Ethiopian Journal of Language, Culture and Communication

Challenges of the application of computer-assisted language learning in English classes at Ethiopian teacher education colleges

2025-03-26T13:23:31+01:00

The purpose of this study was to investigate the frequency with which teacher educators at Ethiopian teacher education colleges applied CALL in their English classes and the challenges they faced in using CALL. The participants of the study were 29 teacher educators teaching in six teacher education colleges. Data were collected through questionnaire and interview. The quantitative data were analyzed using frequency count and mean scores. The qualitative data from the open-ended items of the questionnaire and the interview were analyzed thematically. The results of the study indicated that the participants rarely or never applied CALL in their teaching of English. They did not even send assignments via email or created Telegram or WhatsApp groups to encourage their students to share ideas in writing. The results further showed that there were major barriers faced by the participants in integrating CALL into language classrooms such as lack of technical support from the administrations of the colleges where they were teaching and limited access to the internet. Moreover, the results revealed that the participants believed that the students they were teaching had low English language proficiency which could potentially hindered them from applying CALL in their classrooms. In fact, the participants also perceived that their students did not have the required computer skills. The participants underlined the significance of timely training to introduce EFL teachers to the application of multimedia in language classrooms. Based on the results of the study, conclusions and recommendations are made at the end of this report.

Effects of teaching reading using novel story textes on Amharic reading interest and reading comprehension

2025-03-24T09:11:54+01:00

The purpose of this study was to investigate the impact of teaching reading using novel story textes on Amharic reading interest and reading comprehension. A quasi-experimental design with a pre-test and post-test control group was employed to examine the effects of teaching reading by novel story textes on these variables. The study involved 87 seventh-grade students from two classrooms at Debre Markos Bruh Tesfa Primary School. These participants engaged in research-designed lessons for ten weeks (20 class periods). In the reading comprehension lessons, students in the intervention group were taught using novel story textes, while students in the control group were taught using the student textbook reading passages. To assess the study participants' reading interest and reading comprehension before and after the intervention, written questionnaire and reading test were administered. The collected data were analyzed using independent ANOVA. The result revealed that teaching reading using novel textes had a direct positive effect on students' reading interest (F(1,85) = 42.5, p < .001) and reading comprehension (F(1,85) = 9.42, p = .003). Therefore, the findings suggest that integrating novel story texts into Amharic language reading comprehension instruction can significantly enhance the quality in reading comprehension.

Effects of phonics instruction on improving the decoding and word reading skills of first-grade English as foreign language students in Ethiopia

2025-04-16T07:12:34+02:00

Decoding and word-reading skills are foundational for children in English as foreign language environments with limited exposure to the language. Despite the very low reading achievement of students in this area, instructions in Ethiopia primarily rely on whole-word reading rather than grapheme-phoneme correspondence skills to recognize the meaning behind written words. Several studies have investigated the word-reading skills of EFL students using implicit instructional methods; however, studies on the effect of explicit phonics on decoding and word-reading are limited. Thus, the current study aimed to examine whether explicit phonics instruction improves the decoding and word-reading skills of EFL students in Sekota Primary School, Ethiopia. Two grade 1 EFL classes were randomly selected as experimental (N = 28) and control (N = 32) groups. Intervention based on explicit decoding and word reading was conducted for the experimental group for 20–25 minutes each school day over twelve weeks. Test results were measured based on participant pretest and posttest scores, and they were analyzed using a t-test. Results revealed that explicit phonics significantly improved the word-reading skills of the experimental group compared to the control group. Accordingly, this study suggests the necessity of emphasizing phonics to improve the word reading skills of EFL.

Differentiated instruction and its impact on students' academic writing skills: Assosa University

2025-03-25T09:48:07+01:00

The study aimed to investigate the impact of differentiated instructional approach on the students' academic writing skills. A pre-posttest quasi-experimental research with a single group interrupted design was employed. Data were obtained through tests, focus group discussion, and reflective journal from 27 third year EFL students who were selected using comprehensive sampling. Side by side with the interventions, three tests were administered to the sample students weekly. The quantitative data were analyzed using one-way repeated measure ANOVA, and the qualitative data were analyzed thematically. The findings revealed that differentiated instruction is effective on students' academic achievement in writing skills. As a result, this study advises that researchers, instructors, and teacher training institutes give careful consideration to how well the current language instruction fits into today's academically diverse classrooms.

Exploring health communication strategies to reduce the risk of contracting COVID-19 in health centers in Ethiopia

2025-03-22T19:37:18+01:00

This study explored how health communication strategies were applied to health centers in Ethiopia to address the risks of COVID-19. To explore this issue, the theory of health communication was used as a lens to explore the strategic efforts of health centers and the problems they encountered when applying risk-minimization health communication strategies. Accordingly, a qualitative research approach was used to explore the issues of the pandemic in this study. Moreover, qualitative data were explored through in-depth interviews and group discussions. The participants were selected purposely to meet the purpose of the study. The main findings indicate that to play their role, the health centers in Bahir Dar town used a half-hazard communication system. The majority of practitioners are nonhealth communication professionals who need to improve their communication knowledge and skills. During an outbreak, health communication plays a role in interventions during the pandemic, but the government and health organizations are currently diverting their attention to other transmissible diseases, ethno-political conflicts, and current market inflation. We suggest that health centers revisit the current strategies used to minimize the risk of COVID-19.

