Foreign Language and Literature

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Factors that affect the practice of speaking English as a Foreign Language in Classroom: Sebeta Secondary School in Sheger City of Oromia Surrounding Finfine Grade 10 in Focus
(Addia Ababa University, 2024-08) Azazh Assefa; Hailom B. (PhD)
The aim of this study was to investigate factors that affect the students’ practice of speaking skill in Sebata secondary school of Sheger city. To conduct this research descriptive method was employed by using quantitative and qualitative approach. From seven hundred fifty two (752) students One hundred and eighty eight(188) were randomly selected from the target school and bothof their English language teachers (2) in number were taken as a sample population. The finding of the study was believed to be helpful for English teachers and students of the school. To conduct this thesis instruments used in data collection were questionnaire, interview, and class observation. There were two data collections: One for the students and a parallel one for the teachers. The results obtained from questionnaire, interview and observation were considered together in the analyses. The questionnaire data were analyzed using suitable statistical tools: Tabular frequency and percentage accordingly, which is statistical analysis. Interviews and classroom observation data were analyzed using qualitative description/textual analysis. From the gathered data most of the students were unable to intelligibly express their ideas in communicative activities. According to the study their problems were mostly related to the students themselves, to the teachers, to the classroom and to teaching aids. The teachers’ responses to their questionnaire also show that their students’ practice of speaking in EFL classes was highly affected by the aforementioned factors. The finding of the study also indicated that the teachers never used any teaching aids to facilitate speaking activities for the students. Finally, it was recommended that students should be exposed to communicative activities in lower grades; teachers should be systematic in providing error correction
The Effect of Vocabulary Learning Strategy Training on Reading Comprehension, Vocabulary Knowledge and Vocabulary Strategy Use: the Case of Addis Ababa University
(Addis Ababa University, 2024-07) Abebaw Dessalew; Nuru Mohammed(Ass.Prof.)
It is impossible to teach students all the words which are essential for their study. Hence, it is vital to inspect whether vocabulary strategy training helps them to study vocabulary or not. The purpose of this study was to examine the effect of vocabulary learning strategy training on university students’ reading comprehension, vocabulary breadth knowledge, vocabulary depth knowledge and vocabulary learning strategies use. Quasi-experimental research design was employed. The study focused on the treatment group looking at their performance before and after intervention. To see the effect of the training in relation to the instruction given in communicative English, a group was included in the study as additional source of information to assess the effectiveness of vocabulary strategy training. The vocabulary learning strategy training was offered to treatment group students for 16 hours. Independent Sample T-test was computed on SPSS to examine if there was a statistically significant difference between the treatment and conventional groups. Paired Sample T-test was also run on the SPSS to see if there was statistically significance difference between the pre and post mean scores of the students in the treatment and conventional group. Moreover, Levene’s test, Kolmogrov-Smirnov test and Wilcoxon Signed Ranks test were computed to assess equivalency and normality of the data. The t-test analysis showed the treatment group students scored better in the post test. The students who followed the normal instruction performed less than the treatment group. A comparison of the students who followed the conventional instruction showed in the post-test in vocabulary breadth knowledge test (p-value, .001; moderate effect size, Cohen’s d: .76). In addition, the students assigned to the treatment group scored higher than the conventional group in the post test in vocabulary depth knowledge test (p-value, .00; moderate effect size, Cohen’s d: 0.93). The study found that the experimental group participants improved their vocabulary usage significantly better than the group that followed the conventional instruction in the five among six major categories of vocabulary learning strategies (less than the p-value of 0.05). The treatment group students enhanced their vocabulary knowledge and strategy use because they benefited from the vocabulary strategy training they received for 16 hours. The training helped ii them in developing their knowledge in several vocabulary learning strategies and motivation. Consequently, they effectively studied the use, form and meaning of several words. However, it was found no significant difference in reading comprehension skills between learners assigned to the treatment group and group that followed the conventional instruction (t = 1.14, df = 38 for the conventional group and 36.96 for the experimental group, p > 0.05). This could be attributed to lack of training in reading strategies in the conventional instruction. Based on the findings of the study, it is recommended that English language course book writers, instructors should consider the study of varied vocabulary learning strategies.
