefore, attempts to assess both students’ and teachers’ perceptions, assumptions and attitudes as regards the adoption of English as a medium of instruction at Grade 5 level in Cheha Woreda of the Gurage Zone. In order to do so, questionnaires, semi-structured interviews and document analysis have been used as data collection tools. Randomly selected students and teachers of three primary schools as well as two Cheha Woreda education officials took part in the present research. The findings show that the current level of both students’ and teachers’ English proficiency is perceived to be inadequate to use English as a medium of instruction at Grade 5 level. Besides, there is also a widespread perception by both students and teachers that using English as medium of instruction helps students to improve their standard of English and to join higher learning institutions. And finally a set of recommendations have been made based on the major findings of the present StudyItem A Study on English as a Medium of Instruction at the Second Cycle Primary Schools of Cheha Woreda in Gurage Zone: Reflections by Grade 5 Students and Teachers(Addis Ababa University, 2007-07) Chalachew, Yilkal; Demissie, Teshome (PhD)Following the downfall of the Dergue regime in 1991, Regions and Zones have been adopting their respective nationality languages as media of instruction in primary schools. This has been grounded by the New 1994 Education and Training Policy that decrees ‘primary education(Grades 1-8) will be given in nationality languages,’ and ‘English will be the medium of instruction for secondary and higher education.’ However, since 2004 the Gurage Zone has adopted English medium of instruction starting from Grade 5 that is two to four years earlier than many other Regions and Zones of the Country do. All first cycle primary schools (Grades 1 to 4) of the Zone employ Amharic as a medium of instruction. This research paper, therefore, attempts to assess both students’ and teachers’ perceptions, assumptions and attitudes as regards the adoption of English as a medium of instruction at Grade 5 level in Cheha Woreda of the Gurage Zone. In order to do so, questionnaires, semi-structured interviews and document analysis have been used as data collection tools. Randomly selected students and teachers of three primary schools as well as two Cheha Woreda education officials took part in the present research. The findings show that the current level of both students’ and teachers’ English proficiency is perceived to be inadequate to use English as a medium of instruction at Grade 5 level. Besides, there is also a widespread perception by both students and teachers that using English as medium of instruction helps students to improve their standard of English and to join higher learning institutions. And finally a set of recommendations have been made based on the major findings of the present Study.Item A Study on the English for Ethiopia Grade 11 Students’ Books: The Case of Weldu Nugus Secondary School– Quiha(Addis Ababa University, 2008-06) Abraha, Hailu; Demissie, Teshome (PhD)The purpose of this study was to evaluate the level of quality of the English for Ethiopia grade 11 students’ textbooks. To achieve the above purpose, qualitative and quantitative research methods were used. For this study, sixty grade eleven students, ten English teachers and fifteen external evaluators involved. The students were selected using systematic random sampling. Where as the English teachers were selected purposefully. Both students and teachers were from Weldu Nugus secondary school- Quiha. The external evaluators were second year graduate students in teaching English as a foreign language (TEFL). All of the external evaluators had used the text books while they were in high schools. The instruments used to collect data were questionnaire and text book analysis using checklists. The data obtained from the participants were analyzed by using percentages. On the other hand, the data from open ended questions and from text books inspection were analyzed qualitatively. The study revealed that text books are not with good level of quality. For instance, some of the exercises are not design for genuine communications; some of the skills are not presented in the way the learners’ need to practice; and significant numbers of topics and contents are not in harmony with the learners’ interest and culture. Finally, on the basis of the findings, it was recommended that in order to achieve the language learning objectives of the program for the target groups, the short comings identified in the textbooks should have been taken in to considerationItem Trainees’ ' Perceptions of the Training Course in English Language Teaching For the Lower Primary Schools: The Case at Adama T.T.I.(Addis Ababa University, 1999-12) Tadesse, Zekarias; Demissie, Teshome (PhD)The purpose ill this study was to assess trainees' perceptions or thl: training cuurse ror the tc<)(.;ilillg ur English in the lower prim'uy schools, through taking the casc at Adami! T.T.l. in 1997/98 acadcmic year. The literature reviewed mainly focused 011 current trends in language (EFL) teachcr ed ucation and languagc teaching-EL T, tile content and process of pre-service teacher preparation, and major iss ues and problems in this area. Questionnaire and interviews were conducted \,vith a sample of trainees. Observations were made to classrooms (on formal training and practice teaching), and discllssions also held with instructors. Reference Vlas made to trainees' achievement records and the instructional materials. The results indicate that the syllabus rcccnLly introduced in th e curricululll 1'01' the ELT course ga ined a wide accepUUlcc mainly [or its features o[the cOllul1l1nicativc approach; and yet lIccordingi"y disco~1Il1ed lor inadequacy 01' levelled (appropriately staged) language contenlS and practice activitics. It was observed that the participants mostly lacked n particulnr incilnat.lon for the teaching of English, though maintaining a positive attitude ror teaching. Whereas, trainees more gcnerally disl'avourcd the currcnt policy for generalized training due to the preparation and work demands; an~o n trarily \VCllt IDr a more specialized scope of training and teaching. The aCluallraining was generally observed as lacking suCficientldcsirable amount of practical teaching cxperiences, in simulated and/or live contexts. The proCessional competencies 01' the student-teachers on English teaching pracl1ee was mostly found far below the expectations. Finally, factors wcre indicated that seemed to underlie the difficulty 01' the initial preparmOl), program to develop a reasonable degree of competence and confidence l'or the teaching 01· English. Recommcndations were accordingly given Cor ways in which the program might better elliclcntly acilleve its aims in this respect