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All Journal Jurnal Celtic FOSTER: Journal of English Language Teaching
Hailu, Alemu
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Education Languange, Linguistic, Communication & Media

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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.
Enhancing EFL Students’ Writing Performance through Process-Based Instruction: Evidence from Ethiopian High School Desalegn, Kifle; Hailu, Alemu
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i1.318

Abstract

Developing writing performance remains a challenge for many language learners, particularly when the instructions are predominantly teacher-centered and form-oriented. The study aimed to examine the effectiveness of process-based instruction on grade ten students’ writing performance. This study employed a quasi-experimental design, as it was well-suited for comparing two intact groups. These sections were purposively selected from 10 sections of grade ten and subsequently assigned randomly to experimental (10C) and control (10D) groups, after pre-test. To ensure triangulation and strengthen validity and reliability, the study applied mixed methods comprising tests, questionnaires, and interviews. Questionnaires were administered to ten teachers and interviews to four, to examine their perceptions of the instruction. Quantitative data from paragraph tests and questionnaires were analyzed using a t-test and descriptive statistics, respectively, whereas qualitative data from interviews were examined thematically. The findings revealed a statistically significant improvement in writing performance for the experimental group (t (39) = -23.213, p < .000), supported by a strong effect size (Cohen’s d = 1.17). Moreover, process-based instruction fostered social interaction among students and develop their motivation to write, facilitating collaborative writing practices. These results underscore process-based instruction's substantial impact on learning outcomes and emphasize stakeholders to provide professional training and equip teachers with practical skills to implement this instruction effectively and to integrate it into the language curriculum. Integration of such instruction into language education system is essential for promoting students’ participation, enhancing creativity, collaborative learning, and exchanging feedback, thereby contributing to improved writing performance.
Co-Authors Desalegn, Kifle Haile, Wondu SHEWANGIZAW, Gashaw