Thesis and Dissertations

Effects of the Flipped Learning Model on Grammar Achievement, Perceptions, and Engagement among First-Year EFL Students at Bahir Dar University

Fri, 01 Aug 2025 00:00:00 GMT

Effects of the Flipped Learning Model on Grammar Achievement, Perceptions, and Engagement among First-Year EFL Students at Bahir Dar University Haile, Abrha This study investigated the effects of the flipped learning model (FLM) on first-year university students’ grammatical achievement, perceptions of the model, and learning engagement at Bahir Dar University, Ethiopia. The participants were drawn from first-year Natural Science students enrolled in the "Communicative English Language Skills I" course, with a total of 32 sections available. Using convenience sampling, two sections were selected and randomly assigned to the control and experimental groups. The group's outcomes were compared using a quasi-experimental design because random assignment was not feasible. A mixed-methods approach was then used to triangulate findings and provide a comprehensive explanation for the quantitative results through qualitative insights. Over six weeks, the experimental group received instruction via the Flipped Learning Model, which combined pre-class video lectures with in-class active learning, while the control group was taught using conventional methods (lectures followed by discussion-based group work). Data were collected through pre- and post tests (Cronbach’s α = 0.85 and 0.84, respectively), a Learning Experience Questionnaire (LEQ; α = 0.81), and University Student Engagement Inventory (USEI; α = 0.84). Classroom observation was also carried out. The data analyses included descriptive statistics, t-tests, MANOVA, ANOVA, and thematic analysis. Results revealed statistically significant improvements in grammar achievement among the experimental group. Students also reported generally favorable perceptions of the FLM, particularly appreciating the adaptability of instructional videos. However, some expressed reservations about the effectiveness of in-class activities. No direct correlation was found between grammar achievement and students’ perceptions. The MANOVA analyses through its Multivariate tests and tests of Between Subjects Effects, revealed that the FLM significantly enhanced emotional and cognitive engagement, fostering excitement, enjoyment, and critical thinking, but no significant improvement was observed in behavioral engagement. The findings suggest that the FLM positively influences grammar learning and promotes deeper emotional and cognitive engagement, highlighting its potential for creating an interactive learning environment. The study underscores the importance of structured pre-class preparation in enhancing the students’ grammar achievement and their learning. Finally, a discussion of the findings, conclusions, implications for teaching practices, recommendations, and future research areas are presented in light of the findings

Effect Of Design Thinking-Based Instruction On Students' Academic Writing Performance, Creative Thinking Skills, And Motivation

Fri, 01 Nov 2024 00:00:00 GMT

Effect Of Design Thinking-Based Instruction On Students' Academic Writing Performance, Creative Thinking Skills, And Motivation Bezabih, Mitiku This study investigated the effect of design thinking-based instruction on the writing performance, creative thinking skills, and writing motivation of second-year university students in the department of management. A quasi-experimental pretest-posttest control group design was employed. For this purpose, 51 students were randomly assigned from two intact classes in a university where 24 students of a class were randomly assigned as the experimental group receiving design thinking instruction, and 27 students of the other class were assigned as the comparison group receiving conventional methods. Data were collected through pre- and post- tests, as well as text analysis and students‘ reflective journals. While thematic analysis was employed to analyze the qualitative data, independent and paired sample t-tests were used to analyze the quantitative data. The results have revealed that the mean score differences between the experimental (M=4.90, 4.70, 3.92) and comparison group (M=2.65, 1.67, 1.84) on students‘ argumentative essay writing performance, creative thinking skills, and motivation to write, respectively. These differences are statistically significant between the two groups in essay writing performance, creative thinking skills, and motivation, with the mean of the experimental group being significantly higher than the mean of the comparison group at (t = 20.89, df = 37.09; t = 37.84, df = 38.86; t=40.94, df=41.93, p < 0.05) respectively. Particularly, the experimental group of students‘ writing performance and creative thinking skills achieved higher scores in task achievement, coherence and cohesion, lexical resources, grammatical range and accuracy, and fluency, flexibility, elaboration, and originality than the comparison group. Based on the findings, it is possible to conclude that design thinking-based instruction significantly enhanced the students‘ argumentative essay writing performance, creative thinking skills, and writing motivation. Finally, implications for teachers, researchers, educators, course book writers, and policymakers have been forwarded to consider employing the design thinking method to promote effective essay writing, creative thinking skills, and motivation in the field of English language teaching.

