Foreign Language and Literature

Permanent URI for this collection

http://etd.aau.edu.et/handle/123456789/279

Browse

Now showing 1 - 20 of 474

An Examination of Present Practices of Teaching Reading Skills in English: The case of Kolfe Secondary School Grade 10 Students in Addis Ababa City Administration
(Addis ababa University, 2024-09) Alembirhan Berhe; Italo Beriso(PhD)
The study was conducted to investigate an important area of English language teaching and learning. It examined the present practices of teaching reading skills of English in grade ten at Kolfe Secondary School in Addis Ababa City Administration. To this end, a descriptive survey research method was used; simple random sampling technique was employed to select participant students while purposive sampling techniques was used to select participant teachers. Data were collected through questionnaires and classroom observations from a sample of 65 grade 10 students (out of 351 students) and 8 English language teachers. Data from classroom observations were analyzed qualitatively, whereas data collected through questionnaires were analyzed quantitatively by using descriptive statistics. The findings revealed that different factors adversely affected the teaching-learning of reading skill, like poor method of teaching-learning, insufficient time allotted to teach reading skill, absence of supplementary reading materials, and students’ low vocabulary background knowledge and interest. To solve the existing problems, it is recommended that English language teachers need to adopt innovative pedagogical methods and techniques that enhance students’ engagement in reading and comprehension, and school administration also need to provide sufficient reading materials to be read at library, strengthening after-school reading sessions and language clubs, and arrange seminars for teachers on innovative teaching reading skills.
Factors Affecting Student’s Motivation in English Classroom: The Case of Kokoffe Primary School (Grade 8 in Focus)
(Addis Ababa University, 2024-08) Amenu Afeta; Alamirew G/N (PhD)
Learning a second language assists students in gaining achievements in academic areas. Motivation is one of the fundamental factors in learning a language, the feelings and excitement offered by extra enthusiasm for students to learn a English language in a better way. This study aimed at investigating factors affecting the motivation of grade 8 students towards learning English in Kokoffe primary School in Kokoffe town, Oromia, Ethiopia. In this study91 sample students are randomly selected (50%) out of the total population (182) for the study. In order to gather data, a questionnaire was systematically prepared and designed. In the study process, these participants were given questionnaires which consisted of several statements related to the mentioned factors and the interview to ge tinformation.The collected data from the two instruments mentioned above were all analyzed afterward. This study showed that there were elements that motivate students towards English learning, Parental, environmental, teachers and intrinsic (personal) factors were examined. It is hoped that this research can be helpful for not only students but also teachers in learning and teaching English.
Assessment the Practice of Teaching Speaking Skills in Efl Classes: A Case of Grade 11 Students at General Wako Gutu Secondary School, Kofe Keranio Sub City, Addis Ababa
(Addis Ababa University, 2024-08) Lelo Soboka; Geremew Lemu (PhD)
The purpose of this study was to assess the classroom practices employed by EFL teachers in the teaching speaking skills. Mixed research approach was used; quantitative and qualitative data were collected from 190 students were selected randomly and took part in responding to a questionnaire. Class room observation was conducted by the researcher. Five English language teachers were selected purposively for interview in order to provide relevant data. Therefore, classroom observation, questionnaire for students and interview for teachers were the major instruments used to collect data for the study. The descriptive quantitative and qualitative data analysis method was used. The finding of the study revealed that speaking skills have not been practiced adequately. The study also revealed that teachers seem to fail using activities, strategies and techniques effectively to improve students’ speaking skills. Furthermore, teachers failed to perform task in the process of teaching speaking (i.e.) helping and guiding students to use different strategies of learning speaking, applying techniques of teaching speaking such as drama, role play describing picture problem solving activities or puzzles etc. The teachers lacked giving sufficient amount of practices for students and did not create enough opportunities for students to use English (speaking) for real-life communication. Thus, teachers should be involved in a reflective teaching practice with proper guidance and encouragement.
Assessing the Practice of Teaching Speaking Skills in EFL Classrooms Debre Tsige Secondary School in Focus.