Effects of Cognitive Reading Strategy Training on Grade 9 Students‟ Reading Performance, Metacognitive Awareness and Reading Motivation
(Addis Ababa University, 2024-12) Deneke Madebo; Hailu Gutema (PhD)
This study investigated the effects of cognitive reading strategy training on reading performance, metacognitive reading strategy awareness and reading motivation of Grade 9 students. The study aimed at testing explicit/implicit theories of cognitive reading strategy instruction. A quasi-experimental design was used to examine differences between two randomly selected intact groups. A quantitative approach was applied to gather data. Among the variables, strategy awareness and reading motivation were examined to see if they were predictors of reading performance. A teacher-made pre-test (25 items) and a parallel teacher-made post-test (25 items) and two questionnaires were administered. The Metacognitive Awareness of Reading Strategy Inventory (MARSI) of the strategy awareness questionnaire consisted of 30 items; the Foreign Language Reading Attitudes and Motivation Scale (FLRAMS) of reading motivation questionnaire consisted of 31 items. Data were gathered from 100 students through the tests and the questionnaires. The results showed statistically significant difference between each group’s pre-test and post-test scores of reading performance (p=.000) and (p=.000) of experimental and control groups, respectively; there was a strong and positive relationship between the pre-and post-test scores of each group. Although the p-value for both groups was less than .001, the experimental group made increment of reading performance after the explicit strategy training; whereas, the control group made the opposite, decrement of reading performance after the implicit strategy training. Both groups did not show significant changes of strategy awareness. However, the experimental group showed a significant change of reading motivation (p= .006) after the group received strategy training, unlike that of the control group (p= .606). The study concluded that training cognitive reading strategy explicitly empowered students to outperform reading comprehension and vice versa and increased students’ motivation of reading though it could not change students’ strategy awareness; however, students’ strategy awareness and their reading motivation could not be significant predictors of reading performance. This findings imply that due attention should be given to enhance explicit approach of cognitive reading strategy teaching over implicit approach so as to improve students’ performance of reading.
An Investigationof ReadingPractices: theCaseof Bizet High SchoolGrade 10inFocus.
(Addis Ababa university, 2024-09) Kidanemariam Asmelash; Tamene Ketila(PhD)
Themainobjectiveofthisstudyis to investigatereadingpracticesofgrade10studentsin Bizet Secondaryschool Bizettownin2012academicyear.Thestudyhastwomainspecificobjectives. The first specificobjective wastodescribeteachersreadingproceduresuseandthesecond objective wastoexamine the students’frequency ofreadingstrategy use inthe grade level mentionedabove.Datawere gatheredfromthe participantsofthe study suchasgarde10English teachersandgrade10students.Toachievethisdescriptivesurveyresearchdesignamixedmethod wasused.SixEnglishteachersandsixtythreestudentswereinvolvedinthestudybyusingrandom samplingtechnique method. The variousresearchinstrumentswhich have beenemployedinthe studyinclude: classroomobservation,teachersandstudentsquestionnaires.The collectedraw datawerecategorizedanddescriptivelyanalyzed.Particularlybothqualitative andquantitative dataanalysisanddiscussiontechnique were used.The classroomobservationwasanalyzed qualitatively whereastheclosedendedquestionnaireswere analyzedquantitatively. Asaresult, thefindings depictedthatteachers‘use inconsistentlyandinappropriatelythethreereading proceduressuchasbefore,duringandafter- readinginthe mentionedgrade level.In addition, teacherswereobservedusingtraditionalwayofteachingreadingwhichwasdominatedbyreading aloud.Therehasbeenlesstimegivenforsilentreadingorindependentreading.Thestudentswere notactively involvedinthe three readingprocedure relatedactivitiesinthe formofgroupand pairdiscussion.Ontopofthis,thestudents’frequencyofreadingtechniquesusewasfoundatlow level.Theresultofincorrectteachersreadingprocedureuseandlowlevelofreadingstrategyuse hasresultedinthepoorreadingpracticeofgrade 10students. Tothatend,thisstudygives suggestionthatcouldbringaboutatransformationinthepractice ofreadinginthegrade level studiedwiththeintentionthatrecentandconsistentteachers readingproceduresuse andhigh frequencyof reading strategy level in order to improvethe reading practices ofstudents.
