Foreign Language and Literature

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A Comparative Study on Primary School English Language Teachers’ Expectations and Received Training: Kombolcha Town in Focus
(Addis Ababa University, 2025-04-01) Melese Mengesha; Alemu Hailu (Asso. Professor)
The effectiveness of teacher education depends heavily on the competence of teacher educators and the learning experiences of student teachers. When trainees join teacher education institutions, they bring their expectations developed from experiences as teachers and observations as students. Meeting these expectations through training sustains competence among graduates as a program outcome. The effectiveness of a training program can then be measured by its capability to address these expectations. This study then explored the relationship between the training expectations of primary school English language teachers and the training they received. The results in this study are based on data collected from 47 English language teachers in nine primary schools located in Kombolcha town, 6 teacher educators of Dessie College of Teacher Education and the teacher training curriculum document that was in use. Data was collected using questionnaire, interviews, observations and document reviews. SPSS version 26 and NVivo version 11 are used by this correlational descriptive research to analyze the quantitative and qualitative data respectively. The Spearman’s rho rank correlation was conducted to reveal the relationship between the training expectations of the teachers and the actual training that they received. The analysis of the data indicates that there is weak correlation between the participants’ expectations and the training they received. Some courses and/or contents were also not expected by the teachers prior their entry to college and have less contribution to teach at primary schools. On the other hand, some relevant courses to the level were found absent in the training program. The training is also deficient of practical sessions. The trainees also did not find the teaching approaches of the trainers as they expected. Hence, more relevant courses should be added. Trainees should also be engaged in more peer-teaching and reflective practice sessions so that they can improve their competence in the language. Furthermore, language teacher training programs should consider trainees’ needs. some of the courses contribute less to helping the trainees develop the required competence to teach the subject. There are also neglected but relevant courses. The findings indicate that teacher expectations should be considered when developing training plans for English language teachers, as these expectations influence their willingness to participate in the training activities and ultimately, their effectiveness as primary school English language teachers. More effort and planning are needed to meet their practical needs.
An Exploration of Teachers’ Beliefs and Practices about Learners’ Own Language Use in EFL Class: The Case of Mengesha Jemberie High School
(Addis Ababa University, 2022-12) Aytenew Tilaye Beyene; Seime Kebede (PhD)
The main purpose of this study was to explore teachers‟ beliefs and practices about learners‟ own language use in EFL classrooms. To meet this purpose, a descriptive case study design was employed. Mengesha Jemberie High School English language teachers and students in West Gojjam, Ethiopia, were involved in the study. To collect data, questionnaires, classroom observations, and one -to-one in-depth interview, were administered. Both quantitative (SPSS 20 Software) and qualitative (Open Code 4 Software) were used to analyze the data. Cronbach‟s alpha coefficient was used to test the reliability of teachers‟ questionnaire. The Cronbach‟s alpha test upshot was .88 alpha levels. The finding indicates that the vast majority of teachers' belief about learners‟ own language use in EFL classrooms is positive. Teachers use learners‟ own language sometimes in EFL classrooms. As a result, the majority of teachers reflected that learners‟ own language is an important tool that could contribute a lot to students‟ success in the EFL classroom. The result also shows that own language use in EFL classrooms indicates some significant components which makes it different from the existing approach of EFL teaching. English language teachers‟ reasons to use learners‟ own language in EFL classrooms were to clarify difficult concepts, motivate students, and help teachers to teach grammar. Teachers have other perceived reasons to use learners‟ own language in EFL classroom such as students‟ poor English language proficiency, lack of exposure in the school context, and own language helps students to enhance their confidence to learn English. Based on the results, it can be concluded that teachers do have positive belief about learners‟ own language use in EFL classrooms. Thus, learners‟ own language use in EFL classroom has pedagogical contribution and significantly contributes to the development of teaching English methodology. Implications are thus deduced for EFL curriculum and instruction on own language use in EFL classroom reasonably.
