Browsing by Author "Negede, Dereje"

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    An Investigation of the Washback Effect of the Ethiopian School Leaving Certificate (Eslc) English Language Examination
    (Addis Ababa University, 2000-05) Negede, Dereje; Leta, Dejenie (PhD)
    This study investigates the washback effect of the ESLC English language examination Oln what happens in secondary school language classrooms. The study employed various methodological techniques such as questionnaire, interviews with Grade 12 English teachers, with the English Curriculum Designer, and with the Senior Expert in English Language Examination Development, and classroom Observation. Besides, to examine whether or not the ESLC English language examination mirrors the secondary school English textbooks, the contents and methods of the textbo, ks and the 1997, 1998 and 1999 ESLC English language examination papers were ~z';;d~ ~~d~ • The results of the study revealed that ESLC English language examination has an impact on the secondary school English language classrooms. Moreover, there was strong undesirable ESLC English language exam inat ion's impact on the teaching content and,to some degret;/"on f... A teaching methodo!Qg\' as \Veil as on students' study technique. E\'! (' ''~'' of :1cgati\'e \\'8')bb~ck on the \': ~:y t::: J.chers design testslexan1inations wa:J u.lso observed . The ESLC English language examination failed to ad equately reflect the secondary school English language textbooks. Based on the results of the find ings, concl usions were drawn and recommendations made.
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    An Investigation of the Washback Effect of the Ethiopian School Leaving Certificate (Eslc) English Language Examination
    (Addis Ababa University, 2000-05) Negede, Dereje; Leta, Dejenie (PhD)
    T hi s study in vestigates th e wash back effec t of th e ESLC Eng lis h langu age exa minat io n 0 n w hat ha pp e ns in seco nda ry sc hool la ng u age c lass r ooms . T he study empl oyed vari ous meth o d o logical techn iqu es suc h as qu es ti onnai re, inte rviews w it h Gr ade 12 Eng lis h teacher s, wi th the E ng li s h Curri culum Desig ner, and w ith the Sen ior Expert in Eng li sh La nguage Exa min ation Developm ent, an d classroom Ob servati on . Besides, to exami ne w hether or not th e ES LC E ng li s h la ng uage examin at ion mi r ro rs t he seco ndary sc hool Engli sh textbooks, the co nte nts and me th o ds of th e tex tbooks and t he 1997, 1998 a nd 1999 ESLC English la nguage examinat io n papers were analyze d and compared . The resu lts of the study revealed that ESLC Eng li sh la nguage exami nation ha s an impact o n the secondary sc hool Engl ish la ng u age classrooms. Moreover, the re was strong unde sirable ESLC E ng li s h la ng u age exa mination's impact on the teachi ng co ntent and-to som e deg ree- o n teachin g met hodo logy as we ll as on students' study techni que. Eviden ce of negative was hb ack o n t he way teachers des ig n tests/examinations was a lso observed . T he ESLC Engl is h language exa mina t io n fa il ed to adeq uately re fl ect th e seconda ry school English la ng uage text b ooks. Besed o n th e res u lt s o f th e findin gs, conclus io ns were draw n and reco mm endat ionsmade.