Browsing by Author "Mekasha Kassaye"

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    The Effects of Peer Feedback on the Efl Students’ Writing Performance and Writing Anxiety at Adama University
    (Addis Ababa University, 2008-02) Temesgen Chibssa; Mekasha Kassaye
    The main objective of this study was to investigate whether peer feedback had any effect on the writing performance and writing anxiety of EFL students of Adama University. The writing features peer feedback could address and the perceptions of the students about peer feedback were also investigated. The subjects of the study were divided into the control and the experimental group. At the beginning of the study, the students were made to write texts without any feedback. They also rated their writing anxiety using Second Language Writing Anxiety Inventory (SLWAI). Then, the experimental group was given training in giving and receiving peer feedback for five weeks, and then, wrote three paragraphs within two weeks. The control group, on the other hand, wrote the same texts within the same period of time without peer feedback. Second Language Writing Anxiety Inventory was used to investigate the difference in the level of writing anxiety between the two groups before and after the peer feedback training. To investigate students’ perceptions towards peer feedback, questionnaire and interview were used with the experimental group. The analysis of the students’ written texts showed no significant difference in the overall writing performance between the experimental and control group students. However, there was a significant difference between these groups in the low order features of writing (mechanics, spelling and grammar). The SLWAI analysis showed that the experimental group students experienced significantly less writing anxiety than the control group. The results of the questionnaire and interview revealed that the students had positive attitude towards the practice of peer feedback. Based on the findings, it was suggested that peer feedback should be used primarily to encourage students to rewrite their texts in learning writing. Writing teachers should also use peer feedback in helping students to improve their writing in the areas of spelling, mechanics and grammar. Teachers are also advised to use this feedback to deal with students’ writing anxiety in writing. Finally, as this study is limited to one university and short period of time, it appears to be difficult to draw generalizations about the findings of the study. Hence, further research is highly recommended to further investigate the area.
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    Effects of Strategy-Based Instruction on Listening Proficiency, Strategy Use and Some Affective States of EFL Learners at Samara University
    (Addis Ababa University, 2019-05) Kebede Bezabih ; Mekasha Kassaye
    The object of this thesis was to investigate the effects of a strategy-based listening instruction (SBI) model on the listening proficiency, strategies usage, motivation, anxiety and beliefs of the EFL learners at Samara University. A pre-post quasi-experimental research design was adopted with 39 first-year undergraduate Biology major students in the experimental group (EG) and 40 in the control group (CG). Learners in the EG were taught a combination of listening skills and listening strategies through the SBI model for 12 weeks starting from the first of October to the end of February. Learners in the CG were taught only listening skills through the traditional teaching method. The study used a combination of quantitative and qualitative approach, while prioritizing the former. The quantitative data were collected by using three instruments: a listening proficiency test, a listening strategy use questionnaire and an affective side of listening comprehension questionnaire. Whereas, the qualitative data were collected by using group discussion, learner diary and open ended questions. While the qualitative data were analyzed verbatim, All the pre-post quantitative data were analyzed with descriptive and inferential (parametric t-tests) statistics. Effect sizes were calculated to see the relative magnitudes of the treatment conditions implemented in the two classes. In order to answer the first, second and third research questions, all the pre/post data were analyzed with descriptive and inferential (parametric t-tests) statistics. The results showed significant positive changes in the learners‟ listening abilities, strategies, motivation and anxiety after treatment. However, there was no significant difference in the two groups‟ post mean scores on the memory strategy category and the belief scales. The results obtained from the qualitative data showed positive changes in listening abilities, strategies use, motivation, anxiety and beliefs of learners in the EG. Comments made by many learners in the group discussion, in the diary entries and in the open ended questions indicated that they enjoyed learning listening skill through the SBI model since it helped them aware and use of various listening strategies necessary for developing their listening abilities and decreasing their anxiety levels. Based on the findings, pedagogical implications for EFL learners, teachers/instructors, curriculum planners and ELT text writers are made. Directions for future research are also provided.
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    An Evaluation of the Design and Implementation of Reading Exercises of Grade Nine English Textbook
    (Addis Ababa University, 2011-06) Gebiaw Shimels; Mekasha Kassaye
    The purpose of this study was to evaluate the design and implementation of reading exercises of grade nine English textbook. The study was conducted at Mankusa General Secondary School. Descriptive case study method was used to carry out the study. The main subjects of the study were grade nine English textbook reading exercises. For case illustration of the study, one hundred students and three classroom teachers were participated in the study. These students were selected through stratified random sampling technique, whereas the teachers were included in the sludy with the intention of observing their reading lessons. To gather valid and reliable data, evaluative checklist and classroom observations were used as major data gathering tools. Other tools-students ' questionnaire and teachers ' interview- were used to get the data that could not be addressed by major tools. The collected data were analyzed and discussed together under themes. The finding of the study revealed that the pre-reading exercises of the units of analyses were designed appropriately. Nevertheless, the practice of pre-reading exercises was hardly implemented. The majority of the exercises (questiom) in during reading were devoted to ask what students understood ji-om what they read. A few of them were designed (scanning and guessing word meanings through context clues) in a way students understood a piece of information ji-om the passage. Exercises after reading were almost none. Even the strategy of summarization appeared once in the units of analyses. Again, the study disclosed that teachers implemented exercises against the contemporary orientation of the teaching and learning of second language reading. Finally, exercises should be redesigned in a way that cultivates students more in strategies/skills they apply them in tomorrow's readings and teachers should be acquitted with contemporary nature of reading and its teaching were the major recommendations made.
