Arficho, Zeleke
3 Publications in AERD
Author Publications
Export PDFRelationship Between Students’ Attitude Towards Vocabulary Learning and Their English Vocabulary Knowledge
By Kassa, Kebede
This study investigated the relationship between students’ attitude (cognitive, affective and behavioral) towards vocabulary learning and their English vocabulary knowledge (breadth, depth and fluency) with reference to Grade 9. It employed a correlational research design and simple random sampling and stratified sampling techniques. Pearson’s r was computed to examine the relationship between each of the three aspects of students’ attitude towards vocabulary learning and their breadth, depth and fluency of English vocabulary knowledge. The coefficient of determination (r2) was calculated and multiplied by 100 to give a percentage value to examine how a difference in one variable is predicted by the difference in another variable. The findings show that there is a very strong positive relationship between students’ attitude towards vocabulary learning and their breadth of English vocabulary knowledge, but a strong positive relationship for a few aspect of breadth of vocabulary knowledge. A moderate positive relationship was found between the students’ attitude towards vocabulary learning and their depth of English vocabulary knowledge, but a weak positive relationship between their cognitive and affective aspects of attitude and their knowledge of some aspects of depth of vocabulary knowledge. There is a moderate positive relationship between each aspect of students’ attitude towards vocabulary learning and their fluency of English vocabulary knowledge. It is also found that the students’ attitude towards vocabulary learning predicts their breath, depth and fluency of English vocabulary knowledge by 77.44%, 26.3169% and 35.76% respectively (maximum values). Lastly, appropriate recommendations were made based on the conclusions of the study. © 2022 ACADEMY PUBLICATION.
Effects of information communication technology-assisted teaching training on English language teachers' pedagogical knowledge and English language proficiency
By Abraham, Mihireteab
This study was conducted to examine the effects of training in Information Communication Technology-assisted (ICT-assisted) English language teaching on secondary school English language teachers' pedagogical knowledge and English language proficiency. To achieve this goal, a one-group within-subject quasi-experimental design was utilized. Twenty-two (n = 22) teachers selected from three government secondary schools in Arba Minch and Sawla towns of Gamo and Gofa zones of South Nations, Nationalities, and the Peoples Regional State of Ethiopia were included in the study using a comprehensive sampling technique. Four rounds of repeated measurements were used to collect data and Friedman's test was used to compare the mean scores to examine the effects of the training on the teachers' pedagogical knowledge and English language proficiency. Related-samples Kendall's coefficient of concordance (effect size) was also run using the same non-parametric test of Friedman's test to exmine the magnitude of the effect. The results revealed that training in ICT-assisted teaching has a significant effect on the pedagogical knowledge and English language proficiency of the teachers. Moreover, the independent variable (training in ICT-assisted English language teaching) has a strong effect (effect size) on their pedagogical knowledge and English language proficiency. Based on the results, in-service teacher training in ICT-assisted teaching is recommended to harness the potential of new technologies for English language teachers' professional development.
Effects of Training in ICT-Assisted English Language Teaching on Secondary School English Language Teachers' Knowledge, Skills, and Practice of Using ICT Tools for Teaching English
By Abraham, Mihireteab
This quasiexperimental study was conducted in order to see the impact of training in Information Communication Technology- (ICT-) assisted English language teaching on secondary school English language teachers' knowledge, skills, and practice of using ICT tools for teaching English. To this end, a one group within-subject quasi-experimental design was applied. The study included 20 teachers from Hawassa City Administration in Sidama Regional State of Ethiopia using availability sampling. Repeated measures data were obtained using tests and questionnaires and analyzed quantitatively by using SPSS version 25. Friedman's test was computed so as to compare the related samples' mean scores for the tests as well as questionnaires. Related-samples Kendall's coefficient of concordance was computed on the SPSS in order to see the magnitude of the effect of the training. The results showed training in ICT-assisted English language teaching significantly improves teachers' knowledge and skills of ICT tools for teaching English and their practice of using ICT tools in teaching English. Recommendations were made in view of that. To be specific, there are needs for teacher training in information communication technology-supported English language teaching.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.