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All Journal IJoLE: International Journal of Language Education Studies in English Language and Education
Abate Demissie Gedamu
Arba Minch University, Ethiopia
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.
English language teacher educators’ practices of and approaches to early grade reading instruction in Ethiopia Elias Kuche Bande; Abate Demissie Gedamu; Wendiyfraw Wanna G/Medihin
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.178

Abstract

English language teachers and students have faced challenges in teaching and learning early-grade reading (EGR) in Ethiopian primary schools. Deficiency of students’ reading skills at primary school can inevitably affect their later learning. To address these issues, an investigation of English language teacher educators’ practices of implementing early-grade reading instruction (EGRI) was required. This study specifically aims to find out the degree to which the teacher educators teach trainee teachers in EGR and the types of instructional approaches they favor in their EGR classrooms. To accomplish the study’s goals, a convergent parallel mixed methods design was employed. Using a purposive sampling technique, 56 educators from three teaching colleges in Ethiopia were included in the study. Questionnaire and observations were used as the instruments to collect data. In addition, three teacher educators’ classes were observed. The data was analyzed using descriptive and inferential statistics as well as thematic analysis. The results showed that teacher educators had moderate practice in teaching reading. In particular, they placed a greater emphasis on phonemic awareness and phonics than on fluency and comprehension training. Regarding the instructional approaches used, the questionnaire data revealed a stronger preference for the balanced approach, whereas the observation data showed a greater reliance on the phonics instructional approach. To better address the issue and provide significant insight into the current theory and practice of EGR, further study is necessary in light of these findings.
Co-Authors Elias Kuche Bande Hailay Tesfay Gebremariam Wendiyfraw Wanna G/Medihin