Browsing by Author "Teshome Demisse"
Item Analysis of How Gender Relations Have Been Portrayed In Elt Materials for Primary Schools in Addis Ababa and Its Implications for Learners' Performance and Future Career(Addis Ababa University, 2006-06) Seife Getaneh ; Teshome DemisseThis study was designed to examll1e the portrayal of male and female sexes in ELT material s fo r primary schools in Addis Ababa and to check \I•hether there a r c manifestations o f sexism in those textbooks . To this end, linguistic a n d no n -linguistic aspects together with illustrations wereexamined . The paper h as two section s : t h e fir st section treats the textual con tents and the second section explores th e pictoria l ana lysis of the tex tbooks. Wi th regard to th e textual con t e nt, different lingui stic and n o n –linguistic catego ri es \,• e r e considered. First, a systematic content analysis was carried out \\• ith reference to topics and sub-topics, the language used , adjectives used with male a nd fema le subjects, and the masculine ge n e ri c co n struction s . An inquiry was a lso m a d e to see oc c u pational possibilities, ac ti vit ies, d iscourse r o les g iv e n to the sexes , and characters in passages a nd b io g r a phies . In the second section of the paper, the type of activities and the total numbe r of pictures were iden tifi ed for each sex by grade level. Overall results revealed th a t the textbooks portray job possibilities for females stereotypically. Femal e s are g iven limited job possibili ties compa red with. their counter p a rts. The re are also some instances of generic ma sculine l a n guages . Howeve r, other cate go ries r evealed no sex bias. Finally, these res ul ts suggested that the r e shou ld be a review of the textbooks for thei rgend errepr esentation s .Item An Assessment of English Language Writing Test Anxiety: The Case of Two Private University College Students Taking Sophomore English Writing Course(Addis Ababa University, 2007-08) Melese Mitiku ; Teshome DemisseThe main objective of this study was to assess students' levels of English language writing test anxiety with reference to Admas and St. Mary's private University College students taking sophomore English writing common course in the second semester of 1999 E.C. The subjects of the study were one hundred thirty (i.e. 30% of the total population, 432) in which eighty six (86) of them were selected from Admas University College (AUC) while forty four (44) of them were from St. Mary's University College (SMUC). Subjects were selected using systematic sampling technique. Four kinds of data collection instruments were used in this study, namely, questionnaire, observation, focus group discussion, and interview. The data collected using these instruments were analyzed by making use of different statistical analysis methods and qualitative description, such as frequency counting percentage, mean, and description of some qualitative data. The findings (i.e. the results) indicated that the large majority of the subjects of the study were found to be poor in their writing background before they joined university colleges. And, as a result, their levels of anxiety were high when taking the writing tests. So, the administrations of both university colleges should look for some possible mechanisms (or strategies) which may be helpful to minimize students' levels of writing test anxiety, by giving simple additional writing courses before those complex ones like those of sophomore, for example.Item An Assessment of English Language Writing Test Anxiety: The Case of Two Private University College Students Taking Sophomore English Writing Course(Addis Ababa University, 2007-08) Melese Mitiku ; Teshome DemisseThe main objective of this study was to assess students' levels of English language writing test anxiety with reference to Admas and St. Mary's private University College students taking sophomore English writing common course in the second semester of 1999 E.C. The subjects of the study were one hundred thirty (i.e. 30% of the total population, 432) in which eighty six (86) of them were selected from Admas University College (AUC) while forty four (44) of them were from St. Mary's University College (SMUC). Subjects were selected using systematic sampling technique. Four kinds of data collection instruments were used in this study, namely, questionnaire, observation, focus group discussion, and interview. The data collected using these instruments were analyzed by making use of different statistical analysis methods and qualitative description, such as frequency counting percentage, mean, and description of some qualitative data. The findings (i.e. the results) indicated that the large majority of the subjects of the study were found to be poor in their writing background before they joined university colleges. And, as a result, their levels of anxiety were high when taking the writing tests. So, the administrations of both university colleges should look for some possible mechanisms (or strategies) which may be helpful to minimize students' levels of writing test anxiety, by giving simple additional writing courses before those complex ones like those of