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All Journal ELT Forum: Journal of English Language Teaching Journal of English Language Teaching and Literature (JELITA)
Mohammed, Nuru
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Examining the Impact of Code-Switching on Students' Paragraph Writing in EFL Classrooms Medhin Mekuria, Markos; Mohammed, Nuru
JELITA Vol 6 No 1 (2025): 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.v6i1.861

Abstract

The use of learners' first language (L1) within target language instruction remains a contentious issue in language education. This study investigated the impact of code-switching on students' paragraph writing performance in target Language (L2) classroom. Employing an experimental research design, data were gathered through pre-tests, post-tests, and semi-structured interviews. The participants consisted of second-year university students enrolled in a Sophomore English course, which focuses on foundational writing skills. Based on pre-test results, 68 students majoring in Dawro Doonaa (Dawro language) were systematically divided into two groups: a control group (n = 33), where English was used exclusively as the medium of instruction, and an experimental group (n = 35), where code-switching to the first language was permitted. Upon completion of the instructional intervention, post-tests were administered, and two instructors were interviewed to provide additional insights into student performance. Statistical analysis conducted using SPSS version 26 revealed no statistically significant difference in overall paragraph writing performance between the two groups (p = 0.46). Nevertheless, the experimental group demonstrated marked improvement in specific dimensions of writing, notably explicitness and idea development. These findings underscore the potential pedagogical value of judicious L1 use, suggesting that EFL instructors and policymakers should critically assess its role rather than entirely exclude it from classroom practice.
Assessing health science students’ English language lacks: learners’ needs analysis Gayessa, Tessema Gilo; Mohammed, Nuru
ELT Forum: Journal of English Language Teaching Vol 13 No 1 (2024): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i1.74952

Abstract

English language courses are provided in universities throughout the majority of the world where English is used as a second or first language to address students' English language needs in the target-situation use. However, at all Ethiopian Universities where English is taught as a foreign language, two English language skills courses, dubbed "communicative English language skills I" and "communicative English language skills II," are offered as standard courses in the first year. Large language gaps have been noted, particularly in health science academic and professional settings where English is largely expected. Hence, this study aimed to identify Health Science students’ English language gaps so that English language courses are designed accordingly. This study employed a mixed-methods research design. It was conducted via tests, observations, and interviews. The findings revealed that participant students had good proficiency in grammar and usage as well as reading skills. However, they had poor proficiency in listening skills, which in turn indicated that the students had difficulty understanding spoken English. The findings also indicated that these students demonstrated an inability to write an acceptable essay. The study further revealed that students' failure to describe a patient, the case, the complaints, and the drugs in medical terminology was partially due to a lack of English language skills. As a result, while developing English language course materials for health science students, course designers and practitioners should address these English language gaps existing in students’ academic studies and future professions.
Co-Authors Gayessa, Tessema Gilo Medhin Mekuria, Markos