Browsing by Author "Disasa, Mekonnen"

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    The Determinatio N of the English Language Proficiency of freshmen: An Exploration Of Some of the Variables That Contribute To Proficiency in English
    (Addis Ababa University, 1984-06) Disasa, Mekonnen; Yimer, Mekonnen (PhD)
    This study is an attempt to assess the influence of a number of variables on the English language proficiency of first year students at Addis Ababa University . The selected variables were the exposure to the English language formally or informally , the reading resources , the reading background , and the quality of instruction. To achi eve this goal, a questionnaire entirely devoted to the students ' senior high school English background was distributed to 140 Freshmen , out of which 106 were taken as full participants in the study . The subjects were given two language t ests : (i) The ~Ii chigan Test of English Language Proficiency (offered by the English Language Institute of the University of Michigan), and (ii) The Addis Ababa University Freshman English lOl-A Course Test. The students' responses t o the questionnaire were tallied, coded and computed to see the correlation between the responses to the selected variabl es, and the subjects' performance in both t ests. On the average , the group with the highest positive responses to the selected variables was found to be the "A" students in the J: ests . Those who had the l east positive r esponses were the "F" students. The differences among the "All , Hn" I and "e" , and nDUstudents were also significant: the study r evealed that as the amount of positive responses to the selected variables increased. performance also increased . The reverse was also true. The multiple regression analyses showed a positive correlation between the selected variables , and the tests' results. Moreover , the variation in the students' performance in the tests was accounted for by the coefficient of determination. On the basis of these findings. recommendations are made to provide the senior high school students with what they lack . These recommendations are worth considering if Freshmen are to do b e tter at university level.
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    An Exploration of the Developmental Context of The Experienced English Language Teachers in the Senior Secondary Schools of Addis Ababa
    (Addis Ababa University, 2000-05) Wolyie, Jeylan; Disasa, Mekonnen
    The idea of teacher development has gained considerable attention in teacher education. The fact that it has been only marginally treated in the M.A TEFL research at Addis Ababa University provided the impetus to study it. The purpose of the present study was to explore the developmental nature of the experienced English language teachers in the senior secondary schools of Addis Ababa. The study was carried out, specifically, to investigate the actual teacher development practices, the teachers' views of the various developmental activities, factors hindering teacher development efforts and anticipation of future developmental pursuits. To conduct the study, a descriptive research approach was employed. The data used in the study were generated through questionnaires and interview. Thirty-six English teachers and six principals in the selected six government and non-government senior secondary schools of Addis Ababa were involved in the study. Various statistical techniques and procedures of data analysis were used. To analyze the descriptive data, frequency distributions, percentages and average scores were used. T-test and Chi-square (X2) analyses were made to detect the difference between the two groups of teachers with regard to their developmental experiences and views. To analyze written responses and reflections in the interview part of the study, content analysis and guided analysis procedures were applied. Generally, the study revealed that in both government and non-government schools under study, teaching English is an isolated practice. Conditions within which collaborative learning can be optimized have not been sufficiently provided in both groups of schools. On the other hand, the results suggested that the teachers would like to improve themselves through learning in their profession and appreciate the various developmental activities in schools and administrative roles that may facilitate conditions within which individual and collective learning can be optimized. The implications of the findings for the schools and the teachers were presented and discussed Recommendations for further study were also made.
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    Investigating Methods of Training for Developing Students' Skills for Academic Oral Work: Focus on Social Science Students -- Addis Ababa University
    (Addis Ababa University, 1998-05) Disasa, Mekonnen; Michael, Haile (PhD)
    This study investigated methods of training second year students in the College of Social Sciences, Addis Ababa Uni versity, for academic oral work. The main objective of the investigation was how to help the students activate their already existing linguistic resources so that they could reduce their foreign language speech--related anxiety in order for them to build the contidence to improve the level of their oral performance in academic contexts. Teaching methods and techniques relevant to the development of oral competence were extracted from the literature on current foreign/second teaching. These were used as the basis for the design of new course materials for the study. The materials were taught to an experimental group of students which was contrasted with a control group. The effects of the new training on the students oral performance were examined through: (a) the trainees' reactions to the training, (b) two simulated academic oral presentations by experimental and control groups of students and (c) assessment of the confidence demonstrated by the two study groups at the end of the training. It was found that the training was positively evaluated by the trainees. The result of Oral Presentation I (pre-training) showed the two study groups were performing at the same level of oral intelligibility , while the resu lt of Oral Presentation 2 (post-training) indicated the experimental group was, on the whole, better in its oral intelligibility than the control group. The assessment of the confidence demonstrated by the study groups at the end of the training revea led there were more confident students in the experimental group than in the control group. Thus, it was concluded that the new training positively contributed to academically relevant, better oral performance by tbe trainees. This was not found to be true in the case of the control group of students who were not exposed to the same training. Based on this conclusion and other findings of the research, recommendations were made.