(Addis Ababa University, 2024-07) Alemayehu Degefa; Sime K.(PhD)
The main objective of the study is to assess the classroom practice of teaching speaking skill in EFL at Debre Tsige secondary school, especially in grade nine. The researcher focused mainly on the teachers’ roles, students’ roles, the techniques and procedures used by teachers, materials used to teach speaking skills, and major challenges that impact the practice of teaching speaking skill in the classroom.To gather information on the above main objectives various instrument were used. These are students’ questionnaire, classroom observations, teachers’ interview and students’ interview. The raw data to obtain through questionnaire, observation and interview were analyzed using both quantitative and qualitative approach.The finding depicted that teachers were not used appropriate speaking techniques and procedure in the mentioned grade level. They didn’t provide enough opportunities for students to use English in real life communication. There has been little or no time give for the modern teaching speaking skills. Teachers had hardly seen in the classroom when they used techniques and activities that promote speaking lesson such as, discussion methods, oral report, role play, drama, debating, interview, simulation and playing different games. In addition, teachers’ roles in teaching speaking, students’ belief (interest) to practice speaking skills, large number of students, lack of motivation and shortage of provide appropriate amount of time for practice speaking lesson were major challenges that affecting the practice of teaching speaking skills. As the analysis indicated, consequences of the study teachers didn’t use appropriate speaking practice in the classroom. Students did not make an effort to practice speaking skill in real situation. Then, there was weak organization and little attention given for speaking lesson. To that end, this research paper provides recommendation that could bring about a change in practice of teaching and learning speaking in the grade level studied so that current techniques, procedure and approach of teaching speaking could be employed.
The Effect of Using Social Networking Sites on Students’ Speaking Skills: Hagere Selam Comprehensive Secondary School Grade 12 in Focus.
(Addis ababa University, 2024-08) Tesfamariam Alemu; Dr. Emwedish Jemal
In the context of today’s electronic media, social networking sites have come to mean individuals using the internet and web application to communicate in previously impossible ways in the study area. This study examined the effect of using Social Networking Sites on Students’ Speaking Skills by focusing on Grade 12 students at Hagere Selam Comprehensive Secondary School. Social Networking Sites effectiveness in reading skill was measured by participants' practice and attitudes. The design of the study was quasi-experimental. For this study, the participants were assigned to an experimental and control groups using purposive sampling method. At the beginning of the research, both of these groups were given a pre-speaking test. Then, the experimental group was given practice in speaking via mobogram and messenger for eight consecutive weeks. On the other hand, the control group was made to practice speaking in a normal class for the same amount of time. After the lessons were given, a post-test was administered to both groups. Finally, a questionnaire was given to the experimental group after they accomplished the intervention. The data obtained from the tests and the questionnaire were analyzed using SPSS version 21. Moreover, the data from open ended questions of the questionnaire were analyzed qualitatively. The study revealed that the use of SNS to practice speaking as compared to the normal way had significantly improved students’ speaking ability. Finally, on the basis of the findings, it was recommended that the use of social networking sites in comprehensive secondary schools should be considered as one alternative and should be implemented in an advanced way as much as possible. Key words: effects, social networking sites, speaking skills, attitude
Assessing Students’ Note Taking Problems During English Classroom: General Wako Gutu Secondary School
(Addis Ababa University, 2024-07) Desalegn Worku; Badima Belay(PhD)
This Study aimed at assessing students’ note taking problems during English classroom in General Wako Gutu secondary school particularly grade eleven students. In order to reach on the main problems of students note taking, the study examined: Students’ background note taking concept, students’ related problems in note taking, teachers’ related problems in note taking of students and content related problems in note taking of students. The finding of this study obtained by using three data gathering instruments such as: questionnaire, interview and observation. To achieve the purpose of the study the researcher used 30 items of a questionnaire which are categorized in four main sections such as: Students’ background note taking concept, Students’ perspective toward students related problems in note taking, Students’ perspective toward teachers related problems in note taking of students, and Students’ perspective toward content related problems of note taking of students. The researcher used (7) semi-structured interview questions in order to check the validity of data gathered through questionnaires. The samples of the study were 88 students which were selected through random sampling techniques and 5 English teachers who were teaching General Wako Gutu Secondary school. A descriptive statistical data analysis was used to analyze the collected data. The result of the study showed that the major problems that face students during note taking in teachers’ related problem was; fast speed of teachers’ speech (speech rate) (92.0%), in students’ related problems: lack of writing fast enough during lecture (88.6%) and lack of using special symbols and abbreviations (85.2%) and in content related problem density of information delivered by teacher (88%) are the problems that are identified by students’ and teachers’ sound.
