The main aim of this research was to explore lecturers’ and students’ perceptions of the effectiveness of teaching listening skills to English foreign language (EFL) students at three Ethiopian universities with the purpose of proposing guidelines and recommendations for effective teaching and learning of EFL listening skills. The research was prompted by a number of research projects which indicated that listening skills and the teaching of listening in the Ethiopian context were not effective resulting in students who are ill equipped for listening effectively. A mixed method approach was followed as a design for the empirical research study. A pragmatic research paradigm, using both quantitative and qualitative methods and then blending the two methods was employed. Quantitative data were collected from 72 lecturers and 158 students at three Ethiopian universities by means of close-ended questionnaires using a five-point Likert scale instrument. For the qualitative phase of the study data were collected by means of semi-structured interviews with lecturers and students. Observations of listening lessons presented in the classroom and in the language laboratory were done by means of completing an observation checklist and note-taking. These were used to triangulate data. The analysis of the data obtained by means of the questionnaires and the observation checklist were done using descriptive and inferential statistics. Qualitative data obtained by means of unstructured interviews (which were transcribed verbatim) were coded and divided into themes. The research findings indicated that the lecturers’ perceptions of the activities used during the pre-, while- and post-listening phases and the use of listening material were more positive than those of students and that females perceived the effectiveness less positive than males. The data obtained by means of interview questions confirmed what was found in the quantitative part of the study. Observations carried out in the three universities showed that the teaching of listening skills was mostly poorly done and that the listening material used was not suitable and did not interest students. The use of bottom-up and top-down strategies were found to be used inadequately in the teaching of EFL listening skills. The teaching methods and strategies used, as well as activities provided during each listening phase were found to be generally poor. A model for teaching EFL listening in the classroom was proposed in this study. Lecturers and students expressed their challenges in teaching and learning EFL listening skills and also made recommendations for best practices on how to improve the teaching and learning of EFL listening. These challenges and recommendations for best practices mostly centred around lecturer-related, student-related and institutional-related factors. This study has suggested recommendations pertaining to the lecturers, students, institutions of higher education, the Ethiopian Ministry of Education and schools. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Abstracts in Afrikaans and English / Inklusiewe onderrig ondersteun die insluiting van alle leerders met verskillende behoeftes en vaardighede in klaskamers, wat baie keer te groot, of te verskillend vir doeltreffende onderrig is. Beweging as deel van ‘n vroeë leerervaring is noodsaaklik vir optimale neurale ontwikkeling. Dit beïnvloed organisasie en stimuleer die spesifieke neurologiese sisteme nodig vir optimale funksionering en ontwikkeling van die brein. Sensoriese integrasie disfunksie word gesien as die wortel van baie leerprobleme. Die vestibulêre sisteem is direk verbind met die sensoriese en motoriese sisteme. ‘n Sensoriese integrasie disfunksie het ‘n duidelike invloed op die vestibulêre sisteem. Die vestibulêre sisteem het baie interkonneksies met baie dele in die brein, byvoorbeeld propriosepsie en die tassisteem. Doeltreffende funksionering van die sensoriese, motoriese en vestibulêre sisteme word verlang vir ‘n hoë vlak van prestasieverrigting in sport en akademie. Wanneer die vestibulêre sisteem gestimuleer word, het dit ‘n direkte positiewe invloed op die sensoriese en motoriese ontwikkeling van leerders. Die doel van hierdie studie was om te bepaal wat die persepsie van grondslagfase-onderwysers en ouers is oor die rol en voordele wat vestibulêre oefeninge te weeg kan bring in die motoriese en sensoriese ontwikkeling van leerders. Leerders in graad 1 van ‘n privaatskool, asook van grade 2 en 3 van ‘n plaasskool is gekies as deelnemers in die studie. Die keuse van leerders was op grond van die bereidwilligheid van hulle en hul ouers om aan die studie deel te neem. Leerders het ‘n vestibulêre oefenprogram drie maal per week gedoen vir die tydperk van agt weke. Observasie-vraelyste is deur onderwysers en ouers ingevul na afloop van die derde sessie elke week. Vir die vraelys het ouers en onderwysers gekyk na die verbetering in aandagspan, konsentrasie, luistervaardigheid, oogkontak, sosiale interaksie en samewerking. Onderhoude is met ouers en onderwysers gedoen na aanleiding van die observasievraelyste wat vir die agt weke voltooi is. Transkripsies van die onderhoude is gedoen en afleidings is gemaak deur analise van die observasie-vraelyste en die getranskribeerde onderhoude. Al ses die ontwikkelingsareas by beide skole het verbetering getoon oor die agt weke. Dit dui daarop dat vestibulêre oefeninge wel ‘n invloed op die sensoriese en motoriese ontwikkeling het. / Inclusive education promotes the inclusion of learners with different needs and capabilities in classes which are often too big and diverse for effective teaching. Movement as an early learning experience is necessary for optimal neural development. It influences organisation and stimulates the specific neurological systems required for optimal functioning and development of the brain. Sensory integrative dysfunction is believed to be at the root of many learning disorders. The vestibular system is directly connected with the sensory and motor systems. The vestibular system will be directly affected when a sensory integrations dysfunction presents. In fact, the vestibular system has many interconnections with almost every other part of the brain like proprioception and the tactile system. Proper functioning of the sensory, motor and vestibular systems is required for higher level performance in sport and academics. When the vestibular system is stimulated, it will result in a positive influence on the sensory and motor development of learners. The aim of this study is to determine the perceptions of foundation phase teachers and parents regarding the role or benefits of vestibular exercises in promoting learners’ motor and sensory development. Learners in Grade 1 of a private school and Grade 2 and 3 learners of a farm school in the northern Free State were selected as participants in the research. Learners were selected on the basis of the willingness of them and their parents to participate in the research. The participants did exercise sessions three times a week for thirty minutes over a period of eight weeks. Observation sheets were completed for all eight weeks, for the duration of the exercise program, by teachers and parents. These sheets were completed weekly after the third sessions in that week. The observation sheets listed concentration, attention span, listening, eye contact, cooperation, social interaction and self-esteem as developmental areas. Interviews were done after the period of eight weeks with the parents and teachers. The interviews conducted with both parties were taped and meticulously transcribed. This helped the researcher to get a better understanding of the study and to analise data and draw conclusions.All six areas of development showed improvement at both schools over the period of eight weeks. This indicates that stimulating the vestibular system promotes sensory and motor development. / Inclusive Education / M. Ed. (Inklusiewe Onderwys)