3 research outputs found
EFL teachers’ practices and challenges in implementing collaborative writing strategyseka number 2 secondary school: The case of grade 11
No full textThe core purpose of this study was to investigate the current EFL teachers’ practices and
challenges inimplementingthecollaborative writing strategy of Seka Number 2 Secondary
School/1the case of grade 11.This study employed a descriptive research design. By using this
design, the researcher collected valuable and reliable data about the issue from the participants
of the study. The study involved quantitative and qualitative research approaches for data
collection and data analysis. The research instruments were a questionnaire, interview, and
classroom observation. The sampling method was simple random sampling for students and
census sampling for teachers. The analysis of the data showed that even if the benefits of the
collaborative writing strategy were expressed by so many scholars and researchers;the findings
of the current research revealed very low implementation of collaborative writing strategy due to
factors such as lack of resources, poor classroom management, and lack of detail awareness of
students and teachers about the strategy and inappropriate use of teachingmethods. Thus, EFL
teachers,
Educational administrative bodies(Directors, supervisors, and curriculum
designers),and other stakeholders were recommended to give due attention to the
implementation of the collaborative writing strategy especially in the studied school.
Additionally, if possible, more research is recommended to harvest more results from it
EFL Teachers’ and Students’ Beliefs in Teaching and Learning English Speaking Skills in the Multilingual Classrooms: Teachers and First Year Students at Wolkite University in Focus
No full textThis study aimed to investigate EFL teachers’ and first year students’ beliefs in teaching and learning English speaking skills in the multilingual classrooms of Wolkite University. To this end, the research design employed for this study is descriptive survey design which makes use of quantitative method for data analyses. Therefore, the quantitative data were collected using a questionnaire from thirty-nine (39) teachers and two hundred fifty-one (251) students’ that were selected using simple random sampling techniques. The quantitative data were analyzed using SPSS version 25. The results from the qualitative data analyses revealed that the teachers and students believe that teaching and learning English speaking skills is possible in multilingual EFL classrooms provided that appropriate pedagogy which entertains the linguistic diversity is applied. The teachers and students believe that teaching and learning English speaking skills in multilingual classroom by itself has no problem, but the inclusive pedagogy will matter to address teachers’ and students’ interests towards learning considering the existing linguistic diversities. This inclusive pedagogy helps teachers to let their students practice speaking skills. To overcome the challenges of teaching and learning English speaking skills in the classroom of linguistic diversities, multilingual pedagogy that maximizes teachers’ teaching and students’ learning capacity is recommended
Analysis of Narrative Voice and Focalization in the novels The Young Crusader and The Letters
No full textThis study attempt to explore the function of the two major narrative techniques in the
novels The Young Crusader and The Letters. In this regard, the main aim of this study is
analyzing the narrative voice and focalization of the two narrative texts. Therefore, in
order to achieve the objective of this study, the researcher tries to review some related
literature concerning Ethiopian literature and narrative techniques. It also discusses
about different studies that have been done on the techniques and their applications to
different novels. These studies have recognized different appearance of narrative voice
and focalization in fictional writing. On the way of analyzing the two, the researcher
looked at some related issues like voice markers of narrator, relation between the
narrator and the story, reliability of the narrator, features of focalization, verbal
indicators of focalization and finally narrators as focalizers. Finally the researcher came
up with some findings the two novels have different appearance both in narrative voice
and in focalization and it is clear that narrative voice and focalization can come into
view as one or separately. In other words, this research shows that narrative voice and
focalization can come together as one but still they are not the same. In addition, one
narrative text can have more than one narrator as well as focalizer
