AAU-ETD :: Browsing by Author "Hailom Banteyerga"

Browsing by Author "Hailom Banteyerga"

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An Investigation of Secondary School English Language Teachers' Professional identity, Professional Self-Esteem, and Job Satisfaction
(Addis Ababa University, 2023-03) Achame Haile; Hailom Banteyerga
This study aimed at investigating secondary school English language teachers‟ professional identity, professional self-esteem, and job satisfaction with reference to the Sidama National Regional State, Ethiopia. It specifically focused on exploring English teachers‟ initial motivation to join the field, identity formation, the types of professional identities claimed, and identity tensions. It also sought to examine the relationship between English teachers‟ professional identity, professional self-esteem, and job satisfaction. To achieve these objectives, a mixed-methods design and multiple theoretical frameworks, mainly the theory of community of practice, symbolic interactionism, and the looking glass self, were used. Cluster and availability sampling techniques were employed to select the schools and the participants, respectively. Accordingly, ninety-four (N = 94) English teachers were selected from 10 government secondary schools. Among these, 16 English teachers were selected purposively and participated in the qualitative aspects of the study. Narrative interviews and focus group discussions were used to generate the qualitative data. Quantitative data was collected through adapted professional identity, professional self-esteem, and job satisfaction questionnaires. The qualitative data was analysed following the grounded theory approach. Pearson‟s correlation analysis was used to examine the relationship between professional identity, professional self-esteem, and job satisfaction. In addition, structural equation modelling (SEM) was applied to test the direct and indirect effects of professional self-esteem and job satisfaction on professional identity. The findings revealed that English teachers joined the profession accidentally, and their professional identity formation process is a gradual, continuous, and complex one. Exposure to native speakers, inspiration from role model teachers, university courses, collegial discussions, and the day-to-day activities of teaching English were found to mediate the formation of identity. Some of the claimed professional identities of English teachers subsume subject matter experts, pedagogical experts, and didactical experts, particularly inspirers, socialisers, and actors. The findings also indicated that English teachers felt professional identity tensions related to fluency, pronunciation, subject matter, social status, and native speakerism. The results of the correlational analysis indicated that professional self-esteem (r = 0.81, P = 0.000) and job satisfaction (r = 0.70, P = 0.000) are positively and significantly correlated with professional identity. SEM analysis revealed that both professional self-esteem (β = 0.66, P ≤ 0.001) and job satisfaction (β = 0.27, P≤ 0.001) positively predicted professional identity. Consequently, it is recommended to pay a close attention to English language teachers‟ professional identity and put the issue at the forefront of the agenda in the English teacher education system and the ELT field in Ethiopia at large.
Discourses of ‘Development’ in Ethiopian Press
(Addis Ababa University, 2019-04-01) Berhanu Asfaw Weldemikael; Hailom Banteyerga
The study aims at analyzing the representation of development discourse in selected Ethiopian press outlets. Using social constructionism and critical discourse analysis as major theoretical guides, the study analyzed five English-medium press outlets and their coverage of development issues during the five years of GTP I (Sept 2010 – Aug 2015). The publications were selected using purposive sampling. It focused on finding out linguistic and discursive differences among state-owned and privately-owned press outlets. 143 articles were selected using Parker’s seven criteria for distinguishing discourses and Shah’s ten criteria of development reporting. The articles were analyzed qualitatively using critical discourse analysis (Fairclough’s three-dimensional model and discourse representation theory; van Djik’s socio-cognitive theory and ideological square were used), systematic functional linguistics (transitivity in particular), appraisal theory, and representation of social actor’s theory. Social and discursive practices of the press were also analyzed. The representation of development issues in the Ethiopian press has been highly polarized and politicized. Accordingly, two major and opposite ideologies were identified: (1) revolutionary democracy and developmental state; and (2) liberal and/or neo-liberal ideology. The former is addressed as ‘the optimist view’, while the latter is labeled as ‘the doubting view’. The state press, Ethiopian Herald, reported about Ethiopia’s development in line with the revolutionary democracy and developmental state ideology. In doing so, three basic manifestations of developmental state ideology were emphasized: the government/ruling party took the central position of every development activity; economic growth was reported as a sole manifestation of development, and development activities were mostly evaluated in terms of poverty reduction. Contrary to this, the private press represented Ethiopia’s development in accordance with liberal ideology. In doing so, the private sector takes the central position in the development narrative,while the government was urged to have zero or minimal involvement in the economy.Development activities were evaluated in terms of social and political variables. Both used different styles of reporting in a way that manifests discursive struggle and meaning contestations. Power abuse and enactments were mainly manifested through source selection, distribution, and representation of social actors.
