Treatment of students’ English oral errors at Shambu preparatory school: Grade 11 in focus

The study was conducted in an attempt to investigate teachers’ treatment of students’ oral errors in EFL classes at Shambu Preparatory School. Descriptive survey design was used to investigate the major identified students’ oral errors, to find out the types of oral error treatments EFL teachers provide and to investigate the techniques they use to treat students’ oral errors. Interview and observation were used as instruments of data collection. The participants of the study were two English language teachers of grade 11 who were comprehensively selected to participate in interview and get their classes observed as well. The results indicated that there were 66 oral errors made by students which were categorized into 10 as pronunciation, tense, verb group, agreement, noun group, preposition, word order, article, wrong numbers and adjectives. The findings also showed 13 types of oral error treatments were made by the targeted teachers as provide, transfer, praise, explanation, question, interruption, acceptance, repetition, use of blackboard, ignore, negation and clues, prompt and criticism. Furthermore, it revealed that teachers used three techniques of oral error treatments as Teacher correction, Self correction and peer correction giving more room to teacher correction which is not pedagogically sound. Therefore, to alleviate the students’ linguistic problems, the targeted teachers are required to give appropriate oral error treatments. Besides, it would be better if the teachers give students the chance of self correction instead of playing the lion’s role by themselvesKeywords: Oral Error Mistake Utterance Shambu EFL teachers

Mother Tongue Interference in English Language Writing at Derge Secondary School: The Case of Grade 9 Students

The purpose of this study was to find out if there are any patterns of mother tongue interference in Derge Senior Secondary School grade 9 students’ written English. It explored EFL learners' writing difficulties by analyzing the nature and distribution of their writing errors. To this effect, the researcher examined students’ questionnaire, teachers’ interview and English writing samples of 30 grade 9 students and then categorized the errors according to spelling, grammar, word order types of errors and coordination of ideas. The data indicated that items such as spelling errors, grammar errors and word order were caused by negative interference of the L1 in students’ TL writing. The kind of transfer that dominated was spelling, structure, preposition, doubling of subjects, plural formation and synonyms. Most of the grammatical errors committed by the students were L1 interference in acquiring grammatical elements of L2 (English). Based on findings, it was recommended that teachers should be aware of the effect of negative transfer of grammar to MT and know how to reduce this problem and implement more effective teaching and learning

Trainees’ Perceptions towards the Practice of Competency Based Assessment for Learning in Oromia Colleges: In Particular to Shambu, Nakamte and D/Dollo CTE

This study investigated Trainees’ perceptions towards the practice of competency based assessment for learning in Shambu,Nakamte and D/Dollo College of Teachers Education in Oromia Region to realize their perceptions. Therefore, descriptive design was used. A close-ended and open-ended questionnaire items with five point Likert scale was administered to thirty two trainers. In addition, to substantiate the data obtained through questionnaires, interviews with 4 experienced instructors were also held. The quantitative data was analyzed to determine the status of instructors’ perception towards the practice of CBAFL. The qualitative data which was collected using interview was described qualitatively using narrative analysis. Results of the study revealed that instructors’ have unfavorable perception towards the practice of AFL. They perceived that the practice of CBAFL in the faculty was more of theoretical and most of them assumed that students need further practical training to perform to the standard in the actual job situations. Regarding the factors that affect the practice of assessment, almost all the participants believe the following are main factors: A heavy influence of the earlier approach to methods of teaching and assessment (behaviorist) which is usually practiced by instructors; instructors give more attention to grading instead of enabling trainees to be competent through careful engagement of practical assessment tools; in addition the participants of the study also enlisted the following as main factors: trainees are not responsible for their own learning; they give priority to passing exams rather than developing competence; lack of clarity on competence-based assessment among trainee and instructors. Large numbers of respondents held the view that the practice of CBAFL was not in line with future job requirements of the graduates

EFL Teachers’ Productive Skills Errors and their Effects on Students English Language Proficiency: The Case of Selected Preparatory Schools in East Wollega Zone

The objective of this descriptive study was to investigate the types of oral and written errors EFL teachers make, the sources of the errors and their potential effects on students’ English language proficiency. Qualitative and quantitative data were collected from 16 teachers found in 4 preparatory schools in East Wollega Zone. The schools were selected purposively according to their locations and the teachers were selected by availability sampling technique. To get the quantitative and the qualitative data on the types of written and the oral errors, essays and interviews were used. The sources and effects of the written and oral errors were found through classroom observations, dictation of English words and interview. The written errors were grouped as grammatical, lexical, semantics and mechanics, and the oral ones were grouped as grammatical, lexical and semantic. The findings indicated that the teacher-participants made 380 written errors which occurred in 19 categories 360 oral errors which occurred in 16 categories. The analysis of the interview data attributed sources of the teachers’ written errors to the grammatical, lexical, semantics and mechanics errors made as intralingual transfer. From the dictation of 30 English words made by the researchers. It was found out that the teacher-participants’ primary school experiences had an interlanguage error transfer on them such that their spelling errors were due to a lack of appropriate pronunciation teaching by their primary and secondary school teachers. The other source of teachers’ written errors was the mismatch between their English language learning experiences with their current teaching experiences. The findings also indicated that the fact that teachers made oral and written errors undeservedly, posed problems on their students language proficiency. Thus, it could be concluded that the targeted teachers need lots of trainings and workshops not to let them spoil their students’ language proficiency

