Department of Foreign Languages and Literature

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Investigating English Teachers and Students Use of Tigrigna Language in English Classes of Ras Alula Aba Nega Secondary School Grade 10in Focus
(Mekelle University, 2017-07-25) GEBREMEDHIN G/EGZIABHER
AN ASSESSMENT ON EFL HIGH SCHOOL STUDENTS’ WRITING SKILL, THE CASE OF MEKONI HIGH SCHOOL GRADE 11 STUDENTS ENGLISH CLASS IN FOCUS
(Mekelle University, 2017-09-25) Hayelom Fantay
The main purpose of this study was to assess students’ skills in writing paragraphs. The study was conducted at Mokoni high School at Mehoni Town. Descriptive case design was employed by the researcher to assess their paragraph writing skill. The participants of the study were grade 11 sample students and English language teachers of Mokoni high School. The researcher used simple random sampling method to select sample students and comprehensive method for sample teachers. So as to attain the objectives of this study, the study employed three data gathering instruments: content analysis, questionnaire and interview. Content analysis was employed to assess students’ paragraph writing skill. Thus, the researcher analyzed the paragraphs written by 35 students. The questionnaire was held with the students to crosscheck the data gained from content analysis and to collect further information on their paragraph writing skill. Furthermore, interview was made to triangulate the data gained from students and to gather information from teachers’ feedback in paragraph writing lessons. All the data collected using different instruments were analyzed qualitatively. The study identified the major paragraph writing problems that the students’ encountered. For example, organization, unity, punctuation, capitalization and spelling were the students’ problem in paragraph writing. In addition, students’ related factors like lack of knowledge of strategic use, lack of practice, and teachers’ related factors such as teachers’ ways of giving feedback factors were affecting students’ paragraph writing. Therefore, since paragraph writing is a skill that could be improved through regular practicing, students should have been given chance of learning and practicing features of good paragraph to use them in paragraph writing effectively.
ANALYSIES OF ERRORS INMECHANICS IN STUDENTS‘ WRITTEN WORK: GRADE 11 FRE SIWUAT SECONDARY SCHOOL STUDENTS‘ IN FOCUS
(Mekelle University, 2017-12-25) Ashenafi Gubssa
The objective of this study was to analyze mechanics errors in grade 11students’ composition writing. The study was conducted at Fre Swuat Secondary School grade11 students in focus.To address the problem a descriptive survey research design was employed. To carry out the study, all the 7available English teachers were used together with 71 students using available sampling and simple random sampling techniques respectively. In order to attain the objectives writing test, document analysis, and semi-structured interview were used as data collection instruments. The writing test was applied to identify students’ composition writing ability in terms of mechanics (i.e. spelling capitalization and punctuation) and the common errors occurred frequently in the students’ composition writing. The document analysis was used to discover the sources of errors and the semi-structured interview was used to find out the sources and frequency of students errors. Moreover, all data collected using different tools were analyzed qualitatively and quantitatively. The data which was collected using writing test was used to show the rater’s average score of the students’ composing ability in terms of mechanics and to analyze the errors obtained in the students’ composition by frequency, percentage and mean quantitatively. And the data that was gathered using document analysis and semi-structured interview was analyzed qualitatively. The study identified the components of mechanics (spelling, capitalization and punctuation)errors that students’ encounter. As a result according to the raters average score,Fre Siwuat Secondary school students composing ability was low (poor), Errors of capitalization, punctuation, together with omission, substitution, and addition of letters in words and sentences were severe errors observed in students’ compositions and documents. But from these errors, error of capitalization and punctuation had the highest frequency. And the causes of the students’ errors were found to be inter lingual and intra lingual transfer errors. Therefore, since using correct mechanics in students compositionis an ability that could be improved through adequate practice, thus Fre Siwuat secondary school students should be given chance of learning and exercising a lot on spelling, capitalization and punctuationto effectively use them to write in their compositions, assignments etc.
