Exploring the Learning Needs of Dilla University Students in EAP Setting: The Case of Second Year English Majors
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Date
2013-12
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Addis Ababa University
Abstract
The purpose of the current study is to identi fy th e sub-sk ills with which DU slUdents, particularly 2"" year
English maj ors, have much/some difficulty while tak ing the skil l courses. In order to achieve this,
different methods were used to coll ect data : questionnaires, tests, document analys is, and interview.
Holistic and analytic criteria were used to interpret test scores while a sca le that ranges from 'much
difficulty to no difficulty' was used to ident ify subjects' level of performance. In addition, different
methods of descri ptive sta tistics such as frequency counts and percentages were used to spec ify learners'
difficulties with the sub-sk ill s.
The find ings from the tests showed that the study-subjects had experienced 'much difficul ty' and 'some
diff iculty' in a number of sub-skills. The sub-sk ills in which most learners had 'much difficul ty' included:
word stress, 100%; interaction ski ll 2 (i.e. learners' abil ity to respond appropriately to speech stimulus),
9 1.7%; organi zing ideas, 85.7%; synthesizing ideas, 7 1.4%; using COiTect and complete sentences, 68.6%;
recognizing text structure, 65.7%; syntactic ski lls, 62.9%; vocabulary, 62.9%; and joining sentences,
60%. Besides, the sub-ski lls with which most subjects had 'some difficul ty' were: intonation, 100%;
scanni ng,82.9%; listening for spec ific detail s, 7 1.4%; pronouncing words, 66.7%; using capitalization
correc tly, 65 .7%; distinguishing main ideas from supporting details, 60%; and recognizing discourse
markers, 60%. Furthermore, the findings from the tests revea led that subjects belonging to certain
categories namely satisfactory performers, low-scorers, students from rural places, and those from
uneducated family had ' much difficulty' with most of the sub-sk ills.
The fi ndings from the questionnaires, interview, and document analys is suggested that severa l fa ctors
constrained the teaching of the skill courses. Some of these included: lack of resources, harsh
environment, poor background, and so on. On top of that, th e credit hours for the sk ill co urses were not
suff icient in order to meet the programme objecti ves envisaged by the English Department. At the same
time, the anal ysis of the course materials in light of lea rners' diffi culties with sub-skill s showed the
presence of mi smatch between course materials and learners' needs. Consequently, it was recommended
that the cUITiculum, sy ll abi, and course materia ls should undergo complete revision in line with learners'
current needs.
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The Case of Second Year English Majors