Amanuel K I D A N E Albore

This study investigated the effects of a process-genre approach on EFL students' use of writing strategies when writing paragraphs. To ensure the reliability of the writing strategy inventory questionnaire, Cronbach's alpha was calculated. A quasi-experimental research design was used, and strategy questionnaires were used to collect data. The experimental and control groups were assigned using the lottery method. Independent and paired-sample t-tests were used to determine if there was a statistically significant difference due to treatment between the students' before and after treatments. Before treatment, the students completed the writing strategy questionnaires, and after 12 weeks of treatment, they were given after-treatment questionnaires. The results revealed that students in the experiment group outperformed the control group in terms of using different writing strategies based on the process-genre approach. The study concluded that the process-genre approach could significantly improve students' paragraph writing. Therefore, university-level English language teachers are strongly recommended to be aware of the role of the processgenre approach and to follow the process-genre model in improving their students' use of writing strategies in writing paragraphs.

This study was to examine factors that obstruct the practice of learner-centered approach in teaching speaking skill in English Language classroom in grade seven and eight of Wolaita Sodo City. It also aimed to explore the restraints that inhibit the practice of this approach. The study was conducted in five government primary schools. Seven English language teachers who are currently teaching at grade seven and eight level participated in the study. The instruments used were interview, written reflection and classroom observation. The qualitative data generated through these instruments were analyzed and categorized thematically and presented in a narrative form. The results of the study indicated that teachers were not practicing learner-centered approach to the level that the policy advocates because there were various factors that encumbered the practice of learner-centered approach in teaching speaking skill in English Language classroom. The first factor was students' background such as mother tongue interference, lack of vocabulary, lack of self-confidence, and low level of motivation. The other factors include time constraints, large class size, seating arrangement and lack of adequate teaching materials. The findings also suggest that the teachers in the study lack sufficient trainings on how to apply the learner-centered approach. Therefore, it was recommended that teachers should be provided with communicative activities on how to apply the learner-centered approach.

The purpose of the study was to isolate factors that hamper the practice of group work assignment in foreign language classroom. The study was conducted in SodoBer Secondary School in the case of grade nine. To attain this objective, Mixed Method Research Design was used. Both quantitative and qualitative analysis methods were used. The participants of the study were seven purposively selected English language teachers from grade nine. In addition, one hundred forty four grade eleven students were randomly selected for the study. The required data for the study were collected using questionnaire, semi-structured interview and focus group discussion. The result indicated that teachers' and students' did not realize the practice of group work assignment because there were various factors that hampered the practice of group work assignment in foreign Language classroom in SodoBer Secondary School. These include: students' poor background experience, students' poor participation, reliance of low achievers on high achievers, unpunctuality and lack of sufficient materials. Moreover, the findings pointed toward that many English language teachers did not check the participation of the students properly because the students have lack of interest and motivation; large numbers of the students in the classroom, students are less effective in language ability and teachers overloaded work. Based on the findings suitable recommendations were made.

Article Info This study was carried out with the purpose of assessing the practice of learner-centered approach in teaching speaking skill in English Language classroom in grade seven and eight of Wolaita Sodo City. It also aimed to explore the restraints that inhibit the practice of this approach and the coping strategies teachers use to minimize these constraints. The study was conducted in five government primary schools. Seven English language teachers who are currently teaching at grade seven and eight level participated in the study. The instruments used were interview, written reflection and classroom observation. The qualitative data generated through these instruments were analyzed and categorized thematically and presented in a narrative form. The results of the study indicated that teachers were not practicing learner-centered approach to the level that the policy advocates because there were various factors that hampered the practice of learner-centered approach in teaching speaking skill in English Language classroom. The first factor was students" background such as mother tongue interference, lack of vocabulary, lack of self-confidence, and low level of motivation. The other factors include time constraints, large class size, seating arrangement and lack of adequate teaching materials. The findings also suggest that the teachers in the study lack sufficient trainings on how to apply the learnercentered approach. The results of the study indicate that teachers do not use coping strategies that would help to minimize the challenges that impede the practice of learner-centered approach. Therefore, it was recommended that teachers should be provided with adequate preand in-service trainings on how to apply the learner-centered approach, and teachers should give due emphasis to find effective ways of practicing communicative activities in speaking teaching classrooms.

