Cheating has reached alarming proportions in all segments, creating widespread cynicism and an erosion of trust. The root of the problem can be found in our schools, where academic dishonesty is rampant. We, academic communities, are in deep trouble if young people, students, maintain these habits as the next generation. The advancement of technologies, such as cell phones, iPods, internets, has broadened the ways by which people can achieve the goal of cheating. Traditional methods of detection may no longer be wholly successful in fully preventing cheating in examinations. New strategies need to be considered and employed to better manage the advancement of technology use for illegitimate purposes. Therefore, this review article will thoroughly discuss the nature of academic dishonesties (traditional and the 'modern' ones), their causes, their diverse natures, the shift from traditional to modern era and measures to be applied to shape the values and attitudes of young people engage in thoughtful, systematic and comprehensive efforts to promote integrity and prevent cheating, especially compatible with the advancement of technology.

<p>The main objectives of the study was to determine the status, roles and challenges of teaching English Language in Ethiopia Context, particularly in Selected Primary and Secondary Schools in Hawassa University Technology Village Area. The participants were English language and natural science teachers, students and school administrators. From Each secondary school, two, ten and two teachers, students and school administrators were selected respectively through random sampling. As a whole, 14 teachers, 46 students and 14 school administrators involved in the study. The research instruments employed to collect data were the questionnaire and interview. According to the results of the study, there were serious English language proficiency problems in the English teachers, students and teachers of other subjects in the area. The problems ranged from their ability of English language to their view which they were sharing to their students regarding the language. Similarly, results showed that teachers of other subjects ignore the language needs of students in content courses whenever they want to rush to cover the syllabus. When the root of the problems was discovered, there are various contributing factors such as poor capacity building activities, unavailability of opportunities to use the language except the English class. Hence, English language and other subject teachers should understand the learners’ need of English language and the challenges the face, and employ different techniques and strategies to alleviate the problems.</p>

The purpose of this research was to investigate the relationship between students' reading fluency and comprehension. It is a correlational design. A purposive sampling technique was employed to select the district, school, students, and grade level. Accordingly, 100 students participated in the study. As the research was quantitative, reading comprehension tests and comprehension-based silent reading fluency tests were applied to collect data. The data was analyzed using statistical techniques like Pearson product-moment correlation and linear regression. The findings revealed that reading accuracy level and reading rate, which are the parameters of reading fluency, were strongly correlated (r =. 885, P < 0.01) with each other. However, silent reading fluency (SRF) had a moderate correlation with reading comprehension. Moreover, the reading rate had a strong positive correlation with reading accuracy (r =.885, p < 0.01, and reading comprehension (r =.410, p<0.01). In addition, the linear regression outputs confirmed that the higher the students' reading rate and accuracy level, the higher their reading comprehension (Beta = 0.42, t = 4.53, p < 0.05).  It means that when reading rate and accuracy increase, so do their reading comprehension.  The results suggest that reading rate and accuracy levels are valid measures of reading ability when students read silently with comprehension

The main objective of this study was to investigate the assessment of students’ speaking skill in some selected preparatory schools. It was a descriptive survey. The data was collected from teachers and students using questionnaire, interview and classroom observations.  Taro Yemane (1996) formula was used to determine the sample size. Accordingly, 254 students were selected as samples using simple random sampling technique. But, six English language teachers who teach grade 11 students were selected using availably technique. The data collected via questionnaire was filled into SPSS and then, different statistical analysis such as frequency and percentage were computed from the data inserted in to SPSS. The result of statistical analysis was presented in the tables and pie chart. Besides, data obtained from interview were transcribed and categorized according to related themes. The study revealed that English teachers assess speaking skills of their students at different times. But, it was noted that the most teachers assess speaking skill during speaking lessons only. Regarding the frequency, many EFL teachers assess their students always, however, it was disclosed that there are teachers who assess their students speaking once in a month and even in a semester. The findings of the study also disclosed that different factors such as lack of adequate time, lack of sufficient material, large number of students per class, and teacher’s inappropriate way of assessing speaking skill affect the assessment of speaking skill.

The main objective of the study was to investigate the relationship between English language literacy skills and academic achievement between urban and rural secondary schools. The study employed a descriptive design. The subjects of the study were 139 students (73 urban and 66 rural) selected from seven secondary schools in Hawassa University Technology Village local district through a stratified random sampling technique. The data were collected by administering a literacy skill test that contains reading and writing skill items. Then, a t-test was computed to compare the mean differences between rural and urban secondary school high and low achievers’ English language literacy skill performances. And the p -value was computed to determine the level of significance of the obtained mean difference. The findings disclosed that there was a statistically significant mean difference between urban secondary school high achievers in the test scores of English language literacy (0.003, which is < 0.05) in which urban high achievers outperform. Likewise, regarding the subcomponents of English literacy skills, a statistically significant mean difference (0.006, which is < 0.05) was obtained between urban and rural high achievers, which favored the urban ones. On the other hand, the study also confirmed that there was no statistically significant difference between the urban and rural low achievers in their language literacy skill mean scores.