TEFL

THE PRACTICE AND ASSESMENT OF TEACHING READING SKILLS: BISHOFTU SECONDARY SCHOOLS GRADE 9 STUDENTS IN FOCUS

2025-08-01T00:00:00Z

THE PRACTICE AND ASSESMENT OF TEACHING READING SKILLS: BISHOFTU SECONDARY SCHOOLS GRADE 9 STUDENTS IN FOCUS GAROMA TAO, MEKONNEN; Tadesse, Dr. Dereje; Fikadu, Dr. Rabuma This study investigated the teaching and assessment of reading skills in Grade 9 English classrooms in government secondary schools in Bishoftu Town, where reading remains a cornerstone of academic achievement within Ethiopia’s English-medium instructional context. Despite the recognized importance of the three-phase reading instruction model: pre-reading, while-reading, and post-reading, evidence shows persistent gaps between recommended practices and actual classroom implementation. The study aimed to examine teachers’ instructional practices, explore the challenges they encounter, and analyze how they apply the stages of reading instruction. A mixed–methods approach, specifically an explanatory sequential design, was employed. Quantitative data were gathered from all 77 Grade 9 English teachers through a structured questionnaire, followed by qualitative data from semi-structured interviews and classroom observations involving five purposively selected teachers. Descriptive statistics were used to analyze the quantitative data, while thematic analysis guided the interpretation of qualitative findings, with methodological triangulation strengthening the validity and depth of the results. The findings revealed that reading instruction is largely dominated by while-reading and post-reading activities, including skimming, scanning, guided comprehension, summarizing, and whole-class discussions, whereas pre-reading strategies receive minimal attention. Teachers’ use of learner-centered, interactive techniques and authentic reading materials was also limited. Major challenges identified include large class sizes, inadequate instructional resources, low student motivation and proficiency, and insufficient instructional time, all of which hinder the effective use of recommended reading practices. Assessment practices were found to rely predominantly on oral questioning and immediate feedback, with limited utilization of structured, continuous, or varied assessment techniques. The study concludes that reading instruction and assessment in Bishoftu Town are not fully aligned with established pedagogical frameworks, resulting in imbalanced instructional stages and restricted opportunities for students’ comprehensive reading development. Accordingly, the study recommends strengthening access to reading materials, enhancing teachers’ professional development, promoting balanced and interactive reading strategies, and integrating systematic formative assessment at classroom, school, and broader educational levels. 60

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

2025-03-01T00:00:00Z

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

2024-01-01T00:00:00Z

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

2025-04-01T00:00:00Z

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.