ASSESSING THE PRACTICE OF GRAMMAR THROUGH COMMUNICATIVE BASED LANGUAGE TEACHING IN GRADE 9TH. (IN MOMONA SECONDAREY SCHOOL) MEKELL, HAWELTI SUBCITY, SOUTH EAST OF TIGRAY REGIONAL STATE, ETHIOPIA
(Mekelle University, 2017-12-25) Senait Gebru
The main objective of this study was Assessing the practice of grammar through communicative based Language teaching in grade 9th. (Momona Secondary school) Mekelel, Hawelti Sub city, South east of Tigray Regional state, the study conducted in 9thgrade with in three sections and the total population of the study were 720 students out of this,257 students and three English teachers were taken as sample size (total 260) and the sample students were selected using simple random sampling methods and the three English teachers and the three sections were selected using purposive sampling techniques. Besides, the researcher collected primary data through classroom observation, teachers’ interview and students’ questionnaire and they were analyzed both quantitatively and qualitatively. The finding showed that there is poor trend of implementing communicative based Language teaching as EFL teachers also didn’t properly practice communicative based Language teaching strategies in teaching grammar lessons for several reasons such as time allotment and student’s background. It is also found that some teachers attempted to implement communicative based Language teaching occasionally, that is, when the topic and the situations are suitable to apply it and communicative based Language teaching techniques like group discussion, cooperative learning etc. Besides, teachers practiced communicative based Language teaching methods rarely by applying group work and questioning and answering and role playing, debating writing and other were not applied. It is found that teachers centered method tend to all aspects of grammar and Students also did not have initiation to participate in teaching learning process in grammar class. Furthermore, most serious factors affecting the implementation of communicative based Language teaching in the classrooms were identified those are, lack of time allotment for the course, absence of suitable classroom situation and learning equipment’ lack of training, for teachers less commitment for their responsibility, student’s lack of motivation and poor English language exposure. Therefore, it was concluded that EFL teachers and students of the school did not properly practice the methods suggested by different language experts. It was, therefore, recommended that teachers should be applied different communicative based Language teaching approach and techniques that are suggested by scholars to teach grammar and other language skills.
A Study on EFL Learners’ Awareness and Use of Vocabulary Learning Strategies: With Reference to Grade 10 Students at Masho Secondary School
(Mekelle University, 2023-08-25) ASMELASH DESTA
Vocabulary is the base for English language in particular, and for other languages in general. Therefore, the purpose of this study was to investigate grade 10 students’ awareness and use of vocabulary learning strategies in EFL classes at Masho Secondary School. To this end, the researcher employed the mixed approach both in collecting the data and analyzing them. The data were obtained from grade 10 students who were enrolled in 2012 E.C, and English teachers of grade 10 at the school using questionnaire and interview. As it was impossible to incorporate all students in this study, 113 (25%) out of the total population of 452 students were selected using simple random sampling method. Therefore, two sections with total students of113 were selected to fell the questionnaire, but one respondent did not return the questionnaire. As a result, the analysis is of the 112 respondents. Furthermore, six students were randomly selected for interview and two EFL teachers who were teaching English to the selected sections were selected for interview. The data obtained from the samples were analyzed using qualitative and quantitative techniques. The quantitative data were presented in frequency and percentage; whereas the qualitative data were presented thematically so as to consolidate the quantitative data. Finally, the findings of this study indicated that the students did not know many vocabulary learning strategies and did not think that these vocabulary learning strategies are important to increase their word power. The students employed only a few vocabulary learning strategies. Based on the findings, the researcher recommended that teachers need to create awareness about vocabulary learning strategies and should give opportunities for their students to practice different vocabulary learning strategies.