Modern-Day Sociopolitical Intricacies in Selected Anglophone Novels [Ca. 2005-2015]: A Comparative Study of East African Experiences
(Addis Ababa Unversity, 2020-12) Mekwanent Tilahun; Abiye Daniel (PhD)
This project is geared towards investigating modern-day sociopolitical intricacies in an attempt to determine the trajectory of the historical, social and political realities reflected in the selected East African novels in English. The study aimed at finding out the emergent themes in the selected novels, identifying if the prevailing themes correlate with the historical realities, examining the representation of Africa and Africans, and identifying the inter texuality between the chosen novels. A postcolonial theory is used as a reading strategy and a national/regional model of postcolonial theory is employed to comparatively examine the thematic convergence and divergence the novels under scrutiny may have. To this effect, four novels namely, The Orchard of Lost Souls (2013) Cross Bones (2011), Black Star Nairobi (2013) and Waiting (2007) have been selected purposively from East Africa. The purposive selection of the aforementioned novels is grounded on the researcher’s motivation to fill the identified research gap. A postcolonial theory has been discussed in an eclectic manner as a theoretical framework of the study. The study thus found out that the selected novels have brought out emergent themes such as religious fundamentalism, ethnocentrism, piracy, human trafficking, and cross boundary sociopolitical problems that are unsettling the sociopolitical atmosphere of the Horn of Africa. In addition to foregrounding the impact of the aforesaid themes upon sociopolitical realities of the East African countries, the novels under scrutiny also reveal that the existing sociopolitical anomalies such as corruption, lack of good governance, and gender issues are still taking their toll on Africans long after independence. Finally, the comparative analysis conducted on the selected novels has shown that the novels under investigation have both thematic convergences and divergences. The study concludes that the authors have tried to call the attention of the readers to the fact that Africa in general and the East African region in particular is confronted with new challenges such as religious fundamentalism, ethnocentrism, piracy, human trafficking, cross boundary sociopolitical problems, and foreign powers’ meddling in their internal affairs.
A Multi-Dimensional Interactive Approach to Continuous Professional Development: An Exploratory Case Study of English Language Teacher Educators
(Addis Ababa Unversity, 2011-07) Melaku Wakuma; Teshome Demissie (PhD)
The purpose of this study was to explore the CPD undertakings in the Department of Foreign Languages and English Education (FLEE) of College of Teacher Education, AAU, and test the Collaborative-Observation-Reflection-Appraisal (CORA) approach to CPD that was named as Multi-Dimensional Interactive Approach to CPD for the sake of clarity. To this end, non experimental design of classroom based exploratory qualitative case study in which four cases were selected using purposive sampling technique facilitated through snowball and theoretical sampling was conducted. In this process, semi structured in-depth interview, video assisted self appraisal of recorded lessons, as well as video supported peer observation and reflection were carried out. The semi-structured interview had also addressed other relevant informants from the College. To widen understanding, a questionnaire was distributed to other teacher educators who were teaching in the undergraduate program and were not the cases of the study. All the instruments were piloted at Kotobe College of Teacher Education. The feedback obtained from all the instruments including self as well as peer reflections on the lessons were transcribed, coded, organized under major themes, analyzed, interpreted and presented under two broad categories: holistic or within case and across cases. The finding identified diverse themes that were factors to enhance or retard professional development of the teacher educators. Accordingly, the belief of most of the teacher educators was not in consistent with the current learning theory. On top of this, the prevailing professionalism was the old rather than the transformative. A lot of potentials that would have contributed to the professional development of the teacher educators, too, were not exploited. Nonetheless, there were exceptional cases and tenets that were aligned with modern learning theory that would have been exploited given conducive atmosphere was created and awareness was raised. To address the problems identified in the course of the study, different recommendations were offered. Concerning the tested approach, promising developmental incidents and evidences were obtained. The self appraisal of the recorded lessons resulted in critical scrutiny into one’s teaching in which the partners gained knowledge as observed from their reflections and the recorded learning logs. The peer observations and professional discussions that accompanied the self-appraisal were also developmental. As a result, the proposed approach indicated that it had the potential to break the ‘individualism’ that reigned in the Department and generate learning in collaborative environment.
