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The Influence of Gender and Study Duration on EFL Learners' Speaking Strategies Use
By Dinsa, Mitiku Tasisa
The speaking strategy use of students is perceived to be successful in L2 learning and competent English users. The aim of this study was to pinpoint the influence of gender differences on students' speaking strategies use. It also intended to identify the influence of study duration on students' speaking strategies use to learn speaking skill at Wolaita Sodo University, Ethiopia. The participants of the current study were 70 (34 female and 36 male) English major students in the Academic Year of 2020. A descriptive comparison design was utilized for this study. The data were collected from the targeted population using a questionnaire and interview whether gender and study duration influence students' speaking strategies use or not. The results denoted that there were significant relationships between females and males in employing speaking strategies to learn speaking skill. Gender has no an influence on students' speaking strategies use to exercise oral communication. However, the finding denoted that there was statistically a significant difference between second year and third year EFL students in using speaking strategies to promote their speaking proficiency. Study duration has an influence on students' speaking strategies use to train oral communication. Therefore, this study recommends learners should use appropriate speaking strategies based on their interest to promote their speaking proficiency; they must be trained and supported to employ different strategies develop their oral communication skills.
EFL Teachers' Stress and Coping Strategies: The case of public primary schools in Jimma Zone, Ethiopia
By Ayalew, Teshale
EFL teachers usually experience stress as a result of environmental and personal factors. However, the problem and its triggering factors appear to be overlooked in the study context. Thus, the goal of this study is to look into EFL teachers' stress, the factors that contribute to it, and the coping strategies used in public primary schools in Jimma Zone, Ethiopia. Mixed methods design, cluster sampling, and judgmental sampling techniques were used in the investigation. A total of 100 EFL teachers took part in it. Data was collected using a questionnaire and an interview, and descriptive and inferential statistics were employed to analyze the data. The findings demonstrate that the majority of the teachers have experienced stress and that all of the posited factors have a substantial association with the problem. The major finding is that stress negatively affects EFL teachers' working behavior. In light of this finding, it is suggested that coping strategies training be provided. The study has pedagogical implications as it suggests that emotional intelligence and stress coping techniques be included in EFL teaching methodology courses. Finally, because the sample is too small to generalize to various situations, more research on a large scale is suggested to understand the magnitude of the problem's expansion in the region.
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