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All Journal Jurnal Celtic Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Elsya : Journal of English Language Studies Journal of Digital Learning and Distance Education
SHEWANGIZAW, Gashaw
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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English Occupational Needs of Garment and Apparel Fashion Technology Trainees of Ethiopian Federal Technical and Vocational Training Institute SHEWANGIZAW, Gashaw
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 2 No. 6 (2023): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v2i5.198

Abstract

This paper was aimed at investigating the English needs of garment and apparel fashion technology trainees of the Ethiopian Federal Technical and Vocational Training Institute. A sequential mixed research design was used to conduct this study. The data-gathering instruments were questionnaires, semi-structured interviews, and direct observation. All the trainees were considered to fill out the survey questionnaire. Besides, interviews were held with ten possessively selected trainees. The third data collection tool was direct observation. Three different observations were held in two different contexts. The interview and observation were used to clarify issues that had been discussed from the data collected through the questionnaire. The findings revealed that the most important English language skills for trainees’ future job are speaking, writing, listening, and reading in decreasing order of importance. About the ability of the trainees, they are relatively better in reading and listening than in speaking and writing skills. The important and difficult English language sub-skills for the trainees are also identified and prioritized concerning the English macro-skills. Finally, the preferred learning style of trainees is the visual learning strategy.
Beyond Technical Skills: Academic Language Proficiency and Perceived Difficulty in Technical and Vocational Institute Shewangizaw, Gashaw
Elsya : Journal of English Language Studies Vol. 6 No. 2 (2024): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v6i2.16716

Abstract

Effective communication skills are important for vocational trainees' academic and career success. However, limited research has examined language learning difficulties specific to Ethiopian technical contexts. This study explored self-perceived English language difficulties among trainees in building construction, road construction, water construction, surveying, architectural design, wood science technology programs at the Federal Technical and Vocational Training Institute. It aimed to identify difficult language skills and determine relationships between perceived difficulties and demographic factors. A sample of 138 trainees from Civil Technology Faculty of a TVT Institute was selected through stratified random sampling. Data were collected using a questionnaire measuring perceived difficulty of reading, writing, listening and speaking skills. Semi-structured interviews were conducted with 10 purposively selected trainees. Descriptive statistics, thematic analysis and constant comparison were employed for quantitative and qualitative analyses. Quantitative findings showed academic writing skills perceived as most difficult, particularly understanding conventions. Academic listening skills like note-taking and summarizing also posed challenges. Interviews revealed unfamiliarity with genres and lack of background knowledge exacerbated difficulties. Perceptions differed by trainees' program, gender and English proficiency. Thematic analysis identified factors like anxiety, experience, and self-efficacy as influencing perceptions. The study provided a comprehensive understanding of TVT Institute trainees' academic language needs in Ethiopia. Targeted support is recommended to scaffold challenging skills based on identified individual differences and modifiable difficulties. Mainstreaming language development across the curriculum optimizes trainees' preparedness for technical careers and lifelong learning. This mixed methods exploration of language difficulty perceptions contributes to knowledge on dimensions shaping TVT Institute students' experiences. Findings inform tailored instruction and program improvements to better equip diverse learners for workplace competencies.
Teachers’ Perception and Practices of Learner-Centered Methods in English Language Teaching Shewangizaw, Gashaw
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 9, No 5: MAY 2024
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v9i5.25164

Abstract

This study explored Ethiopian Technical and Vocational Training Institute English teachers' perceptions and practices of student-centered learning. The interviews and observations results revealed positive teacher attitudes towards student-centered approaches, but classroom practices often remained teacher-centered and reliant on textbooks, disregarding student interests. Challenges included a lack of practical implementation skills, conflicting summative assessments, and the need for continuous formative feedback. Bridging the conceptual-practical divide requires practice-integrated professional development and flexible policies to support autonomy and experience-driven curricula. These findings contribute to understanding contextual realities and refining alignment with evolving workforce demands through ongoing improvement and localized responsiveness.
A COMPARATIVE ANALYSIS OF LANGUAGE FEATURES ACROSS COMMUNICATIVE ENGLISH SKILLS AND GARMENT VOCATIONAL TEXTS Shewangizaw, Gashaw; Hailu, Alemu; Haile, Wondu
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 11 No. 2 (2024): December 2024
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v11i2.35885

Abstract

Linguistic variations across academic and professional domains highlight the need for English for Specific Purposes (ESP) curricula tailored to technical communication demands. This study aims to analyze discourse characteristics in Communicative English Language Skills texts and Garment and Apparel Fashion materials to identify genre-based distinctions. Purposive sampling was used to select relevant courses, and quantitative register analysis was conducted using adapted multidimensional frameworks to identify patterns in vocabulary, grammar, and discourse types. The findings revealed that Garment and Apparel Fashion texts emphasized descriptive, instructional, and analytical functions essential for skill development, while Communicative English Language Skills texts incorporated a broader range of genres to foster versatility. These variations in discourse features were contextually driven and informed the need for curriculum refinement. The study emphasizes the importance of evidence-based, context-sensitive English instruction to address disciplinary discourse differences.
Co-Authors Haile, Wondu Hailu, Alemu