This study investigated the EFL reading goals of Grade 11 students across public and non-public schools in the Ethiopian capital, Addis Ababa. To this end, quantitative data were collected from 556 (375 public and 181 non-public) students via pre-tested structured questionnaire and analyzed into means, medians, standard deviations, ranges and Mann-Whitney U test scores. The results show that non-public school students were found better than public school students in possessing components of both extrinsic and intrinsic goals for reading. The notable exception in this regard is that public school students had higher social motivation for reading than their non-public school counterparts. Based on this finding, it has been concluded that non-public school students have a better chance of evolving as persistent self-initiated EFL readers since they have various goals which urge them to engage in reading a range of texts. It is thus recommended that English language teachers in public schools should constantly take actions to enable their students to develop appropriate EFL reading goals.

Effective teaching is the collaborative effort of both teachers and students. Teachers are expected to engage their students in teaching and learning process so as to make them active in the classroom. Thus, using peer assessment gives opportunity to a teacher to engage students in learning so that they take responsibility for their own learning. Accordingly, the main aim of this study was to investigate the effect of peer-assessment on students’ writing proficiency. In order to achieve this objective, the research question related to whether the use of peer-assessment can bring a change on the students’ writing proficiency was set. The study was quasi-experiment in design. It focused on 1st year Banking and Finance students of Jimma University. Two groups were randomly selected from the four groups and were again randomly assigned as treatment group and control group. Each group contained 30 students. In order to collect data from the students, paragraph writing test was used at the end of the intervention. The data collected were quantitative, and they were analyzed using inferential statistics called independent sample T-test. The result of the analysis showed that the students in the treatment group improved their writing proficiency than the students in control group. This indicates that the use of peer-assessment as intervention showed a significant effect on the students’ writing proficiency (t (58) = 3.537, p = 0.001, "Sig. (2-tailed)"). Therefore, it is possible to recommend that the use of peer-assessment in addition to teacher assessment is better than using teacher assessment alone so as to improve writing skills.

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The main intent of this study was to identify the impact of using learning log as a learning strategy on the academic performance of university students. Second year psychology students were included as subjects of this study. In the beginning of the study, the students were divided into two: experimental group (N = 60)