sophomore, for example.Item The Construction And Validation of a test in English for Tertiary Education With Reference to Addis Ababa University(Addis Ababa University, 1995-06) Teshome Demisse; Dejene LetaThis study explores the validity of a battery of tests of English for academic purposes. A goal-oriented, skills- and task-based test of English is developed and validated as a measure of the English language disposition of Freshman students at Addis Ababa" University. The test is based on analysis of the communicative language needs of the students (Morris, 1982; Haile Michael, 1993): the receptive skills of reading and listening rank higher than the productive skills of writing and speaking. The reliability of the test is quite satisfactory: the coefficients are 0.94 (KR20) for the written test, 0.88 (KR20) for the listening test and 0.73 (KR21) for the oral test. The level of difficulty: and discrimination of the test is reasonable. The mean facility value of the written test is 0.640 with mean discrimination index of 0.314; and the mean facili ty value of the listening test is 0.612 with mean discrimination index of 0.526. All the sections of the tests are properly contributing to the total tests. The average item-test correlations of the sections range from 0.242 to 0.515 for both tests. The validity of the test is also satisfactory. Evidence from the comments of students and language teachers suggests that the tests have good face and content validities. There is evidence in support of the construct and concurrent validities of the tests. Both intercorrelations of sections and correlations between tests show a degree of common variance as well as some unshared variance; ie, with overlaps not exceeding 44% for the former and 62% for the latter. In other words, they are all testing English, but different aspects or skills are also being tapped as well. The greatest agreement (r=O.81) is observed between the new written test and the criterion (written) test. In addition, there is evidence of a clear relationship between the test scores and the University Semester Grade Point Average (SGPA): both the written test and the test of listening correlate with SGPA at r=O.6. Finally, the study concludes with some observations on the testing of English at this University based on these findings.Item The effects of the low level of English language proficiency skills and student-placement problems on DELL students' Engli sh Language learning in an EFL situation at un iversity of Gondar(Addis Ababa Universiy, 2009-12) Mesafint Muchie ; Teshome DemisseAs an exemplar of education for reflection-in-action (Schon, 1984), the main focus of this research was to identify, describe and analyse different English language learner and learning constructs/ variables such as those proposed by Dilts( 1990) eight-level constructs, and other strategies, styles, skills, situations, which may have motivating and/or inhibitive role on the English language learning of DELL students; to identify and describe the degree of influence of the currently implemented student-placement procedures and practices by the MoE and various higher education institutions such as UoG; to investigate and identify why newly-placed students to universities such as the UoG appear deficient in their English language proficiency skills; and to identify and explore ways DELL students with low-grade scores cope with their English language learning in an EFL situation. The following research instruments were used: I) The English language proficiency test, 2) The Questionnaire, 3) The Focus group di scussion guide, 4) The Observation, and 5) The Score- grade tabulation. Moreover, to find out the measure of the effects of the above mentioned English language learner and learning inefficiencies and problems in the English language learning process, the researcher has incorporated an academic progress report of the DELL 2008/09 1st year students' 1st semester score-grade and letter-grade results in five officially and formally offered English language courses. All of the research instruments along with the incorporated 1st year DELL students' 151 semester academic progress report have successfully enabled the researcher to make an informed conclusion that the greater majority of the students are lowachieving and unprepared so that unable to effectively learn the English language; unwilling or not interested to join the DELL and who may not succeed in their English language learning if they are made to continue their English language learn ing without getting a systemic, interseptive support English language learning strategies. XI Based on the research findings, the researcher eventually has recommended four strategies to be considered by the responsible authorities of the Ministry of Education, various higher education institutions, and other stakeholders who are working for the betterment of the English language learning processes.Item English Language Needs Analysis of Construction Trainees in Entoto Technical Vocational Education And Training (TVET) College(Addis Ababa University, 2008-06) Belachew Zerihun ; Teshome DemisseThe main concern of this study was to explore English language needs of construction