This study was an attempt to investigate the effects of cooperative learning on Grade 11 students' writing performance in Afar Regional State, Samara Secondary and Preparatory School, in focus. More specifically, the study addressed the following research questions: (1) What are the effects of cooperative learning on students' writing performance?(2) Which one of the components of writing most benefited from the cooperative learning approach? And the following hypotheses: (Ho) There is no significant difference in the mean gain scores of the writing performance before and after the incorporation of cooperative learning and (H1) There is a significant difference in the mean gain scores of the writing performance before and after the incorporation of cooperative learning. This research project was mainly experimental in design. Pre-test and post-test measures were analyzed using a t-test statistical procedure. The main subjects of the study were two sections of Grade 11 students. Moreover, 60 students, 30 each from two natural science classes were randomly grouped as experimental and control groups. The effects of CL on students' writing ability was examined through the pre-test and the posttest. The results of the pre-test showed that there was no significant difference in the students' writing between the control and experimental groups prior to the experiment. The results of the post-test showed that there was a significant difference between the control and experimental groups in students' writing abilities (P<0.05). Therefore, the null hypothesis was rejected and the alternative hypothesis was proved to bring change on students' writing ability. Similarly, the study also identified that organization is the basic component of writing skill that benefited most from the cooperative learning approach. However the current study was showed positive effects of CL on students' writing performance, in the future researches can be conducted on the effects of CL on other language skills.

The purpose of this study was to explore selected high school English teachers self-reported differentiated instructional practices that haven’t been addressed in the Ethiopian EFL context. To achieve this purpose, data was collected using questionnaire for EFL teachers and semi-structured interview students. The selected EFL teachers filled the questionnaire based on their willingness and the students were randomly selected from two sections and interviewed to cross-check the data obtained from their EFL teachers. The students were interviewed in Amharic and transcribed in to English and the data were analyzed descriptively. The results of the study indicated that EFL teachers’ perceive that their English classes are composed of students’ with different learning achievement levels consisting of very struggling, grade level and advanced students but instructional practices were not adequately responsive to the students different readiness levels. They rated their students as grade level/average achievers and take this group in to account while delivering English lessons. Besides, results showed that teaching to the middle level is most preferable. Findings further showed that EFL teachers had no experience of pre-assessing students’ different readiness levels or current status to make informed decisions, and hardly modify instruction and highly depend on textbook activities/tasks. Results from the interview further indicated that students experiencing or receiving the EFL teachers’ instructional practices were not perceived favorably. Thus, it is evident to conclude that the EFL teachers’ instructional practices were undifferentiated and it is suggested EFL teachers should get awareness trainings to integrate DI in to their teaching.

Language learning strategies become the main factor that determines how and how well students learn a second or foreign language. They are essential tools for enabling students to learn successfully in acquiring the desired knowledge and skills. However, students' proficiency and achievement in English language at different educational levels are not as expected from them. Therefore, this study attempted to assess the language learning strategies which were used by English major students of Addis Ababa University. The study employed mixed approach. The type of research method was descriptive survey. The total numbers of participants were 37 English major students of Addis Ababa University. The data were collected through questionnaire and interview. SPSS version 24 software was utilized to mainly analyze the quantitative part. For the qualitative part, Open code software was used. The result indicated that students were medium user of language learning strategies. The order of strategy use from the most used to the least used was as: metacognitive, social, affective, compensation, cognitive and memory respectively. All strategy type did not indicate Low range use. Statistically a significance difference was reported between second year (M=3.62, SD=0.44) and third year students' score (M=3.05, SD=0.75) in using strategies in general, t (30)=2.552, p=0.016. Thus, Study year, had an impact on students' use of strategy in the study. So as to increase strategies use, language learners are recommended to become familiar with language learning strategies. Finally, factors such as, motivation, proficiency level and learning style need to be further investigated.

Article InformationThe objective of this study was to explore subject area teachers" help of students to use the Target Language (TL) in classrooms. For the investigation, a mixed-method research approach was used under the umbrella of pragmatic paradigm of research design. Four Grade Nine History and Geography teachers were purposively selected for the study from two secondary schools in Nekemte town. The data were collected through interview and classroom observations. The data from the interview and the lesson transcripts were analysed by using content analysis of the transcripts. The results indicated that teachers played the dominant role in using students" mother tongue and the TL. The data from the lesson transcripts showed that History teachers and Geography teachers hardly showed efforts to promote students" use of the TL. From the findings, it was concluded that subject area teachers need to be aware of the additional responsibilities of promoting students" language skills and thus work in collaboration with English teachers in this regard.