Exploring Methods and Teachers’ beliefs in Teaching Grammar in English Classrooms: Four Secondary Schools in Alamata Town in Focus
(Mekelle University, 2024-09-25) Kassa Teka Wodajo
The overall function of education is changing the behavior of the learners to make them play a proactive role in a changing world. If teachers are professionally competent, they will transmit knowledge, skills and attitudes. To strengthen this competency, the attention given to EFL teachers’ is paramount promising for their effective English language learning/teaching. Thus, this study aims at exploring the methods and teacher’ belief in teaching grammar. The study is descriptive in its design. Both quantitative and qualitative research methodologies were used. Based on convenience or available sampling techniques, 31 EFL teachers were selected as a sample in four secondary schools. The study also incorporated questionnaire, semi-structure interview and classroom observation as data gathering instruments. Out of 31 questionnaires distributed, all of them filled and were returned and analyzed using frequency counts and percentages having SPSS version 23 to process the data. The findings of the study revealed that majority of EFL teachers’ belief has an effect in teaching grammar in their actual classroom practice. It is also concluded that there is a strong relationship between teachers’ beliefs and their actual grammar teaching. Finally, it is recommend that timely, adequate and proper classroom observation should be arranged in the schools to guide EFL teachers on the right way. In addition, language development program for EFL teachers should be arranged so that teachers will have better exposure. Moreover, teachers should also pass through additional professional training to boost their effective and right way of teaching grammar in the actual classroom practices.
AN EVALUATION OF THE DESIGN AND IMPLEMENTATION OF COMMUNICATIVE GRAMMAR TASKS/ACTIVITIES: THE CASE OF ENGLISH G R A D E 1 1 T E X T BOOKAT MEKELLE UNIVERSITYCOMMUNITY SCHOOL
(Mekelle University, 2024-11-25) AMANUEL GEBREMEDHIN
An Evaluation of the Design and Implementation of communicative Grammar Tasks/ Activities: The Case of English Grammar Grade 11 Text Book at Mekelle University Community School Amanuel Gebremedhin Mekelle University, 2024 The purpose of this study was to examine an evaluation of the design and implementation of communicative grammar tasks and activities in Ethiopian context, specifically at Mekelle University Community School with regard to communicative grammar teaching. It was attempted to analyze the activities for various purposes; such as (a) whether they are designed and practiced at discourse level, (b) if they are form focused or communicative, (c)whether they are suitable for pair and group work, and (d) to identify them whether they are appealing to learners’ interest and needs. The subjects of the study were one hundred students selected by using stratified sampling technique. Two teachers who were offering English Grade 11 Text Book who were also taken as participants of the study. The data was collected through content analysis, observation, and students’ questionnaire. Ninety-eight questionnaires were returned and analyzed. The finding from each tool indicated that tasks and activities were designed at discourse level but implemented at isolated sentence level. The result also revealed that instruction of grammar lesson has a few transactions (recognizable start and finish, and there was recycling of the exchanges. Furthermore, it depicted that the tasks and activities are related to students’ personal information, experience and provide occasions for them to interact with each other, and lessons were supported by visual aids. Therefore, they are appealing to students’ interest and desires. Moreover, activities are suitable for either pair or group works. Consequently, teachers should make implementing grammar tasks or activities more communicative, discourse based and more contextualized. The teaching material is based on Communicative Language Teaching
EFL TEACHERS’ PERCEPTIONS AND MOTIVATION REGARDING TEACHING WRITING (THE CASE OF HAGERE-SELAM SECONDARY SCHOOLS)
(Mekelle University, 2024-11-25) GEZU GEBRE GEBRETATYOS
This study investigated the perceptions and motivation of EFL teachers regarding teaching writing. Through a survey of 14 teachers and 105 students aimed to gain a deeper understanding of the challenges and motivations associated with teaching writing in an EFL context. The results indicated that EFL teachers generally view writing as an important skill to teach, with many reporting that it is essential for students’ overall language development. However, teachers also reported facing numerous challenges in teaching writing, including time constraints, lack of resources, and difficulty in assessing student progress. In addition to these challenges, the study also found that teachers’ motivation to teach writing varied widely. Some teachers reported feeling highly motivated to teach writing, citing factors such as student engagement and progress as motivating factors. However, other teachers reported feeling less motivated to teach writing, with some expressing frustration with the perceived lack of student interest or ability. Overall, the findings suggested that further support and training for EFL teachers in teaching writing may be beneficial. This could include providing teachers with additional resources and materials, as well as training in effective teaching strategies and assessment techniques. Additionally, the study highlighted the need for ongoing research on this area, in order to be understand the complex factors that influence EFL teachers’ perceptions and motivation regarding teaching writing.