TVET trainees with particular reference to Entoto TVET College. To achieve this, questionnaires were designed and distributed to trainees, major course instructors, construction graduates and employers while interviews were conducted only with trainees and English language instructors. Observations were also conducted in classroom lectures and field practices. The data gathered via different instruments were compared and contrasted. Findings of the study indicated that trainees need to listen to lectures in English and take notes, listen to class discussions, listen to instructors’ instructions, read trainees’ reference books, read construction manual guides, ask and answer questions, participate in discussions, give oral reports, write notes from books. Thus, all language skills are needed with relatively more emphasis on listening and speaking. In addition, all genre types are needed for the trainees academic study with their respective order of importance, i.e description first, exposition second, argumentation third and narration fourth. In occupational settings, the graduates need to listen at meetings and conferences, read work programs and schedules, read professional books, read manuals, give presentations, reports and papers, give instructions, write reports and write specific work programs and schedules. Here, all the language skills are important with relative emphasis to reading and writing skills The study has also identified that the trainees have difficulties in giving oral reports, writing term papers, answering questions, understanding lectures, writing field and lab reports. Relatively the trainees, however, are better in receptive skills than productive ones. Similarly, the graduates have difficulties in reading manuals, giving presentations, reports, giving workshops, delivering speech at meetings, conferences and seminars, giving instructions, writing reports, writing specific work programs and schedules. Based on the findings of the study, it has been recommended that syllabus designers need to design appropriate English syllabus and learning materials for construction TVET trainees taking in to account the trainees’ needs of English for study and occupational purposes, their difficulties, their learning style preferences and wants and their educational background.Item English Language Needs Analysis of Information Technology Students at Debre Markos University(Addis Ababa University, 2014-05) Zelalem Amanu ; Teshome DemisseThe main goal of this research was to assess the English language needs of Information Technology students in Debre Markos University. In this study, an attempt has been made to identify the major language skills and activities that are appropriate in academic and occupational settings. For this study, data were collected through five point likert scale questionnaire from students, subject area instructors and Information Technology graduates and through interview from English instructors who gave courses for IT students and coordinator of employees' in Ethio-Telecom Debre Markos branch. Additionally, data were gathered from evaluation of the existing English course materials which English instructors use to offer common English courses. Results of the study indicated that learners do not have the required competence in most of the activities. However, almost all language skills are needed with great emphasis on receptive skills (listening and reading). Moreover learners preferred to have an English course with the contents of major subject area. They have also positive outlook for the existing English courses. The study has also revealed that learners were not in good performance in accomplishing activities in the target language. Additionally, learners, subject area instructors, and graduates preferred a specific course for information technology field of study in academic and occupational settings. Based on the findings, it has been recommended that syllabus designers should prepare specific English course for Information Technology students considering their academic and occupational needs. Additionally, English instructors and syllabus designers should assess the contents of the current English courses and make modifications considering the specific field of study of learnersItem An Exploration into the Use of Pedagogic Monolingual Drctionaries at High School Level (WITH Special Reference to Grade 11 Students(Addis Ababa University, 1999-05) Fikre G.Kldan; Teshome DemisseThis study is aimed at finding out the views and attitudes of hi gh school students in genera l, and grade II students in particular, toward the use ofMLD as one independent and se lfstudy source of lingui stic information in the process of learning EFL. In other words, it tries to explore and describe the various uses ofMLD and see how much of these pieces of pedagogic information is recognized and exploited by grade II students. In short, the study tries to answer the question, "To what extent do high school students benefit from the MLD." To do thi s, three types of instruments were employed: A test of practical use<"of a dictionary, questionnaires and an observation. A class of30 randomly se lected students and 20 English teachers