Assessing the Practice of Cooperative Learning in Teaching Reading Comprehension in English Language Classroom;The Case Of Grade Nine Students of Kobo Ewuket Chora Secondary School
(Addis Ababa University, 2024-08) Abera Belay; Dr.Hailu Gutema
The objective of this study was to assess the practice of cooperative learning in teaching reading comprehension grade nine students in English language classroom. The method of the study was employed by descriptive types of research design which were carried out through qualitative methods. The sample size of the study was 189 students for the total population of 756 students were selected through purposive sampling method. Eighteen teachers were purposively selected for questionnaire and classroom observation. The data were gathered through classroom observation and questionnaire. The classroom observation was intended to assess and identify the ways of practicing cooperative learning in teaching reading comprehension. The students’ questionnaire was intended to assess the attitude of grade nine students towards cooperative learning in teaching reading. The teacher questionnaire was planned to check the awareness or knowledge, and attitude of teachers and the factors that affect the practice of cooperative learning in teaching reading comprehension in language classroom as well as techniques they applied in reading comprehension. The data gathered from classroom observation and questionnaires were analyzed using qualitative method. The findings of the study revealed that there were some factors that affected cooperative learning in teaching reading comprehension for instance lack of students desire or interest, level of difficulty, knowledge of text type, content difficulty and large class size.
Practices and Challenges of Teaching Reading Comprehension Skills in Grade Five: Selected School in Semien Wasgebeta.
(Addis Ababa University, 2024-07) Amanuel Mishamo; Taye Regassa.(PhD)
The main objective of this study was to investigate the practices and challenges of teaching English reading comprehension skills at primary level with particular focus to grade five. From grade one up to four there were no phases of reading practices because of these students face challenges in grade 5. To gather data on the above main objective various instruments have been used. Total population of this study was 41 from this population 35 student and six teachers. The researcher used descriptive survey date design method and mixed sampling techniques. These were: classroom observation, students’ questionnaire and students’ interviews. The data were categorized and descriptively analyzed. Teachers were observed using the traditional way of teaching reading which is dominated by reading aloud. The techniques of reading such as pre- and post- reading were not used at all. To that end, this research paper provided recommendation that could bring about a change in the practice of teaching and learning reading for comprehension in this grade level .
An investigation on Factors that Affect grade ten Students Speaking Skill in English Class at Jacho secondary school of Hadya zone Mirab soro Woreda
(Addis Ababa University, 2024-09) Eyasu Ukumo; Dr.Sieme kebede
The main idea of this research was to know factors affecting students speaking skill in English subject teaching-learning class.speaking skill is one of the human beings the ability to share,process,and deliver information,ideas and feelings to one another by orally in day to day social life interaction.However,most of the students in English class not properly participate when speaking skill lesson topic period.why?because there are different affecting factors.These are:-anxiety or shy to talk infront of their classmates,lack of vocabulary,Grammar problem,class atmosphere(over crowded class),lack of motivation,lack of prior knowledge about English language,lack of spoken English reference books,lack of practice in school compound and out of school compound,fear of making mistakes,giving little attention during teaching English.These and others.This research shows in the next page what type of factors affect students speaking skill in more detailed explanation.The research conducted in southern nation nationalities of Hadya zone M/soro woreda Jacho secondary school.There are four secondary schools in this woreda.These are :-Akama,Fanta,Orcha and Jacho secondary schools.To make clear and accurate this research conducted only Jacho secondary school.The research used quantitative and qualitative data collecting method.The data collected through three data collecting method.Questionnaire,class observation during English subject teaching period and interview.The data collected from English subject teachers and grade ten selected students.There are four English subject teachers and four grade ten sections.Questionnairs are used as main idea,interview and observation used as supporting idea. Based on the findings of this research the concerned body of the woreda education office and school management agreed to solve some of the affecting factors according to their capacity
Investigating factors affecting students' reading comprehension
(Addis Ababa University, 2024-07) Feyisa Tulu; Alamerew G/Mariam ( Phd)
The aim of this study is to examine factors that negatively affect grade 9-12 students’ reading comprehension in Abbichu and Gnea Woreda’s secondary schools. To attain this objective, descriptive case study research design in which mixed methods-qualitative and qualitative were employed to collect and interpret the findings and draw inferences. The data were collected from 200 students who were randomly chosen from the total population of 2217 and11 English language teaching teachers using purposive sampling techniques for the sake of collecting additional data for the study. The researcher used questionnaire and standardized reading comprehension test as major data collection tools, while classroom observation group discussion and interview were used as supportive data gathering tools and a means of data triangulation and/or validation for study. Consequently, the data obtained through the these tools were analyzed and discussed by integrating quantitative and qualitative methods in order to compensate the limitations in either method to obtain more reliable insights into the problems being investigated. Accordingly, The data obtained through the questionnaire and classroom observation checklist were analyzed and interpreted quantitatively by employing descriptive statistical techniques, such as frequency counting, percentage, while data obtained from teachers’ and students interview and focused group discussion were analyzed, described, and interpreted qualitatively. From the analysis and interpretations of the standardized reading comprehension test result, it was found that students’ reading comprehension performance was low. The majority of the student problem of extracting meanings from the reading comprehension test. The findings obtained from student’s questionnaire and standardized reading comprehension test result found that most students have difficulty of how to skim and scan a text for the gist of the text and the specific information respectively. Generally speaking, the majority of the students lack cognitive strategies, and meta-cognitive awareness on how to skim and scan the text, how to guess meanings of new words contextually, Besides, from the analyses and interpretations of the qualitative data through classroom observation revealed that the concerned teachers used traditional way of teaching process.
