Ebissa Bekele

2 Publications in AERD

Author Publications

Effects of Teaching Writing Through Integrated Skills on Students’ Performance as Compared to a Non-Integrated One: A Case of Grade Eleven at Sekela Secondary School

By Fantahun Kitila

This study's major goal was to determine whether or not teaching writing using integrated skills enhances students' writing as compared to instruction that is not integrated. Two sections of grade eleven from Sekela secondary school were used as the experimental and control groups in the study. Students in Section C were given writing lessons that were integrated and assigned to the experiment group. While students in section D, which served as a comparison group, were ready to study the usual writing lessons and exercises found in the student textbook. The primary tools used to gather information for the study were written tests. The study employed a pre-test and post-test quasi-experimental approach, with 96 English students divided into an experimental group of 48 and a control group of 48. Two groups each received pre-and post-tests before and after the intervention. An independent t-test was employed to compare the data. The results of descriptive and inferential tests were examined in order to determine whether there was a quantitatively significant difference in writing performance between the two groups. The results of the study showed that students who received writing instruction in an integrated fashion outperformed those who received it in a traditional manner in terms of writing performance. © 2023 ACADEMY PUBLICATION.

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The Impact of Writing Through Integrated Skills Intervention on English Students’ Writing Skills: Focus on Vocabulary and Grammar

By Fantahun Kitila

—this study examined effects of writing through integrated skills intervention on students' general proficiency in writing skills, with a specific focus on vocabulary and grammar. A quasi-experimental study was conducted to achieve this goal, in which Participants were chosen not at random to the control and experimental groups in their entirety. Ninety-six grade 11 Sekela high schools from the 2022 academic year participated in the study. Before and after the intervention, tests of paragraph writing were administered, and the outcomes were assessed using SPSS. According to the outcomes of the independent samples t-test, there was no appreciable difference between the two groups ' pretest writing samples for either their overall composition or the vocabulary and grammar parts. On the posttest, however, there was a noticeable distinction between the two groups' writing styles in general and their vocabulary and grammatical elements. The experimental group improved their writing performance more than the control group, according to the results of the paired sample t-test. As a result, it can be said that teaching writing through an integrated skills intervention had a greater positive influence on students' writing skills than the traditional method. As a result of the inquiry, it was determined that integrated skills techniques should be used in EFL writing lessons to help students with their vocabulary and grammar. © 2023 ACADEMY PUBLICATION.

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