EFL Teachers’ Beliefs and Instructional Role in Applying Reading Strategies: A Case Study of Edget Chora Secondary School, Addis Ababa, Ethiopia
(Addis Ababa University, 2025-05-24) Solomon Woldetensay; Berhanu Bogale (PhD)
This qualitative case study explores the beliefs held by secondary school EFL teachers regarding reading strategies and their instructional role in implementing these strategies across the pre-, while-, and post-reading phases of reading comprehension lessons.The research was carried out at Edget Chora Secondary School in Addis Ababa, Ethiopia, using a case study design. Six experienced EFL teachers were chosen through a convenience sampling technique.Data were gathered using multiple tools, including classroom observations (field notes and reflective journals), individual interviews, and focus group discussions.The reading comprehension lesson observation framework was also served as an evaluation rubric. The data were thematically analyzed using NVivo 10 software. The results indicate that although teachers generally have positive beliefs about the instructional importance of reading strategies, their implementation in the classroom is inconsistent. Teachers perceive pre- and post-reading strategies as time-consuming and instructionally demanding, resulting in a greater focus on while-reading strategies. Furthermore, a notable disparity was found between teachers‟ stated beliefs and their practical application of reading strategies. Even though they acknowledged the benefits of research-based reading comprehension strategies, the majority of teachers did not consistently incorporate them across all three reading phases, thereby limiting their potential effectiveness in enhancing students' reading comprehension skills. The study concludes that aligning the target secondary school EFL teachers‟ beliefs with their instructional practices requires structured training. The study suggests focused teacher training initiatives, revisions to the curriculum, and further research into the instructional role of EFL teachers in improving students' reading comprehension abilities. These recommendations aim to close the gap between teachers' beliefs and practices, ultimately helping students develop into strategic and independent readers.
Effects of Blended Learning on Addis Ababa University Students‟ Reading Comprehension: College of Business and Economics in Focus
(Addis Ababa University, 2025-06-24) Dagnachew Tsegaye; Girma Gezahegn (PhD)
The general objective of this study was to investigate the effects of blended learning (BL) on Addis Ababa University students’ reading comprehension. Students’ attitudes toward blended learning-based reading comprehension were also examined. To fulfill this purpose, a quasi-experimental research design with mixed method approach was employed. In addition, from the College of Business and Economics at Addis Ababa University social science stream, four sections of freshman students were purposely selected and assigned to experimental (n=42) and control (n=42) groups. This was followed by a 12-week experiment involving students at Addis Ababa University in the first semester of the 2024/25 academic year. The same reading comprehension contents adapted from communicative English skills I course were taught to both groups. The only difference was that the experimental group was taught by a BL method that combined both online and face-to-face instructions, while the control group used the conventional, teacher-centered instruction. SPSS version 26 for quantitative data and NVivo 10 for qualitative data were used to analyze the data gathered from pre-posttests, attitude questionnaire, and focus group discussions (FGDs). Based on the analysis of the reading comprehension test results, the experimental group showed a large effect size and a statistically significant difference in reading comprehension components at the p < .05 level. However, the control group's reading comprehension results revealed no statistically significant differences in the pre- and posttest results. According to the results of the independent samples t-test, the experimental group scored better in all reading comprehension components than the control groups. Besides, students’ attitudes toward blended learning-based reading comprehension were examined through descriptive statistics for closed-ended questionnaires and thematic analysis for open-ended questions and FGD, using Nvivo 10 software. The major findings indicated that the blended learning (BL) approach positively affected students’ reading comprehension skills, with most students in the experimental group expressing positive attitudes toward it. The results leading to the recommendation that BL should be integrated into EFL classrooms to promote reading skills. Consequently, it would be advantageous to incorporate blended learning approaches that integrate online reading resources with conventional face to face instruction to improve students’ reading comprehension skills at the tertiary level in Ethiopia.
Exploring the Relation between Reading Strategy use and Reading Comprehension among first year Wollo University Students.
