1. Home
  2. Journals

Open Journal of Language and Linguistics

Language and Linguistics

A Study on the Relationship between English Language Learning Anxiety and English Language Achievement

Research Article of Open Journal of Language and Linguistics A Study on the Relationship between English Language Learning Anxiety and English Language Achievement Yoseph Zewdu1, Sualih Mussa1,  Abeba Temesgen2 1Debre Markos University; 2Damot General Secondary School The main objective of this study was to examine the relationship between students’ English language learning anxiety and their English language achievement. For this purpose, 197 grade ten students were involved. The students were selected using proportional sampling technique. The instruments used to collect data were questionnaire and achievement. Then, the collected data were analyzed using quantitative methods of data analysis. The study revealed that there was statistically significant negative relationship between students’ English foreign language learning anxiety and their English achievement test result with a correlation coefficient of (r=-.194, p=>0.05). In addition, the participants of the study were found to anxious because of fear of negative evaluation, communication apprehension and test related anxieties. .The study also indicated that female students mean score was less than the mean score of male students when their anxiety levels were measured. But the independent sample t-test indicated that there is no statistically significant difference between male students and female students in their learning anxiety in EFL classrooms. However, a significant mean difference between male and female students was observed on test anxiety with (P<0.05). Therefore, this result is consistent with the findings of Tang (2005). Finally, the researchers recommended that EFL teachers should provide advice for the learners to avoid anxiety in their English language class. Keywords: anxiety, English foreign language, achievement result, gender, anxiety level ...
Language and Linguistics

Evaluation of English for Ethiopia Grade Nine Textbook Reading Texts’ Appropriateness: From Teachers’ and Students’ Perspectives

Research Article of Open Journal of Language and Linguistics Evaluation of English for Ethiopia Grade Nine Textbook Reading Texts’ Appropriateness: From Teachers’ and Students’ Perspectives Sintayehu Belay Abejehu Dire Dawa University and Bahir Dar University The main objective of this study was to examine the appropriateness of grade 9 English reading texts in terms of content, authenticity, exploitability, socio-cultural context and students’ background, and readability from the perspective of teachers and students. To this study purpose purely quantitative research approach was adopted. As a result, the study employed descriptive survey design and quantitative content analysis design. A sample of 197 grade 9 students and 10 grade 9 English subject teachers were involved in this study. Simple random sampling technique, notably lottery system was employed. The questionnaire and content analysis checklist were data collection instruments. Students’ questionnaire had Cronbach’s Alpha reliability coefficient (a) of .81 while the teachers’ instrument had a reliability measure of .76. The study found that the reading texts incorporated in grade 9 English for Ethiopia textbook are in conformity with the criteria of content suitability, authenticity, exploitability, and readability. However, the fitness of the reading texts for socio-cultural contexts and students’ background seem to be suspicious. This seems to indicate that the reading texts do not satisfy the whole measures of appropriateness. Therefore, it can be concluded that the reading texts incorporated in grade 9 English for Ethiopia student’s textbook seem to be partially appropriate. Keywords: Reading texts; exploitability; authenticity; readability ...
Language and Linguistics

ASSESSING THE INSTRUCTIONAL LEADERSHIP PRACTICES OF PRINICIPALS IN GOVERNMENT SCHOOLS OF CITY ADMINSTRATION

Research Article of Open Journal of Language and Linguistics ASSESSING THE INSTRUCTIONAL LEADERSHIP PRACTICES OF PRINICIPALS IN GOVERNMENT SCHOOLS OF CITY ADMINSTRATION Desalegn Ejigu Tefera Bahir Dar University and Lecturer at the University of Gondar (UOG) The purpose of this study was to examine the current status of instructional leadership practices of principals, identifying the dimension of instructional leadership principals give more priority in the management and leadership of schools and identifying the factors that affect instructional leadership. A descriptive survey design was employed in this study.5 (30%) full cycle primary and 2 (20%) secondary schools in Gondar City Administration were included in the study by using Simple random (lottery) sampling technique. All schools Principals, 7(100%), Vice Principals 7(100%) and 4(100%) Supervisors were included in the study through comprehensive sampling technique. In addition to this, 1 (33.33%) District education expert was included in the study by using simple random (lottery) sampling technique. From the total target population of 346 (100%) teachers in Gondar City Administration 106 (30.63%) of them were selected through stratified random sampling technique. After the size of sample teachers from each school was known, the selection of individual teacher sample was conducted by using simple random sampling (lottery) techniques. Questionnaire, focused group discussion and semi structured interview were the instruments used for data collection. The data collected through the questionnaire were analyzed by using percentage, descriptive statics (mean and standard deviation) and t-test statistical analyses procedures. The data collected from open ended questioners, interview and focused group discussion were analyzed by using narrative description to complement the quantitative data. The result of the study indicated that, the instructional leadership practices of principals in government schools of Gondar City Administration were moderate with the overall mean scores of 3.179(63.58%).But principals were not provided equal attentions to the three ...
Language and Linguistics