Investigation the Factors Affecting Students’ Speaking Skill in English Classroom; Abusera Secondary School, Grade Nine in Focus
(Addis Ababa University, 2024-08) Geleta Sora; Dr. Tamene Kitila
The purpose of this study was to investigate factors affecting Grade nine students’ speaking skills in EFL classroom; at Abu Sera secondary school in Oromiya region, East Showa Zone, Akaki Woreda were purposively selected. To achieve the overall purpose of this study, a descriptive survey design was employed. Data collection instruments were classroom observation, questionnaire and interview. The sample populations of this study were teachers and students. Seventy three students were selected using random sampling method and five teachers were also selected using purposive sampling technique. To analyze the obtained data, both qualitative and quantitative methods of data analysis were used. The findings showed that lack of confidence from the student side, code switching, preference of grammar and vocabulary than speaking, poor speaking background, lack of vocabulary, teachers' emphasis on grammar and vocabulary, teacher centered way of teaching, large class size, lack of access of teaching aids, shortage of textbooks and references. And also they had learnt by the teachers who did not train or qualified in English language and in pedagogy. Students could pass from class to class without getting knowledge on required level, teaching-learning process was just like preaching(sermon) in the church, L1(students' mother tongue) almost the medium of instruction in all subjects. Each of these factors was also caused by different problems such as: Classmates’ laughing when one makes a mistake while speaking; focusing on teaching grammar than speaking; focusing of exam questions mainly on grammar and vocabulary than speaking, students unable pronounce English words and letters correctly and teachers used traditional method of teaching. Students did not pronouncing some of English letters in correct. For example, some students did not pronounced G, H, S, W, X and Y correctly. The teachers should employ their maximum potential to assess and activate the students’ basic language skills and increase students’ motivation, and self-confidence in speaking skills; the school should fulfill supplementary materials books, audio, films, equipment of language laboratory for better improvement of students’ speaking skills.
