Department of Foreign Languages and Literature

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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.
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    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.
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    AN INVESTIGATION OF EFL TEACHERS’ MOTIVATIONAL STRATEGIES IN TEACHING SPEAKING LESSONS TO GRADE TEN STUDENTS: THE CASE OF BETMARA COMPREHNESIVE SECONDARY SCHOOL
    (Mekelle University, 2025-08-25) GEBREKIRSTOS HAILU
    The main objective of this study was to investigate the EFL teachers’ motivational strategies in teaching speaking skills with particular reference of the Bet Mara comprehensive Secondary School grade 10 students in focus. To achieve the objective, a descriptive design using both qualitative and quantitative approaches was employed. The subjects of the study were three English language teachers and thirty-six students from the selected secondary school. All the three EFL teachers were taken using available sampling technique to participate in observations and interviews. As for the student samples, the researcher employed simple random sampling technique to involve in questionnaires. Data were gathered through observation, interview and questionnaire. The findings of the research depicted that the EFL teachers of the selected school focused on very limited traditional teaching strategies; using common techniques like pair discussion, group discussion and group works, excessive use of mother tongue, preference of vocabulary and grammar than speaking, teacher - centered way of teaching like lecturing than letting students to learn by interactions and absence of appropriate teaching aids. In light of the recommendations, first teachers should raise the learners’ interest and motivation in learning speaking by creating comfortable learning atmosphere, making students work in group to help each other. Besides, teachers should strive to use only English in speaking classes. Furthermore, the teachers are required to encourage students to participate in speaking skill classes using different motivational strategies such as providing variety and challenging speaking activities, following up and appreciating students work accompanied by periodical and constructive feedback. In general, teachers need to play their professional roles as a promoter, an assistant, as a facilitator and consultant to build up their students’ motivation to speak..
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    THE EFFECTS OF EXTRACURRICULAR ACTIVITIES ON EFL STUDENTS’ SPEAKING SKILLS PERFORMANCE AND THEIR PERCEPTIONS: THE CASE OF GRADE 11 STUDENTS OF SIMRET MERHA TIBEB ACADEMY
    (Mekelle University, 2025-08-25) DAWIT NIGUSS ABAY
    This study was principally aimed at examining the effects of participating in the extracurricular activities on EFL students speaking skills performance and their perceptions the case of Simret Merha Tibeb Academy grade 11 students. In order to realize effects of extracurricular activities on EFL students speaking skills performance and perceptions towards it, quasi-experimental research design with none equivalent groups was carried out. Two sections of grade 11 students were selected through availability sampling technique and they were assigned as experimental and control groups using lottery method. The control group students were taught by the conventional way of teaching while the experimental group students were actively engaged in the ECAs scheduled outside the regular class. The intervention for the experimental group students was carried out in the second semester 2024 academic year over a duration of 12 weeks, with a clear focus on extracurricular activities (ECAs) intended to enhance their English speaking skills. Speaking skills test were designed and administered to both experimental and control group. Questionnaire was also developed and administered as tools among the experimental group students of Simret Merha Tibeb Academy to investigate their perceptions towards extracurricular activities. In addition, open-ended interview was also employed to the EG students as a supplementary data gathering instrument. The result from the post test showed that the performance of the students in the experimental group was found to be statistically significant. The result from the questionnaire and interview indicated that the students have favorable perceptions towards ECAs. In light of the findings of the study, recommendations were forwarded to several stakeholders. Amongst these, teachers should put special emphasis on the importance of ECAs to the students’ academic performance, particularly, speaking skills; the students were recommended to accommodate their time and equip themselves with ECAs so that they can foster their English language skills; and finally, it was recommended that other interested researchers should conduct further investigations depending on the scopes and limitations of this study
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    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.
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    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.
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    AN INVESTIGATION IN TO TEACHERS’ QUESTIONING TECHNIQUES IN EFL CLASSROOM: KOREM HIGH SCHOOL GRADE ELEVEN IN FOCUS
    (Mekelle University, 2025-08-25) ASSEFA BERIHUN HABE
    The purpose of this study was to investigate teachers’ questioning techniques and the types of questions in EFL classroom. To achieve the purpose of this study, Korem secondary school in southern part of Tigray region was selected. The design of the research was descriptive survey as the study was used to describe, compare, analyze and interpret teachers’ questions and questioning techniques in EFL classroom without conducting an experiment. This study used qualitative and quantitative methods to gather a valid data. The participants of the study were grade nine, ten, eleven and twelve EFL teachers and ninety-nine students of Grade eleven. To gather data, three instruments (observation, questionnaire and interview) were used and pilot study was used to check the validity of the questionnaire. However, observation was used as a major tool to look into how questions are asked and applied by these EFL teachers and the gathered data through observation and questionnaire was tabulated and analyzed quantitatively using descriptive statistics, such as frequency and percentage. In addition to this some data gathered through observations, interviews and open-ended questions were analyzed qualitatively. Based on the gathered data, although all EFL teachers asked questions in classroom, their questions were almost lower-level (knowledge and comprehension questions) and they practiced poor questioning techniques due to lack of awareness. According to the findings of the study, the researcher recommended that at secondary schools, EFL teachers should be given regular training an awareness about the types of questions (especially, those under Bloom’ s Classifications) and different types of questioning techniques.