The Effectiveness of Teaching English as Foreign Language Through Grammar Consciousness-Raising Activities to Ninth Grade Students
(Addis Ababa University, 1994-06) Geremew Semu ; Hailom Banteyerga
The purpose of this study was to find out the effectiveness of the Grammar Consciousness-Raising activities, in comparison with that of English For New Ethiopia: Pupil; •-.Book - 9, to the teaching of English tenses to ninth grade students. The $tUdy involved sample population of 52 students, out of which only 40 students attended the experimental classes regularly and took the Achievement-•test. There were two study GrouW
English Conditional Sentences: A Comparative Analysis Of the Structural and Communicative Approaches in Teaching to Non-Native Speakers
(Addis Ababa University, 1982-05) Hailom Banteyerga ; Melaku Asfaw
In this study an attempt was made to find out ~lhethe:ror not the °Communicative approach' in the teaching of English Conditional Sentences is more effective than the 'Structural Approach'. To test thislSnglish functions that employ conditional sentences were identified. Then, teaching materials were prepared along the principles of the 'Communicative Approach' and given to three study groupso For the three control groups, teachinJ materials based on the 'Structural Approach' were given. All in alI, 10:2. students" all Amharic speakers, were randomly distributed into six groups~ Out of these, 78 students attended the experimental classes regularly and took the t\o10tests given .In the scores obtained, the study groups performed better than the control groups at a significance level of .05. It was also observed that the study groups showed more interest, motivation, creativity, involvement, and sensitivity to learn the materials they wer e given than the control groups. On the basis of the findings, it was recommended that nonnative speakers should be taught English through the 'Communicative Approach' • It was also recommended that intensive research should be carried out in 'Discourse Analysis' in order to facilitate the designing and application of a 'Communicative Syllabu
Examining the use of Role Plays in the Teaching of Oral English: the Case of Grade Nine Students of Bethlehem Secondary School.
(Addis Ababa University, 2023-01) Yazachew Atalay; Hailom Banteyerga
The objective of this research has been examining the use of role plays in the teaching of oral English: the case of grade nine students of Bethlehem Secondary School. For this study, Bethlehem Secondary School was selected purposely because the researcher is teaching in this school; therefore, he would have a better chance of understanding sufficient information about English students. In addition to this, grade nine (9) was chosen as the participants of the study. To achieve the desired objective, the researcher adopted the descriptive analytical method of research. The researcher used purposive sampling. The researcher also used questionnaire, interview and classroom observation as tools for collecting the data. The major findings of the research showed a respectable amount of positive perception on both teachers and students side. Yet, a general weakness was seen on practicing role play in a real classroom situation. The finding also pointed out factors such as shortage of time allotted for one period, student less motivation, large class size, the enforcements raised from school administrators to cover the large volume of English text book, and weak performance of students on speaking the language as hindrances for using role play in the speaking classroom as one teaching method to enhance oral fluency. Furthermore, at the end, the researcher forwarded possible recommendations for the identified problems.
