Foreign Language and Literature

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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.
An Evaluation of the Implementationof Continuous Assessment of Efl Writing Skill at Sheraro Secondery School: Grade 9 in Focus
(Addis Ababa University, 2024-08) Desale Berhe Abrha; Seime Kebede(PhD)
The main purpose of this study was to evaluate the implementation of continous assessment (CA) in grade 9 EFL writing skill at Sheraro Secondary School of North Western Zone, Tigray Regional state. While pursuing this purpose, the research has tried to address four major research questions. These were (1) to what extent teachers do implement CA in writing skills at Sheraro secondary school? (2) What are the factors that hindered implementation of effective writing assessment? (3) What are the attitude of Sheraro secondary school teachers and students towards CA in EFL writing skills? And (4) what are the possible strategies that enable to mitigate factors affecting CA in EFL writing implementation in Sheraro Secondary School? In order to address these research questions, descriptive survey design method was employed. Consequently, the study considered one governmental secondary school from-the woreda through convenience sampling technique. By so doing, the study relied on 2 school principals, 5teachers and 3wereda education office (selected through purposive sampling) and 90 students (selected through systematic random sampling technique). Questionnaire, interview, document analysis and class room observation were the instruments used for data collection. The questionnaires were administered to students while the interview was undertaken with school principals, wereda education office and English teachers. The data obtained through questionnaires were quantitatively analyzed and interpreted in light of available literature and statistical package for social science (SPSS) was used to analyze the quantitative data. Whereas the information obtained through interview, documents analysis and observation were qualitatively described to supplement the quantitative data. The results of this study reveal that though the attitude of teachers and students toward CA in EFL writing was positive, the level of practice of CA in EFL writing was found to be low. Furthermore, shortage of time , lack of teachers’ commitment, lack of teaching resources, unavailability of facilities, teachers’ high workload, lack of teachers commitment , were among the factors that hindered the implementation of CA in EFL writing . It has been recommended that teachers should prepare the check lists to record students learning progress in implementing EFL writing and discuss with them. And creating awareness, consistent and intensive short-term and long-term training for teachers ‘commitment should be offered on the implementation of CA in EFL writing to improve their instructional practice in class room to overcome the challenges of implementation of CA in EFL writing. Besides, to solve the factors that hinder the proper implementations of CA in EFL writing skill, the school administrative body ought to create conducive environments that helps for teachers’ sufficient preparation and working time and provision of educational materials and resources to implement CA in EFL writing in their class.
An Assessment of Teaching Vocabulary Strategies Used by English Language Teachers in Agazi Secondary School: Grade Ten in Focus
(Addis Ababa University, 2024-07) Elfnesh Tesfay Reda; Taye Regassa(PhD)
The main purpose of this study was to assess the vocabulary teaching strategies used by English language teachers of Agazi Secondary School in Adigrat woreda, eastern Tigray Regional State .In order to address the research questions, a descriptive research design was used. A total of 52 grade ten students were selected purposively and two English language teachers, similarly selected, were involved. Three data-gathering tools namely a questionnaire to the sample students, classroom observation and interview for the sample English language teachers were used to collect data for the study. Frequency and percentage were used to analyze the data gathered from the questionnaire whereas qualitative data analysis was used to analyze the data obtained from classroom observation and interview. Thus, the results from the data revealed that an attempt was made to use various vocabulary teaching strategies to teach words. The English language teachers used the following vocabulary teaching strategies in class; teaching vocabulary through translation, teaching words through context clues and role-playing. However, there were lots of vocabulary teaching strategies like; teaching words through collocation, morphological analysis of the words, loud reading, the etymology of the words, teaching words through association, teaching words through crossword puzzle, videos, word formation and word mapping techniques, using teaching aids, models and real objects, word part’s (affixation) analysis and dictionary were not used by the English language teachers of Agazi Secondary School. Therefore, it is recommended that English language teachers should use or apply different vocabulary teaching strategies in class to teach words in addition to the strategies used in the current grade ten English textbook. And, textbook writers should consider the vocabulary teaching strategies included while designing vocabulary lessons. Higher educational institutions should also help teachers by providing continuous trainings on teaching strategies for vocabularies.