First Year Students’ English Language Learning Autonomy at Addis Ababa Science and Technology University
(Addis Ababa University, 2024-07) Ababo Abebe; Animaw Anteneh (PhD)
The main objective of the study was to investigate first-year students' English language learning autonomy at Addis Ababa Science and Technology University (AASTU). The study employed a mixed-methods approach which integrated qualitative and quantitative data collection and analysis techniques. The survey questionnaire was filled out by 313 first-year AASTU students who were selected using a simple random sampling technique. Further, twenty-four (24) of these students were selected randomly to take part in the Focus Group Discussion (FGD). While these students provided data through questionnaires and FGDs, five teachers were also interviewed. The data collection process began with classroom observations, followed by the administration of the student survey questionnaire. The obtained quantitative data from the questionnaire were analyzed using SPSS. The quantitative data from the questionnaire were analyzed using SPSS, while the qualitative data collected through observations, FGDs, and teacher interviews were analyzed thematically. The findings of the study revealed that students were motivated to learn English and their practice demonstrated that they were autonomous learners to some extent. However, they only considered a few aspects as their responsibilities. The teachers were found to be involved in limited practices that promote autonomous English language learning and did not effectively utilize the available supporting facilities. Based on these findings, the study recommends that English teachers should participate in professional development programs to promote autonomous language learning. The university should also provide English teachers with consecutive and practical training on using the available supporting facilities to foster autonomous English language learning and address any technical issues with these facilities
Efl Teachers’ and Students’ Perceptions and Practices at Egambo and Ekonte Secondary School Grade 9 in Focus
(Addis Ababa University, 2024-08) Abeye Yesho; Mandida Barkesa(PhD)
The general objective of this study was to assess EFL teachers’ and students’ perceptions and practice of active learning methods in speaking classrooms. The study was conducted on EFL teachers and grade nine students at Egambo and Ekonte secondary school. To achieve the objectives, a descriptive research design was employed by using both quantitative and qualitative approach. The sample population of the study contains 172 students, out of 304 population selected using simple random sampling technique. Besides, three EFL teachers of the school were involved purposively. The data were gathered through questionnaires, classroom observation and interview. A set of questionnaires were prepared for the students to find out students perceptions towards using active learning methods in speaking classrooms. Besides, classroom observation of EFL teachers and students practices of active learning methods in speaking classrooms was conducted to observe the real life situation and the actual practices of teachers and students. Moreover, EFL teachers were interviewed based on semi-structured questions. The collected datas were analyzed qualitatively and quantitatively in thematic and numerical techniques. The finding of the study indicated that even though the perception of most EFL teachers on practicing active learning methods in speaking classrooms were observed when they rarely practice in actual speaking classrooms. The teachers were seen skipping over the speaking classes in favor of focusing on grammar lessons. Moreover, the perception of students towards practicing active learning methods was very low. As a result, the majority of the students were supposed to listen to their teachers talk rather than being actively involved in various active learning methods in speaking classrooms .Furthermore, some factors such as poor classroom condition, long time lecture method, and shortage of time and so on hinders to implement Active learning methods in speaking classrooms. However, a few students actively participated in English speaking classrooms. Therefore, to improve the practice of active learning methods in speaking classrooms, it needs to solve the problems such as poor classroom conditions and the shortage of time. Moreover, the students ought to actively participate in speaking classrooms. The teachers have to prepare themselves before presenting the speaking lesson in order to bring on active learners in speaking English classrooms.
Use of Reading Strategies to Develop Reading Comprehension:Grade 7 in Focus in Addis Ababa
(Addis Ababa University, 2024-07) Arebu Yimer; Hailom Banteyirga( PhD)
The study was to investigate the use of reading strategies via reading process among Grade 7 students in Miazia 23 and Kidus Addis Kindergarten and primary schools, Ababa Addis. To achieve the research objective explanatory sequential design of Mixed Methods Research (MMR) was applied. The target population for this study constituted of three hundred twenty two (322) grades 7 students who were schooling at Miazia 23 and Kidus Markos KG and Primary Schools. Pertinent data for the study were gathered through close ended structure questionnaires. In addition, for the consumption qualitative study; KII guideline was organized. Finally, descriptive statistics were employed to do quantitative analysis; while, the qualitative part of the study was summarized and analyzed using narrative description method. The result was summarized in the following way. Concerning of global reading strategies; above ¾th of the study participants (learners) are at distant prospect in terms of using typographical aids like bold face and italics to pick out key information. Under this category students sometimes use typographical aids. This is reported by 17 (19.3%) students. Learners are also occasionally use typographical aids. This is also shown by 18 (20.5%) learners. Evem students never use typographical aids. This is affirmed by 33 (37.5%) students. Regarding to problem solving strategies; slim majority (68.2%) of the study participants are far off guessing the meaning of unknown words or phrases. This group is identified by students sometimes guess the meaning of unknown words or phrases. This is shown by 24 (27.3%) students. It is also characterized by students occasionally guess the meaning of unknown words or phrases. This is reported by 22 (25%) students. In addition, this category is also characterized by students never guess the meaning of unknown words or phrases. This is also affirmed by 14 (15.9%) learners. Regarding to the frequency of using reading strategy; in the selected primary schools most Grade 7 students do not practice to have a purpose in mind when they read. This is reported by the mean value (2.386) falls in the range (≤ 2.4) qualitatively signifying low strategy user In addition, most grade 7 students are at distant prospect in terms of using context clues to help them better understood what they are reading. This is reported by the mean value (2.157) falls in the range (≤ 2.4) qualitatively signifying low strategy user. Based on the finding the study concluded that Grade 7 students do not practice to have a purpose in mind when they read. They don’t have a trend of reading aloud to help them understand what they are reading. Meanwhile there was a statistically significant positive correlation between frequency of using reading strategy and the score of reading comprehension and fluency. In this sense, it is necessary for Ethiopian primary schools to pay attention to reading strategies with their syllables. In addition, teachers need to be well equipped with knowledge and experience for enhancing the frequency of using reading strategy of their learners. In this regard training packages need to be organized for the teachers.
