Browsing by Author "Teshome Demissie"
Item A Multi-Dimensional Interactive Approach to Continuous Professional Development: An Exploratory Case Study of English Language Teacher Educators(Addis Ababa Unversity, 2011-07) Melaku Wakuma; Teshome DemissieThe purpose of this study was to explore the CPD undertakings in the Department of Foreign Languages and English Education (FLEE) of College of Teacher Education, AAU, and test the Collaborative-Observation-Reflection-Appraisal (CORA) approach to CPD that was named as Multi-Dimensional Interactive Approach to CPD for the sake of clarity. To this end, non experimental design of classroom based exploratory qualitative case study in which four cases were selected using purposive sampling technique facilitated through snowball and theoretical sampling was conducted. In this process, semi structured in-depth interview, video assisted self appraisal of recorded lessons, as well as video supported peer observation and reflection were carried out. The semi-structured interview had also addressed other relevant informants from the College. To widen understanding, a questionnaire was distributed to other teacher educators who were teaching in the undergraduate program and were not the cases of the study. All the instruments were piloted at Kotobe College of Teacher Education. The feedback obtained from all the instruments including self as well as peer reflections on the lessons were transcribed, coded, organized under major themes, analyzed, interpreted and presented under two broad categories: holistic or within case and across cases. The finding identified diverse themes that were factors to enhance or retard professional development of the teacher educators. Accordingly, the belief of most of the teacher educators was not in consistent with the current learning theory. On top of this, the prevailing professionalism was the old rather than the transformative. A lot of potentials that would have contributed to the professional development of the teacher educators, too, were not exploited. Nonetheless, there were exceptional cases and tenets that were aligned with modern learning theory that would have been exploited given conducive atmosphere was created and awareness was raised. To address the problems identified in the course of the study, different recommendations were offered. Concerning the tested approach, promising developmental incidents and evidences were obtained. The self appraisal of the recorded lessons resulted in critical scrutiny into one’s teaching in which the partners gained knowledge as observed from their reflections and the recorded learning logs. The peer observations and professional discussions that accompanied the self-appraisal were also developmental. As a result, the proposed approach indicated that it had the potential to break the ‘individualism’ that reigned in the Department and generate learning in collaborative environment.Item Assessment of Persistence Informal Backyard Slaughtering Practices of Domestic Ruminants for Home Consumption, Local Butcher Shops and Mini Cafeterias in East Shewa, Oromia Region, Ethiopia.(Addis Abeba University, 2025) Teshome Demissie; Biruhtesfa AsradeEthiopia, with one of the largest livestock populations in Africa, but faces persistent challenges in ensuring food safety and public health due to widespread backyard slaughtering practices. From the previous studies, informal slaughtering practice for home consumption, local butcher shops, and mini cafeterias remains prevalent in Bishoftu, Adama, and Mojo towns. Therefore, the study aimed to investigate the persistence of hidden backyard slaughtering practices in selected study areas. A cross-sectional study design was employed, involving semi-structured questionnaires administered to 288 participants, including households, butcher shop, and mini cafeteria owners across Bishoftu, Adama, and Mojo. Data on slaughtering practices, persistency, motivators, waste disposal, and regulatory compliance were collected and analyzed. The result showed that 92.36% (266) respondents were participated in backyard slaughtering ractices. Among across the three towns of eastern Shewa zone, the highest practice was recorded in Bishoftu 41.73%, followed by Adama 34.59% and Mojo 23.18%. The socio demographic determinants of the respondents for practice were recorded. Among these, households 46.64% and those age with category of 35-45 years 49.63% were highly participated and significantly associated with practices of the hidden backyard slaughtering with P-value (P=0.000). Motivating forces for practice was also investigated across the three towns. Accordingly, income, convenience and cultural events are major reasons for practice at high level with 38.01% in Adama, Bishoftu 63.16%, and Mojo 26.45% respectively with non-significant difference with p-value (P=0.356). The result showed that sheep and goat have associations with the practice due to size their size and being suitable for hidden practice of backyard slaughtering in Bishoftu, Adama, and Mojo respectively with very significant difference value (P=0.027). These findings showed unsafe handling of diseased organs, improper waste disposal, systemic gaps in infrastructure, community awareness and these would increase