Cyclic Causation of Conflict and Mental Illness in Selected Tigrigna and Amharic Novels
(Mekelle University, 2025-04-21) Haftu Kahsay Brhanu
This study aims to investigate the cyclic causation of conflict and mental illness in purposively selected Tigrigna and Amharic novels. Specifically, the study was made to identify mental illnesses portrayed in the novels, to show how conflict causes mental illness and vice versa, and to examine the dialectic causal development of internal and external conflicts. It is a qualitative study which employed textual analysis as a method and causal pluralism as a theoretical framework. The causation in conflict is framed by BHN model while the causation in mental illness is framed by BPSS model. The finding shows that unmet basic human needs lead characters to conflict and thereby to various mental illnesses which in turn cause conflicts. It is also found out that intrapersonal, interpersonal and intergroup conflicts result in compromised basic human needs which trigger various mental illnesses. In all the texts under study, family background and relationship is the center of many of the problems that cause the conflicts which lead to mental illnesses like stress, anxiety, conduct disorder, PTSD, narcissistic personality disorder and schizophrenia. Moreover, migration, envy, conspiracy, sexual violence and substance abuse are also found to the major triggers of conflict and mental illness in the texts under study. It is concluded that the ways one perceives himself/herself, understands the family problems, handles conflicts significantly determine the cyclic causation of conflict and mental illness. The study also implies that fictional representation of victim’s life is found to be conducive to portray the cyclic causal relation between conflict and mental illness due to the rich potential of literary works to express the whole person in a plotted manner. The fact that most of the problems that cause conflict and mental illnesses emerge from within the family indicates that a lot is needed to be done to improve the quality of life at family level. All the important aspects of health (biological, psychological, social and spiritual) are strongly related to family relationship. Thus, it is only when a family is changed that changes at communal, societal and national levels could be realized. Finally, I would like to indicate to those who conduct their studies on serious human concerns like conflict and mental illness to utilize the rich potential of literary works like novels so as to address multifaceted problems in a holistic manner. Further studies also need to be done on other genres of literature.
TEACHERS’ PERCEPTION AND PRACTICE IN TEACHING LISTENING SKILLS: GRADE 11, ADIGRAT TOWN IN FOFUS
(Mekelle University, 2025-06-25) MEKONNEN TESFALIDET
The main objective of this study was to investigate EFL teachers’ perception and practice in teaching listening skills for grade 11 students at Yalembirhan, Agazi, Funnotebirhan and Walaku comprehensive secondary schools, Adigrat town. Descriptive method was employed to investigate what perceptions, practices and challenges have happened in EFL classroom. The participants of the study were grade 11 EFL teachers (38) selected using purposive sampling techniques, and 296 of sample grade 11 students were selected using simple random sampling technique. Questionnaire, interview and classroom observation were used to collect the data. The findings of the research showed that most teachers didn’t focus on the relevant listening comprehension strategies such as arousing the students’ interest by asking questions before they listen, activating their previous knowledge and experiences to predict the text to be listen, visualizing the listening text by showing pictures towards the listening text, assisting them to recognize the relationship between or among sentences or paragraphs using connectors and supporting them to recognize and to identify the purpose of the listening text. The finding further showed that teachers denied teaching relevant skills; mainly, helping the students to recognize information stated indirectly, asking additional activities that consolidate the listening skill with other skills in order to integrate the four skills. Teachers failed to guide the students to make an outline, chart, table, map or diagram to organize the listening text, asking them to reflect their idea towards the writers’ point of view in order to differentiate the purpose of the listening text, relate the text with their experience or situation in order to use the language in communication. The findings of the study also indicated that even though EFL teachers’ have positive outlook towards the importance of teaching listening, their impression towards the skill as compared to the other language skills became less. And the teachers’ teaching perception of listening skills can be influenced either negatively or positively because of different reasons. And limited knowledge of vocabulary, lack of students’ interest to listen, lack of listening habit, less awareness on comprehension learning strategies, insufficient background knowledge and poor language processing have been the challenges of teaching listening. Based on the findings, it was recommended that EFL teachers should give more emphasis on listening skill. EFL teachers have to orient and organize the students to practice different tasks based on the listening phases. EFL teachers should develop their listening abilities so as to teach their students appropriately. The students ought to develop their listening practices and abilities through listening different audio-visual speeches throughout their life.