The Impact of New Technologies on Engagements of Students Learning French as a Foreign Language: The Case of Alliance Ethio-Française, Addis Abeba
(Addis Ababa University, 2024-06) Baalperasim Negash; Ms. Saba Getachew
This study examined the impact of emerging technologies on learner engagement in French as a Foreign Language (FLE) instruction at the Alliance Éthio-Française in Addis-Abeba. A mixed research approach was employed, combining a questionnaire and qualitative observation to collect data from 187 participants. The participants were recruited from FLE learners at the Alliance Éthio-Française in Addis-Abeba, spanning levels A1 to B2 according to the Common European Framework of Reference for Languages. A questionnaire was utilized to gather information on learners' technology usage practices, including mobile apps, social networks, and translation software, as well as their perceived impact on learner engagement. Observations were conducted during learning sessions and through social media platforms to gather insights into learners' behavioral patterns when utilizing these technologies. The results revealed a statistically significant and positive correlation between the use of new technologies and learner engagement. In contrast, no significant correlation was found between artificial intelligence and learner engagement. These findings suggest that educators and educational policymakers should explore innovative ways to integrate emerging technologies into their pedagogical practices in order to enhance learner engagement. It is also crucial to note that teachers should receive training on effective technology integration and adapt their instruction accordingly. Finally, it is essential to consider cultural and linguistic differences among learners when introducing emerging technologies to ensure an inclusive and effective integration into the learning process.
Examining The Factors That Limit Students’ English Language Speaking Ability in Speaking Class at Hinde Secondary School (The case of Grade 10)
(Addis Ababa University, 2024-08) Berhanu Tolesa Amante; Hailom B. (PhD)
The general objective of this study was to examine the factors that limit students’ English Language ability in teaching speaking skills at Hinde Secondary School The main focus was to detect how speaking skill is practiced in teaching Engilsh language and the challenges that learners experience and encounter during instruction. To this end, 60 Grade 10 students were selected by using simple random sampling technique, availability sampling technique and purposive sampling technique for collecting data. Questionnaires, class observation. and focus group discussion were employed to add up the credibility and validity of the study. Seven EFL teachers were participated for responding the questionnaires addressed to them with a sense of cooperative randomly. Accordingly, a research design with descriptive study analyzed and interpreted qualitatively and quantitatively by using frequency and percentage. The adapted questionnaires with 20 items were administered for both students and teachers. In addition, class observation and focus group discussion in the form of interview were addressed and triangulated with others tools of investigations. The findings of the study revealed that speaking anxiety. Lack of interest and the influence of mother tongue are mainly limited the students’ speaking ability in speaking class. These are the limitation isolated in the study to look forward for further investigation of speaking skills. Eventually, the researcher recommended that the speaking skill is an outstanding skill that can be used for interaction and communication. It is a means to an end not the end itself. The end is to make our learners fluent and proficient users of the target language. Thus from the steps the researcher moved through so far ascertained that:
Practices of Efl Teachers’ Written Feedback on Students’ Writing: General Tadesse Biru Secondary School N0- 2 in Focus.
(Addis Ababa University, 2024-08) Chala Mengistu Gemeda; Alemu Hailu (PhD)
The aim of this study was to be assess a Practices of EFL teachers’ written feedback on students’ writing. descriptive research design which contains both quantitative and qualitative method was employed.The study be came centered on grade 9&10 students .The participants of the study were(70) students taken through systematic random sampling and (7)EFL teachers were chosen on the idea of purposive sampling.Instrument data collection were questionnaire ,classroom observation, interviewed and document analysis.for data analysis both quantitative and qualitative methods were used . The data collected close ended and open ended questionaire were analyzed and described quantitative method was used frequency and percentage, However, interview and classroom observation were analyzed qualitatively.changed into carried out to take a look at teachers’ techniques of presenting written feedback, to provide an explanation for the reasons why instructors provide remarks, to become aware of the frequency of comments provision on students’ writing, and to discover secondary school students’ feeling closer to teachers’ written comments which obtained the objectives, a descriptive survey layout regarding each quantitative and qualitative research techniques have been hired. Moreover, questionnaire, interview and record evaluation were preferred records accumulating equipment. encourage to supply extra drafts and it changed into now not addressed to college students’ at a right time have been a number of the fundamental issues. eventually, based on the findings of the have a look at, the researcher would like to suggest that instructors must fill their own gaps on written comments to shed light on college students’ writing improvement; college students need to pay interest as well. The finding of the study indicate that English teachers didn't encourage students to practices written feedback.Therefore, this study recommend that EFL teachers should increase their knowledge on feedback and improve writing skill.