Opportunités et défis de l’apprentissage du français à l’UAA
(Addis Ababa University, 2024-05) Genet Jordano; Yohannes Beyene (PhD)
The title of this research is opportunities and Challenges in Learning French at Addis Ababa University. Total of 30 students who learn French at AAU at different levels have participated in this study. The purpose of this research is to assess and investigate the reasons and factors contributing to the effective learning of French and the challenges faced by students of AAU, who study French at different levels. The methods used for this study are survey was conducted among respondents expressing interest in learning French. Data was collected on motivations, presence of supportive resources, and their impact learner interest to learn French and Cross-tabulation analysis was used to examine correlations. The findings indicate that Personal enrichment and career advancement were the primary motivations for learning French. Supportive instructors and staff members were widely reported as having a positive influence. There was a strong correlation between access to supportive resources and a growing interest in French. In conclusion access to supportive resources, including instructors, staff, and institutional support, plays a significant role in fostering interest in French language learning. Partnerships with organizations like French Embassies and Cultural Centers provide cultural immersion and authentic language experiences. Creating a positive and supportive learning environment is crucial for success in language learning. Educators and institutions should consider these factors to develop effective language learning programs.
Evaluating the Dominant Genres of Reading Texts and Their Appropriateness for Teaching Reading Skills: Grade 11 English for Ethiopia in Focus
(Addis Ababa University, 2024-08) Zegeye Fire; Hailu Gutema (PhD)
The main objective of this study was to evaluate the dominant genres of reading texts and their appropriateness for teaching reading skills in grade 11 English for Ethiopia text book at selelkula secondary school. To achieve this objective, both qualitative and quantitative research method was employed. The participants of the study were grade 11 students and teachers at selelkula secondary school. To conduct this study, three data gathering tools were used. Content analysis was used to examine the dominant genres of reading texts. Students’ questionnaire was used to collect relevant data from 30 students. Interview was conducted with 5 purposefully selected ELT teachers from selelkula secondary school. The collected data was qualitatively and quantitatively analyzed. Data from interview was analyzed and interpreted qualitatively through narration; whereas, the data from students’ questionnaire was expressed quantitatively. The findings of the study revealed that the majority of reading texts in grade 11 English have factual message, dominantly narrative generic structure or feature and dominantly narrative communicative purpose. On the other hand, the study found that the majority of reading texts contain average length, fairly exploited, relevant content and are culturally foreign.. Moreover, most reading texts are extracted from autobiographies, magazine articles and newspaper reports. The study also found that the majorities of reading texts are fairly appropriate for students’ age, grade, maturity level and cultural background knowledge. However, some are linguistically difficult; contain long and complex sentence structure with difficult vocabulary and with less motivational level. Based on the findings, therefore, textbook writers and teachers should consider the students’ age and grade level, cultural background, linguistic ability, literary background, learnability and exploitability of the texts, authenticity and appropriate genres of texts when they select and adapt reading materials in teaching course book.
Exploring Factors that Affect the Development of English Reading Comprehension Skill: In Case of Grade 8 Students of Teji Primary School
(Addis Ababa University, 2023-07) Zubeyda Ahmed; Abebe Gebretsadik(PhD)
The aim of this study is to examine factors that affect Grade 8 students reading comprehension in Teji primary School. To attained this objective descriptive case study research design in which mixed methods qualitative in the qualitative were employed to collect and analyze the data; to interpret the findings and drawing inferences the data were collected from 82 Grade 8 students who were randomly chosen from the total population of 272. In addition, the two English teacher who teach EFL in this grade level where included using purposive sampling techniques for the sake of collecting additional data for the study. The researcher used both questionnaire and reading comprehension test as major data collection tools, while classroom observation and structured interview where used as supportive data gathering tools and a means of data triangulation and 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 presentation of the reading comprehension test and the questionnaire were analyzed and interpreted quantitatively by employing descriptive statistical techniques, such as frequency counting, percentage, while data obtained from teachers interview and classroom observation checklist were analyzed, described, and interpreted qualitatively. The findings of the study indicated that students' reading comprehension problems are multifaceted. 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 extracting meanings from the reading comprehension test. The findings obtained from student's as low. The majority of the student problem of extracting questionnaire and reading comprehension test result, it was found that most students have difficulty how to skim and scan a text for the gist of the text, and the specific information respectively. They also have a challenge ignore out meanings of unfamiliar words from their contextual clues. Beside, most the students lack skills and knowledge to construct meanings for inferential understanding they have also problem of looking information which relates to their reading purposes. Generalist speaking, the majority of the students lack cognitive strategies, and meta-cognitive awareness how to skim and scan the text, how to guess meanings of new words contextually, ho to infer meanings unstated in the text. Besides, from the analyses and interpretations of the qualitative data, interview an classroom observation, revealed hat the concerned teachers lack practical skills in implementing the three stages of reading activities: pre-reading. While-reading and post-reading stages, during their actual classroom reading lesson instructions. They rarely activate students' prior knowledge with the actual text to be read. It was found that students were not encouraged to read a text(s) actively silently and individually. As a result, students could not resolve their reading difficulties or problems they may encountered particularly during reading lesson instructions. Based on the major findings and conclusions drawn from them, the research made some recommendation on what should be done to minimize the impact of factors that affect students' reading comprehension.