AN EXPLORATION OF THE MAJOR FACTORS HINDERING LEARNERS’ SPEAKNG ABILITY: THE CASE OF GRADE TEN STUDENTS OF ALENE SECONDARY SCHOOL, MEKELLE
(Mekelle University, 2025-06-25) MEBRAHTOM HAGOS
This study strived to assess factors that affect EFL students’ speaking performance with particular reference to grade 10 students of Alene secondary School. A descriptive design with mixed methodology was employed to conduct the study. Data were collected from 222 grade 10 students who were selected using systematic random sampling method through questionnaire and from 6 EFL teachers who were selected using availability sampling method through interview. Classroom observation was also used to collect additional data regarding the factors hindering EFL students’ speaking ability. Data collected via close-ended questionnaire were analyzed using frequency, percentage and mean score using the SPSS version 21. On the other hand, the interview data and data from the open-ended questionnaire were analyzed qualitatively. This research included a discussion session under headings to answer three research questions. The findings revealed that the EFL students were not good at their speaking performance and the main factors that affected their speaking performance were personality factors, socio linguistic factors, and teacher related factors such as lack of accuracy on the side of the teacher and methodological problems including feedback provision problems and ignoring the speaking skill as a whole. The factors also included poor language knowledge, limited vocabulary, poor pronunciation skill, incompatible teachers’ assessment method with students’ preferences, lack of confidence, anxiety and fear of making mistake. Based on these findings some recommendations for EFL teachers and students were forwarded to improve speaking performance of EFL students in speaking classes.
EFL TEACHERS’ PERCEPTION AND PRACTICES OF WRITTEN CORRECTIVE FEEDBACK IN WRITING CLASSES (WITH SPECIFIC REFERENCE TO WUKRO AND KILTE AWLAO SECONDARY SCHOOLS)
(Mekelle University, 2025-06-25) KINFE KIROS
This study investigated the EFL teachers' perceptions and practices of written corrective feedback (WCF) in English writing classes, with specific reference to Wukro and KilteAwlalo secondary schools. A mixed-methods research design, incorporating both quantitative and qualitative approaches, was employed to comprehensively address the research objectives. The target population consisted of 42 EFL teachers across nine secondary schools within Wukro and KilteAwlaloweredas. A census sampling technique was used to include all EFL teachers, while purposive sampling was employed to select nine department heads of English.Data were collected using a Likert-scale questionnaire, unstructured interviews, and document analysis of 15 randomly selected students’ written works that included corrective feedback from their EFL teachers. The data were analyzed using frequencies and percentages to assess teachers’ perceptions, demographic characteristics, practices, and challenges related to WCF. Independent samples t-tests were conducted to examine significant differences in the mean scores of teachers' perceptions and practices, while ANOVA tests assessed differences in WCF practices based on educational qualifications and teaching experience.The findings revealed that while teachers’ perceptions of WCF were generally positive, significant challenges were observed in the practical application of WCF in English writing classes. T-test results indicated a significant disparity between teachers’ perceptions and practices. Additionally, ANOVA results demonstrated a significant difference in the practice of WCF based on teachers’ educational qualifications and teaching experience, with MA graduates and experienced teachers performing better. The study also identified various factors affecting WCF, including teacher-related, institutional, and contextual factors.The study concludes that improving the practice of WCF in English writing classes requires targeted interventions to address the identified challenges. Recommendations include professional development programs focusing on effective WCF strategies, institutional support to enhance teachers’ capacities, and addressing contextual barriers to ensure the effective implementation of WCF in secondary schools..
