Department of Foreign Languages and Literature

Permanent URI for this collectionhttps://repository.mu.edu.et/handle/123456789/135

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Start date: 2020End date: 2025

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    Exploring the Perception and Practice of EFL Teachers on Teaching Speaking Skill: Masho Secondary School in Focus
    (Mekelle University, 2025-09-25) Teklay Berhane
    The main objective of the study was to investigate the practice and perception of EFL teachers on teaching speaking skills. The study was conducted at Masho Secondary School of Hawzen woreda in Eastern zone, Tigrai. To this end, a descriptive research design was employed to achieve the research objectives. Four EFL teachers and two hundred ten students were selected using comprehensive and simple random sampling techniques respectively. The data were collected through three instruments: semi structured interview, classroom observation and evaluation of the speaking tasks (document analysis). The data gathered through interview and document analysis were analyzed qualitatively and quantitatively and triangulated with the classroom observation data. The findings from the teachers’ responses indicated that teachers have in general positive perception towards teaching speaking skills. The data obtained from the learners’ classroom observation and the teachers’ interview suggested that the learners and teacher practices are considered as key factors in improving the learners speaking skill. Besides, the study signifies that classroom EFL speaking practices and interaction plays an important role in developing the learners’ speaking skill as it provides opportunities for learners to practice their speaking skill in the classroom. Furthermore, teachers need to be aware of the importance of classroom interaction as a strategy to improve the learners’ speaking ability in order to be able to suggest some pedagogical implications for them. What is more, the findings of the research indicated that students enjoy learning - learner interaction and teacher – learner interaction since they consider the classroom as the only setting in which they can practice and improve their speaking proficiency. Based on the findings, it was recommended that EFL teachers should exert their maximum effort to put their beliefs of teaching speaking skills into practice by overcoming unfavorable conditions inside and outside the classroom.
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    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.
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    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.
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    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.
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    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.
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    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..
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    Investigating the Practices of Teaching Writing in EFL Class in Hadnet Comprehensive High School in grade 9
    (Mekelle University, 2025-07-25) Kidane Kassa
    Learning to write in a second language is a great challenge for students; however, certain factors might minimize these challenges. In general, students in Hadnet, Tigray face difficulty to develop the writing competence in a foreign language because they rely on teachers as a sole source of knowledge. Therefore, the study investigated the English language writing in high school in Ethiopia. It implemented an action research design based on three main phases; namely, exploration, intervention, and reflection stage. The main questions asked include how the teachers view the writing style of students within the setting and how they perceived the English language writing curricula among the students. The data drew several conclusions that provided insight into the Ethiopia higher education concerning English as a foreign language (EFL) classes. The first is the spoon-feeding of Hadnet learners throughout their educational years; therefore, they find it challenging to gain hold of their learning. Second, writing in English is a challenging task for Hadnet students. Third, some of the students memorize writing passages to pass their English course. Fourthly, teaching to write was done by focusing on form, writing mechanics, rather than communicative aspects of writing and genre. This study has contributed towards the understanding of Hadnet learners in school language classrooms analyzing their perceptions and expectations
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    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.
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    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.
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    ASSESSING VOCABULARY LEARNING STRATEGIES OF EFL STUDENTS IN TEKLI SWUAT COMPREHENSIVE SECONDARY SCHOOL: GRADE TEN IN FOCUS
    (Mekelle University, 2025-08-25) GENET G/HER TESFAY
    The aim of this study was to assess the vocabulary learning strategies used by English language learners of Tekliswuat comprehensive Secondary school in Frewoyni woreda, Frewoyni town, and eastern zone of Tigray. A descriptive research design was used. A total of 64 respondents were selected using simple random sampling technique. Three data gathering tools namely questionnaire, interview and text book analysis were used to collect data to the study. Frequency and percentage were used to analyze the data gathered from the questionnaire whereas qualitative data analysis was used to analyze the data obtained from interview and text book analysis. Thus, the results from data revealed that an attempt was made to use various vocabulary learning strategies to learn new words. The Tekli Swuat comprehensive secondary school grade Ten EFL students were used the determination VLSs most frequently than the other strategies. In addition the students frequently used the cognitive and the memory strategies respectively. However, the social (consolidation), which is followed by Meta cognitive, is the least frequently used VLSs of Tekli-Swuat comprehensive secondary school students. The result of the data gathering from text book analysis showed that Vocabulary is given due emphases relative to other skills and sub- skills, but doesn’t give equal emphasis among the kinds of VLSs. The current grade ten English text book consists of a few strategies which are highly focused on the determination strategy to teach vocabulary. Therefore, it is recommended that English language teachers should be committed to raise the awareness of all learners about the significance of using variety of VLS for their vocabulary knowledge achievement in language learning. Students need to be aware of the significance of learning vocabulary via different vocabulary learning strategies and give equal emphasis to the whole strategies. Textbook writers need to include a number of tasks, activities and exercises that encourage students to employ a wide range of vocabulary learning strategies. Higher Educational institutions should arrange training programs to the English language teachers which help to develop their knowledge on different vocabulary teaching strategies.