Teachers’ Knowledge, Attitude and Practices of Differentiated Instruction: The Case of Department of Educational Planning and Management Faculty of Education University of Gondar

Research Article of Open Journal of Language and Linguistics Teachers’ Knowledge, Attitude and Practices of Differentiated Instruction: The Case of Department of Educational Planning and Management Faculty of Education University of Gondar Addis Tsegaye Zegeye Department of Teacher Education and Curriculum Studies, College of Education & Behavioral Sciences, Bahir Dar University Students’ populations are becoming more academically diverse due to ever increasing variety of learners in the heterogeneous classroom make-up. Effective teachers in contemporary classrooms have to learn to develop classroom routines that attend to learner variance in order to raise students’ achievement. Teachers need to focus on using sound instructional practices that will improve students’ performance for all types of learners. The purpose of the study was to investigate the teachers’ knowledge, attitude and practice of differentiated instruction in the case of faculty of education in the department of Educational Planning and Management (EdPM) at University of Gondar(UoG). The study employed qualitative research method with case study design which was used to answer the research questions raised. The research participants were dean of the faculty of education, the department head of EdPM and teachers at UoG. The participants were purposively selected. Interview and Focus Group Discussion were used to collect data. The data obtained were analyzed and interpreted using qualitative description and narration .The results of the analysis showed that teachers have positive attitude towards Differentiated Instruction (DI). However, the elements of DI were not properly practiced yet as expected for a number of reasons. It was then concluded that the prevailing practice of DI was poor. In addition to this, the trend of using the lecture method frequently and assessing students based on examinations as mere modes of teaching and assessment were emphasized at the faculty. To overcome this, it was suggested that the current mode of teaching ...

Manuscript Title: The title should be a brief phrase.

Author Information: List full names and affiliation of all authors, including Emails and phone numbers of corresponding author.

Abstract: The abstract should be less than 500 words. Following abstract, a list of keywords and abbreviations should be added. The keywords should be no more than 10. Abbreviation are only used for non standard and long terms.

Introduction: The introduction should included a clear statement of current problems.

Materials and Methods: This section should be clearly described.

Results and discussion: Authors may put results and discussion into a single section or show them separately.

Acknowledgement: This section includes a brief acknowledgment of people, grant details, funds

References: References should be listed in a numbered citation order at the end of articles. DOIs and links to referenced articles should be added if available. Abstracts and talks for conferences or papers not yet accepted should not be cited.

Tables and figures: Tables should be used at a minimum with a short descriptive title. The preferred file formats for Figures/Graphics are GIF, TIFF, JPEG or PowerPoint.

Online Publication: One of our goals is to minimize the publication time. We will publish an accepted article shortly (we may put the proof of accepted manuscript onlinefirst and then replace it later with the final version).

Open Access: We follow Open Access and the CC BY 4.0. Authors hold the copyright and retain publishing rights without restrictions. We do not charge any submission fees, but authors are required to pay publication fees after their manuscripts are accepted. We may grant discount/waiver to certain authors. For authors who receive our invitations, please send us the invitation code with your submission. 

Withdrawal Policy: When you want to withdraw/retract an article, please send us a written request including reasons by the correspondence email. We will withdraw/retract it from our system after reviewing the request.

Terms of Use/ Privacy Policy/ Disclaimer/Other Policies: By using the site/services, you are agreeing to our Terms of Use/Privacy Policy/Disclaimer/Other Policies. For more details, please click here .

About the journal
Our aim is to provide a platform that encourages publications of the most recent research/reviews for authors of all countries.

About the publisher
eSciPub LLC is a publisher to support Open Access initiative located in Texas, USA. It is a member of the largest community of professional publishers in the United States: the Independent Book Publishers Association. It hosts Open Access journals in Medicine, Business, Economics, Agriculture, Biological Sciences, Chemistry, Education, Physical Sciences, Sociology, Engineering.

Rapid Response Team
Please feel free to contact us if you have any questions. Our customer representative will answer your questions shortly.

Open Journal of Language and Linguistics

Loading