INVESTIGATING GRADE TEN STUDENTS’READING STRATEGIES USE; AGULAE SECONDARY SCHOOL IN FOCUS
(Mekelle University, 2025-06-25) LETEBIRHAN KIDANEMARIAM
The purpose of this study was to investigate the reading strategies use and their perception of grade ten students at Agulae secondary school in Tigray, regional state. To achieve this objective descriptive research design and mixed research approach (both quantitative and qualitative) was employed to collect and analyzed the data. The required data for the study were collected though questionnaire, interview and classroom observation. The data collected from the questionnaires and observation was analyzed though quantitative and data collected though interview was analyzed using qualitative data analyzed stage. For this purpose, the sampling techniques were selected by using simple random sampling techniques for the total population of 412 grade ten students. On the other hand, by using purposive sampling technique all available English teachers in the target school were selected as respondents since there were total of six English teachers that teach in grade 10.in order to collect adequat and reliable data the researcher was using the following instruments; questionnaires, semi structured interview and classroom checklist observations tools The method of data analyze was descriptive statistical method and interpreted using SPSS version 20 analyzed that is frequency, percentage ,mean and standard division was performed, .narrative interpretation to provide a comprehension understanding of the issues. The major findings the study revealed that students faced significantly challenges in the key reading strategies less frequently used the strategies of predicting, skimming, scanning, previewing, translating and making inference. Additionally, limited vocabulary knowledge and in effective teaching methods as a result, the researcher recommended that all the reading strategies should be taken great concentrate by both teachers and students in the present and next time teaching and learning process, to enhance effective readers and to use the strategies’ effectively because these strategies helpful for the students for their daily learning process, and easier to do the reading assignment and examinations.
AN INVESTIGATION OF STUDENTS’ PROBLEMS IN LISTENING COMPREHENSION IN ENGLISH LANGUAGE WITH REFERENCE TO GRADE NINE STUDENTS OF ATSEYOHANNES SECONDARY SCHOOL BY
(Mekelle University, 2025-06-25) KIROS TEKA
This study is aimed at investigating students’ problems in listening comprehension in English Language with reference to grade nine students of Atseyohannes Secondary School which is found in Mekelle. The study was conducted in the academic year of 2017 E.C. A descriptive method was applied to investigate the problem. From 500 students 100 were selected using systematic sampling technique to fill the questionnaire, and four English teachers were selected using available sampling for interview and observation. Each teacher was observed during the teaching and learning process using observation checklist. Both quantitative and qualitative methods of data analyses were used to analyze the data. Quantitative and qualitative methods of data analysis were used to analyze the data gathered from the students, and qualitative was used to analyze the data gathered from the teachers.. The analysis of the study showed that there were different listening comprehension problems during English classes. Among the problems were; there was lack of students’ participation and performance, there was lack of teachers’ motivation and encouragement, teachers gave value the other skills over listening, teachers used incorrect pronunciation while teaching listening, they also used incorrect listening phases, there were lack of varieties of texts and recorded materials (authentic materials), there were difficult grammatical structures and vocabularies, there was complexity of a text, and there was sound pollution. However, the researcher has got some solutions for the problems. Among the recommendations are teachers should get training on how to teach listening comprehension and to use the phases of listening properly, education bureau and teachers should provide materials, and students should listen to the lessons properly and do certain activities.
THE TITLE: "Assessing Students' Vocabulary Learning Strategies Use in EFL Class: The Case of Gijet Secondary School"
(Mekelle University, 2025-07-25) Abeba Zeray
The main purpose of this study was to investigate the use of vocabulary learning strategies (VLS) among Grade 9 students at Gijet Secondary School. A total of 126 students were randomly selected from a population of 392 during the 2017 E.C. academic year. The study aimed to: (1) examine differences in students’ perceptions of the importance of vocabulary learning in the EFL classroom, (2) identify variations in students’ use of vocabulary learning strategies, and (3) determine the most and least frequently used strategies. To collect data, a questionnaire, AND interview were employed. The questionnaire data were analyzed quantitatively using frequency, percentage, mean values and standard deviation. The findings revealed that: (1) students held varying perceptions about the importance of vocabulary learning and the use of VLSs, (2) the most frequently used strategies were social strategies (discovery strategies) and determination strategies, while (3) the least frequently used were social strategies (consolidation strategies) and meta cognitive strategies. Additionally, findings from the interviews supported these results. Based on these findings, relevant suggestions and recommendations have been forwarded.