the risk of food borne and zoonotic disease. Therefore, to safeguard the public health and strengthening regulatory enforcement, inspection mechanisms, and community education programs are very important in Ethiopia.Item An Assessment of The Oral Group Lessons in "English for Ethiopia Grade Seven" in Promoting Cooperative Learning(Addis Ababa University, 2008-07) Wondwosen Tesfamichael ; Teshome DemissieThe purpose of this study was to assess the oral group lessons in the newly (2007/2008) implemented student’s English textbook of grade seven. The assessment mainly focused on whether or not the oral group lessons in the textbook promote cooperative learning. The study involved the textbook, four English language teachers who have been teaching the language in Muke Turi and Gebreguracha Primary and Junior Secondary Schools, and five hundred and twenty-five students who have been learning at the same schools in Northern Shoa. The data for the study were gathered through text analysis . In order to see the actual happening and to triangulate the findings of the text analysis, interviews were conducted and classrooms were observed. The results of the study showed as follows: - The oral group lessons in the textbook of grade seven fulfill almost all the criteria of cooperative learning. - The teachers and the students who were interviewed understood the benefits of sharing ideas through cooperative learning in spite of the fact that the number of the students in each class was large, and the students had poor background knowledge of English. - The classroom observations proved that the number of students in each class was large; the desks were fixed; some teachers followed up and monitored their learners while working the activities in groups; the students frequently used their mother tongue rather than English during group discussions; the teachers did not set a time limit for the discussions, and there was little practice of evaluating the oral group lessons after cooperative learning. The summary of the findings indicated that the oral group lessons in the textbook help to promote cooperative learning though there are some problems that have been mentioned above to practice them in the classrooms.Item Changes of English Syllabuses and Textbooks in High schools vis-a-vis Assessment: The Case of Grade Eleven English Tests(Addis Ababa University, 2001-06) Bekele Gerba ; Teshome DemissieIn the last three decades there have been lots of changes in the language teaching profession. These changes are mainly the results of the broadening of views about the nature of language and language learning. This worldwide phenomenon is also reflected in our country in that new English syllabuses and textbooks are now in use. In this study, an attempt was made to explore whether testing has also changed in accordance with changes of the syllabuses. To investigate this, contents of the new Grade 11 English textbooks were compared with contents of the 1992 E.C. test papers of four sample high schools in Addis Ababa. The comparison was made in terms of grammatical components, communicative functions, skills/sub-skills included, and test formats employed. Additionally, two sets of questionnaire were distributed to 208 students and 20 teachers to gather information regarding the skills/sub-skills and test formats emphasized in classroom teaching and testing. The study revealed that contents of the syllabus/textbooks and the test papers vary greatly. Moreover, it was found out that grammar, vocabulary, and reading comprehension are the most emphasized language areas in classroom lessons and classroom tests; multiple choice is the most dominant test format employed in testing. In sum, changes in the syllabus do not seem to have been accompanied by innovations in testing.Item An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill(Addis Ababa University, 2007-08) Edaso Mulu ; Teshome DemissieThe objective of this study is to explore into factors affecting government school students’ reading comprehension attainment. The study was carried out in one of the Southern Nations, Nationalities and Peoples Regional Government Zones-Sidama. From the three available preparatory schools in Sidama zone, two schools (Yirgalem senior secondary preparatory and Awasa Tabor senior secondary preparatory) were chosen by a lot method as a study area. When this study was conducted, there were only one teacher in Yirgalem and two teachers in Awasa Tabor who were teaching English in preparatory I. Hence, the three available teachers were considered in the study and interview was held with them to gather data for the study. With regard to the students, there were four sections (A,B,C and D) of students in Yirgalem Preparatory I class. Students in sections A and B were Natural Science Stream and students in sections C and D were Social Science Stream. From each stream, one section of students were chosen as a sample by a lot method. Likewise, there were five sections of students (sections A,B and C -Social Science Stream and Sections D and Natural Science Stream) in Awasa Tabor preparatory I. From each stream, one section of students were considered in the study. In order to gather data for the study, the researcher held a semi-structured interview with