Teachers’ implementation of writing as a process in English classrooms: the case of Ghimbi Preparatory School

This descriptive study investigated teachers’  implementation of writing as a process in English classrooms of Ghimbi Preparatory School. To this effect, two basic research questions were raised. To deal with these research questions, observation, questionnaire and interview were used. One hundred and twenty students and 3 teachers participated as respondents. The students responded to the questionnaire and the teachers responded to the interview. Three classrooms were observed while the teachers were teaching writing skills. The responses to the questionnaire were presented in tables and described quantitatively in frequency and percentages. Teachers’ responses to the interview and the data from the classroom observation were qualitatively described. The result showed that the targeted teachers neither encourage students to be engaged in the writing activities nor do they teach writing skills using the process approach. Time constraint and students’ lack of interest were the major problems the teachers had in the implementation of the process writing. Based on the findings, it was recommended that the teaching of writing as the students process has to be implemented in English classrooms of the targeted grade level to enable them be effective composers.Keywords: Writing as a product, Writing as a process, Teaching writing skill

Effects of Explicit Reading Strategy Instruction on Grade 9 Students’ Achievement in Reading Comprehension

The main objective of the study is to investigate the effects of explicit reading strategy instruction on students’ achievement in reading comprehension. In two intact classes, the treatment group received reading lessons accompanied by the three basic reading instructions, i.e., the pre-, the while, and the post-reading instructions through explicit reading strategy instruction, but the nontreatment group received reading lessons in the usual way of learning/teaching reading. The study employed an embedded design since data were collected using quantitative data-gathering instruments through reading comprehension tests before and after the intervention, and an interview was also employed to gather data about the treatment from the randomly selected participants from the treatment group. Statistical results were analyzed with an independent sample t-test and paired sample t-test from nontreatment (33) and treatment (35). The findings emphasized the importance of employing explicit reading strategy instruction in enabling readers to comprehend reading comprehension questions, especially it lets students properly handle reading comprehension questions that seek higher level thinking. On the top priority, to be good readers at comprehending reading comprehension questions that seek higher level thinking, classroom reading teachers are required to create opportunities for the readers while delivering reading lessons by presenting activities that go with the pre-, while, and post-reading instructions. Being one of the most important instructions in reading lesson presentations, secondary school language teachers are expected to present reading lessons through explicit reading strategy instruction

Enhancing Learners’ EFL Writing Performance through Extensive Reading Strategy Training into the Writing Process

It is logical to anticipate that teaching one will lead to the student’s proficiency in the other because the reading and writing processes are correlated and, in many cases, combined. The goal was to find out how extended reading strategy training (ERST) affected first-year undergraduate students’ writing abilities. Thirty-one of the 61 undergraduate participants from Wollega University were placed in the control group and 30 were placed in the experimental group. Interviews and tests on the ability to write paragraphs were used to gather the data over the course of 10 weeks. The following criteria were evaluated: the capacity to handle the specified issue, well-developed thoughts, well-organised concepts, acceptable transitions, unity, coherence, syntactic diversity, and idiomaticity with few lexical or grammatical faults. The interview data were evaluated thematically, while the quantitative results were primarily studied using analysis of covariance. The results show that ERST significantly improves the writing abilities of the students. This outcome is consistent with past research that showed extensive reading to be helpful in enhancing students’ writing abilities and offers valuable information on the significance of including the ERST programme into the writing process in writing courses

Surgical management outcome and its associated factors among intestinal obstruction patients admitted to adult surgical ward of Wollega University Referral Hospital, Ethiopia

Abstract Background Globally, bowel obstruction is the most common cause of surgical emergencies. It remains a challenge to healthcare workers in spite of improvements in management techniques. There is a lack of the study to determine the surgical management outcome and its associated factors in the area of study. Hence, this study aimed to determine management outcome and its associated factors among surgically treated intestinal obstruction patients at Wollega University Referral Hospital, 2021. Methods Facility-based cross-sectional study was conducted among all cases surgically managed for intestinal obstruction between September 1, 2018 and September 1, 2021. Data were collected using a structured checklist. The collected data were checked for completeness and entered into data entry software and then exported to SPSS version 24 for data cleaning and analysis. Both bi-variable and multivariable logistic regressions were run. P-value < 0.05 was used to declare a statistically significant association in multivariable logistic regression. The odds ratio along with 95%CI was estimated to measure the strength of the association. Result 116 (59.2%) patients had favorable surgical management outcome for intestinal obstruction. Male sex (AOR = 3.694;95%CI:1.501,9.089), absence of fever (AOR = 2.636; 95%CI:1.124,6.18), ≤ 48 h duration of illness before operation (AOR = 3.045; 95%CI:1.399,6.629), viable intraoperative bowel condition (AOR = 2.372; 95%CI:1.088, 5.175), having bowel resection and anastomosis (AOR = 0.234; 95%CI:0.101,0.544) were the significantly associated factors of the favorable surgical management outcome for intestinal obstruction. Conclusion and recommendation The favorable management outcome of patients with intestinal obstruction who were treated surgically in this study was low. Factors like sex, fever, short duration of illness, viable intraoperative bowel condition, and bowel resection and anastomosis were found to influence the surgical management outcome of patients with intestinal obstruction. The patient with intestinal obstruction should seek health care on time. Health professionals have to be skilled and provide appropriate care for the patients to reduce the risk of complications