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    PHONOLOGICAL AND MORPHOLOGICAL ANALYSES OF ENGLISH BORROWED WORDS ON TIGRINYA BILLBOARDS
    (Mekelle University, 2025-10-25) ALIF GEBRETSADIK TINSUE
    Tigrinya language, like many others, continuously expands its lexicon by borrowing words, particularly from English. This study provides a descriptive analysis of English borrowed words found on Tigrinya billboards in Mekelle. The primary objective is to identify the most frequently borrowed words and describe the phonological and morphological processes that characterize their adaptation into the recipient language. Data were collected through photographic documentation of public signage and analyzed qualitatively. The findings indicate that direct lexical importation is the predominant strategy, characterized by significant phonological modification to agree with Tigrinya phonotactic. Key adaptive processes include systemic vowel substitution, monophthongization, schwa replacement, add glottal stop to reduce vowel initials, and epenthetic vowel insertion to resolve illicit consonant clusters. Morphologically, free lexeme and hybrid compounding are the principal method of blending foreign and native elements. This direct import of lexemes presents potential challenges for lexical accessibility and comprehension. The study concludes that while active phonological nativization occurs, the prevalence of direct imports highlights a pressing need for standardized language planning and policy to ensure communicative clarity and preserve the functional integrity of Tigrinya in public domains.
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    STANDARDIZING SAAHO WRITING SYSTEM (A Study on the Irob dialect-Focus on students’ textbook)
    (Mekelle University, 2025-10-25) Tume Medhin
    Saaho, the language of the Irob people in northeastern Tigray, was introduced into education in 2010 with its own orthography. However, the system has not yet been standardized, creating challenges in reading and writing as well as a lack of shared understanding among native speakers. To address this gap, this thesis, titled “Standardizing the Saaho Writing System,” focuses on developing a more consistent system of writing. Informants were selected purposively, including Saaho language experts such as mediators, lecturers, textbook developers, and teachers.Primary data were collected from students’ text books by observation. then Focus Group Discussion was employed (FGDs) based on the variations in the writing of clitics, conjunctions, connecters, tonal symbols, modifiers, possessive pronouns, imperatives beginning with ɑ, cases of elision and deletion, the use of lə and jə, and allophonic variation. As a result, those variations affect students’ and speakers’ ability on writing and reading. The analysis, conducted qualitatively, revealed that the absence of a standardized set of rules is the main cause of these inconsistencies. The thesis proposes conventions to guide orthography writing system: front and post-positional clitics should generally be written separately, with tonal symbols omitted unless the clitic functions as part of a noun or ends in a single consonant. Possessive, interrogative, and negation markers should also be written separately, while tonal symbols are applied only to independent root words. The contextual usage of lə and jə is clarified with specific rules and identified allophones may be used interchangeably. The significance of this thesis lies in fostering a unified writing system for Saaho, contributing to improved literacy and shared understanding among its speakers. Furthermore, it provides a reference for future studies on Saaho and related languages and offers valuable insights for linguists working on language standardization.
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    The Semantics of Gender and Number in Tigrinya: A Descriptive Analysis of Nouns, Adjectives and Verbs Based on Data on Southern Zone of Tigray
    (Mekelle University, 2025-10-25) Tesfay Teka Endallew
    This study presents a descriptive semantic analysis of gender and number in the Southern Tigray dialect of Tigrinya. Challenging the standard masculine-feminine binary, this study identified a functionally tripartite gender system: Masculine, Feminine, and a strong tendency to semantically active Neuter category. The collected data in the dialect indicated that Neuter gender denoted collectives, generic human concepts, and young animals, representing an unmarked or collective stateThe analysis, based on fieldwork and native-speaker intuition, revealed that gender assignment is strongly semantically motivated. Specific semantic fields, including liquids and abstract nouns, are predominantly masculine, while concepts linked to beauty and hope are consistently feminine. For other categories like wild animals, gender is assigned metaphorically. The number system also shows significant complexity, extending beyond the binary singularplural Semitic patterns with a productive dual, reduplication, and compounding. Plural forms can even carry sociolinguistic meaning, expressing attitudes like respect or scorn. Agreement patterns show neutralization in certain grammatical contexts such as pluralization of adjectives, and first- and third-person imperfective verbs. Ultimately, the findings demonstrate that the gender and number systems in the dialect are non-arbitrary, being deeply embedded in the cultural worldview of its speakers, contributing to both Tigrinya dialectology and linguistic typology.