This study examined the effects of teacher scaffolding on students' reading comprehension in Dona Berber Primary School, Ethiopia. Forty were selected using purposive sampling. A quasi research design was employed to examine changes in the students' reading strategies and reading comprehension as a pre-and post-reading comprehension tests checklists, and Focus Group Discussion were used paired samples t-test and percentage were employed to analyze the quantitative data, but meta-explanations were used to analyse the qu indicated that scaffolding reading strategy instruction is effective in improving students' passage reading comprehension and teacher's and students' utilization of scaffolding reading strategies (experiences). Therefore, it is training on scaffolding reading strategy use be given to English language teachers and students in a large scale.

This study examined the practices and challenges of teaching assessment in Dona Berber Primary School. Twelve grade 4 students were selected using simple random sampling technique and an English teacher and a school supervisor were selected by available sampling. Structured Classroom Observati checklist, reading skills test and unstructured interview were used as data collecting instruments. The quantitative data were analyzed using percentage whereas the qualitative ones were narrated. The quantitative data disclosed lower student scores, while the qualitative data showed that reading strategies were not infused in the reading lessons. The result also showed that the reading skills assessment was poorly addressed. Therefore, it is recommended that those who are in the decision line shall work to create a reasonable balance between reading strategies and assessment.

The purpose of this study was to examine fidelity of peer mediation and its role in improving students' oral English communication skills at Debre Communicative English Skills class was randomly selected as a study group. From this class, high-and medium together with low communication skills were identified as peer mediators (N=15) and mediatees (N=61), respectively. The mediatees were categorized into medium and low achieving peer groups, each of which comprised five members, including one peer mediator assigned randomly to the group. During a three-week teacher trained in the peer mediation procedur enhancing such aspects of oral abilities as organization of related bits of information, succession of events and description of individual qualities in personal introduction. The findings revealed that there was an acceptable level of agreement between both the peer mediators and the mediatees on fidelity of the peer mediation as they rated the fidelity checklist. Pre-to post-test oral communication scores significantly improved for low and medium achievers as a result of the peer mediation. Based on the findings, recommendations were made for purposes of examining sustained practicality of peer mediation toward improving students' learning and performance in oral English communication skills.

Teaching argumentative essay writing to students through questioning is prominent to provide them with sufficient skills to compete in this world. Having this in mind, this descriptive study was conducted to identify students’ attitudes and their common problems in practicing argumentative essay writing skills through questioning method at DMU, in Ethiopia. To fulfill the purpose of this study, sixty management students answered the questionnaire. The results from the questionnaire revealed that all students have positive attitudes towards using the method while practicing writing. The data also revealed that inappropriate teaching method, time constraints, and large class size were the most common problems that did not allow students to apply their argumentative essay writing skills through questioning method effectively. This study recommends educators, policymakers, and  other stakeholders to reconsider the attitudes and problems of university students while designing question-based argumentative essay writing teaching materials.

This study examined the effects of an English teacher's scaffolding on students' passage reading fluency in Dona Berber Primary School, Ethiopia. Thirty Grade 4 students participated in a quasi-experimental pre examine changes in their reading strategies and fluency as a scaffolding. Oral reading fluency tests, two structured classroom observation checklists, and interview were used as data collecting instruments. The quantitative data were analyzed using t-test and percentages whereas the qualitative ones were meta-explained. Both the quantitative and qualitative data indicated improvements in students' reading and strategy use. The findings suggest that scaffolding reading strategy instruction is effective in enhancing students' oral reading fluency of grade 4 students. Therefore, it is recommended that scaffolding reading strategy training be given to English language teachers and students to make the reading lesson engaging and student-friendly. Besides, it is recommended that a detailed future investigation and intervention be made in the area.