Health Promotion and Non-communicable Disease Prevention and Control: A Discourse Analysis of Health Education Practices of Health Workers at Axum Town
(Addis Ababa University, 2018-05) Negassi Abay ; Hailom Banteyerga
This thesis aimed to explore health promotive and non-communicable disease (NCD) preventive discourses as enacted in the health education practices of health workers and their clients’ talks. Thus, the study sought to: (i) examine meanings attached to NCDs by community members of Axum town; (ii) analyse how discourses of NCD prevention are constructed in the study setting; (iii) explain practices/activities that are enacted to promote health and prevent NCDs; (iv) reveal inhibiting discourses in promoting health and preventing NCDs; and (v) identify discursive strategies that could strengthen health workers’ health education practices. To this effect, the study employed qualitative research approach. And discourse data were gathered through audio recording of health extension workers’ (HEWs’) health teachings, focus group discussions of network members and in-depth interviews of health workers, women development army (WDA) leaders, and community members (patients and their family members). To analyse the data, Fairclough’s three-dimensional model in tandem with Gee’s method of discourse analysis was employed.The study revealed the following findings on the side of the people: (i) local people associated NCDs with different notions; they associated NCDs to some people,namely the rich; (ii) the community considered NCDs as diseases that could occur due to the act of evil spirit. With regard to HEWs, the findings show that HEWs engage themselves in teaching their clients on NCD prevention by emphasizing the discourse of ‘prevention first’, disclosing NCD cases, and encouraging participants reflect on their local views during the health education sessions. They were observed empowering their clients to prevent NCDs as per the philosophy of the health extension program (HEP). In addition, health workers were also found enacting healthy practices such as eating healthy food, staying active, having early medical check-up and avoiding risks which were also recognized as healthy practices by members of the community. Moreover, the study disclosed that the community’sinherent assumptions and cultural practices were inhibiting factors in the promotionof healthy practices to prevent NCDs. The participants of the study think that advocacy, experience sharing, and empowerment are good strategies in the promotion of preventative practices against NCDs.The study recommends that it is important that schools and other public institutionson top of the Ministry of Health should be involved in the cultural transformation with regards to beliefs and thinking related to NCDs in that NCDs are preventable and arenot limited to certain groups of people. Every one of us is vulnerable to NCDs if we fail to take appropriate precautions. What the HEWs are doing is the right course of action and needs to be supported with resources and trainings. More research needs to be done focusing in health communication and promotion practices with reference to use of language especially and empowerment of communities.
High School English Language Teachers' Beliefs about Grammar Teaching and Their Actual Classroom Practices: Four High Schools in Amhara Region in Focus
(Addis Ababa University, 2008-06) Adugna Guade ; Hailom Banteyerga
The main purpose of this study was to inves tig.c;rte high school English language teachers' beliefs about grammar and teaching methods, and their actual classroom practices. It was particularly targeted at revealing whether the teachers' actual classroom practices diverged from or converged with their beliefs. The need for uncovering such issues sprang from the fact that teachers ' pedagogical beliefs are believed to influence their instructional judgments and educational outcomes. The required data for the study were gathered through questionnaire, classroom observation and focus group discussion from high school teachers. To analyze and interpret the data, the researcher used both the qualitative and quantitative methods. The results of the questionnaire generally indicated that teachers believe in the positive eff ects of the inductive grammar teaching approach and communicative language teaching to enhance students' language competences. The actual classroom practices, however, immensely deviated from their expressed beliefs. It was also found out that the teachers had unfavorable beliefs about tralIitional teacher-centered approach. The actual classroom did not, however, commensurate with the teachers' beliefs. These clashes are against what some scholars in the literature say about the decisive effects of teachers' beliefs to guide their clas s room practices. It was then pointed out that these discrepancies between teachers ' beliefs and their activities could affect p edagogical outcomes, and it was generally concluded that such disparities could have contributed their shares to the deterioration of high school students' English proficiency. Finally, it is recommended that the Minis try of Education, teacher educators and other concerned bodies should exert a maximum effo rt to reconcile the teachers' beliefs and their classroom practices to alleviate the negative impacts on the effectiveneSS of English language teaching.