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    An Investigation of Teachers' Beliefs and their Classroom Practices about Reading Strategies: Two Preparatory Schools in Focus
    (Addis Ababa University, 2011-06) Habtamu Yirga; Mekasha Kassaye
    'i11e pU/pose of this study was to investigate teachers' beliefs about the reading srrategies and to examine whether these beliefs are reflected in the actual classroom. The study is a descriptive survey type of research which involves questionnaire survey so as to search for teachers ' beliefs,classroom observation in order to see whether or not reachers are rejlecting their stared beliej~'in the classroom, and semi-structured interview so as to c(,i1ect factors that have impeded or promoted teachers in not implementing or implementing the reading strategies. The result indicated that teachers have positive beliefs for the cognitive, metacognitive, and social/affective reading strategies except they disliked implementing a reading strategy mlled translation. On the contrary, teachers ' observed practices oj the strategies showed that eleven out oj the twenty-jive reading strategies ;;-0111 each of the three classifications oj the stralegy types have been reflected in the actual teaching and learning process of readillg For Ihis incongruence between teachers ' stated belieJs and their observed classroom practices, limited amount oj time, mixed ability classes, low level of students' motivation to read a passage and 10 learn reading, di/ficulty oj some contents oj the textbook Jor students ' grade level, scarcity oj necesswy strategies to apply Jor specific activities except skimming, scanning, guessing the meanings of words, and so Jorth, lack oj sufficient textbooks in the classro ("~' while stu:' -nts are reading a passage, and no English lab classes in the schools have been expressed as Jactors Hlhir:h promote teachers in not using the reading strategies in the classroom. Upgrading teachers' knowledge oj the reading strategies through an'. 'lging training workshojJs, a!lolling WI extended time so as to teach reading in a relaxed way al,)"ying the different pedagogical and psychological methods such as humors and jokes to 'notivate studenls while they are learning reading .skills, including several appropriate reading straregies inlo the :;tlldenls' textbooks, and opening sufficient English laborator)! classes in the schools, and so on have been recommended by the researcher in order to mako teachers' beliefs aholll the reading strategies and their classroom practices consistent.
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    A Study of the Syllabus of Unity Private Language School In Relation to The Need of the Learners
    (Addis Ababa University, 1994-06) Mekasha Kassaye ; Gebremedhin Simon
    The aim o f this research was t o study the English syllabus of Unity Privet Language School in relation to the needs of the learners . Prior to the actual study on the syllabus of this school however a general survey study was conducted on all private language schools in Addis Ababa. The learners' target and learning needs were analysed first in order to describe and assess the syllabus. The target needs were specified in terms of the four macro-skills and the most common language activities under each macroskill. The learning needs were also specified in terms of the modes of classroom organization, the physical learning environment, the teaching techniques and methods, teaching aids and teaching materials, attitude, motivation, and interest. Data were then gathered on these variables using questionnaires (for the teachers and the students), interviews (for the teachers and the students), and c lassroom observation. The c lassroom observation was particularly important in order to describe the learning situation of the school. The findings from the analysed data reveal that the ;:tudents ' pur pose of studying English i.1l Unity Private I Language School is academic or educational. The findings placed the importance of the four macro-skills in the order of priority: speaking, listening , writing, and reading. The students' high interest in pair and group work has also been found out from the study. But the findings indicate that the most emphasized item in the classroom lesson is grammar. And the most frequently used mode of classroom organization is the whole class. Viewed vis-a-vis these and other several findings on the target needs and the learning situations, the syllabus of the school (the textbook and the supplementary handouts) fails largely to meet the students' needs. The findings indicate the students' need to learn the four macro-skills with varied emphasis. But the syllabus is essentially grammatical. The students showed interest and motivation in communicative activities. approach. But the syllabus is basically structural in An academic English syllabus, integrating all skills with variable emphasis , is therefore recommended. This kind of skills-based syllabus is believed to best suit the target and the learning situation of the target group. It is also noted that this syllabus s hould address the question of methodology. It should create conducive conditions to use pair and group work, role plays and dramas in the classrooms .