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Understanding the connections curren...

Wideman, Loretta H.

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Understanding the connections current or former Ethiopian United States and United Kingdom-based graduate students make between their learning experiences and communicative English skills.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding the connections current or former Ethiopian United States and United Kingdom-based graduate students make between their learning experiences and communicative English skills./
Author:	Wideman, Loretta H.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	226 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
Contained By:	Dissertation Abstracts International78-02A(E).
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10289904
ISBN:	9781369320831

Understanding the connections current or former Ethiopian United States and United Kingdom-based graduate students make between their learning experiences and communicative English skills.
Wideman, Loretta H.

Understanding the connections current or former Ethiopian United States and United Kingdom-based graduate students make between their learning experiences and communicative English skills. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 226 p.

Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.

Thesis (Ph.D.)--New Mexico State University, 2016.

Although English is the medium of instruction in secondary schools and universities in Ethiopia, many Ethiopians say they still face challenges when using spoken English (Boyossa, 2012; Dagnew, 2012; Eshetie, 2010; Ibrahim, 2012). Teachers of the English language in Ethiopia can benefit from knowing how Ethiopians who grew up and went to school in Ethiopia have acquired English communicative competence to the level where they have studied in graduate programs in the United States and the United Kingdom. According to the participants interviewed in this study, both school and life experiences affected their English communicative competence. In the area of school experiences, the teaching and learning environment, including English as a medium of instruction, teachers' English abilities and educational experiences, students' prior knowledge in English grammar, and at some point students having had a communicative curriculum affected their English communicative competence. Additionally, both with school and life experiences, participants reflected on how motivation and interest, technology use, and having had an English-speaking environment at some point in their lives were contributing factors to their English communicative competence abilities.

ISBN: 9781369320831Subjects--Topical Terms:

516208
English as a second language.

Understanding the connections current or former Ethiopian United States and United Kingdom-based graduate students make between their learning experiences and communicative English skills.
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500 $a Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
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520 $a Although English is the medium of instruction in secondary schools and universities in Ethiopia, many Ethiopians say they still face challenges when using spoken English (Boyossa, 2012; Dagnew, 2012; Eshetie, 2010; Ibrahim, 2012). Teachers of the English language in Ethiopia can benefit from knowing how Ethiopians who grew up and went to school in Ethiopia have acquired English communicative competence to the level where they have studied in graduate programs in the United States and the United Kingdom. According to the participants interviewed in this study, both school and life experiences affected their English communicative competence. In the area of school experiences, the teaching and learning environment, including English as a medium of instruction, teachers' English abilities and educational experiences, students' prior knowledge in English grammar, and at some point students having had a communicative curriculum affected their English communicative competence. Additionally, both with school and life experiences, participants reflected on how motivation and interest, technology use, and having had an English-speaking environment at some point in their lives were contributing factors to their English communicative competence abilities.
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