The Implications Of Self-Help-Explorative Supervision For The Professional Development Of Teachers In An Efl Setting
(Addis Ababa University, 1997-06) Tsigue Addisse ; Hailom Banteyerga
The maj or obj ecti ve of this study was to see how working with 'self-help-explorative supervision' as applicable to teachrs in an EFL setting could provide them with opportunities for professional development and change in classroom practice. Two teaching behaviours, that is, questioning and treatment of errors were, therefore, selected as appropriate basis for promoting the experience. The data was then interpreted using the statistical method of percentile distribution, displayed in tables. Findings seem to reve-l that the majority of the participants in the study changed aspects of their teaching behaviour within the three cycles of experience on each behaviour. The change, however, was not the same for all teachers , as some apperared to change more rapidly than the others. The qualitative findings seem to show that t he interaction generated during the post-observation discussions was highly supportive. The descriptive data obtained from the observation of one's own teaching was also seen as useful-by the participating teachers. Moreover, interview comments gi ven by the teachers reveal that they have found the experience as an appropriate direction of change. The experience itself has been found to be enjoyable to all of them, too. In general, both the quantitative and qualitative findings do seem to suggest that this practice has paved the way for the participating teachers to begin to see the direction of professional development . This could possibly suggest the potential benefits of the 'self-help' view of supervision for teachers. Therefore it deserves due attention if teachers of English are to develop professionally
The Influences of Social and Pedagogic Factors on the Participation Behaviours of Aau Freshman Students
(Addis Ababa University, 1996-06) Fikirte Hailemariam ; Hailom Banteyerga
The purpose of this study was to find out the extent to which social and pedagogic factors influence the participation behaviours of (i) AAU freshman students in general; and (ii) relatively 'high', 'average' and 'low' classroom participators in particular. The sample population of the study were 180 AAU freshman students at the main and Arat Kilo campuses. Out of the 180 students fifteen students were selected randomly from a section and were described as 'high', 'average' and 'low' participators based on their measures of participation calculated from an analysis of lesson transcripts from video recordings. To obtain the necessary information, a questionnaire with thirty items was administered to the students in the study sample. The questionnaire consisted of 3 categories which aimed to find out the influences of (i) social factors; (ii ) pedagogic factors; and (iii) mixed social and pedagogic factors on students' participation behaviours. An interview was also conducted to obtain further information which could either consolidate or refute the information revealed through the questionnaire. The analysis of the students' :::-esponses to the questionnaire and the revelations brou5~~ O ~= by ~he interview seemed to indicate that both s ocial ana ~e~agcg~c :ao=ors have positive influences on the participa~ion oer.avlours of the majority of the students. Moreover, the pcs~tive influences of pedagogic factors were found to be greater than the positive influences of social fact ors. The negative influences of both social and pedagogic factors were reported by below 50% of the students. This study has also showed that the participation behaviours of the majority of the students were influenced by the mixed social and pedagogic factors. An attempt was also made to compare the extent to which social and pedagogic factors influence the participation behaviours of relatively 'high' , 'average' a::d 'low' participators. The study showed that there was no significant difference between the influences of s ocial and pedagogic factors for the 'high' and 'average' ~art~oiFa= o rs. Eowever' Pedagogic factors were found to have greater i ::: l~ences on the participation behaviours of 'low' participa~ors.
