The Effect of Modifying EFL Teachers’ Assessment on Students’ Integrated Approach to Learning English
| dc.contributor.advisor | Kitila, Tamene (PhD) | |
| dc.contributor.author | Asrade, Nibret | |
| dc.date.accessioned | 2018-06-21T07:40:05Z | |
| dc.date.accessioned | 2023-12-05T13:47:30Z | |
| dc.date.available | 2018-06-21T07:40:05Z | |
| dc.date.available | 2023-12-05T13:47:30Z | |
| dc.date.issued | 2013-06 | |
| dc.description.abstract | The purpose of this study was to investigate the effect of modifying EFL teachers’ assessment on students’ integrated approach to learning English. One Grade 11 section was selected to be a single case experiment group. Interrupted time series quasi experimental design was employed to investigate the trends of students’ global-analytical learning dimension and the trends of their day-to-day performance in learning English. All the students of the section and the English teacher who taught the class participated in the study. Evaluation checklists were used to compare and contrast the nature of the teacher’s assessment before and after the training, and check whether or not the desired modification has been brought. Willing’s (1994) questionnaire was employed to collect data about the before and during intervention trends of students’ global-analytical learning dimension. Data about the trends of students’ day-to-day English learning performance were collected using worksheets adopted from students’ Grade 11 English textbook. Data obtained from the questionnaire were summarized based on the frequency distribution of students’ global-analytical learning dimension preference and eye-balled on line graphs having a cut of point. Student’s performance in the activities of each section were marked and scored out of 1o. The mean performances of students’ in the different section of the worksheets were calculated. Then, the means were summarized on line graphs in their respective section having a cut of point in order to display side by side the before and during intervention students’ English learning performance trends. Comparative analysis results of the checklists show that the teacher has made modifications on the assessment method after receiving the training. Trend analysis results of students’ global-analytical learning dimension preference reveal that the modification had an effect on students’ integrated approach. The global-analytical integration trend analysis results reveal that the intervention (the modifications) had an effect on students’ integrated approach to the global versus analytical learning dimension preference. The findings of Students’ day-to-day English learning performance trends have also showed the effects of the intervention on students’ emphasis shift from one language skill to the other to integrate the different skills. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/2560 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Modifying EFL Teachers | en_US |
| dc.title | The Effect of Modifying EFL Teachers’ Assessment on Students’ Integrated Approach to Learning English | en_US |
| dc.type | Thesis | en_US |