scholarly journals The Effect of Integrated Language Teaching on Students' Vocabulary Retention as Compared to Non-Integrated One: The Case of Grade Ten Students of Jimma University Community School.

2011 ◽  
Vol 6 (1) ◽  
Author(s):  
YT Mengesha
Keyword(s):  
Language Teaching ◽  
Community School ◽  
Vocabulary Retention ◽  
Jimma University ◽  
University Community

scholarly journals Rooftop rainwater harvesting potential for a domestic purpose using samsamwater, case of Jimma University Institute of Technology, Ethiopia

2021 ◽  
Author(s):  
Dessalegn Geleta Ebsa
Keyword(s):  
Water Supply ◽  
Water Demand ◽  
Socioeconomic Development ◽  
Rainwater Harvesting ◽  
Underground Water ◽  
Annual Rainfall ◽  
Community School ◽  
Rooftop Rainwater Harvesting ◽  
Institute Of Technology ◽  
Jimma University

Abstract The key sources of water supply are rainwater, underground water and surface water. Rooftop rainwater harvesting is a technique through which the rain is captured from the roof catchments. The objective of this study was to investigate rooftop rainwater harvesting potential for domestic purposes using a samsamwater tool. This can be used in dry and wet seasonal situations based on the roof size and population density, which plays a crucial role in socioeconomic development and keeping community school welfare. Rooftop rainwater harvesting is the most reliable, easiest to access, and suitable source for water supply. This study was carried out from June 2018 to December 2019 based on a case study of three Jimma University Institute of Technology Kito furdisa campus. Since then, rainfall data, rooftop catchment, water consumption and water demand data have been used as inputs. Based on the findings, the annual rainfall is 1846 mm. The total roof size of the school is 888.32 m2 and almost the entire age of the building ranges between 5-15 years. It has been constructed of galvanized iron in which its run off coefficient is estimated at 90%. The collected data has been analyzed using different tools, including the Samsamwater RWH model, and SPSS statistics version 22. As a result, the volume of harvested rainwater was 12,826 m3/yr., which covered all non-potable water needs for 14,458 of the school population. The total yearly water requirement for a working day (182 days) and working days plus no working days (365 days) of the school is 18,606.72 and 26,759.47 m3/yr. respectively. The reliability of harvested rainwater from the rooftop for the community school can meet about 63.4 % of the water scarcity reduced by feeding for (365days). Whereas the reliability of rainwater-harvested potential is, 82% of water demand can be met by considering the schedule of working days (9 months). The average reliable for the study area is greater than 72.6% of water demand.

scholarly journals Authentic ELT Material Adaptation: Drawbacks, Prevalence and Solutions: The case of Wolkite University community school, Wolkite, Ethiopia.

2020 ◽  
Vol 8 (01) ◽  
pp. 597-606
Author(s):  
Fikremariam Yirgu Wondimtegegn
Keyword(s):  
Document Analysis ◽  
Community School ◽  
Teaching Program ◽  
Authentic Material ◽  
Qualitative And Quantitative ◽  
Adaptive Techniques ◽  
Language Classroom ◽  
Quantitative Approaches ◽  
University Community

This paper examines the contributing issues that enhance students learning through adapting ELT materials and assessing its effectiveness forwarding to take measures. The study used both qualitative and quantitative approaches. The study was conducted a research by developing questionnaire, observation and document analysis. The data were collected from principals, teachers, students and woreda education officers. The data collected were arranged and organized for analysis and interpretation. Based on the analysed data, the study found out that limitations in the implementation of authentic material adaptation and how to use various adaptive techniques. Teachers lack of motive and interest to design and select language materials that fit the curriculum and closely correspond with the aims of the teaching program and the needs of the students. Thus, the study recommended that adapted materials should be carefully evaluated and selected before being used for a language classroom.

The Implications of Statements by Aboriginal Leaders for Language Teaching in Aboriginal Schools

1990 ◽  
Vol 18 (3) ◽  
pp. 3-53
Author(s):  
B. Graham
Keyword(s):  
Aboriginal People ◽  
Language Teaching ◽  
Cross Cultural ◽  
Community School ◽  
Cultural Issues ◽  
Educational Linguistics ◽  
The Cross

In the Plenary Address to the Cross Cultural Issues in Educational Linguistics Conference held at Batchelor in 1987, Mandawuy Yunupingu, Principal at Yirrkala Community School, expressed the hope that a school using ‘both-ways’ curriculum would help Aboriginal people regain control of their lives. Among other things he states, If you have control of both languages you have double power.(Yunupingu, 1987, p.4)

scholarly journals Corpus Concordance for Enhancing EFL Learners’ Vocabulary Retention

2015 ◽  
Vol 3 (1) ◽  
pp. 56 ◽  
Author(s):  
Ayman Mohamed El-Esery
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Word Meaning ◽  
English Language Teaching ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Point Of Interest ◽  
Study Results ◽  
Efl Students

<p>The snappy and dependable utilization of Concordancers forwarded them for use in studies. Since Lexis start language learning, advocates have tried to utilize concordancing programs in English language teaching. Computer programs are utilized as a regular part of language teaching, yet they don't take much place in the instructing of Lexis. This study first point of interest is the utilization of concordancing programs and gives methods that can be managed in ELT and represents sample uses of concordancing programs in teaching Lexis after reviewing literature related to concordance in ELT. Thirty EFL students enrolled at the Uqlat Asoqour College of Science and Arts, Qassim University represented the sample of this study. Results showed that the students using an online concordance learning approach had a higher level of retention in terms of word meaning and word usage in comparison with those using the regular vocabulary learning method.</p>

scholarly journals The Effect of Corpus-Based Language Teaching on Iranian EFL Learners’ Vocabulary Learning and Retention

2016 ◽  
Vol 6 (4) ◽  
pp. 190 ◽  
Author(s):  
Ladan Ashkan ◽  
Seyyed Hassan Seyyedrezaei
Keyword(s):  
Language Teaching ◽  
Vocabulary Learning ◽  
Language Teachers ◽  
Control Group ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control ◽  
Teaching Grammar

<p>The use of corpora in second/foreign language (ESL/EFL) classes has established to be a valuable tool in teaching grammar, vocabulary and natural language use. The corpus-based approach to language teaching and linguistics has gained its prominence since the mid-1980s. However, there has been little research on investigating the corpus-based tasks openly in the classroom. The current research attempts to examine the effect of corpus-based teaching on EFL learners’ vocabulary learning and retention of Iranian EFL learners. Forty pre university Iranian female students at Saei high school in Gorgan, aged 18 participated in this study. The number of participants in each group was 20. After administering the pretest, students in the experimental group were taught using corpus-based approach while students in the control group were taught using traditional methods. After instruction, a posttest was administrated to both groups. After two weeks of the first posttest, the second posttest was administrated to both groups to see the effect of corpus-based teaching on vocabulary retention (immediate retention). The design of the study was quasi-experimental, as there was no random selection. T-tests were employed to analyze the collected data from the vocabulary tests including pretest and posttests. The results of the study indicated a significant difference between the experimental and control group in favor of corpus-based vocabulary teaching. The result also showed that corpus-based teaching has a significant effect on EFL students’ vocabulary retention and the effect did not fade away over time. This study has some pedagogical implications which can bring fruitful results for language teachers and learners and material developers.</p>

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