Investigating EFL Students’ and Teachers’ Attitude and Practice of Code-switching: Mekelle University in Focus
(Addis Ababa University, 2025-04-02) Gebrewahid Tsige; Hailom Banteyerga
Whether or not to code-switch in the teaching and learning process of EFL classes is one of the controversial issues. This dissertation is, thus, conducted to investigate EFL students‟ and teachers‟ attitude towards code-switching and their practice. To achieve this objective, data were collected from 109 students and 50 teachers of English major at Mekelle University. The participants were chosen using available sampling. In this study, the descriptive research design was employed. Data for this study were gathered using classroom observation audio records, questionnaires, and interviews. The gathered data were analyzed both quantitatively and qualitatively. The quantitative data were analyzed using frequency counts, percentages, Kruskal Wallis H test, Mann Whitney U test, and ordinal logistic regression. The results indicate that the teachers‟ attitude towards code-switching was more positive than their students, and the difference was significant. It is also found that the teachers code-switched more frequently than the students though the difference was not significant. The results disclose that the students‟ code-switching practice increased as their class year increased. Regarding the dominant pattern of code-switching, first year students employed intra-sentential while both second year and third year students practiced inter-sentential pattern of code-switching. The teachers of all class years, too, frequented inter-sentential pattern of code-switching more dominantly. Besides, the obtained results show that students of all class years and their teachers used code-switching for curriculum access purposes dominantly. The results also disclose that there existed a statistically significant relationship between students‟ demographic factors such as class year, mother tongue, type of school, parents‟ educational status, Amharic language speaking skill, and attitude towards code-switching and their code-switching practice. Furthermore, a statistically significant relationship was found between teachers‟ code-switching and their demographic factors like educational status, teaching experience, multilingualism, training on code-switching, and attitude towards code-switching. Based on the findings, it is concluded that the students‟ and teachers‟ code-switching usage was excessive. An excessive usage is abhorrent in multilingual classes where there are students who know little or no Amharic. Therefore, though a cautious and judicious use of code-switching has a lot of advantages, an over use of it diminishes students‟ practice and exposure to the foreign language. This leads both students and teachers to be less competent in English language. In light of the findings of the study and the conclusions reached, recommendations to EFL students, EFL teachers, language policy planners, universities, the Ministry of Education, and researchers are made
Investigating EFL Students’ and Teachers’ Attitude and Practice of Code-switching: Mekelle University in Focus
(Addis Ababa University, 2025-08-01) Gebrewahid Tsige; Hailom Banteyerga
Whether or not to code-switch in the teaching and learning process of EFL classes is one of the controversial issues. This dissertation is, thus, conducted to investigate EFL students‟ and teachers‟ attitude towards code-switching and their practice. To achieve this objective, data were collected from 109 students and 50 teachers of English major at Mekelle University. The participants were chosen using available sampling. In this study, the descriptive research design was employed. Data for this study were gathered using classroom observation audio records, questionnaires, and interviews. The gathered data were analyzed both quantitatively and qualitatively. The quantitative data were analyzed using frequency counts, percentages, Kruskal Wallis H test, Mann Whitney U test, and ordinal logistic regression. The results indicate that the teachers‟ attitude towards code-switching was more positive than their students, and the difference was significant. It is also found that the teachers code-switched more frequently than the students though the difference was not significant. The results disclose that the students‟ code-switching practice increased as their class year increased. Regarding the dominant pattern of code-switching, first year students employed intra-sentential while both second year and third year students practiced inter-sentential pattern of code-switching. The teachers of all class years, too, frequented inter-sentential pattern of code-switching more dominantly. Besides, the obtained results show that students of all class years and their teachers used code-switching for curriculum access purposes dominantly. The results also disclose that there existed a statistically significant relationship between students‟ demographic factors such as class year, mother tongue, type of school, parents‟ educational status, Amharic language speaking skill, and attitude towards code-switching and their code-switching practice. Furthermore, a statistically significant relationship was found between teachers‟ code-switching and their demographic factors like educational status, teaching experience, multilingualism, training on code-switching, and attitude towards code-switching. Based on the findings, it is concluded that the students‟ and teachers‟ code-switching usage was excessive. An excessive usage is abhorrent in multilingual classes where there are students who know little or no Amharic. Therefore, though a cautious and judicious use of code-switching has a lot of advantages, an over use of it diminishes students‟ practice and exposure to the foreign language. This leads both students and teachers to be less competent in English language. In light of the findings of the study and the conclusions reached, recommendations to EFL students, EFL teachers, language policy planners, universities, the Ministry of Education, and researchers are made.
