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All Journal REiLA: Journal of Research and Innovation in Language Journal of English Language Teaching and Literature (JELITA)
Anshu, Alemu Hailu
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Arts Education Languange, Linguistic, Communication & Media Social Sciences

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English Language Lacks of Textile and Apparel Fashion Technology Trainees of Ethiopia Technical and Vocational Training Institute Woret, Gashaw Shewangizaw; Anshu, Alemu Hailu
REiLA : Journal of Research and Innovation in Language Vol. 6 No. 3 (2024): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v6i3.16409

Abstract

This study aimed to investigate the perceptions of English language proficiency and difficulties among trainees at the Federal Democratic Republic of Ethiopia Technical and Vocational Training Institute (TVTI). With English proficiency being increasingly vital for global career success, particularly in technical fields such as textile and apparel fashion, it is crucial to explore the language needs and challenges in the under-researched Ethiopian TVET context. Using a mixed-methods approach, data were gathered from 128 trainees through questionnaires, observations, and interviews. Quantitative data were analyzed using SPSS 24, and qualitative data were analyzed using MAXQDA 24. The results showed that trainees perceived writing and speaking as the most difficult macro-skill. Within writing, tasks like reports and proposals were especially challenging due to issues with organization, structure, and grammar usage. For speaking sub-skills, presentations and describing diagrams became difficult for trainees as these were related to clarity and vocabulary. Comprehension of spoken content in class and taking notes were considered challenging due to rapid speech and accents that were not familiar. When it comes to reading sub-skills, understanding complex and specialized vocabulary was most difficult with technical reports and manuals. Trainees also expressed difficulties in understanding models and instructions. Generally, the results indicate inadequacies in skills needed for future studies and careers. Incorporating language instruction combined with real-world practice in all areas could improve trainees' skills to meet the language requirements of their technical fields.
Process-Based Instruction and Paragraph Writing Performance in Ethiopian High Schools Gebre, Kifle Desalegn; Anshu, Alemu Hailu
JELITA Vol 7 No 1 (2026): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v7i1.1257

Abstract

This study aimed to examine students’ attitudes toward the effectiveness of process-based instruction in improving their paragraph writing skills. The study sought to determine the impact of the instruction on skill enhancement and students’ perceptions of its implementation. A quasi-experimental design was applied, as it was suitable for two intact classes to determine cause-effect relationship. From ten sections of grade ten, two were purposively selected: section 01 was randomly assigned to the experimental group and section 02 to the control group. A mixed-methods enhanced validity and reliability, including tests, questionnaires, and interviews. Tests assessed paragraph writing performance, while questionnaires with 40 students and interviews with 6 examined effectiveness. Quantitative data were analyzed using a t-test and descriptive statistics, and qualitative data thematically. Findings revealed that the experimental group outperformed control group, with statistical significance (t (39) = -3.750., p < .000) and a moderate effect size (Cohen’s d = 0.84). Process-based instruction also enhanced students’ interest in writing, encouraged feedback exchange, and promoted collaborative writing. The study improved students’ paragraph writing performance by emphasizing recurring practices, creativity, and peer-feedback. The study guided teachers to structure instructional phases, integrate related language skills, and apply continuous formative assessments, fostering social interaction, and gradual learning progress.
Co-Authors Gebre, Kifle Desalegn Woret, Gashaw Shewangizaw