Moral Dilemmas: Analysing Predictors of Student Ethical Ambiguity in the Praxis of EFL/ESL Homework Assignments, Ethiopia

Abstract

Introduction Background of the StudyConsider, for instance, if greetings at the beginning of a class, soon turn into nagging, and if, afterwards, it has been realized as checking up homework assignments repeatedly serves as a viable source, how do teachers carry out instructions? What is the essence of teacher's roaming within the rows of the lecture room to check on? "What is important for language learning is," said Prabhu, (1987), "learners' engagement in a task rather than their success in it." (p. 56). The questions, can be, and have been from English language instructions.In this sense, let's take a clear understanding of the meaning of homework was given by H. Soukhanov, et al. (1936). They said, "A work, such as schoolwork or piecework that is done at home" (p. 3491). Many linguists irrefutably acknowledge this meaning and add their account. For instance, Harmer (2012) said, "Homework is like magic! The more that students do it, the better their English becomes" (p. 168). In spite of this morality, however, some students serve all the falsity and heartrending descriptions or reasons as a cover-up.Of interest in this context are apparently the moral regeneration. So, the reason for why clever students, in most cases, meet deadlines and laissez-faire students fail is predominantly emanates from the vaguest grasp of what has been happening. In the context of English as a Foreign Language or English as Second Language (henceforth EFL/ESL) instructions, thus, crossover research (see Richards and Rodgers, 2001, p.254) is extremely important to properly address the issue, i.e., the confluence of disciplines would able to answer in vividness.The moral dilemma is a situation which appears to force individuals to choose between two or more strongly held beliefs about right and wrong, and sometimes moral reasoning uses to evaluate what someone does (Matsumoto, 2009, p. 315, R. Morrow, 2018. As indicated in C. Labarba (1981) "Moral reasoning may be accelerated or acquired by imitation or social learning, or as a function of reinforcement" (p.498). To this context (e.g., Reasons like, "A relative has passed away; I am sick; I haven't the module etc."). Obviously, students of this age can make plenty of reasons to suppress weaknesses. More important, they should have developed the feeling of what is right and wrong. Therefore, the very good reasons that tend to be acceptable to get teacher's mercy. This trend can be infectious and can be easily proliferated.In simple terms, moral dilemmas, in the context of homework assignments (henceforth HWAs) relate to reasons given by the students as a result of failing to completions. But it is not as simple as that; it needs learners' perseverance to accomplish to meet requirements. It takes students a month or more to display the desired qualities, though teachers expect duties and responsibilities therein. Consequently, teachers narrate their classroom account as a heart-breaking and distressing in the attempt of assessment. On top of this, Vatterott (2009) explains its signi...