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All Journal Jurnal Celtic Journal of English Language Studies LET: Linguistics, Literature and English Teaching Journal
Tamene Kitila
Addis Ababa University
Education Languange, Linguistic, Communication & Media

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NEEDS ANALYSIS FOR ENGLISH FOR ACADEMIC PURPOSES: IMPORTANCE OF ACADEMIC LANGUAGE SKILLS FOR UNIVERSITY STUDENTS IN ETHIOPIA Sileshi Chemir; Tamene Kitila
LET: Linguistics, Literature and English Teaching Journal Vol 12, No 1 (2022)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v12i1.6377

Abstract

This study aims to investigate undergraduate students’ needs analysis in English for Academic Purposes. In this study, three hundred-eight first-year students and forty-one EAP and subject area instructors at Wachemo University participated. The research employed a mixed-methods approach that utilized a questionnaire and a semi-structured interview to ascertain the important academic English language skills and sub-skills prioritized by participants. The findings revealed that the participants indicated all the academic language skills as important for students' academic study in the university. The instructors prioritized the academic language skills (academic reading and academic vocabulary) as important, whereas the students ranked the language skills (academic writing and academic speaking) as the first importance. The study emphasized the importance of conducting learners’ needs analysis before developing any English for Academic Purposes course. Findings in the current study could be provided as implications for course designers and recommendations for future studies. Keywords: Needs Analysis; English for Academic Purposes; Academic language skills; Ethiopia;
ENGLISH FOR ACADEMIC PURPOSES LEARNERS' NEEDS ANALYSIS: LANGUAGE DIFFICULTIES ENCOUNTERED BY UNIVERSITY STUDENTS IN ETHIOPIA Sileshi Chemir; Tamene Kitila
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 9 No. 1 (2022): June 2022
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v9i1.20646

Abstract

The study sought to uncover the English language barriers that tertiary students faced while studying their academic courses in Ethiopia. The survey involved 421 participants (72 in the pilot research and 349 in the main research). To collect the relevant data, the researchers used a mixed-method technique. The study used probabilistic and purposive sampling techniques to choose samples from the target populations. The findings indicated that students had difficulties (e.g., in academic reading, writing, listening, and speaking) in studying their academic courses in English. The participants also indicated that current English language courses failed to encourage first-year students to improve their academic language competency to continue their studies. This happened due to a lack of thorough examination of learners' needs before creating any language curriculum. As a result, needs analysis should be viewed as the first phase to examine learners’ academic language difficulties and design EAP syllabus that caters academic language requirements of the students both in the target and learning situations.
The Promotion of Critical Thinking in Writing Classes: University Students’ Perceptions and Critical Thinking Performance in Writing Yemeserach Bayou Kebede; Tamene Kitila
Journal of English Language Studies Vol 8, No 2 (2023): Available Online in September 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i2.19677

Abstract

Promoting students’ critical thinking (CT) in writing classes gained attention in the education system following the requirement of students' CT ability in academic writing, particularly in higher education. The study sought to uncover how instructors promote students’ CT in writing classes as perceived by university students and students’ CT performance in writing. The participants were 330 first-year university students selected from Wolkite University using a stratified sampling technique.  A questionnaire of Students’ Perceptions of the Promotion of CT in Writing (SPPCTW) and essay writing were used to generate data. The data analysis included descriptive statistics, spearman rho correlation, and multiple regression. The findings revealed that instructors utilized some particular CT stimulating strategies. These included allowing students to work collaboratively, make arguments, and examine the role of different expressions, words, and ideas before writing. They allowed students to perform argumentative and expository writing activities through the process approach. Contrarily, the students reported limited chances to challenge instructors' perspectives, generate ideas from different sources, and do self-reflection. The result further indicated a positive and statistically significant relationship between the students' perceptions of instructors' promotion of CT in writing classes and students' CT performance in writing. Besides, the three factors (CI, IM, and NWA) had a statistically significant and positive impact on students' CT performance in writing. Yet, the impact of SFP was negative and not statistically significant. These findings could provide insights to different concerned bodies in the English language teaching field.   
Co-Authors Sileshi Chemir Yemeserach Bayou Kebede