Teaching English as Foreign Language

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Browsing Teaching English as Foreign Language by Subject "Assessment"

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    An Assessment of Language Teacher Educators' Classroom , Performances: The Case of Awassa College of Teacher Education
    (Addis Ababa University, 2007-02) Workayehu, Hailu; Bantirga, Hailom (PhD)
    Since the start of modern education in Ethiopia, many reforms have been made in education in general and teacher education in particular to improve its quality. As part of this, very recently, a guiding material called Teacher Education System Overhaul (TESO) was developed and put in to effect with detailed pedagogical competence and personal qualities teacher educators should exhibit in their classrooms. This is believed to provide the student teachers with good model practices of the theories they have learned. Thus, the researcher is inspired to assess the language teacher educators' classroom performances in accordance with the suggested methods of language teaching and personal qualities. The researcher, therefore, set the following objectives: assessing their perception on the methods and personal qualities, their performances, and the potential problems that could affect their classroom performances. The study addresses issues related to the language educators' perception of the methods and personal qualities suggested both in the general language teaching pedagogy and in the TESO material and their classroom performances. Besides, the language educators' relationships with the student teachers, modelling, practicum, problems that affect their performances, and higher diploma are discussed. For this, Awassa College of Teacher Education was selected as area and four willing language educators were made subjects of the study. These language educators were observed twice teaching in their classes, evaluated by their students, interviewed and made to discuss in a group. Then the data was explicitly described. The findings indicated that the language teacher educators' classroom performance was below satisfactory. Based on this, the researcher recommends that professional development oriented programmes should be organised and/or strengthened to help language educators develop professionally and become better practitioners. This will shorten the journey for quality education.
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    An Assessment of the Necessities of Ll Use in the Efl Classroom
    (2011-05) Anega, Tariku; Aseffa, Tilahun (PhD)
    The primm)' intent of this descriptive study was to assess the necessities of L, lise in the EFL classroom based on which English teachers wOlild make use of L, ill leaching English. To this end. 100 randomly selecled grade 9 slI/dems and Iheir English leachers available in two schools, Baso and Debre Sirhan higher secondw), schools, were used as the subjects o.l the study. Two instrllmems, questionnaire and il1lervieltl, were used 10 gather pertinel1! data/i·om the participants. The quantitative daw obwined Ihrough Ihe close-ended items of both teachers' and sludents' questionnaires were tallied and Ihe /i-equencies were changed infO percenlage in order to make the resulls suitable for discussio/lS, interprelmions, and conclusions or generalizations. On the other ham/, Ihe qualitative data galhered through the interview and fell' open-elided questions o/the questionnaires were sUll1marized Clnd presenled in the/arm of rep oris. The analyses olboth the quantitalive and the qualitative data were immedialely/o//owed by disclissions and il1le'pretations which were also {fflempled to be linked It'ith some of the reviewed Iiteral1lres. The jindings ollhe stU(O' indicated that both the slUdenl and the leac'her participants foulld the use o.lL, in the English classroom useful. /1 was also /()und oul that there are instances when Ihey find L1 use the mosl usejiJ!. For example, '10 give the mmnings of new \vords '; 'to explain difficult concepts '; 'to check for comprehension '; '/0 give inSlrllctions' and 'to explain difficult grammar points' are the ones to be given the higher priority /01' the use 0/ L, in the English classroom. Moreover, the fill7damental reasons of the students' and teachers' pre/erencesj(Jr Ihe use I