This study investigated causes of learners speaking anxiety in foreign language classroom with the reference to grade nine in Mizan Secondary and Preparatory School in Bench Maji zone in SNNPR. Mixed research method was used to conduct the study. Subjects of the study were one hundred fifty four systematically selected students and eleven purposively selected teachers (teaching English in grades nine and ten). Three data collection tools were used, namely, questionnaire, written reflection, and interview (semi structured interview). Questionnaires are the personalized form of Foreign Language Classroom Anxiety Scale (FLCAS) which was developed by Horwitz et al [13] in order to investigate the cause of speaking anxiety. And also, Interview (semi structured interview) and written reflection were conducted with purposively selected teachers and students to identify the cause of speaking anxiety. Accordingly, the findings showed that most students do experience anxiety which had a debilitating effect on foreign language speaking. Consequently, several sources of anxiety provoking factors were discussed in this study to deepen our understanding of anxiety in speaking foreign language. For example, lack of self-confidence, incomprehensible input and lack of prior preparation were found the great contributors of communication apprehension. Further analysis of data revealed that fear of making mistakes, feedback provision, students self perception, failure of oral tests, limited knowledge of vocabulary and lack of adequate practice in the target language were found some anxiety provoking factors discussed in this study. Similarly, the impact of speaking anxiety in terms of classroom participation, language performance and achievements and social problems were identified. On the basis of the findings, the research was finalized with some recommendations and suggestions to investigate the causes of speaking anxiety in foreign language speaking classroom.

This study was to examine factors that obstruct the practice of learner-centered approach in teaching speaking skill in English Language classroom in grade seven and eight of Wolaita Sodo City. It also aimed to explore the restraints that inhibit the practice of this approach. The study was conducted in five government primary schools. Seven English language teachers who are currently teaching at grade seven and eight level participated in the study. The instruments used were interview, written reflection and classroom observation. The qualitative data generated through these instruments were analyzed and categorized thematically and presented in a narrative form. The results of the study indicated that teachers were not practicing learner-centered approach to the level that the policy advocates because there were various factors that encumbered the practice of learner-centered approach in teaching speaking skill in English Language classroom. The first factor was students' background such as mother tongue interference, lack of vocabulary, lack of self-confidence, and low level of motivation. The other factors include time constraints, large class size, seating arrangement and lack of adequate teaching materials. The findings also suggest that the teachers in the study lack sufficient trainings on how to apply the learner-centered approach. Therefore, it was recommended that teachers should be provided with communicative activities on how to apply the learner-centered approach.

This study investigated causes of learners speaking anxiety in foreign language classroom with the reference to grade nine in Mizan Secondary and Preparatory School in Bench Maji zone in SNNPR. Mixed research method was used to conduct the study. Subjects of the study were one hundred fifty four systematically selected students and eleven purposively selected teachers (teaching English in grades nine and ten). Three data collection tools were used, namely, questionnaire, written reflection, and interview (semi structured interview). Questionnaires are the personalized form of Foreign Language Classroom Anxiety Scale (FLCAS) which was developed by Horwitz et al [13] in order to investigate the cause of speaking anxiety. And also, Interview (semi structured interview) and written reflection were conducted with purposively selected teachers and students to identify the cause of speaking anxiety. Accordingly, the findings showed that most students do experience anxiety which had a debilitating effect on foreign language speaking. Consequently, several sources of anxiety provoking factors were discussed in this study to deepen our understanding of anxiety in speaking foreign language. For example, lack of self-confidence, incomprehensible input and lack of prior preparation were found the great contributors of communication apprehension. Further analysis of data revealed that fear of making mistakes, feedback provision, students self perception, failure of oral tests, limited knowledge of vocabulary and lack of adequate practice in the target language were found some anxiety provoking factors discussed in this study. Similarly, the impact of speaking anxiety in terms of classroom participation, language performance and achievements and social problems were identified. On the basis of the findings, the research was finalized with some recommendations and suggestions to investigate the causes of speaking anxiety in foreign language speaking classroom.