The effects of the low level of English language proficiency skills and student-placement problems on DELL students' Engli sh Language learning in an EFL situation at un iversity of Gondar

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Addis Ababa Universiy


As an exemplar of education for reflection-in-action (Schon, 1984), the main focus of this research was to identify, describe and analyse different English language learner and learning constructs/ variables such as those proposed by Dilts( 1990) eight-level constructs, and other strategies, styles, skills, situations, which may have motivating and/or inhibitive role on the English language learning of DELL students; to identify and describe the degree of influence of the currently implemented student-placement procedures and practices by the MoE and various higher education institutions such as UoG; to investigate and identify why newly-placed students to universities such as the UoG appear deficient in their English language proficiency skills; and to identify and explore ways DELL students with low-grade scores cope with their English language learning in an EFL situation. The following research instruments were used: I) The English language proficiency test, 2) The Questionnaire, 3) The Focus group di scussion guide, 4) The Observation, and 5) The Score- grade tabulation. Moreover, to find out the measure of the effects of the above mentioned English language learner and learning inefficiencies and problems in the English language learning process, the researcher has incorporated an academic progress report of the DELL 2008/09 1st year students' 1st semester score-grade and letter-grade results in five officially and formally offered English language courses. All of the research instruments along with the incorporated 1st year DELL students' 151 semester academic progress report have successfully enabled the researcher to make an informed conclusion that the greater majority of the students are lowachieving and unprepared so that unable to effectively learn the English language; unwilling or not interested to join the DELL and who may not succeed in their English language learning if they are made to continue their English language learn ing without getting a systemic, interseptive support English language learning strategies. XI Based on the research findings, the researcher eventually has recommended four strategies to be considered by the responsible authorities of the Ministry of Education, various higher education institutions, and other stakeholders who are working for the betterment of the English language learning processes.



Engli sh Language learning in an EFL situation at un iversity of Gondar