Browsing by Author "Endalew Molla"

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    Evaluating the Teaching of the Advanced Speech Course: An Analysis of the Teaching Strategies, Assessment Techniques, and Course Materials.
    (Addis Ababa University, 2024-03-23) Endalew Molla; Animaw Anteneh Kassa
    This study aimed to evaluate the teaching of the Advanced Speech course at Debre Markos University, focusing on the teaching strategies, assessment practices, and course materials. A descriptive research design was used for this study. Forty-three second-year students and six teachers were selected through availability and purposive sampling, respectively. Data were collected through in-depth interviews, observations, and document analysis and analyzed qualitatively. The findings indicated that the course materials primarily focused on accuracy and lacked measurable objectives. Teaching resources were inadequate, with little engaging content or audiovisual support. The content and activities did not emphasize fluency, pronunciation, or student-centered learning. Teaching methods did not align with communicative language teaching principles or incorporate interactive techniques. Assessments were imbalanced, relying heavily on written tasks and failing to measure key speaking skills effectively. Teachers were often assigned to the course unwillingly, and classroom conditions were unsuitable for spoken language learning. Instruction was lecture-based rather than interactive, and classroom activities were unengaging. Assessments lacked practical components, and feedback was ineffective, offering students limited opportunities for self-correction or peer review. The study recommends revising the curriculum to incorporate interactive teaching approaches, including real-life speaking activities. Teachers should integrate diverse visual and audio resources, while students are encouraged to take more initiative in practicing English. Structural improvements, such as smaller class sizes, better seating arrangements, and a functional language laboratory, are also suggested.
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    Teachers’ Perception of Speaking Skill, Speaking Instruction and Students’ Perception of Speaking Skill (A Descriptive Study on Grade 9 Students of two Secondary Schools in Addis Abab
    (Addis Ababa University, 2011-05) Endalew Molla ; Seime Kebede
    This research is about teachers’ perception about speaking skill, speaking instruction and students’ perception of speaking skill. To achieve the objectives of the study 150 grade nine students and 5 teachers were randomly selected from two high schools (i.e. one government and one private). In this study, the questionnaire and classroom observation were used as the major tool for data collection, and interview was used to cross-check the results of the data collected from questionnaires. To know teachers’ perception of speaking skill, 17 questions were prepared and distributed for five teachers. On the other hand, to know students’ perception of speaking skill, 16 questions were prepared and distributed for 150 students. All the questionnaires for both teachers and students were filled and returned. To see how speaking instructions are conducted, an observation checklist was prepared. The observation checklist contains eight evaluation criteria. In the analysis of the data, simple statistical procedures were used which made the interpretation and discussion of the results easier and clearer. The discussion was made by making use of percentage and the result of all the three tools was triangulated.The study reached a finding that indicates both teachers and students have negative perception about speaking skill and speaking instructions were not conducted properly.