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All Journal JOLLT Journal of Languages and Language Teaching JELLT (Journal of English Language and Literature Teaching)
Tamiru Olana
Wollega University
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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PRACTICES OF PRIMARY SCHOOL EFL TEACHER CANDIDATES’ SCREENING AND ADMISSION CRITERIA: SHAMBU TEACHERS’ EDUCATION COLLEGE Ketema Jiregna Geneti; Yemaneberhan Kelemework; Tamiru Olana
JELLT (Journal of English Language and Literature Teaching) Vol. 6 No. 2 (2021): November
Publisher : Universitas Negeri Manado

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Abstract

This study aimed to assess effectiveness of English language teacher candidates’ screening and admission criteria used to admit quality teacher candidates to English language teacher prepartion. An evaluative case study design was employed. Document analysis and semi structured interview methods were used to collect the data. The study employed purposive sampling techniques to review admission guideline document, choose three English language teacher educators, six teacher candidates, college vice Dean and practicum coordinator. The researcher analysed data thematically in relation to the research questions. The findings show that the screening and admission criteria of English language teacher candidates do not consider candidates’ English language background knowledge, proficiency and interest to teach it. The entrance and interview exams also don’t address candidates’ English language knowledge and communication skills. Overall there is no particular attention to assess candidates’ English language competence and interest to teach English language in the process of screening and admission. To alleviate these gaps, English language teacher preparation program needs to assess candidates’ English language background, communication skills and interest teach English as screening and admitting criteria to teacher preparation
The Effects of Task Based Speaking Instruction on Students’ Speaking Perception as Shambu Secondary School Moti Alemayehu Dheressa; Tamiru Olana; Ebisa Bekele
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.8848

Abstract

Task-based speaking tasks offer significant benefits to students by providing opportunities to use the target language to convey meaning and engage with real-world topics and tasks. This approach allows students to draw upon their prior knowledge and background experiences to express opinions and ideas effectively. In line with this, the present study aims to investigate the effects of Task-Based Speaking Instruction (TBSI) on the speaking perceptions of students at Shambu Secondary School during speaking skill performances. To achieve this goal, two intact classes were selected from Shambu Secondary School. The treatment group underwent a twelve-week teaching program implementing TBSI, while the comparison group received conventional instruction as per usual practice. Data for this mixed-methods study were collected through speaking perception questionnaires, and both quantitative and qualitative analyses were employed. Quantitative analysis, utilizing ANCOVA, revealed that TBSI positively influenced students' English speaking perception, particularly in areas related to their speaking performances during English language learning. Furthermore, thematic analysis of interview data uncovered several themes highlighting the benefits of TBSI on students' perceptions of their speaking skills performance. In conclusion, the findings of this study have implications for various stakeholders, including educators, policymakers, and curriculum developers. By recognizing the positive impact of TBSI on students' speaking perceptions, educators can consider integrating this approach into their teaching practices to enhance students' language learning experiences. Policymakers and curriculum developers are encouraged to support the implementation of TBSI in language education programs, thereby fostering the development of effective speaking skills among students.
Co-Authors Ebisa Bekele Ketema Jiregna Geneti Moti Alemayehu Dheressa Yemaneberhan Kelemework