the available teachers. Closed ended questionnaire was distributed among the sample students. The data gathered from the teachers and sample students were analyzed both qualitatively and quantitativelyItem An Exploration Of The Practice Of Learner Autonomy In Learning English Language At Grade J2: Bahir Dar Higher Education Preparatory Secondary School In Focus(Addis Ababa University, 2012-05) Animut TAdele ; Teshome DemissieIII Ifle jield of language leachillg alld leaming. the lIIosl successji.d learners are believed 10 be aUlOIlOIllOUS in a sense that they accept why, what and how Ihey are leaming because leachers cannot teach evelything alld help learners outside the formal setting of educatioll and fulfill Ihe lIeeds of all the learners. Therefore, lea mel's need to leam the language all their OWII. 011 the other hand, lea mel's may not come to the classroom with natural gifl of autonomous leamillg prinCiples. Hence, teachers should train learners how to learn the language by themselves. Havillg considered these assumptions, this study was conducted to explore learller autonomy in learlling English at grade 12: Bahir Dar Higher PreparatOly Secondwy School in focus. To achieve the objective, 131 grade 12 students were selected randomly, and all Ellglish teachers were selected. Data were gathered using questionnaire, interview, focus group discussioll with the students and observation. The questionnaire was distributed to 131 students and six English teachers. The il1lerview was conducted to six students and all the teachers. The focus group discussion was held with ten sludents. The observation was conducted to three sessions 011 volun!wy basis. The questionnaire was used to jind out the efforts of learners to develop their English lallguage skills and the role of leachers ill helping lea mel's learn how to leam. To see the consistency of the results, illtervielV lVas conducted. Focus group discussioll with the sludents was conducted to cross-check the results fOlllld Fum the questionnaire and interview because the efforts of leamers outside the classroom cannot be fully observed,. The observatioll lVas cOllducted to see the classroom practices as they occur. The results obtained through these tools reveal that most of the students did not exert individual efforts to develop their English language skills on their OWI1. Although teachers tried to train learners how to comprehend oilly wrillell texts and encourage learners to develop self-conjidence to leam the language, the)' did 1101 adequately traill learners the cognitive alld socia-affective strategies. In additioll, most of tfle teachers did 1101 adequately traill lea mel's the melacognitive stralegies. Filially based on Ihe jilldillgs. recommendatiolls were forwarded. Accordingly, the teachers should carlY Ollt tfleir roles in helping learners lem'lI hOlV to leam. The stlldellts shollid also exert individual efforts to leam tfle langllage on their OlVn.Item An Exploration Of The Promotion Of Learner Autonomy In The Efl Teaching/Learning Practices At Aau Freshman Level(Addis Ababa University, 1998-06) Atakilt Tekelehaimanot ; Teshome DemissieThis study set out to explore the existence of conditions that lead to the promotion of learner autonomy in the EFL teaching/learning practices at AA U Freshman level. To answer this general question the investigation tried to find out: (i) whether and how learner training/strategy training is being conducted in EFL classroom, and (ii) whether the instructors are prepared to incorporate learner training into their regular English language teaching programmes. This second aspect of the investigation is focused on describing the instructors ' preparedness in terms of their orientation in language learning strategies as well as in the instructional techniques to implement the training. The study was made on twelve AA U instructors currently teaching English at Freshman level. They were selected based on . purposive sampling technique. Four classroom Video-recordings, two classroom observations and a set of instructors' questionnaire were made use of in this study. The results of the study revealed that some types of language learning strategies are taught embedded in the language learning tasks and activities. There are also some indications of dealing with students ' attitudes and views regarding their roles in language learning. However, the occurrences of such elements of learner training are sporadic during the language teaching/learning processes and explicit or informed training seems to be lacking. The results also seem to suggest that the instructors in the study lack the necessary preparation in the implementation of learner training to be able to help their students 'learn how to learn ' English. In sum, the findings from the study suggest that there are some indications of the existence of learner training/strategy training in the aforementioned classroom settings, but that the training is not given in a systematic way.III Finally, on the basis of the above findings, some recommendations have been forwarded pointing to the need for pre-service and in-service teacher trainings in maiters of learner training for the promotion of learner autonomy. It has also been suggested that English textbooks