Open Journal of 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 ...

EFL Teachers’ Continuous Professional Development in Addis Ababa Primary Schools: Needs and Challenges

Research Article of Open Journal of Language and Linguistics EFL Teachers’ Continuous Professional Development in Addis Ababa Primary Schools: Needs and Challenges Abrar kedir Addis Ababa University, English department This study was intended to examine continuous professional development needs and challenges of primary schools English language teachers in the city administration of Addis Ababa. Mixed method design was employed to gather information in the study. This method was selected because it gave opportunity to compensate the weaknesses of using an instrument and corroborate information from the other tools. The data was collected from teachers, principals and trainers. Questionnaires and interviews were used to collect data pertinent to answer the research questions. Two types of questionnaires were employed in the study. One was self-designed which was applied to survey the teachers’ continuous professional development needs and challenges. The other was adapted questionnaire and used to collect information about the teachers’ perceived English language proficiency in speaking, listening, reading and writing. Hence, 50 randomly selected primary school English language teachers filled in the self-designed and adapted questionnaires. Interview was conducted with 5 volunteer English language teachers who participated in the interview. 4 principals and 3 trainers were interviewed to corroborate the data collected from the English language teachers. Based on the information collected from the instruments, explanatory (Quan-qua) method was employed to analyze the data. First quantitative data from the surveys were analyzed using version SPSS 21. Then the qualitative data were analyzed thematically and combined with the survey results to answer the research questions. As a result it was found that primary English language teachers (the participants) were at high need of continuous professional development in English language proficiency especially in speaking skills and teaching methodology. Furthermore, the teachers had institutional and personal challenges to enhance their professional knowledge through participating ...

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 ...

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 ...

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Open Journal of Language and Linguistics

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