Teachers’ Awareness and Implementation of their Roles in Communicative Language Teaching Approach: The Case of Burka Jimata Secondary School.
(Addis Ababa University, 2024-08) Kidanu Fite Tobo; Mendida Berkessas(PhD)
The main objective of this study was to investigate teachers‟ awareness and implementing their roles in Communicative Language Teaching. It was aimed to identify the extent to which teachers implement their roles. In addition, factors that affect teachers‟ to implement their Communicative language roles. In order to gather the data from the subject of study, questionnaire, classroom observation, and interview were used. The researcher use descriptive survey design which makes use of mixed method, qualitative and quantitative research method, was employed. Based on the findings, some recommendation for foreign language teachers to implement Communicative language teaching roles in foreign language classroom was made. This recommendation focuses on ways of dealing with foreign language teaching communicatively and suggestions to implement their roles.
A Study on the factors affecting students’ English Language speaking skill in Dilber Secondary School in Addis Ababa: Grade Nine in Focus
(Addis Ababa University, 2024-08) Amsalu Biresaw; Hailom Banteyirga(PhD)
The purpose of this study was to investigate student related factors leading to speaking difficulties from both learners and their teachers’ perspectives. In order to achieve the objectives of the study, a descriptive survey study design with a mixed research method was used. The participants of the study were sixty grade nine students and three grade nine English teachers. Three grade nine English teachers and eight grade nine students for interview was selected by Purposive sampling technique. And fifty two students for questionnaire were selected in simple random sampling techniques. The data required for the study were gathered through questionnaire, interviews and classroom observation. The close ended questionnaire was analyzed by counting numbers and percentage quantitatively whereas qualitative data analysis was used to analyzed semi-structured interview and classroom observation. The study revealed that lack of adequate vocabulary ,lack of motivation, lack of confidence, anxiety, mother tongue use, lack of exposure to practice are the major factors that lead to poor performance in English speaking skills. Fear of making mistakes, fear of criticism, the tendency to shift to mother tongue and feeling shy and lack of motivation to express for themselves are some of the major manifestations of poor performance. Based on the research findings, recommendations were made. Teachers have to motivate their students to participate and develop confidence in speaking class. They should also give awareness and advice for students about speaking .They should encourage their students to express themselves in English both in and outside the school. The students should be given enough time to prepare and perform the speaking tasks. Teachers should motivate their learners by asking them to speak about issues that they are highly interested in.
An Evaluation on the Literary Materials used in Teaching Reading: a Study on Grade 11 English Textbook
(Addis Ababa University, 2024-08) Andualem Gashaw Mokonnin; Balew Bogale (PhD)
The purpose of this study was to evaluate the appropriateness of literary inputs found in grade 11th English text book for teaching reading skill. To achieve the purpose of the study, an evaluation design was employed. For this sixty (60) grade 11 students and six (6) English language teachers were involved. The students were selected by using simple random sampling technique whereas the four English teachers were selected purposively. The data collection instruments used were text bo ok analysis, questionnaire, and interview. Text book analysis was used to see the overall appropriacy of the texts. Questionnaire was developed to gather data from the students. Moreover, an interview with English language teachers was used to cross check the inter-consistency of the data obtained from other tools. The data collected through questionnaire were analyzed by number, frequency and percentage quantitatively. The data collected from the text book analysis and the interview were analyzed qualitatively by narration. As a result, the findings of the study revealed that most literary texts are relevant means for teaching reading incase they are prepared considering different requirements related with not only students but also teachers. This means, teaching and learning reading through literary inputs is effective if the texts are free from language difficulty, cultural unfamiliarity, lengthy, etc.

Browse

Recent Submissions