Gashaye S.
3 Publications in AERD
Author Publications
Export PDFThe washback of the ethiopian national english examination (Enee) for grade 10 on students’ practice: debre markos secondary schools on focus
By Gashaye S.
—This study was intended to examine the washback of the General Secondary School English Exam on students’ practice. The study was conducted at three secondary schools in Debre Markos Town. 270 Grades 9 and 10 students were included. Questionnaire, focus group discussion (FGD), exam paper anal ysis and classroom observation were employed. The questionnaire data were analysed with mean per cent and multiple regression analysis. Whereas, the FGD data and observation data collected with field notes were analysed qualitatively. The content of two years national exam was analysed with percentage. The result revealed students were found practising mainly grammar and technical aspects of writing and speaking disregarding using their textbook in their practice. The factors mediated were students’ ambition for success in the exam, awareness of the exam and teachers’ exam-oriented teaching. Therefore, the washback of the exam negatively affected the successful implementation of the communicative syllabi. © 2021 ACADEMY PUBLICATION.
The effect of teacher scaffolding on students’ paragraph writing skills in efl classroom: The case of grade nine students in meneguzer secondary school, amhara regional state, Ethiopia
By Gashaye S.
—This study was intended to examine the effect of teacher scaffolding on grade nine students’ paragraph writing performance in Meneguzer secondary school, Amhara-Ethiopia. The study employed a quasi-experimental research design with explanatory sequential mixed methods of data collection and analysis. There were experimental and control groups of students including 40 students in each group. Test, questionnaire and interview were used to gather data. The quantitative data were analysed using an independent sample t-test, whereas the qualitative data were analysed thematically. The pre-test yielded a significant value of sig. (2-tailed) =0.659 which was higher than ? =0.05. This showed that both the experimental and the control groups of students were equal and homogenous in their writing performance before treatment. However, after the treatment, there was a significant difference between the writing performance of the students in the two groups as the analysis of writing test in post-test yielded sig. (2-tailed) =0.025 which was smaller than ? = 0.05. This implies that the treatment enabled the participants in the experimental group to improve their writing skills. The result of the questionnaire and interview analyses further revealed that the experimental group of participants were motivated and initiated by the teacher scaffolding to improve their writing skills. Thus, it can be concluded that teacher scaffolding has a positive significant effect on students’ writing skills. As a result, it motivates students to practice their writing skills independently. © 2021 ACADEMY PUBLICATION.
Representation of literary texts in english for ethiopian textbooks and their practice in the classroom: Grade 9 and 10 in focus
By Degwale Y.
This study aimed to assess the representation of literary texts and their actual practice at Grades 9 and 10 in general secondary schools in Ethiopia. The study employed descriptive research design involving both qualitative and quantitative methods. Participants were selected purposively. Textbook analysis, classroom observation and focus group discussion were data sources. The textbook and classroom observation data were analyzed using descriptive statistics. Whereas, the focus group discussion data were analyzed qualitatively using thematic analysis. Findings showed that poems took the lion’s share in the literary texts. However, short stories, novel extracts, moral stories, fables and true stories were scarcely found in the textbooks. Besides, the findings revealed that language skills and language areas incorporated in the literary texts focused more on developing reading and speaking skills. Moreover, the findings obtained from focus group discussion and classroom observation showed that teachers were not regularly practising literary texts due to teachers’ lack of pedagogical skills, students’ lack of interest to learn literary texts and the difficulty nature of the literary texts. © 2020 ACADEMY PUBLICATION.
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