(Addis Ababa University, 2024-05) Musema Aman; Geremew Lemu
The purpose of this study was to gain insights into exploring the relationship between high and low achievers' reading test scores and their use of reading strategies. In addition, the study was to probe the frequency, type and range of reading strategies used by EFL first year university students during academic reading. The study employed mixed method. And it is descriptive correlational in design. The participants of the study were first year Wollo University Social Science Students. Using random sampling technique 135 students enrolled in the Communicative Skills course were selected. Data were collected using questionnaire, reading test and interview. A questionnaire known as Survey of Reading Strategies by Mokhtari and Sheorey (2002) was used to gauge Participants‘ use of reading strategies. Additionally, reading Comprehension Test was utilized to assess students‘ overall reading proficiency. Thus, the survey with thirty items and the test with fifty reading comprehension questions were administered to all selected students. On the other hand, interviews with 12 students—six high achievers and six low achievers—were conducted to find out how they actually use and perceive reading strategies when reading academic materials. The numerical data were computed and statistically analyzed using descriptive statistics (frequency counting, mean, and standard deviation), Independent sample t-test, Pearson Product Moment correlation and regression. Nonetheless, the qualitative data were thematically analyzed. The findings of the study revealed that Wollo University first year social science students are categorized as medium strategy users. The frequency at which participants adopted reading strategies in academic texts was highest for problem-solving strategies, medium for support and for global reading strategies. On the other hand, in all of the use of three strategy categories, high achievers adopted higher frequency compared to low achieving students. The difference was significant. The result also showed that there was a relationship between reading strategies use and reading achievement among students. High achieving students‘ use of GLOB and PROB strategies were significantly correlated to their reading scores. And, their use of SUP was not significantly correlated to their reading scores. Low achieving students‘ use of GLOB and SUP strategies, on the other hand, were significantly correlated to their reading scores. And their use of PROB strategies were not significantly correlated to their reading scores. Moreover, global and problem-solving reading strategies proved to be a more powerful predictor of reading comprehension scores (R2 = 0.89 and r2.0.80) respectively. It means the two category of reading strategy more strongly influenced students‘ achievement in reading score. The qualitative data result validated that low achievers and high achievers are different in terms of their reading strategy use. Based on the findings, it was recommended that awareness raising should be made to enhance students' use of various strategies at higher frequency and low achievers in particular must be encouraged to employ the reading strategies more frequently in general and global reading strategies in particular.
Narrative Strategies in Selected Anglophone African Diaspora Novels
(Addis Ababa University, 2025-02) Melsew Alemayehu; Berhanu Matthews (PhD)
The study aims to explore the narrative strategies in Chimamanda Ngozi Adichie‘s Americanah (2013) and Dinaw Mengistu‗s The Beautiful Things That Heaven Bears (2007) through the lens of contemporary narrative theory. Focusing on narrative theory, the study examines how narrative voice, narrative level and narrative time strategies are employed to shape the novels‘ thematic and emotional impact. Narrative strategy refers to the techniques used by the author to achieve specific effects. Relying on narrative theory, the study employs a qualitative research method, utilizing textual analysis. In Americanah, Adichie employs a heterodiegetic narrator, using an omniscient perspective to explore characters‘ internal conflicts, especially regarding ideological and social issues raised in the novel. Conversely, Mengistu‗s novel features a homodiegetic narrator, where the protagonist himself narrates the story. This intimate perspective allows readers to deeply engage with his emotional struggles about displacement and loneliness, shaping the novel‗s overall atmosphere. The distinction between covert and overt narration is notable: in Americanah, the narrator remains mostly unknown, while the narrator in Mengistu's novel is easily noticeable, contributing to a sense of personal reflection and introspection. The second major narrative strategy analyzed is narrative level. Both novels also employ narrative embedding as a strategy. In Americanah, blogging serves as an embedded narrative text to raise critical issues, particularly around race. In The Beautiful Things That Heaven Bears, the embedded narratives are limited, often relying on traditional forms like letters. The third major narrative strategy analyzed is narrative time. Both novels utilize a nonlinear structure, dominated by analepsis, beginning in medias res. Adichie‘s manipulation of time underscores themes of identity, migration, and belonging, illustrating how the past continually influences the present. Similarly, in The Beautiful Things That Heaven Bears, the interplay between past memories and present circumstances reflects the protagonist‗s feelings of alienation and longing. The fluid narrative time in both novels demonstrates how past experiences shape characters‘current identities and decisions. Additionally, Americanah makes strategic use of prolepsis to depict characters‘disrupted sense of self, which contrasts with its minimal use in Mengistu‗s novel. In both works, almost all kinds of frequency have been used, but singulative frequency is the dominant strategy, where events are recounted once as they occurred. Overall, narrative voice and time serve as essential interpretive tools, enabling readers to engage more deeply with the novels' thematic complexities and underlying meanings.