Effects of metacognitive writing strategies on writing self-efficacy beliefs: A study of ninth-grade Amharic mother tongue students

2025-03-22T19:37:19+01:00

This study examined the direct and indirect effects of metacognitive writing strategies on students' writing self-efficacy and writing performance. A quasi-experimental Solomon four-group design was implemented with 155 ninth-grade students from Memhir Akalewold Secondary School. The experimental group received instruction in metacognitive writing strategies, while the control group adhered to conventional writing practices. Data were collected through writing tests and a writing self-efficacy questionnaire, and structural equation modeling (SEM) was employed for data analysis. The results revealed that metacognitive writing strategies have significant positive direct effects on writing self-efficacy (Î² = .785, t = 7.449, p < .001). Furthermore, these strategies exert a significant indirect effect on writing performance through writing self-efficacy (B = 6.485, t = 2.163, p = .013). These findings indicate that incorporating metacognitive writing strategies into Amharic language instruction can enhance students' writing performance. Based on the results of the study, educational recommendations and future research directions were suggested.

The role of cognitive, metacognitive and environmental strategies in improving reading comprehension and strategies use.

2025-03-24T15:01:22+01:00

The main purpose of this study is to investigate the role of cognitive, metacognitive and environmental strategies in improving reading comprehension and strategies use. In order to achieve the objective, quasi experimental research design was implemented, and the participants were sixth grade students who attended liwul Alemayheu Theodores full Cycle Primary School in Gondar City Administration in 2016. Among the sixth grade students in the school, two of the five classes taught by the same teacher were selected by random sampling. The data were collected through a reading comprehension test and a written questionnaire in the pretest and posttest classes. After the data were organized according to their type, they were calculated and analyzed by mean score and analysis of variance (ANOVA) and multivariate analysis method (MANOVA). The results show that the use of strategies in the post reading comprehension test and post strategies use; The experimental group students showed a statistically significant difference (P = <0.05) from the control group students. This result also indicated that cognitive, metacognitive and social strategies have a significant role in improving students' reading comprehension skills and the strategies use of skills.

Effects of word wall and go fish strategies on sight word reading skills in second-grade students: a single-group quasi-experimental study

2025-04-16T06:45:20+02:00

This study investigates the effects of word wall and Go Fish strategies on the sight word reading skills of second-grade students in a primary school located in Bahir Dar City, Ethiopia. Utilizing a single-group quasi-experimental design, a sample of 50 second-grade students was selected through purposive sampling within an intact classroom. The effectiveness of the interventions was assessed using a pre-test-post-test design, with the pre-test administered prior to the intervention and both the post-test and qualitative data collected subsequently. Results indicated that the implementation of word wall and Go Fish strategies significantly enhanced students' sight word performance, as determined by a paired samples t-test. Additionally, qualitative findings revealed improvements in students' reading speed, engagement, interest, fluency, motivation, and self-confidence. These findings suggest that integrating word wall and Go Fish strategies can effectively foster sight word performance, engagement, motivation, and self-confidence, heightened curiosity, and cooperation. Recommendations for educators teaching second-grade students include the adoption of supplementary sight word reading strategies, such as bingo, whole word, and reading rocket techniques, as well as the creation of a reading-rich environment to provide students with ample opportunities to practice sight word reading.

Analysis ritual performance and its symbolic representation of Ashura ritual performances at the Dire Sheikh Hussein Shrine.

2025-04-18T08:03:04+02:00

The objective of this research is to analysis ritual performance and its symbolic representation of Ashura Ritual performances at the nalysis ritual performance and its symbolic representation of Ashura Ritual performances at the Dire Sheikh Hussein Shrine. This religious site, situated in the Gololcha Woreda, Anajina Kebele of the Bale Zone, is believed to have been established in the 12^thcentury. Ashura Ritual is performed on Muharam month, the first month of Hijira. Ashura Ritual is performed for ten consecutive days at the shrine of Dire Sheikh Hussein. The research employed a qualitative approach, utilizing observation and interview methods for data collection. The Performance and Symbolism Theories are guided the analysis of the collected data to describe their meanings. The study revealed that Ashura Rituals are performed at the place called â€˜Doqqoo Karaaâ€™, in front of the main gate of the shrine. During Ashura reading Quran, prayong, Baroo spiritual music performing, Chincha, Shubisa spiritual music performing, eating food together rituals are performed. The study indicated that from ten consecutive days, the ninth and the tenth days are fasting days. Ashura ritual is performed once a year at the shrine. The Ashura ritual is classified on commemorative ritual types. The study suggests that the Ashura spiritual ritual occupies a distinctive position regarding its social and spiritual significance. These rituals are fundamental community practices that encapsulate vital cultural and spiritual beliefs. Furthermore, the Ashura rituals promote values such as unity, solidarity, communal support, and spirituality among local residents.