An Investigation of the Nature of Trainers' Feedback Provision During Practicum IV with Reference to English Language Trainers at Jimma Teachers College
(Addis Ababa University, 2007-08) Alemu Disassa ; Hailom Banteyerga
This study investigated the nature of trainers' feedback provision during Practicum IV at Jimma Teachers College. More specifically, the study explored ways of tminers' feedback. provision, the common type of feedback, the main focuses of the traillers' feedback, tile adequacy of the trainers' feedback and the extent to which the trainers' feedback provision practice is in consonance with the objectives of current teacher education program as stated in TESO national guideline. For the study, eight English Language trainers/ tutors, sixllj student teachers who were assigned to teach English Language during Practicum IV and the practicum office coordinator were included as sources of data. Twenllj four feedback sessions that the eight trainer/ tutors offered after their first round observation of their trainees' classroom were transcribed and analyzed. For the analysis, outstanding behavioral ca tegories were identified by using the thematic analysis of the trainers' feedback transcripts. These are encouragement, appreciation, criticism, directing, general comment, request for seifreflection and rhetorical questions. The feedback transcripts were analyzed by using utterances as a unit of analysis. The utterances under each categonj were counted and put in percentage for the analysis. The focuses of each categon} of feedback were also identified and analyzed. For further consolidation, interviews were held with six tu tors, seventeen student teachers and the practicum officer. The observation of twenll} four. ,. student teachers' classes was also made and the observations checklists of the college used by the trainers during supervision were checked. Besides, fifty four student teachers . answered the questionnaire used. The data collected was analyzed and discussed both qualitatively and quantitatively. The result of the study reveals that the trainers' feedback was predominantly directive or prescriptive Iljpe. The trainers usually criticized, directed and gave judgl'nents on the student teachers' classroom practice. They rarely allowed the student teachers for selfappraisal. TIre trainers gave the post observation feedback usually both orally and in written form . But most of them observed their student teachers only once and did not seem to give adequate feedback. The result also shows that most of the student teachers who were assigned to teach English Language have poor command of the language and inadequate skills of English Lmzguage Teaching metllOdologJ} and classroom management. In general, the practice of feedback provision by the target trainer/tutors doesn 't seem to be in consonance with objectives of the current teacher education program in our countnj as stated in TESO national guidelines. The recol1l J'nendatiol1s made based on the above findings includes, among others, giving training for tile tutors' on how to conduct supervision and feedback provision, revising the existing curriculUlJ'/ . ,Jar English Language teachers training, introducing the practice of peer supervision and giving incentives for the tutors during pmcticwn.
Learners' Perception of Their Interlanguage of Engljsh as A F'oreign Language Second Year Co Llege Afaan Oromoo Speakers in Focus
(Addis Ababa University, 2007-03) Gebi Misha ; Hailom Banteyerga
English teachers in most Oromia colleges often level complaints at their students for being unable to write sensible sentences in composition which they downgrade as error-jilled, Ll -driven, fragmentary, illegible, inexpressive, frustrating and fossilized. In order to minimize Ll-FL incompatibilities or narrow down such ever-widening deviation from the intended standard, therefore, overruling causes of the learners' inexpressive ability will have to be explained from their perception and error analysis of their grammar, word power, orthography and cohesion. The very objective of the study is therefore, to discover learner-perceived (I) current ability of English in written composition, (2) the overriding causes and (3) some working solutions of second year Asella Teacher Education College Oromoo students ' deviant EFL expressivity from the standard English norm thence. To meet these objectives, multiple perspectives on learner, teacher, and applied-linguistics bases of error analysis model of Corder (1981). Data sources were (1) students ' spontaneous essays and (2) one questionnaire administered to both students and teachers who additionally took part in the third tool (3) focus group discussion for eliciting learner perception. Drawing on systematic random and purposive sampling techniques painstakingly, the data of 72 English sample learners and their 143 spontaneously written essays were processed to get base-line data to resolve the issue. The broader goals of the study were largely met by basically using the memorable model involving three condensed steps: identifYing errors, describing and explaining them. Indeed this has been attuned to a mild mix of quantitative descriptive statistical measures like percentages, frequencies and standard deviation and mean with perceivable simplicity. The qualitative procedures used for interlanguage error data elicitation and analysis include: codifYing errors, classifYing, comparing, tabulating and graphing, describing and interpreting. Ultimately, three distinct findings evolved from the learners' tapped perception and analyzed errors: (I) overall inadequacy of their current learning conditions of grammar in writing context have been discovered, (2) LI Afaan Oromoo error influence and overgeneralized English rules are the most predominant causal influences to their perception while learning-induced errors also stood out influentially in their writings, (3) top prioritized solution being the imperative call for preparing new learning materials. Hence employing multiple perspectives, and procedures, tools, piloting, impact evaluation, detailing background, and inter-rater agreement may intentionally add a degree of confidence or back reliability and validity. Conclusions and recommendations have also been drawn to redirect issues in filture.
