TEFL

EXPLORING ENGLISH LANGUAGE ASSESSMENT IN ETHIOPIAN UNIVERSITIES: ASSUMPTIONS, PRACTICES AND CHALLENGES

2026-06-04T05:53:00Z

EXPLORING ENGLISH LANGUAGE ASSESSMENT IN ETHIOPIAN UNIVERSITIES: ASSUMPTIONS, PRACTICES AND CHALLENGES Dagim Endale Galata; Adinew Tadesse Degago (PhD, ); Abera Admasu Endashaw (PhD); Alemayehu Getachew Tsegaye (PhD) This study aimed to explore assessment assumptions, practices and challenges in the enactment of communicative English language skills course in Ethiopian universities. To this end, a mixed methods research design was employed, and data were collected from EFL instructors and firstyear undergraduate students through questionnaires, interviews and documents. The quantitative data were analyzed through descriptive and inferential statistics whereas thematic and content analysis approaches were applied for the qualitative data. The findings revealed that EFL instructors conducted assessments mainly for accountability purposes and relied on some particular conventional assessment methods to realize this. In addition, although instructors used both written and oral feedback modes frequently, they were found to be the sole source of feedback. These feedbacks often focused on verifying and directly providing correct answers than on scaffolding learners to generate by themselves. The findings also showed that students were highly traditionalists in their assumptions. On the other hand, although EFL instructors seem to hold mixed assumptions (progressive and traditional), most of their assumptions were those underlying traditional assessment approaches. The few alternativist assumptions held by EFL instructors often did not translate into practice due to various external factors such as the established assessment system, students’ language proficiency and overall competence, large class size, and workload. The study suggests the importance of ensuring that the assessment practices in the target course are aligned with the current assessment developments so that students’ English language learning is more supported. Changing EFL instructors’ and students assumptions about assessment and working on barriers that hinder interpreting assumptions into practice are also the other implications of the study. 229p.

THE PROBLEMS THAT STUDENTS FACE IN READING COMPREHENSION IN EFL CLASSROOM: THE CASE OF GRADE EIGHT STUDENTS OF HARAMAYA WOREDA AT BATE PRIMARY SCHOOL

2026-05-28T07:38:51Z

THE PROBLEMS THAT STUDENTS FACE IN READING COMPREHENSION IN EFL CLASSROOM: THE CASE OF GRADE EIGHT STUDENTS OF HARAMAYA WOREDA AT BATE PRIMARY SCHOOL Alemshet Zewdie Asfarie; Dereje Tadesse (PhD); Alemayehu Getachew (PhD) This study investigates the problems that Students face in Reading Comprehension in EFL classroom. The study was carried out in Bate Primary School with special reference to grade eight students .Descriptive research design was employed to address the problem. To conduct the study, three English teachers were chosen along with 60 students who were selected through random sampling techniques. In order to achieve the objective the study employed four data gathering tools: questionnaire, interview, classroom observation and text book analysis. Questionnaire was employed to identify the problems that students face in reading comprehension in EFL classroom. Interview was used to find out the cause of students reading comprehension problems and identify the challenges that students face during reading comprehension in EFL classroom. Furthermore Classroom observation was employed to identify What the English Language teachers were doing when they teach English reading comprehension. The study utilized both quantitative (Questionnaire) and Qualitative (Interviews, Classroom Observation) data collection methods .The study identified that student face difficulties in identifying main ideas specific information and vocabulary from contexts. Additionally, Lack of back ground knowledge, Shortage of vocabulary usage, Limited reading practice, lack of motivation and influence of their mother tongue were identified as contributing factors. Furthermore, the analysis of textbooks highlighted issues with authenticity ,difficulty level of tasks type and irrelevant to students interests and language needs .Based on this finding the study concludes that ineffective teaching methods and textbooks limitation contributes significantly to the students struggle .To improve the problems that students face in English reading comprehension the study recommends revision to teaching approach emphasizing clear and concise language use .Teachers must use simple and precise expression, explicit instruction and communicative approaches to reading instruction. Therefore, since English reading Comprehension is a skill that could be improved through sufficient practicing, Bate primary School students have been given a chance of learning and practicing techniques for English reading comprehension to effectively use them to comprehend a text. 62p.