An Assessment of English Language Needs of Undergraduate Engineering Students: The Case of the Institute of Technology at Hawassa University.
(Addis Ababa University, 2024-05) Kifle Meskelo; Dr Alemu Hailu
Previous research in the field of engineering has showed that English language is essential in the academic and professional lives of engineering students, and thus they need a good proficiency of English to become effective in their academic study and future workplace communication. However, engineering students at Hawassa University (HU) were observed to have pressing problems of English language proficiency and showed little interest in English courses taught to them. In principle, English courses at university level should be designed in a way to address the immediate and target needs of the specific groups of students. Nevertheless, at HU based on the Nationally Harmonized Modular Curriculum the same kind of general English (Communicative English Skills I&II) courses were offered to all first year students irrespective their disciplinary differences. The researcher strongly feels that among other things this could have significantly contributed to the lack of interest of engineering students in English courses at HU and to curb this problem a needs assessment study be carried out. Hence, the main objective of this study was to assess the academic and work-related English language needs of engineering students at HU and engineers at Hawassa Industrial Park (HIP) and to establish a syllabus framework that can better address their needs. To achieve the intended objective a cross-sectional survey research design was employed in order to identify the English skills and the target tasks needed for engineering study and workplace communication particularly at the foreign companies of HIP. Five instruments of data gathering were used to elicit the necessary information: namely, questionnaire data were collected from randomly selected 258 final- year engineering students, 87 engineering instructors, and 70 engineers working at HIP; semi-structured interviews were conducted with purposively selected 5 final year engineering students, 5 engineering instructors, 3 English instructors, 3 engineers and 3 foreign employers; IELTS test was administered for randomly selected 100 final-year engineering students from the four engineering faculties (25 from each), classroom observations and a brief evaluation of the currently in-use English course modules. Based on the quantitative and qualitative analysis of data, the following findings were identified. First, while all major English skills were important for engineering students’ academic study and ii workplace communication, reading and writing skills were of particular importance for engineering study at HU, and listening and speaking skills were especially required for engineers’ workplace communication in the foreign companies of HIP. Second, the most common and highly needed tasks for engineering study in each skill were: reading lecture notes, textbooks, lab manuals, project manuals and research materials; writing library assignments, lab reports, exam answers, design reports, internship reports and research reports; making the presentation and defense of their internships and research/project reports, presentation of course work assignments, asking and answering questions; listening to lectures, questions and answers, presentations and discussions, and online resources such as You tube videos. In the same way, the most common and highly required tasks for engineers’ workplace communication were: reading product manuals, safety signs and notices, training manuals, project documents and reports, business letters and e-mails; writing performance reports, job applications, product descriptions, project proposals and reports; speaking making technical conversations, making presentations, participating in meetings, giving trainings/seminars and talking on the phone; listening to instructions or advice, meeting discussions, and trainings or seminars. Regarding the English language problems, engineering students at HU had the most difficulty to carry out speaking and writing tasks particularly giving well-organized presentations of their works in class and writing coherent internship and research reports, and the engineers at HIP experienced more difficulty in writing formal business letters and formal reports and listening to English from native and hard-accented foreigners. Finally, the evaluation of the English course modules in-use was found to contain topics and tasks of general academic English and appear to address the identified academic and work-related English language needs of engineering students at HU and engineers at HIP only to some extent. Finally, based on the findings and conclusions, implications for English classroom use and syllabus design have been made.

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