Discourses of ‘Development’ in Ethiopian Press
(Addis Ababa University, 2019-04-01) Berhanu Asfaw Weldemikael; Hailom Banteyerga(PhD)
The study aims at analyzing the representation of development discourse in selected Ethiopian press outlets. Using social constructionism and critical discourse analysis as major theoretical guides, the study analyzed five English-medium press outlets and their coverage of development issues during the five years of GTP I (Sept 2010 – Aug 2015). The publications were selected using purposive sampling. It focused on finding out linguistic and discursive differences among state-owned and privately-owned press outlets. 143 articles were selected using Parker’s seven criteria for distinguishing discourses and Shah’s ten criteria of development reporting. The articles were analyzed qualitatively using critical discourse analysis (Fairclough’s three-dimensional model and discourse representation theory; van Djik’s socio-cognitive theory and ideological square were used), systematic functional linguistics (transitivity in particular), appraisal theory, and representation of social actor’s theory. Social and discursive practices of the press were also analyzed. The representation of development issues in the Ethiopian press has been highly polarized and politicized. Accordingly, two major and opposite ideologies were identified: (1) revolutionary democracy and developmental state; and (2) liberal and/or neo-liberal ideology. The former is addressed as ‘the optimist view’, while the latter is labeled as ‘the doubting view’. The state press, Ethiopian Herald, reported about Ethiopia’s development in line with the revolutionary democracy and developmental state ideology. In doing so, three basic manifestations of developmental state ideology were emphasized: the government/ruling party took the central position of every development activity; economic growth was reported as a sole manifestation of development, and development activities were mostly evaluated in terms of poverty reduction. Contrary to this, the private press represented Ethiopia’s development in accordance with liberal ideology. In doing so, the private sector takes the central position in the development narrative,while the government was urged to have zero or minimal involvement in the economy.Development activities were evaluated in terms of social and political variables. Both used different styles of reporting in a way that manifests discursive struggle and meaning contestations. Power abuse and enactments were mainly manifested through source selection, distribution, and representation of social actors.
A Study on the Implementation of English Interactive Radio Instruction (IRI) in Selected Government Primary Schools in Addis Ababa.
(Addis Ababa University, 2007-08) Meseret Alaro; Dr. Mendida Barkessa
As its central objective, this study attempts to assess the implementation of English Interactive Radio Instruction (IRI) in selected government primary schools in Addis Ababa. In line with that, the researcher has framed specific questions that address issues related to classroom management, training given to the teachers, links among different stakeholders and the suitability and clarity of the program. Students and teachers of Grade Three from Biherawi Betemengist, Edget Besira , Karalo , Lafto and Salayish Primary Schools are participants of this study .To undertake the study descriptive research design is used . Accordingly, data that is pertinent to the study is collected using different tools such as questionnaire, observation, focus group discussion, interview and document analysis. The findings of the study reveal that the implementation of the program seems to face grave challenges. These mainly emanate from loose link among stakeholders, failure of supplying basic facilities needed to promote the fruitfulness of the program and failure to arrange suitable conditions for the broadcast. Moreover, based on the opinion of the participants, results of the study highlight that in some cases contents of the program is not suitable compared to the students language proficiency .It is also noticed from the findings of the study that classroom practice is not effectively carried out as per the very goal of the program. Despite that, both students and teachers forward positive comments about the utilization of the program for the teaching of English.Based on the findings recommendations for better service and suggestions for further studies are given.
A Feminist Reading of Selected Novels by Ethiopian Diaspora Writers in English: The Case of The Beautiful Things That Heaven Bears and The Shadow King
(Addis Ababa University, 2024-08) Bekelech Truye Gemeda; Olga Yazbec(PhD)
This research investigates feminist issues in Dinaw Mengestu’s debut novel, The Beautiful Things That Heaven Bears and Maaza Mengiste’s second novel, The Shadow King. The researcher examines the representation of the female characters and the roles they play based on the paradigms drawn from poststructuralist feminism focusing on Julia Kristeva’s point of view. The Ethiopian diaspora Dinaw Mengestu and Maaza Mengiste have attempted to portray model female characters to indicate the failure of patriarchal society at present. This research highlights the change of portrayal of female characters now-a-days. The protagonist female character Judith in Dinaw Mengestu’s The Beautiful Things That Heaven Bears and Hirut as well as Aster who are the leading characters in Maaza Mengiste’s The Shadow King reflect human characters who depict strengths and flaws simultaneously. This paper examines female characters from the perspective of Poststructuralist Feminism in general and Julia Kristeva’s point of view in particular. According to Julia Kristeva’s promotion of a new generation, Judith from Dinaw’s novel, Hirut and Aster from Maaza’s novel play double roles in the private sphere as a mother, and they keep their dreams and desires in the public affairs. As it is investigated in this research, the authors attempt to portray the female characters as models for a new generation of women who struggle against a patriarchal approach who fight to be one-self and stand independently by leaving aside submissiveness and passivity though negative experiences in sexuality are perceived.
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.

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