THE EFFECTS OF TASK-BASED LANGUAGE TEACHING ON DEVELOPING EFL LEARNERS’ INTERACTIVE SPEAKING SKILLS: THE CASE OF SETIT PREPARATORY SCHOOL GRADE 11 STUDENTS IN FOCUS
(Mekelle University, 2025-07-25) KAHSAY NEGASI ABRHA
The main objective of this study was to investigate the effects of TBLT (Task-Based Language Teaching) on developing EFL (English as a Foreign Language) learners’ interactive speaking skills at Setit Preparatory School, 11th grade in focus. To this end, the study employed a quasiexperimental mixed-methods design, with two sections, ‘A’ and ‘B’ as intact groups selected to be subject of the study with 28 members per each group. This sample of study was taken using purposive sampling method; and grouped as control and experimental by lottery system to avoid bias. Then, the experimental group received intervention with TBLT, whereas the control group learnt with traditional approachesboth for 11 weeks, after the pre-test. Data were collected from the subjects through speaking tests, close-ended questionnaires, and semi-structured interviews; and analysed well quantitatively and qualitatively. Then, the key findings indicated statistically significant improvements in the experimental group’s post-test scores compared to the control group. Results of the questionnaire also showed TBLT’s effectiveness, maintaining confidence, vocabulary growth, and motivation. Likewise, the qualitative analysis emphasized TBLT’s role of encouraging authentic tasks for stress-free cooperative learningthe key way of realizing real-life oral communicative proficiency even though challenges like rigid systems of assessment and time-demands were notified. Accordingly, this study concludes as TBLT is effective for developing EFL interactive speaking skills; and recommends reforms of curriculum to adjust time allotment and assessment system with principles of TBLT. Finally, implications extend to teacher training and hybrid task-based models integrating technology.
STATUS AND DETERMINANTS OF READING SKILL DEVELOPMENT: THE CASE OF TWO GOVERNMENTAL SCHOOLS FOCUSING ON GRADE FIVE
(Mekelle University, 2025-07-25) GEBEREGIWERGIS HADGU
This thesis was entitled as “the status and determinants of reading skill development: the case of two governmental schools focusing on grade five”. The schools was located at the outskirts of Wukro city, in a distance of 825 Kilometers north of Addis Ababa and 45 kilometers north of Mekelle, which the capital city of Ethiopia and Tigray Regional National State respectively. The main purpose of this thesis was to assess and examine the status and determinants of reading skill development: the case of two governmental schools focusing on grade five. The researcher employed both Qualitative and quantitative research approach. Here, the researcher again selects 39 respondents. During the study, the researcher has been used both primary and secondary data sources to collect relevant information related to the title. In addition, data collected techniques such as KIs, FGD, and self-observation as well as Questionnaires were employed. The finding of this study reveals that students’ reading skill status in the two governmental schools was impacted due to the three major factors. Those were student related factors, Demographic factors parent, home and environmental related factors. Due to the above listed factors the students’ reading skill status was very low. According to the finding result, about 85.4% of students of grad 5 that found in the two governmental elementary schools have low status of reading skill ability. For this reason, the students in the grade level that listed above fall on the prepared assessment test. Most of the students especially, those who learn in Kisamet elementary school) were fall to read capital and small letters in the assessment. to overcome those and others problems of the listed schools, directors (school leaders), teachers, parents, woreda educational offices, educational experts, educational cooperators and other stakeholders must involve on the change over all educational intelligence of the children and brings some provision for educational run in the schools.
ASSESSMENT OF CONTENT VALIDITY OF GRADE TEN ENGLISH MODEL EXAMINATIONS AT GUYA SENIOR SECONDARY SCHOOL (2005-2007 E.C.)
