Alemu, Adege
3 Publications in AERD
Author Publications
Export PDFEffect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation: the case of grade 11 high school students
By Ayana, Haimanot
Introduction: Vocabulary knowledge achievement is crucial for effective language learning. However, there is a gap in vocabulary knowledge achievement, particularly at the Seto High School in Ethiopia. This study addresses this gap by focusing on Grade 11 students and investigating the effect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation. Methods: A quasi-experimental design was employed, involving two natural classes of Grade 11 students, with 30 students in the experimental group and 30 in the control group, selected through convenience sampling. A mixed-method research design was also used to gather comprehensive data. The data collected included pretest and posttest assessments of vocabulary knowledge achievement, a vocabulary learning strategies (VLS) questionnaire, and semi structured interviews. The analysis of the data utilized statistical methods such as means, standard deviations, independent t - tests, and correlations to evaluate the effects of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation. Results: High reliability was observed for both the VLS questionnaire and the tests. Pretest results revealed no significant (p > 0.05) difference in vocabulary knowledge achievement between the experimental and control groups. Posttest results demonstrated a statistically significant (p < 0.05) improvement in vocabulary achievement in the experimental group compared to the control group. Correlation analysis revealed a positive and significant (p < 0.05) association between VLS use and vocabulary knowledge achievement. Survey results and qualitative data showed that students predominantly relied on dictionary-based vocabulary, saying the new word aloud, using the vocabulary section in textbook, and continuing to study words over time vocabulary learning strategies before training, with a noticeable shift toward increased use of guessing, keyword, and semantic mapping strategies after training. These findings underscore the effectiveness of VLS training in enhancing vocabulary knowledge among Grade 11 students. Finally, some recommendations are proposed. Conclusion: The study concluded that training in vocabulary learning strategies had a significant impact on students’ vocabulary knowledge achievement. Copyright © 2024 Ayana, Mereba and Alemu.
EFL Teachers' Stress and Coping Strategies: The case of public primary schools in Jimma Zone, Ethiopia
By Ayalew, Teshale
EFL teachers usually experience stress as a result of environmental and personal factors. However, the problem and its triggering factors appear to be overlooked in the study context. Thus, the goal of this study is to look into EFL teachers' stress, the factors that contribute to it, and the coping strategies used in public primary schools in Jimma Zone, Ethiopia. Mixed methods design, cluster sampling, and judgmental sampling techniques were used in the investigation. A total of 100 EFL teachers took part in it. Data was collected using a questionnaire and an interview, and descriptive and inferential statistics were employed to analyze the data. The findings demonstrate that the majority of the teachers have experienced stress and that all of the posited factors have a substantial association with the problem. The major finding is that stress negatively affects EFL teachers' working behavior. In light of this finding, it is suggested that coping strategies training be provided. The study has pedagogical implications as it suggests that emotional intelligence and stress coping techniques be included in EFL teaching methodology courses. Finally, because the sample is too small to generalize to various situations, more research on a large scale is suggested to understand the magnitude of the problem's expansion in the region.
Analyzing the current English language teaching materials in line with the academic and professional needs and interests of diploma theology students
By Deressa, Wakgari
The study analyzed the current English language teaching/learning materials in line with the academic and professional needs and interests of diploma theology students. The study was a descriptive survey that made use of a mixed-method approach. Thus, the researcher employed convergent parallel mixed method design. The data were collected using a questionnaire, interview, and content analysis. The participants of the study were second and third-year diploma theology students, former theology students, and English as a Foriegn Language instructors. All the students(112) were chosen using comprehensive sampling technique, and five former theology students who were working as priests and evangelists were chosen using the snowball technique to fill out the questionnaire. EFL teachers were also chosen for the interview. Additionally, the skills of three units of the current English language teaching materials were evaluated using the checklist. The reliability of the questionnaire were checked using Cronbach Alpha, and the quantitative data were analyised using SPSS version 22. The study revealed that both students and EFL teachers perceived the teaching materials as they less assist the students in their academic and professional contexts. Finally, the researcher recommended that preparing teaching materials that fit the needs and interests of the students.
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