include explicit or direct strategy training/learner training sections other than the embedded practices such as those found in College English Course book (Vols. I and II) - a current course book for first year students.Item An Exploration of the Washback Effect of the h:thiopian Higher Education Entrance Certifi cate (EHEEC) English Language Examination(Addis Ababa University, 2007-02) Kassa Mihiretie ; Teshome DemissieItem The Impact of Expert Teachers and Their Teaching in an Efl Situation in Government-Owned High Schools(Addis Ababa University, 1999-06) Mesafint Muchie ; Teshome DemissieThe purpose of this study was to assess the behaviour and a ttitude of 'Expert' and 'In expert' teachers towards the teaching of English as a foreign language in government-owned high schools in Addis Aba ba . The literature reView mainly fo cused on the various teacher behaviors revea led in an EFL teaching situa tion, the attitudes a nd views of various teachers towards the English teaching; and related issues in this a rea. Questionnaires and observation were conducted with a sample of teachers and students. Observations were conducted to classroom,; on forma l English teaching classes in various high schools. The res ults indicate tha t most of the teachers who a re currently at work in government-owned high schools in Addis Ababa basical ly exhibited a 'non -expert' and in -effective teaching behaviours and attitudes toward the practice of teaching English as a foreign la nguage. The 'Expert' teaching a ttitude found to be much lesser, and hence, its teaching outcome or impact-very insignificant.. Fina lly, Recommenda tions were accordingly proposed to reasona bly improve and change the currently demonstra ted teaching behaviors and a ttitudes of English teachers.Item A Multi Dimensional Interactive Approach to Continuous Professional Development: An Exploratory Case Study of English Language Teacher Educators(Addis Ababa University, 2011-07) Melaku Wakuma ; Teshome DemissieThe purpose of this study was to explore the CPD undertakings in the Department of Foreign Languages and English Education (FLEE) of College of Teacher Education, AAU, and test the Collaborative-Observation-Reflection-Appraisal (CORA) approach to CPD that was named as Multi-Dimensional Interactive Approach to CPD for the sake of clarity. To this end, nonexperimental design of classroom based exploratory qualitative case study in which four cases were selected using purposive sampling technique facilitated through snowball and theoretical sampling was conducted. In this process, semi structured in-depth interview, video assisted selfappraisal of recorded lessons, as well as video supported peer observation and reflection were carried out. The semi-structured interview had also addressed other relevant informants from the College. To widen understanding, a questionnaire was distributed to other teacher educators who were teaching in the undergraduate program and were not the cases of the study. All the instruments were piloted at Kotobe College of Teacher Education. The feedback obtained from all the instruments including self as well as peer reflections on the lessons were transcribed, coded, organized under major themes, analyzed, interpreted and presented under two broad categories: holistic or within case and across cases. The finding identified diverse themes that were factors to enhance or retard professional development of the teacher educators. Accordingly, the belief of most of the teacher educators was not in consistent with the current learning theory. On top of this, the prevailing professionalism was the old rather than the transformative. A lot of potentials that would have contributed to the professional development of the teacher educators, too, were not exploited. Nonetheless, there were exceptional cases and tenets that were aligned with modern learning theory that would have been exploited given conducive atmosphere was created and awareness was raised. To address the problems identified in the course of the study, different recommendations were offered. Concerning the tested approach, promising developmental incidents and evidences were obtained. The selfappraisal of the recorded lessons resulted in critical scrutiny into one’s teaching in which the partners gained knowledge as observed from their reflections and the recorded learning logs. The peer observations and professional discussions that accompanied the self-appraisal were also developmental. As a result, the proposed approach indicated that it had the potential to break the ‘individualism’ that reigned in the Department and generate learning in a collaborative environment.Item A Study on English as a Medium of Instruction at the Second Cycle Primary Schools of Cheha Woreda in Gurage Zone: Reflections by Grade 5 Students and Teachers(Addis Ababa University, 2007-07) Yilkal Chalachew ; Teshome DemissieFollowing the downfall of the Dergue regime in 1991, Regions and Zones have been adopting their respective nationality languages as media of instruction in primary schools. This has been grounded by the New 1994 Education and Training Policy that decrees ‘primary education(Grades 1-8) will be given in nationality languages,’ and ‘English will be the medium of instruction for secondary and higher education.’ However, since 2004 the Gurage Zone has adopted English medium of instruction starting from Grade 5 that is two to four years earlier than many other Regions and Zones of the Country do. All first cycle primary schools (Grades 1 to 4) of the Zone employ Amharic as a medium of instruction. This research paper, therefore, attempts to assess both students’ and teachers’ perceptions, assumptions and attitudes as regards the adoption of English as a medium of instruction at Grade 5 level in Cheha Woreda of the Gurage Zone. In order to do so, questionnaires, semi-structured interviews and document analysis have been used as data collection tools. Randomly selected students and teachers of three primary schools as well as two Cheha Woreda education officials took part in the present research. The findings show that the current level of both students’ and teachers’ English proficiency is perceived to be inadequate to use English as a medium of instruction at Grade 5 level. Besides, there is also a widespread perception by both students and teachers that using English as medium of instruction helps students to improve their standard of English and to join higher learning institutions. And finally a set of recommendations have been made based on the major findings of the present Study.Item A Study on the English for Ethiopia Grade 11 Students’ Books: The Case of Weldu Nugus Secondary School– Quiha(Addis Ababa University, 2008-06) Hailu Abraha ; Teshome DemissieThe purpose of this study was to evaluate the level of quality of the English for Ethiopia grade 11 students’ textbooks. To achieve the above purpose, qualitative and quantitative research methods were used. For this study, sixty grade eleven students, ten English teachers and fifteen external evaluators involved. The students were selected using systematic random sampling. Where as the English teachers were selected purposefully. Both students and teachers were from Weldu Nugus secondary school- Quiha. The external evaluators were second year graduate students in teaching English as a foreign language (TEFL). All of the external evaluators had used the text books while they were in high schools. The instruments used to collect data were questionnaire and text book analysis using checklists. The data obtained from the participants were analyzed by using percentages. On the other hand, the data from open ended questions and from text books inspection were analyzed qualitatively. The study revealed that text books are not with good level of quality. For instance, some of the exercises are not design for genuine communications; some of the skills are not presented in the way the learners’ need to practice; and significant numbers of topics and contents are not in harmony with the learners’ interest and culture. Finally, on the basis of the findings, it was recommended that in order to achieve the language learning objectives of the program for the target groups, the short comings identified in the textbooks should have been taken in to considerationItem Trainees’ ' Perceptions of the Training Course in English Language Teaching For the Lower Primary Schools: The Case at Adama T.T.I.(Addis Ababa University, 1999-12) Zekarias Tadesse; Teshome DemissieThe purpose ill this study was to assess trainees' perceptions or thl: training cuurse ror the tc<)(.;ilillgur English in the lower prim'uy schools, through taking the casc at Adami! T.T.l. in 1997/98 acadcmic year.The literature reviewed mainly focused 011 current trends in language (EFL) teachcr education and languagc teaching-EL T, tile content and process of pre-service teacher preparation, and major issues and problems in this area. Questionnaire and interviews were conducted \,vith a sample of trainees. Observations were made to classrooms (on formal training and practice teaching), and discllssions also held with instructors.Reference Vlas made to trainees' achievement records and the instructional materials. The results indicate that the syllabus rcccnLly introduced in th e curricululll 1'01' the ELT course gained a wide accepUUlcc mainly [or its features o[the cOllul1l1nicativc approach; and yet lIccordingi"y disco~1Il1edlor inadequacy 01' levelled (appropriately staged) language contenlS and practice activitics. It was observed that the participants mostly lacked n particulnr incilnat.lon for the teaching of English, though maintaining a positive attitude ror teaching. Whereas, trainees more gcnerally disl'avourcd the currcnt policy for generalized training due to the preparation and work demands; an~o n trarily \VCllt IDr a more specialized scope of training and teaching. The a Cluallraining was generally observed as lacking suCficientldcsirable amount of practical teaching cxperiences, in simulated and/or live contexts. The proCessional competencies 01' the student-teachers on English teaching pracl1ee was mostly found far below the expectations. Finally, factors wcre indicated that seemed to underlie the difficulty 01' the initial preparmOl), program to develop a reasonable degree of competence and confidence l'or the teaching 01• English. Recommcndations were accordingly given Cor ways in which the program might better elliclcntly acilleveits aims in this respect