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All Journal J-REaLL Journal of English Language Teaching and Literature (JELITA)
Gebremariam, Alamirew
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Arts Education Languange, Linguistic, Communication & Media Social Sciences Other

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Understanding Writing Challenges and Performance among First-Year Military Students: A Study at Ethiopian Defense University Alemu, Abebe; Gebremariam, Alamirew
JELITA Vol 6 No 2 (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.v6i2.906

Abstract

The main objective of this study was to investigate students’ writing challenges and performance at Ethiopian Defense University/EDU/. For the study, the researcher used an explanatory sequential mixed method design. English language instructors and first-year students of EDU provided data for the study. Particularly, first-year students of the university's colleges of Engineering and Resource Management produced the replies. The researcher used a questionnaire to determine students’ writing challenges, a paragraph writing test to determine their level of writing performance, and interviews with first-year students and English language instructors. Therefore, 108 students completed the questionnaire and took writing test. As a consequence, 8 students and 6 English language instructors were interviewed. According to the study's findings, the main writing challenges that students encountered were: insufficient linguistic background, a lack of writing practices, traumatic past experiences, a lack of writing motivation, carelessness in writing, scarcity of resources, shortage of time, and unsupportive English courses and modules. Additionally, the findings of the correlation analysis showed that the association between the students’ writing challenges and writing performance is statistically insignificant. Lastly, it was proposed that bridging English language trainings, revisions to English courses and course modules, and increased awareness of traumatic experience on writing among the university community could all help improve students' writing performance.
Exploring the relationship between perceptual learning style preferences (PLSP) and foreign language class anxiety (FLCA) Firissa, Berhanu; Gebremariam, Alamirew
Journal of Research on English and Language Learning (J-REaLL) Vol. 5 No. 1 (2024): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v5i1.21443

Abstract

The study investigating a relationship between perceptual learning style preferences (PLSP) and foreign language class anxiety (FLCA) remains limited, particularly regarding specific learning styles most impacted by FLCA and interventions to be tailored to reduce English class anxiety. The study examined the relationship between PLSP and FLCA among 110 grade eleven Mettu Comprehensive High School students. The study employed a PLSP questionnaire (Pashler et al., 2009) and an FLCA questionnaire (Horwitz et al., 1986) as the instruments. Data were collected, statistically analyzed, and interpreted using SPSS version 26. The study’s findings revealed that most participants' FLCA fell to the average higher level while those with group (PLSA-G) PLSP exhibited the least FLCA compared to participants with the individual (PLS-I) with the highest FLCA among the six dimensions of PLSP. Communication anxiety (FLCA-CA) significantly and fear of negative evaluation (FLCA-FNE) broadly were found to be the major sources of the participants’ sources of FLCA among its three dimensions in the scale. Furthermore, results of One-way ANOVA confirmed that PLSP is significantly and moderately related to FLCA. It was inferred that the constructs PLSP and FLCA play significant roles in the context of EFL teaching. Therefore, EFL instruction needs to address these variables as determinants of the learners’ success, and if meaningful pedagogical room is to be allocated, teaching practices need to pay attention to such.   This area of exploration can lead to significant advancements in EFL pedagogy, creating a more inclusive and successful learning experience for students.
Co-Authors Alemu, Abebe Firissa, Berhanu