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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Date
2009-12
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Addis Ababa Universiy
Abstract
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.
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Engli sh Language learning in an EFL situation at un iversity of Gondar