ASSESSING ENGLISH TEACHERS’ PERCEPTIONS AND PRACTICES OF FORMATIVE ASSESSMENT IN ENGLISH WRITING CLASSES: THE CASE OF SECONDARY SCHOOLS IN HARAMAYA WOREDA, EAST HARARGHE ZONE

2026-05-28T06:10:29Z

ASSESSING ENGLISH TEACHERS’ PERCEPTIONS AND PRACTICES OF FORMATIVE ASSESSMENT IN ENGLISH WRITING CLASSES: THE CASE OF SECONDARY SCHOOLS IN HARAMAYA WOREDA, EAST HARARGHE ZONE Mulugeta Gudisa Megersa; Rabuma Fekadu (PhD); Alemayahu Getachew (PhD) The purpose of this study was to assess the perceptions and practices of English teachers regarding formative assessment in English writing classes at Haramaya Woreda Secondary Schools. A descriptive survey design involving both quantitative and qualitative methods was employed. The study utilized data collection instruments such as a questionnaire, an interview, document analysis, and classroom observation. Since the total population of teachers was small, an availability-sampling technique was used to include all available teachers in the study. The questionnaire was analyzed quantitatively, using the Statistical Package for Social Science (SPSS), and interpreted using mean, percentages, and frequency. Interview, document analysis, and classroom observation were analyzed qualitatively and interpreted using word explanation. The results of the study showed that English teachers had positive perceptions of the benefits of formative assessment for improving students' writing skills. In addition, the statistical correlation analysis revealed that positive and significant correlation between teachers' perceptions and their practices r =.680, p<0.01). However, qualitative data showed that teachers' practices were poor, relying only on summative assessment, and teachers' perceptions and practices did not match. Generally, teachers’ low practices of formative assessment, large class sizes, lack of resources, and lack of student and teacher interest were the main factors for students’ problems in writing skills. Even though these are challenges to practice writing skills with integrated formative assessment, it was recommended to provide supportive tutorials, pay high attention to writing skills, and offer training directed at focusing on formative assessment, particularly in English writing classrooms 69p.

ASSESSING THE ROLE OF DIGITAL MEDIA USAGE, STUDENTS’EXPERIENCE, PERCEPTIONS, AND PARENTAL SUPPORT IN IMPROVING STUDENTS’ SPEAKING SKILLS: HARAMAYA UNIVERSITY MODEL SCHOOL ENGLISH CLUB STUDENTS IN FOCUS

2025-05-14T06:11:29Z

ASSESSING THE ROLE OF DIGITAL MEDIA USAGE, STUDENTS’EXPERIENCE, PERCEPTIONS, AND PARENTAL SUPPORT IN IMPROVING STUDENTS’ SPEAKING SKILLS: HARAMAYA UNIVERSITY MODEL SCHOOL ENGLISH CLUB STUDENTS IN FOCUS (PhD) Abera Admasu; (PhD) Rabuma Fekadu This study aimed at exploring a role of digital media use in enhancing English language speaking skills among Haramaya University English Club students grade 7-12 focusing on the experiences of Haramaya University Model School English Club students and the level of parental support at home. Haramaya University Model School was selected purposefully based on the familiarity of the researcher and unique characteristics of English club students. The descriptive survey design was used to assess students’ experience and perceptions towards digital media use for learning English. 75 students from the English club at Haramaya University Model School were selected through simple random sampling technique to have an equal chance of being chosen. Structured questionnaires were administered to the students to assess their digital media experiences, perceived English language proficiency and parental support. 30 parents were selected purposefully based on their child’s demonstrated strong English-speaking skills during English club session. Semistructured interview was conducted with parents to explore their role on their child’s digital media use and its impact on English language learning. To this end quantitative data from students’ questionnaire was analyzed using descriptive statistics to identify trends and connections between student’s use of digital media and English language speaking skills. Qualitative data from parents’ interview was analyzed thematically to identify recurring themes and patterns and insights related to parental role and its influence on their child’s English language development. The finding of this study showed that digital media for learning English language particularly YouTube and education apps are effective in enhancing students ‘English speaking skills. Parental involvement and support further contributed to the success of this English language learning method. students used different digital media under supervision of their parents to improve their speaking skills and the study found that they have positive attitude towards using digital media for developing their English-speaking skills. Based on the findings and conclusion of the study, recommendations were forwarded 67p.