Vocabulary Learning Strategies as Predictors of EFL Freshman Students’ Written Receptive Vocabulary Size at Debre Tabor University: A Moderation Analysis of Gender and Field of Specialization

Tue, 01 Jul 2025 00:00:00 GMT

Vocabulary Learning Strategies as Predictors of EFL Freshman Students’ Written Receptive Vocabulary Size at Debre Tabor University: A Moderation Analysis of Gender and Field of Specialization Melkamu, Yaregal Andualem This study investigated Vocabulary Learning Strategies as Predictors of EFL Freshman Students’ Written Receptive Vocabulary Size at Debre Tabor University: A Moderation Analysis of Gender and Field of Specialization. The present study employed a convergent parallel mixed-methods design, specifically, the concurrent triangulation design. The quantitative data were collected through a vocabulary learning strategy questionnaire and vocabulary size test questions, while the qualitative data were collected through semi-structured interview questions. The quantitative study of the current study employed descriptive analysis such as statistics including frequency, percentage, mean, and standard deviation, and inferential statistical analysis methods such as independent sample t-tests, Pearson product-moment correlation, and linear multiple regression analyses. Thematic analysis was applied to analyze and interpret the qualitative data. The findings revealed that EFL freshman students were medium vocabulary learning strategy users. The results also indicated that EFL freshman students used the discovery determination strategy most frequently ( mean score=2.93) and the least used strategy was the memory strategy( mean score=2.67). The independent sample t-tests result showed that no statistically significant variances of gender and field of specialization(P=.096 and .115, respectively) across the six vocabulary learning strategies. Furthermore, the findings of the current study revealed that there is a significant positive relationship between perceived vocabulary learning strategies and written receptive vocabulary knowledge among the target EFL students with the value of P= .000< .05). In addition, the overall vocabulary learning strategy preferences have a significant positive linear relationship with perceived written receptive vocabulary knowledge(R²=.0.194, F (6,349) = 13.971, P= .000< .05). Remarkably, while metacognitive, social consolidation, cognitive, social determination, and memory strategy were analyzed, only determination strategy significantly contributes to predicting students’ written receptive vocabulary knowledge. Moreover, data from the semi-structured interviews showed that some students benefit from formal VLS instruction, many rely on independent learning or receive only limited guidance, pointing to a possible lack of consistent and explicit VLS teaching within the formal education system. Finally, the findings of this study provide new insights with important implications for foreign language teaching theory, pedagogy, and methodology, both within Debre Tabor University and in broader EFL contexts

Effects of Corpus- Based Instruction on EFL Students Written Grammatical Accuracy

Tue, 01 Jul 2025 00:00:00 GMT

Effects of Corpus- Based Instruction on EFL Students Written Grammatical Accuracy Aman, Matebie Dagnaw Usage-based theories have influenced English grammar instruction by focusing on real-world language use. Yet, grammar teaching remains relatively unchanged by research findings. This study, therefore, investigated the effect of corpus based instruction on grade eleven students grammatical accuracy with application to writing skills and their perceptions. By employing all the requirements of pre-test post-test quasi-experimental design, participants were assigned into an experimental group learnt through corpus based instruction and a control group received traditional instruction. The investigation focused on modal auxiliary verbs of ability and past simple habitual expressions identified as problematic areas. The four-week intervention covered two weeks for modal verbs of ability and two weeks for past habitual expressions excluding homework assignments. Data were collected through written tests, questionnaires, and semi- structured interviews. Test and questionnaire data were analysed quantitatively, while semi- structured interview data were analysed qualitatively using thematic analysis. The Ethiopian Students Corpus and British National Corpus were compared for frequency distribution and error patterns of target constructions. Pre-test and post-test results showed significant improvements in both groups with the experimental group outperforming the control group. Regarding to frequency distribution and error patterns, the results showed that "can" was more common in the Ethiopian Students Corpus, while "could" was frequent in the BNC, with no use of "was/were able to" in the Ethiopian corpus. Overgeneralization and subject-verb agreement errors were reduced in the experimental group. Differences in past habitual expressions also found with common errors like omitting subjects, incorrect use of "used to," and misusing "would" for singular past events. Most students showed positive attitudes towards corpus based instruction. From the results, it could be deduced that the instruction improved their ability to apply grammar in real-life contexts particularly benefiting from concordance lines though some