from 6 different schools were also invovled in the study. The test whi ch comprises 30 items on the various uses of the dictionary was administered to the 30 students. The questionnaires which al so try to elicit views and opinions of the teachers and students regard ing the role of MLD in learnning EFL were distri buted to both subjects. The third type of instrument-observation, was made to see how quick or slow the students were in finding a word in the dictionary. In doing the test and the activity (task) for observation, the students were provided with the Oxford Advanced Learner's Dictionary of Current English. The instruments were collected and analysed by converting the responses into percentage figures. Comparisons were made between the responses of the students to all item s subsumed in the instruments to see the effectiveness of the studen ts in usi ng the dicitonary. The results obtained showed that the students are not generally good at using the dicti onary for wide range of in formation. The results also indicated that there are no initiatives from Engli sh teachers to coach students how to make an effective use of the MLD. It is, therefore, recommended that teachers, syllabus designers and material writers shou ld take remedial measure to broaden the view of students to the use of MLD by integrating different tasks that call for dictionary skills.Item An Exploration Into theUse Of Pedagogic Monolingual Dictionaries At High School Level (With Special Reference To Grade 11 Students)(Addis Ababa University, 1999-05) Fikre G.Kidan; Teshome DemisseThis study is aimed at finding out the views and attitudes of high school students in general, and grade II students in particular, toward the use of MLD as one independent and self study source of linguistic in formation in the process of learning EFL. In other words, it tries to explore and describe the various uses of MLD and see how much of these pieces of pedagogic information is recognized and exploited by grade II students. In short, the study tries to answer the question, "To what extent do high school students benefit from the MLD." To do thi s, three types of instruments were employed: A test of practical usewf a dicti onary, questionnaires and an observation. A class of30 randomly se lected students and 20 English teachers from 6 different schools were also invovled in the study. The test which comprises 30 items on the various uses of the dictionary was administered to the 30 students. The questionnaires which also try to elicit views and opinions of the teachers and students regarding the role of MLD in learning EFL were distributed to both subjects. The third type of instrument--{)observation, was made to see how quick or slow the students were in finding a word in the dictionary. In doing the test and the activity (task) for observation, the students were provided with the Oxford Advanced Learner's Dictionary of Current English. The instruments were collected and analysed by converting the responses into percentage figures. Comparisons were made between the responses of the students to all items subsumed in the instruments to see the effectiveness ofthe students in using the dicitonary. The results obtained showed that the students are not generally .. good at using the dictionary for wide range of information. The results also indicated that there are no initiatives from English teachers to coach students how to make an effective use of the MLD. It is, therefore, recommended that teachers, syllabus designers and material writers should take remedial measure to broaden the view of students to the use of MLD by integrating different tasks that call for dictionary skills.Item An Investigation of the Minimum threshold Level towards the end of the first cycle: reading Skills in Focus(Addis Ababa University, 2000-05) Zenebe Beyene ; Teshome DemisseThe principal objective of the study was to investigate the reading achievement of the first cycle students and then compare this with the achievement level expected of them. As a corollary to this, the investigation sought to discover whether the reading objectives of the first cycle are met or not. To this end, an achievement test and two sets of questionnaires were employed to collect the data. To prepare the test, the profile for the first cycle was closely analyzed. The textbooks for grade one, two, three and four were surveyed. Based on the objectives of the syllabi and the proportional representation of the sub-skills in the textbooks, a table of specifications was prepared. A test comprising literal comprehension, vocabulary in context, word recognition (identification), information transfer, comprehension-at-word level, comprehension-at-sentence level, reordering jumbled sentences and reading for the main ideas was developed as this would most likely gauge students' expected performance at the level. This test was administered to 180 randomly selected students from six schools: three from Government and three from Public Schools. The test was piloted on 40 students and then was administered to the 180 sample students. The result of the test indicated that from the total of 180 sample students 94 students or 52% scored below the overall