COVID-19 infectious disease resulted in a pandemic that has threatened millions of people in the world. It is caused by severe acute respiratory syndrome coronavirus (SARS-CoV-2), and it has created a global health crisis. Hence, the present study aimed at assessing communication strategies used by Ethiopian Public Health Institute and Ministry of Health to address COVID-19 vaccine hesitancy, make analysis of vaccination messages, and hybrid media messages to label best practices of communication techniques to address vaccine hesitancy. To attain this objective, a qualitative research method was employed to analyze messages that were disseminated with the hybrid national and regional media and social media platforms. MOH and EPHI disseminated messages; ministers, prominent people, opinion leaders and activists’ speeches used as subjects of the study. COVID-19 vaccination messages were selected through purposive sampling method. The contents of messages regarding health communication were analyzed. The finding showed that building COVID-19 vaccine acceptance through effective communication is important to stop the spread of the virus. The participatory and presumptive style communications are the possible method to promote COVID-19 vaccination before it reaches on refusal stage. Moreover, the results revealed that communication strategies contributed to vaccine advocacy and vaccination campaign to improve vaccine acceptance. MOH and EPHI used the hybrid media to mold the unscientific information and the misinformation of the vaccine. In sum, using effective communication strategies is very important to create awareness about COVID-19 vaccines, and avoid vaccine hesitation to strength the public vaccines acceptability.
Background: In the world today, many people use various communication technologies, like as computer-aided equipment, the internet, and so on. In information communication technologies, people use social media as one of the tools with which to exchange their ideas in everyday communications. Hence, the present study aimed at examining social media usage in improving English language proficiency from the viewpoint of medical students among Ethiopian public university students. Methods: A descriptive survey design was employed since the purpose of this study was to gain detail information about social media usage in improving English language proficiency from the viewpoint of medical students. Hence, the researchers intended to use a quantitative approach. This is because a quantitative methodology helps researchers calculate the results more easily and avoid the difficulties which a qualitative approach might entail. Results: The reports obtained from respondents showed that social media (SM) platforms have many advantages in improving medical learners' English understanding in the process of EFL learning. It positively affects them in improving their level of English proficiency. Gender not only influenced the attitude of students in using social media for learning English but also improved their proficiency in the process of language learning. Even if gender differences exist in nature, significant differences in the viewpoint of male and female students regarding social media (SM) usage in enhancing their English proficiency were not observed. The majority of the respondents strongly agreed that social media use plays a dominant role in improving English proficiency. Conclusion:In the English language learning-teaching process, social media platforms have many advantages in enhancing medical students' English proficiency in their own learning and teaching practices. Gender did not influence the attitude of students in using social media for learning English or improve their proficiency in the process of language learning.
The purpose of this study was to investigate the challenges of teaching speaking skill in a large EFL classrooms. The study was conducted to find out the challenges EFL teachers face while teaching speaking skills in a large classrooms, analyze how the factors affect teaching speaking skill in large classes and see what strategies teachers employ to promote speaking skills in the context of large classrooms. Descriptive method was employed to establish the existence of phenomena by explicitly describing them. Six grade nine EFL teachers and 100 grade nine students were involved in the study. The data were collected by using three tools: questionnaires, classroom observation and interviews. Both quantitative and qualitative data analysis methods were employed to analyze the data. The study showed that there are a number of challenges that contribute not to practice teaching speaking skill in large English language classrooms. According to the findings, although English language teachers have positive attitude towards teaching speaking skill, there are a number of problems that challenge them to practice it. The major challenges were classroom atmospheres which are not convenient for pair and group works, the nature of chairs and desks which are not moveable, the students lack of adequate motivation and courage to speak, the failure of classroom teachers to be committed and use their effort in the teaching learning process, the wide coverage of the contents in the students text book, failures of teachers and students to use different strategies in order to make speaking classroom convenient and effective are some of them. Finally, it was recommended that all concerned bodies, including parents are the most responsible to overcome the challenges and create a conducive atmosphere to conduct speaking classes.
The purpose of this study was to investigate the association between learning autonomy, language anxiety and thinking style. Thus, the study deals with the basis of autonomous learning along with the importance and different related concepts. To attain this objective, a survey research design was employed. The participants of the study were 598 undergraduate students (287 males and 311 females) enrolled in the department of English language at Debre Tabor University, Bahir Dar University, and Gondar University. To gather the information Horwitz and Cope’s, Foreign Language Classroom Anxiety Scale, Sternberg’s Thinking Styles Inventory, and Learner Autonomy Questionnaire developed by Zhang and Li were used. The findings indicated that non-parametric test was liable to be used in order to study the research hypotheses. Using Spearman correlation coefficient, the association was found between autonomy and language anxiety among Ethiopian university students. The other research question was an attempt to determine if there was the association between learner autonomy and thinking style which was confirmed through the use of Spearman correlation coefficient. Ultimately, the affinity between language anxiety and thinking style was addressed through the use of Spearman test which confirmed this association. Finally, it was recommended that pedagogical implications are needed to account for second or foreign language teaching and learning as well as textbook writers and curriculum designers.
The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Interview, questionnaire, and observation were used to gather data. The findings revealed that teachers failed to practice the teaching of early reading in line with the purposes and principles of teaching early reading. Teachers used traditional way of teaching approach in teaching reading. The study also showed that teachers are deficiently trained regarding phonological awareness, alphabetic principle, reading comprehension, oral fluency, vocabulary, and phonemic awareness. Besides, lack of teachers training, lack of materials, and unrelated educational qualification were major impediments of teachers while implementing teaching early reading. Finally, it was recommended that teachers be given trainings about methods of English language teaching in general, and teaching early reading in particular.
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