Browsing by Author "Nigatu Habtamu"

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    Exploring the Use of L1 in The Efl Classroom: The Case Of Hadiyyisa With Particular Reference to Grade 5 in Some Selected Primary Schools of Hadiya Zone
    (Addis Ababa University, 2013-06) Nigatu Habtamu ; Taye Regassa
    The intent of this survey study was to explore the use of L1 (in this case Hadiyyisa) in the English classroom in Hadiya zone primary schools. To this end, a descriptive research method was employed in the study. Ten grade five English teachers and one hundred grade five students selected by availability and systematic sampling were participants of the study. Data were gathered through classroom observation, questionnaires and interview. The classroom teachers and students talk was recorded and transcribed. The data gathered through the questionnaires and the recorded observation were analyzed using frequency and percentage, while those collected through interview and open-ended items of the questionnaires were qualitatively analyzed. The study depicted that both teachers and students positively perceive the use of Hadiyyisa in the English classroom. The study also divulged that teachers and students believe in the various pedagogic uses of Hadiyyisa the major ones being: explaining new words, explaining difficult concepts, giving instructions, maintaining classroom discipline and checking students' comprehension. The study further revealed that most of the teachers (80%) and students (65%) appear to be in favor of using Hadiyyisa ‘sometimes’. However, actual classroom practices uncover excessive use of Hadiyyisa, about 20% out of the total English classroom talk. Finally, it was suggested that English language teachers should be given appropriate training in higher institutions .Further, appropriate workshops, seminars , etc. with regard to ‘how’, 'when', and 'how much' L1 should be used in the L2 classroom. Keywords and Phrases Native language (L1), Target language (L2), English as Foreign Language(EFL), Translation, Limited L1 use, supportive and facilitating role of L1 and Interference
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    Reflective Teaching in Elt Classrooms: Perception and Practice of Elt Instructors at Wachemo University
    (Addis Ababa University, 2024-06) Nigatu Habtamu; Badima Belay
    This study aimed at examining how university English language instructors perceivereflection in teaching and the extent to which their perceptions were realized in RT.Adopting a convergent case study method, the study was conducted utilizing bothqualitative and quantitative data sources. Quantitative data were collectedadministering questionnaire to forty-one English language instructors selected fromWachemo University through comprehensive sampling and qualitative data werecollected using interviews, observation and reflective journal writing from fourinstructors taken through convenience sampling among the surveyed instructors onthe basis of their willingness to participate. The interview data were transcribed andanalyzed applying various stages of coding employing software called Open Code4. Content analysis was applied to analyze reflective Journal entry (JE) data. Thequantitative data were analyzed using descriptive statistics (Mean and Standard Deviation)applying SPSS version 24. The results revealed that the surveyed instructorshave good theoretical understanding on the basic concepts of reflectionin teaching. However, classroom observation and JE data affirmed that there existed a contradiction between instructors’ theoretical understanding and their applicationof RT. The study divulged that the instructors were found at a lower level ofreflectivity regardless of the superficial understanding they hold about reflectivepractice (RP). The results also revealed that the instructors engaged in the cognitive,practical, affective and meta-cognitive reflections to a greater extent relatively. Thefindings of the study further divulged that although the instructors are comparativelybetter at practising the four domains of reflection, they rarely engage in criticalreflective construct. This leads to the conclusion that the instructors have a gap indealing with broader socio-cultural factors affecting instructors’ teaching practiceand students’ language learning. Besides, this studyindicated that instructors’reflective Language teaching (RLT) practice was found to be affected by variousimpeding challenges generated from instructor,institution, learner an reflectiveprinciple related defects hindering their RP in ELT context at varying degree.Therefore, it was recommended that theinstructors should take initiatives to engagein action research, peer observation, analyzing critical incidents. Keywords: reflection domains, reflective practice, Reflective teaching, Professionaldevelopment