A Practitioner Inquihv Into Pre-Service EFL Reflective Practicum of Haramaya Universitv: A Condition of Inabilltv to Reflect and Determinants of Effective Reflection
(Addis Ababa University, 2009-07) Dereje Tadesse ; Hailom Banteyerga
The thrust of this study was experiential observation of pre-service EFL student teachers' inability to reflect inion their practices at Haramaya University practicum context. The overall aim of the study was to, firstly, critically analyze the problem in its context with the intention to understand the facts of the situation of the problem and, secondly, make an mqulry into ways for maximizing the student teachers' ability to reflect in their context. A qualitative paradigm and practitioner inquiry design were adopted. Grounded Theory Method of data analysis was employed to systematically thematize, categorize and discover patterns and processes in the data. Ten student teachers, as respondents and practitioners, as well as four of their teacher educators, as informants, were selected by means of purposeful sampling, to take part in the study. Participant observation methods that involve unobtrusive observation, complete classroom observation, unstructured interview reflective journaling and discussions and practicum document gathering were used to collect qualitative data. The findings of the Contextual Analysis showed that the core factor for the EFL student teachers' inability to reflect is mainly their lack of effective reflection tools for reflectionfor/ on/about-actions and lack of effective time for reflection-in-action. The data suggests that, consequently, the central strategy of reflective practice they adopted was overdependence on and replication of the existing school syllabi without critical reflection. Based on these Contextual Analysis findings an Inquiry was next conducted, whereby participant student teachers were engaged on reflective journaling for two semesters. The findings of the Inquiry showed significant levels of improvement in their ability to reflect forlin/on action. For instance, the data analysis showed that they steadily began to reduce non-reflective behaviors such as over-advocating own actions, protectionism of self and peers, and exchange of distorted information, each of which initially blocked reflectivity. Gradually, they began to take such reflective actions as reflective observation of pupils' behaviors, reflective planning of lessons and actions, reflective classroom acts such as appreciative judgments of pupils' behavior, revision of some taken for granted assluuptions, promotion of sharing of information in classrooms and effective time management. Yet, some non-reflectivity behaviors such as context dilemma continued to persist due to influence of macro factors. All the domains of EFL refl ective skills- English, teaching and inquiry-improved. From the findin gs, a conclusion has been reached that the student teachers' inabil ity to effectively reflect related to their lack of effective reflection tools and control over lesson times and material s. By providing these conditions, student teachers' potential to effectively reflect and reconstruct new skills and knowledge from their experience can be prompted. Studies on conditions for cross-institutional and interdisciplinary practitioners' reflection are suggested as a major further area to be researched.
