Esayas Teshome | Northeast Normal University (original) (raw)
Papers by Esayas Teshome
Education 3-13, 2021
Teachers' professional learning in the workplace is of great interest, for it is believed to ... more Teachers' professional learning in the workplace is of great interest, for it is believed to positively impact the quality of teaching and learning. To this end, this qualitative case study explored the lived experiences of teachers involved in workplace professional learning (WPL) practices in Ethiopian primary schools. Guided by the constructivist paradigm, data were collected via in-depth interviews, focus group discussions and document review. The findings from the study disclosed that WPL practices of teachers were highly prescriptive, and it was driven by the schools' learning needs over the needs of individual teachers. The teachers are less autonomous to decide on the focus of their learning needs. This, in turn, has resulted in discontinuous professional learning practice partly because of the disparity between the school's learning needs and those of the teachers' needs.
Education 3-13, 2021
Teachers' professional learning in the workplace is of great interest, for it is believed to posi... more Teachers' professional learning in the workplace is of great interest, for it is believed to positively impact the quality of teaching and learning. To this end, this qualitative case study explored the lived experiences of teachers involved in workplace professional learning (WPL) practices in Ethiopian primary schools. Guided by the constructivist paradigm, data were collected via in-depth interviews, focus group discussions and document review. The findings from the study disclosed that WPL practices of teachers were highly prescriptive, and it was driven by the schools' learning needs over the needs of individual teachers. The teachers are less autonomous to decide on the focus of their learning needs. This, in turn, has resulted in discontinuous professional learning practice partly because of the disparity between the school's learning needs and those of the teachers' needs.
Objectives: This research was carried out to investigate Chinese language learning anxiety of int... more Objectives: This research was carried out to investigate Chinese language learning anxiety of international students in Northeast Normal University, China. Specifically, the study looked into the differences in Chinese language learning anxiety between African and Asian international students according to their continent, gender and study program (MA and PhD). Methods: The study employed quantitative research design to attain its objectives; the instrument adapted is the Foreign Language Classroom Anxiety Scale (FLCAS) developed by (1). This instrument has 31 items in total. The participants of the study were 80 postgraduate international students from Africa and Asia. Descriptive statistics, independent sample t-test and Pearson Correlation test were used to analyze the data. Findings: The results obtained indicate that there is no statistically significant difference in the Chinese language learning anxiety based on the continent and gender of the participants, but significant differences were found between the levels of anxiety among students owing to their level of study. Correlation test revealed no significant relationship between Chinese language learning anxiety and the number of Chinese friends one has. Similarly, there is no relationship between Chinese language learning anxiety and the number of semesters of learning Chinese and the length of time lived in China. Note 1
Education 3-13, 2021
This study aimed to explore the nature of the continuous professional development (CPD) programme... more This study aimed to explore the nature of the continuous professional development (CPD) programme adopted in Ethiopian schools and the underlying contextual factors that constrained its implementation by examining primary school teachers’ perspectives. Twenty-four primary school teachers from four schools participated in the study. A qualitative case study design was employed, and data were collected through semi-structured interviews, focus group discussions, and document review to get insights about teachers’ school-based CPD practices. The analysis of the data found that CPD was considered a top-down, undifferentiated, less relevant in contents, and bureaucratic activity that has little to do with the professional development of teachers. On the other hand, CPD appeared to be dependent on the school and the local educational leadership contexts. The political, economic and social environment also tended to affect teachers’ motivation to aspire for teaching in general and CPD in particular.
IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 2019
The primary purpose of this study was to explore the practice of teaching speaking skill in selec... more The primary purpose of this study was to explore the practice of teaching speaking skill in selected secondary schools in Gedeo Zone, Ethiopia. To achieve this objective, the research used descriptive survey research design.The participantsof the study consist of 11(9 male, 2 female) secondary school teachers and 272 grade 9 students. Questionnaire, interview and classroom observation were the data collection tools. The data analysis, interpretation and discussion of the findings indicated the practice of teaching speaking skill depends on few interactive activities named group discussion; brainstorming and pair work with little follow up discussion on the side of the teachers. The balance between the accuracy and fluency aspect of speaking skills lacks equilibrium with more emphasis placed on accuracy practice. The factors that challenge the practice of teaching speaking skill include large class size, use of mother tongue during discussions, inhibition and fear of making mistake on the side of the students and shortage of practice time.
IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 2019
The primary purpose of this study was to explore the Prevalence, Causes and Prevention of Primary... more The primary purpose of this study was to explore the Prevalence, Causes and Prevention of Primary School Dropout in Gurage Zone, Ethiopia. To achieve this objective, the research used descriptive survey research design to gather data from 24 primary schools distributed in 6 districts and 2 City administrations in Gurage Zone. The samples consist of primary school principals, school teachers, district education officers, Parent-Teacher Association members (PTA), dropout students and Zonal education office experts. Questionnaire, interview and document analysis were the data collection tools. The data analysis, interpretation and discussion of the findings indicated the prevalence of school dropout is severe in the study area with average of 5.6% dropout rate, but ranging up to 13.59 % dropout rate. The factors that contributed to school dropout included students‟ low expectation on future success and benefits of education, migration to urban area, poor school environment and parents‟ need of child labor.
This study explored international students' motivation toward learning the Chinese culture course... more This study explored international students' motivation toward learning the Chinese culture course. Specifically, the study focused on investigating what interest the students towards the Chinese culture course. The study also looked into the challenges international students faced while studying the Chinese culture course. To meet these objectives, the study used a descriptive survey design with a mixed method. Questionnaire and interviews were used to collect data from a sample of 38 international students from 7 colleges in Northeast Normal University (NENU). Finally, the finding indicated that international students at NENU are curious to learn the Chinese culture course. The respondents are keen to learn the culture they live in during their study period. Therefore, the study concluded that international students are studying the Chinese culture course not only because the course is compulsory, but also they are also keen to learn the Chinese culture course.
The objective of this study was to investigate the practice of teaching and assessing speaking sk... more The objective of this study was to investigate the practice of teaching and assessing speaking skills in spoken English classes at Dilla University. Specifically the study aimed at identifying the activities of teaching speaking skills used by the teachers, the aspects of speaking skills emphasized in the teaching and assessment process, the techniques of assessment employed by the teachers and the problems that impeded the classroom teaching and learning process. The required data for the study were collected using questionnaire, interview and classroom observation from 90 randomly selected students and 3 teachers. Then the data were analyzed using percentages, frequency and mean of the frequency distribution. The analysis of the course material was also used to supplement the data obtained in the other tools. The findings of the study revealed that the teaching of speaking skills mainly relied on activities like discussions, debate, brainstorming, presentation, dialogue and occasionally on role play. The finding of the study also indicated that there is imbalance between the accuracy and fluency aspects of speaking skills. Most of the classroom activities are accuracy oriented. The same is true for the assessment of speaking skills done. The analysis also revealed that there has been a mismatch between the practices of teaching implemented by the teachers and the pedagogical procedures favored in the assessment of learners' speaking skills. The study also identified the students' poor language background and fear of making mistakes and lack of encouragement from the teacher as challenges to the teaching and learning of speaking skills.
Education 3-13, 2021
Teachers' professional learning in the workplace is of great interest, for it is believed to ... more Teachers' professional learning in the workplace is of great interest, for it is believed to positively impact the quality of teaching and learning. To this end, this qualitative case study explored the lived experiences of teachers involved in workplace professional learning (WPL) practices in Ethiopian primary schools. Guided by the constructivist paradigm, data were collected via in-depth interviews, focus group discussions and document review. The findings from the study disclosed that WPL practices of teachers were highly prescriptive, and it was driven by the schools' learning needs over the needs of individual teachers. The teachers are less autonomous to decide on the focus of their learning needs. This, in turn, has resulted in discontinuous professional learning practice partly because of the disparity between the school's learning needs and those of the teachers' needs.
Education 3-13, 2021
Teachers' professional learning in the workplace is of great interest, for it is believed to posi... more Teachers' professional learning in the workplace is of great interest, for it is believed to positively impact the quality of teaching and learning. To this end, this qualitative case study explored the lived experiences of teachers involved in workplace professional learning (WPL) practices in Ethiopian primary schools. Guided by the constructivist paradigm, data were collected via in-depth interviews, focus group discussions and document review. The findings from the study disclosed that WPL practices of teachers were highly prescriptive, and it was driven by the schools' learning needs over the needs of individual teachers. The teachers are less autonomous to decide on the focus of their learning needs. This, in turn, has resulted in discontinuous professional learning practice partly because of the disparity between the school's learning needs and those of the teachers' needs.
