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p-Index From 2021 - 2026
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This Author published in this journals
All Journal IJoLE: International Journal of Language Education Language, Technology, and Social Media
Hailay Tesfay Gebremariam
Arba Minch University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Assessment for learning strategies: Amharic Language Teachers’ Practice and Challenges in Ethiopia Hailay Tesfay Gebremariam; Abate Demissie Gedamu
International Journal of Language Education Vol. 6, No. 2, 2022
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v6i2.20505

Abstract

Assessment is the central point of educational progress; it is the assistant to teachers during and after teaching and learning. One of the assessment genres, assessment for learning is referred to gathering information during teaching and learning, to determine students’ success in learning. The study aims to determine the understanding of assessment for learning strategies and challenges may face in Amharic language teachers.  The participants selected from all levels of general education (1-12 grades), through cluster random sampling, were 180 Amharic language teachers for a questionnaire survey. In addition, twelve (12) teachers and four (4) teachers were selected through cluster random sampling respectively for an interview and informal conversation. The data acquired through the closed-ended questionnaire was analyzed by a one-sample t-test, while the data obtained through an open-ended questionnaire; interviews and informal conversations were analyzed in qualitative verbal description. The results are presented in two ways; the data from the close-ended questionnaire shows that Amharic language teachers are practice assessment for learning strategies in the classrooms, which is statistically significant (P < 0.01). On the other hand, the data from the open-ended questionnaire shows most Amharic language teachers’ reliance is on the old form of assessment and their awareness assessment for learning strategies is limited. In addition, the challenges, based on the practice of assessment for learning strategies in faced in the language classrooms; lack of transparency, lack of knowledge and experience, school administrative problems, lack of training, and reliance on assessment preference are faced. Based on the findings, the study concludes with recommendations that can be implemented to develop assessment for learning strategies in the language classrooms; to minimize the challenges faced by Amharic language teachers in Ethiopian general education (1-12) schools.
Harnessing Artificial Intelligence for ESL Assessments: Efficiency, Challenges, and Future Directions Seyed Reza Abedi; Farnaz Divanpour; Seyed Reza Molaee; Hailay Tesfay Gebremariam
Language, Technology, and Social Media Vol. 3 No. 1 (2025): June 2025 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v3i1.83

Abstract

The integration of Artificial Intelligence (AI) into English as a Second Language (ESL) assessments has revolutionized traditional practices by offering efficiency, accuracy, and personalized learning pathways. This study employs a mixed-methods approach to evaluate the effectiveness of AI tools, such as Grammarly, Duolingo, and Write & Improve, in improving ESL learners' proficiency across writing, reading, speaking, and listening skills. Quantitative findings from 150 learners show significant improvements in writing (16.6%) and reading (13.8%), while gains in speaking (5.4%) and listening (4.2%) remain modest, reflecting the limitations of AI in handling nuanced oral communication. Qualitative insights from 20 instructors reveal challenges, including algorithmic bias, cultural insensitivity, and concerns over data privacy. Despite these issues, AI tools are praised for reducing grading time and providing instant feedback. The study emphasizes the need for ethical guidelines, equitable access, and human oversight to address existing limitations and ensure inclusive educational outcomes. Additionally, it highlights the digital divide, where socio-economic disparities limit access to premium AI tools, exacerbating educational inequalities. By combining quantitative data with qualitative insights, this research provides a comprehensive understanding of AI's role in ESL education. It advocates for a balanced integration of AI, positioning it as a complementary tool that amplifies human expertise rather than replacing it. This study contributes to ongoing discussions on the ethical and practical implications of AI in education, offering recommendations for policymakers, educators, and developers to optimize its potential.
Co-Authors Abate Demissie Gedamu Farnaz Divanpour Seyed Reza Abedi Seyed Reza Molaee