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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching LLT Journal: A Journal on Language and Language Teaching
Gutema, Hailu
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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ENGLISH LANGUAGE TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT OBSTACLES Mohammed, Abrar Kedir; Gutema, Hailu
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i1.5912

Abstract

The goal of this study was to investigate the needs for and barriers to the ongoing professional development of elementary school English language teachers. Data collection techniques included surveys, interviews, and classroom observations. Surveys of 64 randomly chosen English language teachers in primary schools were used to get the quantitative data. In order to verify the information gathered from the surveys, interviews were done with principals, trainers, and volunteer English language teachers who took part in the surveys, which included surveys, interviews, and classroom observations. Surveys of 64 randomly chosen English language teachers in primary schools were used to get the quantitative data. In order to verify the information gathered from the surveys, interviews were done with principals, trainers, and volunteer English language teachers who took part in the surveys. The data were analyzed using a Quan-qual approach. The statistical analysis of the data was primarily concerned with calculating descriptive statistics, specifically the means and percentages of the survey items. The results revealed that primary school EFL teachers need in-service professional development training to improve their English language proficiency skills and pedagogic knowledge. The interviews with principals and trainers supported the results found in the surveys. Moreover, the teachers encountered obstacles in engaging in a continuous professional advancement scheme.
EFFECTS OF LANGUAGE USE THROUGH AN INTEGRATED SKILLS INTERVENTION ON ENGLISH LANGUAGE LEARNERS' SPEAKING SKILLS: A FOCUS ON VOCABULARY AND GRAMMAR Tulu, Dereje Gebisa; Gutema, Hailu
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 7, No 2: December 2023
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v7i2.8212

Abstract

This study examines the effects of language use through a thorough skills intervention on students' general level of speaking skills, focusing on vocabulary and grammar. A quasi-experimental investigation was conducted to fulfill the research objective. The total number of participants was selected by systematic random sampling and divided into control and experimental groups. During the 2022 academic year, 92 Shambu High School of 10th grade students participated in the study. Tests with oral questions were given before and after the intervention and the results were evaluated using SPSS. Independent samples t-test results showed that there was no significant difference between the pretest scores of the two groups on the oral presentation samples, either in general speaking ability or in the use of grammar and vocabulary. However, the general spoken language abilities of the two groups and their consumption of vocabulary and grammatical elements differed significantly in the post-test. According to the paired sample t-test, the experimental group improved their basic speaking skills more than the control group. Therefore, it can be argued that teaching English through an integrated skills intervention had a better impact on students' speaking abilities than a more conventional method of teaching speaking skills. The study found that integrated skill strategies should be used in EFL lecture sessions to help students develop their interpersonal skills
ORAL LANGUAGE USE AND LANGUAGE LEARNING OPPORTUNITIES IN EFL CLASSROOM: SHAMBU SECONDARY SCHOOLS GRADE 10 IN FOCUS Gabisa, Dereje; Gutema, Hailu
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 1: June 2024
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v8i1.9178

Abstract

In this study, oral language use was examined in the context of interpersonal communication in order to identify the potential for EFL acquisition. The researchers have chosen a qualitative research approach to help them accomplish the aforementioned goal. In Shambu Town, Oromia, Ethiopia, secondary schools were systematically observed and 45-minute chunks from four EFL teaching courses were videotaped for the study. It is discovered that the teacher fosters language acquisition by overseeing student efforts and emergent knowledge gap fillers by using meticulous transcriptions of such activities and the micro analytic lens of conversation analysis. The efficient use of resources, including corrections, prompt repairs, and thorough explanation, serves as a proof of this. The study offered suggestions for how to enhance L2 acquisition by mixing up language usages in the classroom. The findings have significance for research on interactions in EFL classes, directed language learning, and studies on oral language use in language learning.
Co-Authors Gabisa, Dereje Mohammed, Abrar Kedir Tulu, Dereje Gebisa