Analyzing High School English Language Teachers’ Professional Development Needs: The Case of Gamo Zone
(Addis Ababa University, 2024-05) Mulualem Eshete Mekie; Girma Gezahegn (PhD)
This study aimed to analyze the professional development needs of high school English language teachers in the Gamo Zone, focusing on identifying their target needs, assessing their reflections on the current professional development program, determining whether the program meet their needs, and investigating the factors hindering their participation. A mixed methods approach was utilized, involving 104 participants selected through purposive and stratified random sampling. The target needs of the English language teachers were analyzed using Hutchinson and Waters' model (1987). Quantitative data were collected via tests and questionnaires administered to 98 teachers, while qualitative data were gathered through interviews with six teachers. The quantitative data were analyzed using statistical methods, including percentages, means, standard deviations, ranks, and Spearman's rho (rs) correlation, while thematic content analysis was used for qualitative data. The study revealed significant gaps in the teachers' knowledge, particularly in technological literacy, research skills, and pedagogical content knowledge. The teachers expressed a strong desire for further training in these areas, as well as in language skills, assessment methods, and technological pedagogical content knowledge. The current professional development programs were criticized for lacking subject specificity and alignment with the teachers' actual needs. Furthermore, the study identified poor planning, lack of support, budget constraints, and limited resources as significant barriers to participation in professional development. The findings suggest that professional development programs should be customized to better align with the unique needs of high school English language teachers, taking into account their specific lacks, wants, and necessities. Stakeholders are encouraged to address these gaps by fostering full participation, promoting responsibility and ownership, and supporting risk-taking in professional development, which could lead to improved teaching outcomes.
L‟intégration de la technologie et des logiciels pour faciliter l‟apprentissage du FLE : Le cas des apprenants niveau A2.1 et A2.2 de l‟AEF
(Addis Abeba University, 2024-11) Samuel Hailu; Yohannes Beyene (PhD)
L'intégration de la technologie et des logiciels pour faciliter l'apprentissage de la langue française a considérablement évolué au fil des années, offrant des opportunités et des défis uniques pour les apprenants, les enseignants et les développeurs des logiciels. Dans cette étude, nous avons exploré l'intérêt à intégrer la technologie, l’information et de la communication dans l'enseignement/apprentissage du FLE face de leurs défis. Pour réaliser ces objectifs, nous avons appliqué des méthodologies mixtes (qualitatives et quantitatives) pour la collecte et l’analyse des données. Nous avons analysé des réponses obtenues des participants. Donc, d’après les résultants, nous avons remarqué que les ressources technologiques disponibles à l’AEF Mais, leurs utilisation c’est marque insuffisante. L’intégration de la technologie et des logiciels offre des avantages significatifs pour faciliter l'apprentissage de la langue française, en offrant une flexibilité, une interactivité et une immersion accrues. Cependant, il est important que les enseignants aient tous les savoir-faire a l’utilisation de ces technologies et des logicielle afin de surmonter les défis associés à cette intégration. De même, il faut que considération nécessaire est mis en oeuvre pour assure un équilibre entre l'utilisation de la technologie et les interactions en personne dans l'enseignement du français. Comme, la dépendance excessive à la technologie peut entraîner une perte de l'interaction humaine qui est essentielle pour le développement des compétences linguistiques.
Exploring the Practice of Teaching Grammar in Grade 10 at Getachew Azanaw Secondary School
(Addis Abeba University, 2024-08) Tigabu Girmay Shimuye; Balew Bogale (PhD)
The purpose of the study was to explore the practice of teaching grammar in grade10. It examined whether or not the teachers use different techniques and strategies in teaching grammar and motivate learners to use grammar activities properly. It also examined the reasons behind teachers’ use of preferred strategies to teach grammar in their classrooms and ascertained whether there was a gap between the expectations set for teachers and their actual implementation of teaching grammar or not. The study was employed in one government secondary school in Northern Ethiopia, Welkait woreda as a sample. The questionnaires were distributed by the researcher to 104 randomly selected students and 9 grade10 English language teachers in the school. In addition, five grade 10 English language teachers were observed to find out their actual implementation of teaching grammar in a classroom. The results of the study revealed that though the participants know the basic principles of grammar teaching in a proper way, teachers were not seen to apply them effectively in their classrooms. In other words there was incompatibility between what the teachers and the students believed about and the actual classroom application of grammar teaching. The data showed that the majority of the grammar lessons were not presented in meaningful contexts and situations. The students were not also encouraged to express their own feelings, attitudes and interests using the target structures. They were given the grammar rules explicitly with one or two examples. They also implemented several mechanical drills after detailed explanations rather than using the necessary techniques of teaching grammar. Besides, the classroom observations showed that teachers’ implementation of teaching grammar was given deductively. Consequently, the researcher has recommended some important solutions to make grammar teaching in an effective way.
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.

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