Browsing by Author "Teka, Mulugeta"

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    Evaluation of implementation of the paradigm shift in EFL teacher education in Ethiopia,
    (Addis Ababa University, 2009-06) Teka, Mulugeta; Demissie, Teshome (PhD)
    In this study attempts were made to the extent to which EFL teacher education program me participants' hold a shared set 0 f beliefs a bout t he new E FL teacher education operation and practices, and to explore factors that affect the proper implementation of the EFL teacher education program-me practices in six university based EFL teacher education p aerogrammes in Ethiopia in light of a constructionist paradigm by using both closed ended survey questionnaires involving 382 respondents (265 student teachers, 55 in instructors and 62 cooperating teachers) and an open ended, discovery oriented qualitative method involving individual and group interviews, observations and document analyses in one of the six program me as a case study. In order to evaluate the implementation of the EFL teacher education program-me, a conceptual framework was designed to gather and analyses data examining four broad areas: assumptions, goals, tasks, and roles, which are considered essential for critical regulation of an EFL teacher education program me within the context. Therefore, criteria were conceptualized within a constructionist perspective of teacher education and scales were developed to identify degrees of presence of the required attributes for assessing each area in the quantitative part of this study and essential questions were set to explore the required attributes for assessing each area in the qualitative part of this study. The survey results showed that though the program me participants perceived the goa ls of the EFL teacher education program me positively, they held different levels of beliefs about basic assumptions and principles of constructionist pedagogy as well as about the goals of the EFL teacher education program me, proved to be statistically significant through a one-way ANOV A. As regards the tasks in the school-based component of the program me, the survey results revealed., however, the practical activities (such as practicum support system, reflective dialogues, and portfolio construction and action research experiences) were found inadequate. The survey results also showed that the roles of university supervisors in practicum were rated below the expected mean value and those of the cooperating teachers were rated still far lower, which signifies their diminished roles in the programme as co-educators. However, the qualitative data di sproved the participants' claimed beliefs about the basic assumptions and theoretical bases underlying constructi vi st pedagogy as the actual programme practices were found inconsistent with the espoused beliefs. Numerous things such as the absence of training for cooperating teachers and the absence of activities like reflective dialogues, portfolios and action research seminars to promote the student teachers' reflective habits, skills and attitude in the practical courses indicated that the program me was being implemented in an environment that did not support all the means to the end. The qualitative data supported the survey findings by showing that the tasks in the practicum courses have problems in terms of transparency, consistency, integration of theory and practice, and organization, and confirming that the non-existent roles of cooperating teachers and the same unchanged traditional roles of the university supervisors in the new practicum setting. This study concluded that major conceptual and contextual factors (such as class size, the lower academic achievements of the student teachers and wrong assumptions of the context during the reform introduction) have affected the implementation of the program me.
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    Motivation in Listening Classes of College English At Addis Ababa University
    (Addis Ababa University, 1997-05) Teka, Mulugeta; Leta, Dejenie (PhD)
    In this study attempts were made to investigate the degree of students' intrinsic motivation for studying listening and the motivational roles of the listening tasks, the listening texts and the instructors in the listening classes of College English in relation to students' achievement in the listening tests at the Addis Abeba University Freshman Programmer. Seventy- seven students from College of Social Sciences and seventy-one from Science Faculty completed a questionnaire and twenty of these students were interviewed. These students' results on the two listening tests given by the department during the first semester were collected. To cross check the information given by the students, a questionnaire was administered to twenty instructors. Descriptive statistical analysis was first employed to analyse the responses given to each item. The analysis showed that the students' intrinsic motivation is accounted for by their perception of the relevance of the skill, the tasks and the texts to their needs in the academic setting. Correlational analysis was then made to see the interrelations among the variables. This analysis showed significant relationship among each other. Then, multiple reg ression models of analysis were employed to examine the contribution of the motivational variables to the students' achievement. The analysis revealed that the motivational variables together explained 46.2% of the variation in the students' achievement scores. The stepwise regression model confirmed that the greatest of th is contribution was accounted for by the students' intrinsic motivation . To see if the motivating natures of the listening tasks, the tasks, and the instructors have significantly different effects on social science and natural science students, a t-test was employed for comparing the mean scores. Accordingly, the motivational roles of the listening tasks and texts did not have significantly different effects on the two groups of students, but the instructors' motivational role had significantly different effect on the two groups. The mean scores of each motivational variable showed that they had a varying degree of motivating power. The instructors' responses to the qualitative data collected through the interview and the open-ended items in the questionnaire also confirmed this finding. Fin ally it has been recommended that students' awareness of the relevance of the listening component in the course should be more developed and the department should organize a workshop for the instructors to narrow the gap between the instructors' practices to motivate students to study listening.