average of the test (54%). A close examination of student's performance further revealed that students performed better in comprehension-at-word level, information transfer and reordering jumbled sentences tests. They performed adequately in literal comprehension test. The students performed below average in comprehension at sentence level, in Reading-for-the main idea and word identification tests. The results of teachers' questionnaire also corroborate the test results. The response of teachers' questionnaire indicated that students' reading performance was below standard. Further analysis of the questionnaire revealed that there were some problems which account for such poor performance. On the basis of the results, some recommendations were forwarded. These recommendations call for some remedial activities on the part of the teachers, supply of reading materials on the part of the parents and school administrators, syllabus and other minor policy adjustments on the part of the bodies concerned and improving reading practice on the part of the students.Item An Investigation of the Pattern of Turntaking in Group Discussions in Grade 11 Efl Class at Kokebe Tsibah Senior Secondary School(Addis Ababa Universiy, 1999-06) Girma Wossenie ; Teshome DemisseThe pmpose of this study was to examine grade 11 students' level of participation in the group discussions by taking turns in ELT classroom at Kokebe Tsibah Senior Secondary School. The study was conducted on thirty students along with their English teacher from one section. The students were divided into five groups and each group comprised six members. Out of fourteen speaking activities presented in the newly developed grade 11 Engli sh textbooks for both semesters, three group discussion tasks were randomly se lected. Of the three tasks, two were taken from Student's Book I for the first semester and one was taken from Student's Book II for the second semester. For the two tasks, the videotaping was made for three hours during the first semester and for the third task the videotaping was conducted for an hom and twenty-five minutes dming the second semester. Taken as a whole, four homs and twenty-five minutes of videotaping was carried out in order to collect data from the group discussions. Each group discussion was videotaped nearly for eighteen minutes on each given task. The data were analysed by making a slight change of Allwright's turn-taking categories developed in 1980. The results from the analysis of the data showed that the sum total of 453 turns were taken in all the three group discussions under turn getting categories. Out of the aggregate turns (453), the students and the group leaders took 156 turns in response to personal solicits. 70 turns were taken through selfinitiation by the group leaders and other students in the groups. The highest number of turns (18 1) was used in di scomse maintenance under the category of 'Take' to keep the group discussions active. From 43 turns under the category of 'Make', the largest share of turns were taken by the teacher and the remaining few turns were used by the group leaders and by other students in the groups. The results also showed that a total of 307 turns were made across the catego ries of turn giving. Turns observed under the categories of 'P' , '0' and '0' were 135,45 and 127 respectively dming the group discussions.Item Teacher Intention and Learner Interpretation of English Language Learning Tasks(Addis Ababa University, 2007-07) Neguse Lilay ; Teshome DemisseThis study is about language learning tasks. It attempted to find out whether English language teachers’ intentions match learners’ interpretations of English language learning tasks in grade 11. It also set out to assess the possible problems that create a gap between the two parties. Questionnaires, classroom observations and interviews were used to collect data in three general and preparatory government high schools in Addis Ababa. Based on the data, analysis was made and the teachers’ intentions and the learners’ interpretations compared accordingly. The findings indicated that in certain areas both the teachers’ intentions and the students’ interpretations of the tasks seemed to match positively. However, in several issues of the classroom practices, both parties have mismatched. And when the seemingly positive matches were deeply looked into by crosschecking the various data obtained, they showed essential disparity. The teachers indicated that they explain the purpose of tasks and their significance to other subjects. Moreover, they indicated that they simplify difficult language, contextualize tasks. However, the students indicated that they face difficulty in reading and understanding other subjects. They also indicated that the writing skills activities are not intended to help them for their academic writing. Besides, they indicated that the various English language skills activities are not up to enabling them to develop their communicative ability. It is therefore suggested that the English language teachers be committed enough to use the different activities for teaching the language in ways that solve the students’ problems of speaking, reading, writing, etc.