Objectives: This research was carried out to investigate Chinese language learning anxiety of int... more Objectives: This research was carried out to investigate Chinese language learning anxiety of international students in Northeast Normal University, China. Specifically, the study looked into the differences in Chinese language learning anxiety between African and Asian international students according to their continent, gender and study program (MA and PhD). Methods: The study employed quantitative research design to attain its objectives; the instrument adapted is the Foreign Language Classroom Anxiety Scale (FLCAS) developed by (1). This instrument has 31 items in total. The participants of the study were 80 postgraduate international students from Africa and Asia. Descriptive statistics, independent sample t-test and Pearson Correlation test were used to analyze the data. Findings: The results obtained indicate that there is no statistically significant difference in the Chinese language learning anxiety based on the continent and gender of the participants, but significant differences were found between the levels of anxiety among students owing to their level of study. Correlation test revealed no significant relationship between Chinese language learning anxiety and the number of Chinese friends one has. Similarly, there is no relationship between Chinese language learning anxiety and the number of semesters of learning Chinese and the length of time lived in China. Note 1
Education 3-13, 2021
This study aimed to explore the nature of the continuous professional development (CPD) programme... more This study aimed to explore the nature of the continuous professional development (CPD) programme adopted in Ethiopian schools and the underlying contextual factors that constrained its implementation by examining primary school teachers’ perspectives. Twenty-four primary school teachers from four schools participated in the study. A qualitative case study design was employed, and data were collected through semi-structured interviews, focus group discussions, and document review to get insights about teachers’ school-based CPD practices. The analysis of the data found that CPD was considered a top-down, undifferentiated, less relevant in contents, and bureaucratic activity that has little to do with the professional development of teachers. On the other hand, CPD appeared to be dependent on the school and the local educational leadership contexts. The political, economic and social environment also tended to affect teachers’ motivation to aspire for teaching in general and CPD in particular.
IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 2019
The primary purpose of this study was to explore the practice of teaching speaking skill in selec... more The primary purpose of this study was to explore the practice of teaching speaking skill in selected secondary schools in Gedeo Zone, Ethiopia. To achieve this objective, the research used descriptive survey research design.The participantsof the study consist of 11(9 male, 2 female) secondary school teachers and 272 grade 9 students. Questionnaire, interview and classroom observation were the data collection tools. The data analysis, interpretation and discussion of the findings indicated the practice of teaching speaking skill depends on few interactive activities named group discussion; brainstorming and pair work with little follow up discussion on the side of the teachers. The balance between the accuracy and fluency aspect of speaking skills lacks equilibrium with more emphasis placed on accuracy practice. The factors that challenge the practice of teaching speaking skill include large class size, use of mother tongue during discussions, inhibition and fear of making mistake on the side of the students and shortage of practice time.
IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 2019
The primary purpose of this study was to explore the Prevalence, Causes and Prevention of Primary... more The primary purpose of this study was to explore the Prevalence, Causes and Prevention of Primary School Dropout in Gurage Zone, Ethiopia. To achieve this objective, the research used descriptive survey research design to gather data from 24 primary schools distributed in 6 districts and 2 City administrations in Gurage Zone. The samples consist of primary school principals, school teachers, district education officers, Parent-Teacher Association members (PTA), dropout students and Zonal education office experts. Questionnaire, interview and document analysis were the data collection tools. The data analysis, interpretation and discussion of the findings indicated the prevalence of school dropout is severe in the study area with average of 5.6% dropout rate, but ranging up to 13.59 % dropout rate. The factors that contributed to school dropout included students‟ low expectation on future success and benefits of education, migration to urban area, poor school environment and parents‟ need of child labor.
This study explored international students' motivation toward learning the Chinese culture course... more This study explored international students' motivation toward learning the Chinese culture course. Specifically, the study focused on investigating what interest the students towards the Chinese culture course. The study also looked into the challenges international students faced while studying the Chinese culture course. To meet these objectives, the study used a descriptive survey design with a mixed method. Questionnaire and interviews were used to collect data from a sample of 38 international students from 7 colleges in Northeast Normal University (NENU). Finally, the finding indicated that international students at NENU are curious to learn the Chinese culture course. The respondents are keen to learn the culture they live in during their study period. Therefore, the study concluded that international students are studying the Chinese culture course not only because the course is compulsory, but also they are also keen to learn the Chinese culture course.
The objective of this study was to investigate the practice of teaching and assessing speaking sk... more The objective of this study was to investigate the practice of teaching and assessing speaking skills in spoken English classes at Dilla University. Specifically the study aimed at identifying the activities of teaching speaking skills used by the teachers, the aspects of speaking skills emphasized in the teaching and assessment process, the techniques of assessment employed by the teachers and the problems that impeded the classroom teaching and learning process. The required data for the study were collected using questionnaire, interview and classroom observation from 90 randomly selected students and 3 teachers. Then the data were analyzed using percentages, frequency and mean of the frequency distribution. The analysis of the course material was also used to supplement the data obtained in the other tools. The findings of the study revealed that the teaching of speaking skills mainly relied on activities like discussions, debate, brainstorming, presentation, dialogue and occasionally on role play. The finding of the study also indicated that there is imbalance between the accuracy and fluency aspects of speaking skills. Most of the classroom activities are accuracy oriented. The same is true for the assessment of speaking skills done. The analysis also revealed that there has been a mismatch between the practices of teaching implemented by the teachers and the pedagogical procedures favored in the assessment of learners' speaking skills. The study also identified the students' poor language background and fear of making mistakes and lack of encouragement from the teacher as challenges to the teaching and learning of speaking skills.