Bachore, Mebratu Mulatu
5 Publications in AERD
Author Publications
Export PDFThe Effects of Form-Focused Communicative Grammar Instruction on Students' Pronunciation and Grammar in Speaking
By Woymo, Temesgen Heliso
Integrating form-focused instruction (FFI) in the communicative language class is the most recently used language teaching and learning approach today. To draw learners' attention to grammatical form, FFI implements different types of corrective feedback and implicit and explicit grammar teaching techniques. This study investigated the effects of FFI combined to communicative grammar instruction on students' pronunciation and grammar in speaking. The main objective of this study was to probe whether the form-focused instruction integrated with communicative grammar activities was effective in terms of students' performance of pronunciation and grammar in speaking. The study employed a quasi-experimental study design with a mixed method approach. It also employed pre and post-tests, questionnaire, and interview in order to gather data. The data collected by the tests and questionnaire were analyzed quantitatively using independent and paired sample t-test where as the interview data was analyzed thematically. The results of the study revealed that the experimental group of students who had been taught spoken English having form-focused communicative grammar instruction showed the enhancement on pronunciation and grammar in speaking in their post-test scores. This directed to the conclusion that the form-focused communicative grammar instruction assisted the students advance their pronunciation and grammar in speaking. Thus, it is recommended that high school EFL teachers should implement communicative grammar activities integrated to form-focused instruction while teaching speaking skills. © 2024 Sciedu Press. All rights reserved.
The Effect of the Mobile-Based Lesson Approach on the Attitude and Performance of EFL Teacher Trainees’ Aural Skills
By Woldetsadik, Gashaw Tefera
This study aims to identify whether the mobile-based approach has significant effects on the attitudes and aural comprehension performances of English as a Foreign Language teacher trainees. A quasi-experimental, interval time series design was used to study a section of twenty-five third-year teacher trainees of English language at Arba Minch Teachers’ Education College in Ethiopia. The trainees’ attitude toward the mobile-based approach to attending aural comprehension lessons was assessed using a five-point Likert scale attitude survey questionnaire, whereas their aural comprehension performances were measured using a test having twenty multiple-choice question items. Consequently, a descriptive statistical method of data analysis was employed to understand the normality of the distribution of questionnaire data and internal consistency of results. The reliability of aural comprehension tests was also similarly measured. Consequently, nonparametric Wilcoxon Signed Rank and Friedman’s tests were employed to determine the effects on the trainees’ attitudes and aural comprehension performances. Moreover, the significant aural skill subconstructs were identified through pairwise comparisons of the three aural comprehension tests mean rank values using Friedman’s method along with related-samples Kendall’s coefficient of concordance. The results revealed that the use of a mobile-based approach produced significant positive changes on the teacher trainees’ attitude and aural comprehension performances. The literal-level subskill lessons were also found to be more significant in raising the trainees’ aural comprehension performances as a result of the use of the mobile-based approach when compared with the contributions of comprehension lessons that were meant to deal with inferential, critical, and creative listening lesson activities. © Common Ground Research Networks, Gashaw Tefera Woldetsadik, Mebratu Mulatu Bachore, Tesfaye Alemu Woldeab, Tesfaye Habtemariam Gezahegn, All Rights Reserved.
English Language Literacy Skills and Academic Achievement of Urban and Rural Secondary Schools: The Case of High and Low Achievers
By Bachore, Mebratu Mulatu
The main objective of the study was to investigate the relationship between English language literacy skills and academic achievement between urban and rural secondary schools. The study employed a descriptive design. The subjects of the study were 139 students (73 urban and 66 rural) selected from seven secondary schools in Hawassa University Technology Village local district through a stratified random sampling technique. The data were collected by administering a literacy skill test that contains reading and writing skill items. Then, a t-test was computed to compare the mean differences between rural and urban secondary school high and low achievers' English language literacy skill performances. And the p-value was computed to determine the level of significance of the obtained mean difference. The findings disclosed that there was a statistically significant mean difference between urban secondary school high achievers in the test scores of English language literacy (0.003, which is < 0.05) in which urban high achievers outperform. Likewise, regarding the subcomponents of English literacy skills, a statistically significant mean difference (0.006, which is < 0.05) was obtained between urban and rural high achievers, which favored the urban ones. On the other hand, the study also confirmed that there was no statistically significant difference between the urban and rural low achievers in their language literacy skill mean scores.
Analysis of Gender Representation in English Language Learning Materials: The Case of Grade Ten Textbook in Ethiopia
By Bachore, Mebratu Mulatu
The main purpose of this study was to explore gender representation in grade ten English textbook. The study employed content analysis approach which was based four categories of analysis such as language use, visibility/ illustrations, occupational roles and firstness. The units of analysis were words, phrases, sentences, paragraphs, passages, stories and illustrations in the materials. The data was analyzed in frequency count and compared using Chi-square test to determine the level of significance of the differences obtained between the masculine and feminine groups observed in each category. The findings disclosed that females were underrepresented in language use (particularly in proper nouns and common nouns used), visibility/ illustrations (images and pictures) and occupational roles mentioned in the text. In addition, males dominated the first position (firstness) in dialogues, points of view opinion, common noun pairs, pronoun pairs and proper name pairs. On the contrary, males were underrepresented in the adjectives and pronouns used in the text book. In general, the textbook was characterized by unfair representation of gender in all aspects. Copyright for this article is retained by the author(s), with first publication rights granted to the journal.
Investigating the Correlation Between Students’ Reading Fluency and Comprehension
By Makebo, Tadiwos Hambamo
The purpose of this research was to investigate the relationship between students' reading fluency and comprehension. It is a correlational design. A purposive sampling technique was employed to select the district, school, students, and grade level. Accordingly, 100 students participated in the study. As the research was quantitative, reading comprehension tests and comprehension-based silent reading fluency tests were applied to collect data. The data was analyzed using statistical techniques like Pearson product-moment correlation and linear regression. The findings revealed that reading accuracy level and reading rate, which are the parameters of reading fluency, were strongly correlated (r =. 885, P < 0.01) with each other. However, silent reading fluency (SRF) had a moderate correlation with reading comprehension. Moreover, the reading rate had a strong positive correlation with reading accuracy (r =.885, p < 0.01, and reading comprehension (r =.410, p<0.01). In addition, the linear regression outputs confirmed that the higher the students' reading rate and accuracy level, the higher their reading comprehension (Beta = 0.42, t = 4.53, p < 0.05). It means that when reading rate and accuracy increase, so do their reading comprehension. The results suggest that reading rate and accuracy levels are valid measures of reading ability when students read silently with comprehension. © 2022 ACADEMY PUBLICATION.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.