Teachers' Attitudes Towards English Language Learners' errors with particular Reference to Grade Eleven
(Addis Ababa University, 1995-06) Haileyesus Bala ; Hailom Banteyerga
This study investigated the current attitudes of EFL teachers toward English language learners' errors. Fifty teachers selected from twelve government senior secondary schools in Addis Ababa participated in the study. In order to gather the data, opinionnaires and written questionnaires drawn from students' written works were given to teachers. Classroom observation, based on Chaudron (1977) model of descriptive discourse were made on sample teachers to examine their treatment behaviours. The subjects responses were coded and mean scores were computed for individual items. The Pearson product moment correlation and multiple regression were computed. The statistical tests showed that there was significant inverse relationship between attitude and severity of scoring. The conclusion drawn was that Ethiopian EFL teachers' attitude toward learners' errors when seen in practice looked negative. However, there seems to be a disparity between their theoretical conception of error and the actual classroom practice. Their actual treatment of errors seems to be influenced by factors which can be described as nonpedagogic. It is suggested that, perhaps, it will be better if teachers develop somehow tolerance toward learners' –errors by reacting leniently to students' in correct responses
Teachers. Roles and Perceptions in The Context Of Plasma Delivered English Lessons: Grade 10 in Focus
(Addis Ababa University, 2012-06) Getachew Baye ; Hailom Banteyerga
The cause for this study was observation of EFL teachers complaints on the impact of plasma technology for instructional purposes in Ethiopian government owned secondary schools. The overall aim of the study was, firstly to describe the current and emerging EFL teachers roles in classrooms using technology and make an enquiry in to the extent to which knowledge is enhanced by these roles, and secondly, examine the overall perceptions of EFL teachers about the use of the plasma technology. In order to attain these research objectives, both qualitative and quantitative data collecting methods were employed, namely: observation, conversation, document analysis and questionnaires. The research was mainly conducted in four secondary schools and involved twenty five English teachers, and the Directors of the four schools. The study for EFL teachers in classrooms using plasma identified three major roles, namely: designing the learning environment, managing people and resources and mediating student learning. A fourth role improving practice, captures the work place learning that is recognized but not implemented by all teachers in this study. The findings showed that teachers were not able to perform all roles effectively due to factors such as lack of sufficient time, lack of conducive working environment, teacher’s lack of competence in the language itself. A fundamental finding is that in improving their practice, teachers are attempting to cover all the three roles, and constantly felt that time was against them. Moreover, cultural reluctance to criticize others is said to be another challenge. The study has also indicated EFL teachers roles that developed and those declined or disappeared due to plasma. The conclusion is that that in improving their practice and accomplishing their roles, teachers are moving toward a decoupling of the three roles so that different people could design learning environments, manage people and resources, or mediate learning. Further research would test the generalizability to other subjects.
Techniques for Classroom Oral Interaction Used by Teachers in EFLClasses: Kokebe Tisibah Secondary& Preparatory School.
(Addis Ababa University, 2014-05) Igueh Elmi ; Hailom Banteyerga
This study was conduct to describe the techniques for classroom oral interaction used by teachers in EFL classes at Kokebe Tisibah secondary & preparatory school, especially in grade 11. The researcher focused mainly on the classroom oral interaction techniques used by teachers, teachers’ roles and students’ role in the classroom oral interaction. To achieve the main objectives of the study different instruments were used to collect information. They are: classroom observation, students’ questionnaire, students’ and teachers interview and video recording. Teachers Questionnaire with three sets of closed-ended items used to collect the data. In addition, six open-ended interview questions for teachers and students were designed to collect information. The third instrument used for data collection was classroom observation. During classroom observation checklists were used to collect data while the teachers were teaching English classes. Four English language teachers and eighty students were considered to be the participants of this study. Only four sections of the four selected teachers and students were conducted the research. The data which was collected through the questionnaire were analyzed with descriptive statistics (frequency and percentage) but data collected through the teachers’ and students’ interview and observation were qualitatively analyzed. The findings of the study showed that most teachers do not use oral interaction techniques and do no play their role which is motivating organizing students and arranging sitting in classroom oral interaction, instead they used traditional techniques and play roles which do not create a comfortable atmosphere in the classroom where students are not afraid and enjoy communicating with teacher and classmates.

Browsing by Author "Hailom Banteyerga"

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