http://ir.haramaya.edu.et//hru/handle/123456789/236 Thu, 09 Apr 2026 04:30:51 GMT 2026-04-09T04:30:51Z http://ir.haramaya.edu.et//hru/handle/123456789/8392 ASSESSING THE ROLE OF DIGITAL MEDIA USAGE, STUDENTS’EXPERIENCE, PERCEPTIONS, AND PARENTAL SUPPORT IN IMPROVING STUDENTS’ SPEAKING SKILLS: HARAMAYA UNIVERSITY MODEL SCHOOL ENGLISH CLUB STUDENTS IN FOCUS (PhD) Abera Admasu; (PhD) Rabuma Fekadu This study aimed at exploring a role of digital media use in enhancing English language speaking skills among Haramaya University English Club students grade 7-12 focusing on the experiences of Haramaya University Model School English Club students and the level of parental support at home. Haramaya University Model School was selected purposefully based on the familiarity of the researcher and unique characteristics of English club students. The descriptive survey design was used to assess students’ experience and perceptions towards digital media use for learning English. 75 students from the English club at Haramaya University Model School were selected through simple random sampling technique to have an equal chance of being chosen. Structured questionnaires were administered to the students to assess their digital media experiences, perceived English language proficiency and parental support. 30 parents were selected purposefully based on their child’s demonstrated strong English-speaking skills during English club session. Semistructured interview was conducted with parents to explore their role on their child’s digital media use and its impact on English language learning. To this end quantitative data from students’ questionnaire was analyzed using descriptive statistics to identify trends and connections between student’s use of digital media and English language speaking skills. Qualitative data from parents’ interview was analyzed thematically to identify recurring themes and patterns and insights related to parental role and its influence on their child’s English language development. The finding of this study showed that digital media for learning English language particularly YouTube and education apps are effective in enhancing students ‘English speaking skills. Parental involvement and support further contributed to the success of this English language learning method. students used different digital media under supervision of their parents to improve their speaking skills and the study found that they have positive attitude towards using digital media for developing their English-speaking skills. Based on the findings and conclusion of the study, recommendations were forwarded 67p. Sun, 01 Sep 2024 00:00:00 GMT http://ir.haramaya.edu.et//hru/handle/123456789/8392 2024-09-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/8386 ASSESSING THE CHALLENGES FACED BY ENGLISH TEACHERS IN TESTING STUDENTS’ SPEAKING SKILLS: A CASE STUDY AT ADAMA BOSET SECONDARY SCHOOL Feleke Kebede; Assis Proff Ahmed Dedo; Dr. Abera Admasu The purpose of this study was to assess the challenges English teachers faced in testing students’ speaking skills at Adama Bosat Secondary School. To achieve this purpose, seven English teachers, and seven classrooms were sampled using proportional stratified sampling and available sampling. To gather relevant data, semi-structured interview, classroom observation and document review were used. The qualitative interview data was analyzed using thematic analysis technique. However, the qualitative data from the classroom observation and document review were quanticized or changed to quantitative data to suit the data analysis. Finding of the study showed that the challenges teachers faced in assessing students’ speaking skills were related to students’ and teachers. According to the finding, challenges related to students include psychological problems, English language background problems as well as lack of motivation to take speaking tests. But teacher related problems were shortage of time and lack of efforts to prepare adequate speaking tests as well as encouraging and motivating students to do speaking tests. Finding of the study also showed that the extent to which speaking test given was only once in a semester. In conclusion, based on the finding of the study, possible suggestions were recommended to teachers, to English department and to the school administration thereby to minimize challenges of testing speaking skill in the study setting. 81p. Wed, 01 Jan 2025 00:00:00 GMT http://ir.haramaya.edu.et//hru/handle/123456789/8386 2025-01-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/8324 A COMPARATIVE STUDY ON VOCABULARY LEARNING STRATEGY USED BY GRADE 11 STUDENTS IN PRIVATE AND GOVERNMENT SCHOOLS: THE CASE OF MAHADAL-NUR AND LAGA-HARE SECONDARY SCHOOLS, DIRE DAWA ADMINISTRATION Nibras Mohammed Umer; (PhD) Alemayehu Getachew; (Assist Profe) Ahmed Dedo his study was analyzed vocabulary learning strategies (VLS) used by grade 11 students in private and government secondary schools in Dire Dawa Administration, focusing on Mahadal Nur Private School and Laga-Hare Government School. The research aimed to identify differences in vocabulary acquisition approaches between these two educational settings and evaluate the effectiveness of various strategies. The study was guided by questions regarding the types of vocabulary learning strategies used by students, differences in strategy usage between private and government school students, and the strategies employed by male and female students. A mixed-methods approach was utilized, including questionnaires from 242 students (111 from the private school and 131 from the government school) and semi-structured interviews with 24 students (11 private and 13 government).Key findings indicated that students at Mahadal-Nur Private School used a broader range of vocabulary learning strategies, showing higher engagement in determination, social, memory, cognitive, and metacognitive strategies. Female students generally employed more effective strategies than male students. The study highlights the need for improved vocabulary instruction in government schools and suggests targeted training for teachers to enhance their teaching methods. This study contributes valuable insights into vocabulary learning in Ethiopia and underscores the critical role of effective teaching strategies in student success. By addressing the identified gaps in vocabulary instruction, the study aims to foster better language education and equip students with essential communication skills. The findings underscore the importance of implementing effective educational practices to enhance vocabulary learning outcomes, particularly in government schools. 78p. Tue, 01 Oct 2024 00:00:00 GMT http://ir.haramaya.edu.et//hru/handle/123456789/8324 2024-10-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/8317 A COMPARATIVE STUDY ON VOCABULARY LEARNING STRATEGY USED BY GRADE 11 STUDENTS IN PRIVATE AND GOVERNMENT SCHOOLS: THE CASE OF MAHADAL-NUR AND LAGA-HARE SECONDARY SCHOOLS, DIRE DAWA ADMINISTRATION NIBRAS MOHAMMED UMER; Dr.Alemayehu Getachew (PhD); Ahmed Dedo (Assistant Professor) This study was analyzed vocabulary learning strategies (VLS) used by grade 11 students in private and government secondary schools in Dire Dawa Administration, focusing on Mahadal Nur Private School and Laga-Hare Government School. The research aimed to identify differences in vocabulary acquisition approaches between these two educational settings and evaluate the effectiveness of various strategies. The study was guided by questions regarding the types of vocabulary learning strategies used by students, differences in strategy usage between private and government school students, and the strategies employed by male and female students. A mixed-methods approach was utilized, including questionnaires from 242 students (111 from the private school and 131 from the government school) and semi-structured interviews with 24 students (11 private and 13 government).Key findings indicated that students at Mahadal-Nur Private School used a broader range of vocabulary learning strategies, showing higher engagement in determination, social, memory, cognitive, and metacognitive strategies. Female students generally employed more effective strategies than male students. The study highlights the need for improved vocabulary instruction in government schools and suggests targeted training for teachers to enhance their teaching methods. This study contributes valuable insights into vocabulary learning in Ethiopia and underscores the critical role of effective teaching strategies in student success. By addressing the identified gaps in vocabulary instruction, the study aims to foster better language education and equip students with essential communication skills. The findings underscore the importance of implementing effective educational practices to enhance vocabulary learning outcomes, particularly in government schools. 78 Fri, 01 Nov 2024 00:00:00 GMT http://ir.haramaya.edu.et//hru/handle/123456789/8317 2024-11-01T00:00:00Z