(Mekelle University, 2025-07-25) ATSBHA MEBRAHTU TETEMKE
This study deals with a title ‘Assessment of content validity of teachers-made model Examinations at Guya Senior Secondary School from 2005-2007 E.C.’ It assesses whether the unit objectives, contents and test items matched or not and the effects of these tests on teaching and learning. In addition, it examined how the teachers prepared table of specification so as to construct test items. To accomplish this, the researcher used a descriptive survey method and three steps were applied. First, the unit objectives from the syllabi were categorized into the three Educational Taxonomies. Second, the cognitive domain was categorized into its sub-categories. Finally, the test items were categorized into major language skills by the judges. Qualitative method was used to interpret the data collected through interview. The quantitative and chi squared methods were also used to interpret the data collected from the document. The subjects of the study were from Abi-Adi College of Teacher Education and Guya Senior Secondary School. The subjects of this study were selected using purposive sampling technique. The required data were collected using text books of grades nine & ten, model examinations of 2005-2007 E.C. An interview was used for five subject teachers of grade 9 &10. The findings of the study showed that the unit objectives of the syllabi were not clearly matched with test items. Even if the surveyed teachers were able to prepare table of specification, they didn’t include all the required tasks. As a result, the items were not constructed according to principles of preparing a test. Grammar was the dominant skill in the three sample tests in the study. The students were very interested in practicing, studying and learning only grammar. Because of this, the tests had negative effects on teaching and learning. Thus, the degree of relationship between the contents of the samples of model examinations and textbooks was at variance.. Thus, the tests had lack of content validity. The researcher mainly limited to one type of the qualities of a good test, i.e. the content validity, so further study needs to be made on other types of qualities such as practicality, comprehensiveness and reliability.
EFFECTS OF LISTENING AUDIO-STORIES ON EFL STUDENTS’ VOCABULARY ACHIEVEMENT: THE CASE OF GRADE 11 STUDENTS OF ADIGUDOM SECONDARY SCHOOL
(Mekelle University, 2025-07-25) G/EGZIABHER HADERA
The purpose of this study was to investigate the effect of listening to audio stories on grade 11 EFL students’ vocabulary achievement and their perceptions. To examine the effect of listening to audio stories on grade 11 EFL students’ vocabulary achievement and their perceptions, quasiexperimental research design with non-equivalent groups was utilized. The treatment was conducted for 16 teaching periods having 40 minutes twice a week. Pretest and posttest design were implemented. So as to achieve objectives of the study, vocabulary achievement test were designed and administered to both experimental and control group. Besides, questionnaire and open-ended interview were developed and administered to the experimental group students to investigate their perceptions towards audio story on enhancing their vocabulary knowledge. Both of the data collected through test and questionnaire were analyzed using SPSS software version 24. The result from the posttest showed that the experimental group brought statistically significant change in vocabulary achievement as compared to the comparison group. Moreover, the result of the posttreatment questionnaire and interview indicated that the students have encouraging perceptions towards audio stories lessons. Therefore, the researcher concluded that listening audio stories came up with rewarding effects on improving EFL students’ vocabulary achievement. Finally, recommendations were forwarded to stakeholders. Of these, the researcher recommended that English teachers should put special emphasis on listening audio stories in order to enhance their students’ vocabulary skills. Besides, it was recommended that other interested researchers should conduct further investigations depending on the scopes and limitations of this study.
ASSESSING THE PRACTICES OF EFL TEACHERS SUPERVISION: THE CASE OF KOREM AND BIRUH-TESFA SECONDARY SCHOOL
(Mekelle University, 2025-07-25) BELAYNEH MOGES
Supervision is believed to be improving the quality of education at all level. To this end, this study was aiming at assessing the practice EFL teacher’s supervision in the case of Korem and Biruh Tesfa secondary school, Tigray regional state. To address the objective of this study, the research was used both primary and secondary source of data complemented of both qualitative and quantitative approaches. Furthermore, this study used descriptive research design to assess the practice of EFL teachers supervision in the study area. For the sake of data collection, this paper used class room observation, Questionnaire, interview and focus group discussion to collect data from 35 participants whom they were EFL teachers, principals and head of wireda education office using available sampling techniques .This study come up with a finding that EFL teachers were not properly supervised due to lack of awareness and attitude of teachers towards the importance of supervision and supervisors were making classroom observation without having check list at hand . on the top of this , this paper conclude that supervision practice is not accomplished in line with the necessary assumptions of supervision practice . Finally this paper recommends, as EFL teachers supervision is essential for professional development , hence , the teachers should have was ingness to make EFL supervision for their profession development.