Department of English Language and Literature

URI for this collectionhttps://rps.wku.edu.et/handle/123456789/45786

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ANEVALUATIONOFTHEGRADENINEENGLISHTEXTBOOK'S COMMUNICATIVEGRAMMARTEACHINGTASKSANDEFLTEACHERS' IMPLEMENTATIONATSODOBUEEADMINISTRATIONSECONDARY SCHOOLINFOCUS
(WOLKITE UNIVERSITY, 2024-06) WENDMU MEKONEN
ASSESSING STUDENTS’ READING SKILLS FOR ACADEMIC PURPOSE IN GURAGE ZONE IN THE CASE OF TIYA SECONDARY SCHOOL GRADE 10TH STUDENTS IN FOCUS.
(WOLKITE UNIVERSITY, 2024-05) ALEMU ADIMAS
The main objective of this study is assessing students‟ reading skills for academic purpose in Gurage Zone in the case of Tiya secondary school grade 10th students. The researcher used descriptive research design. This was because as the researcher tried to describe the observed data which were collected through the three data collection tools (questionnaire, interview and observation). There were 200 students who have been attending their grade 10th education with four separate sections and there were four home room teachers and one English teacher who have been teaching them at Tiya secondary school. Of these, 30% (60) students were selected for this study. To achieve the intended objective of the study, four home room teachers and one English teacher were selected for interview purposefully and twelve(12) students also were selected for it in lottery method (simple random sampling technique).The researcher mainly used forty eight(48) students for questionnaire from the whole sections( 12 students were selected randomly in each section). In addition to this, the researcher employed class room observation on English teacher at this school. The researcher mainly used questionnaire and interview as main tools for data collection and observation also used for cross-checking the data which were given in the questionnaire and interview. The result of the study obtained in thequestionnaire showed that English teacher mainly used teacher-centered teaching methodology in teaching reading skill. English teacher highly provided the post reading tasks to the learners and the learners were less motivated to do the pre and while- reading tasks as well. Since English teacher's teaching reading was so poor, the learners were supposed to do only the given or the post reading task as they suggested. The data obtained from interview depicted that the learners have lack of vocabulary knowledge, lack of reading habit, and their irritated kind of early schooling(reading) background were mainly affected them unable to improve their reading skills and academic performance. In addition, the poor implementation of teaching reading skill was also made the learners unable to improve their reading skills and academic performances. Similarly, the result obtained from the classroom observation revealed that teaching reading skill was given less emphasis as the English teacher used teacher-centered teaching methodology and as the learners did not get ample opportunities in guessing, predicting, analyzing and relating their prior knowledge with the existing knowledge. V 8In general, the students‟ lack of reading habit, lack of vocabulary knowledge, family (parents) work load, the irritated kind of their early schooling background and the poor implementation of English teacher‟s teaching reading skills were the major factors that hindered the students‟ reading skills for academic purpose in the case of Tiya secondary school grade 10th students. According to the results of the three instruments, it is possible to conclude that teaching reading skills at Tiya secondary school was very poor and it was given less emphasis. Hence, it is possible to recommend that reading skill should be taught in accordance with the students‟ involvements (student-centered teaching methodology)
EFLTEACHERS'PRACTICEOFTEACHINGWRITINGSTRATEGIES STUDENTS'RESPONSETOTHEPRACTICEANDCHALLENGESBOTH TEACHERSANDSTUDENTSENCOUNTER:THECASEOFGRADE10OF HOLLESECONDARYSCHOOLINFOCUS
(WOLKITE UNIVERSITY, 2024-06) MIFTAAWEL
INVESTIGATING ELF LEARNERS' WRITING STRATEGIES USED: THE CASE OF HULBARAGE AND ANGAMO SECONDARY SCHOOLS GRADE 9 IN FOCUS.
(WOLKITE UNIVERSITY, 2024-05) GEBRIE ZELEKE
The main purpose of this study was to investigate EFL learners writing strategies use at Hulbarage and Angamo secondary schools grade 9 in focus. To attain this objectives, mixed ( quantitative and qualitative) research approach was employed. And the researcher used descriptive research design. In order to gather the necessary data 150 ,students and 6 English language teachers, who have been teaching in grade 9 were selected as participants. Students were selected by using simple random sampling technique and the teachers were selected by compeherensive sampling technique. The data has been collected through questionnaire and interview. The students questionnaire to figure out learners most frequently use of learning writing strategies and difficulties face during writing composition. Questionnaires of teachers conducted to identify learners most frequently used strategies, to find out writing strategies EFL learners use and to examine learners least frequently used strategies. The second instrument of data collecting was interview for teachers to triangulate the finding of the problem. The result of students questionnaire revealed that majority of the students in the area use social strategy that they ask questions, show their writing to somebody and received feedback. And most of the students suggested in the questionnaire that they face difficulties in vocabulary , grammar organization of contents while they write composition . Therefore the researcher can conclude that,due to lack of vocabulary and grammar writing skills can not improved and use effective strategies. More over the results of teachers questionnaire revealed that social learning writing strategies have been used most frequently that they ask question . show their text to some body and receive feedback from others and sometimes hey used affective learning writing strategies . Teachers interview also revealed the findings and there is usage of social and affective learning writing strategies based on the findings of the study important conclusion were drawn and some useful recommendation were forwarded.
AN INVESTIGATION OF SECONDARY SCHOOL ENGLISH LANGUAGE TEACHERS‟ AWARENESS, PRACTICE AND CHALLENGES ON CONTINUOUS WRITINGASSESSMENT: THE CASES WOLKITE HIDESE FIREW SECONDARY AND PREPARATORY SCHOO
(WOLKITE UNIVERSITY, 2024-04) GETACHEW KEBEDE
Teacher’s awareness means teacher understands and believes to ass students. Writing is an interactive cognitive process which is based on the ability to create words and ideas. The purpose of this research was to investigate English language teachers‟ practice and challenges of continuous assessment (CA) in writing classes. To attain this objective, a descriptive survey research method was employed.. The sample consisted ten English language teachers who thought students from grade 9 to 12 and, 46students who had drawn from 2949 students of the schools. Simple random sampling technique was used to select the target schools while purposive sampling techniques was employed to select the participants of teachers and stratified simple random sampling technique used to select participant of students. To gather the necessary data, questionnaire, interviews, and observations were employed. In analyzing the data, percentage and mean were used. The results of the study showed that teachers‟ perceptive of the principles and purposes of CA were inadequate. Besides, there was a gap in the implementation ofCA in their writing classes. From the results of the study, teachers didn‟t give immediate feedback for their students. Even though there are various assessment devices in assessing writing skills, a few of them were only implemented in the writing classes, namely tests, quizzes and group assignment. Furthermore, the finding of the study indicated that large class size and high workloads were identified as the main factors of the implementation of CA in their writing classes. Thus, based on the findings of the study, the following recommendations were forwarded to alleviate the abovementioned problems in the schools. Any stakeholder should give successive training for teacher on how to give writing assessment and how to give immediate feedback for student's .And other stakeholder should fulfill necessary materials, which help for the teachers, like text book, building additional classroom for students.