プロフィール詳細

プロジェクトを作成

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Dr. Ebabu T.に依頼

Ethiopia

Associate Professor Researcher/ Academic Researcher/ Academic Writer/ Academic Writing Reviewer/Editor, and proofreader

プロフィール概要

I have a Bachelor of Arts (BA) in English Language and Literature and a Master of Arts and PhD in Teaching English as a Foreign Language from Addis Ababa University. I am working as an associate professor of TEFL at Bahir Dar University, Ethiopia. At the university level, I have about 19 years of experience teaching English language courses, including Academic English, Reading and Writing, Speaking and Listening, Grammar, Research and Report Writing and ESP. In addition, I have long experience of teaching different courses, such as research methods, theories and approaches to second language learning, syllabus and material writing and current issues in language teaching for MA TEFL and Studies in Second Language Acquisition; Issues in Language Teaching & Assessment; ELT/EFL Curriculum Development; Syllabus Design and Program Evaluation; Advanced Research Methods in English Language Education; Language Teaching and Teacher Development; Development, Design, and Evaluation of Language Program; and Doctoral Seminar I and II for PhD TEFL students. I also have long experience of supervising, mentoring, and examining MA TEFL and PhD TEFL students. I have long experience of reviewing, editing and proofreading MA and PhD students Theses and Dissertations. I was also in charge of creating course materials, giving lectures and seminars, evaluating student performance, including PhD students, and assisting students from various language and cultural backgrounds in my prior positions at several universities, including Bahr Dar University. I have more than 20 peer-reviewed journal articles published in reputable international and local journals. My research interests involves English language teaching (ELT), literacy development, technology-integrated language instruction, teacher education, academic writing, and educational assessment As a reviewer and editor, I have evaluated manuscripts for scholarly journals and academic conferences. I give professional services in academic writing, editing, proofreading, research proposal development, thesis and dissertation review, APA 7th edition formatting, and journal manuscript preparation. I am devoted to delivering high-quality, timely, and ethically grounded academic work that meets international publication standards. my strong analytical skills and deep understanding of research design and academic conventions make me a reliable partner for researchers, individual, and organizations that seek quality services.

専門分野

• ☆ English Language
• ☆ English as a Second Language (ESL)
• ☆ English Studies
• ☆ Teacher Education
• ☆ English Education
• ☆ Research Methodology

サービス

• Writing
• Research

Writing Technical Writing, Business & Legal Writing, Copywriting, Audio Transcription, General Proofreading & Editing, Translation

Research User Research, Meta-Research, Feasibility Study, Gap Analysis, Scientific and Technical Research, Systematic Literature Review, Secondary Data Collection

職務経験

English Language Instructor and Researcher

Bahir Dar University

2月 2016 - 2月 2035

English language instructor and researcher

Debre Markos University

2月 2015 - 10月 2015

English language instructor and researcher

Debre Birhan University

11月 2013 - 2月 2015

English language instructor and researcher

Jimma University

10月 2007 - 10月 2013

学歴

PhD in Teaching English as a Foreign Language (TEFL) (English Language and literature)

Addis Ababa University

9月 2007 - 7月 2013

Master of ARTS in Teaching English as a Foreign Language (TEFL) (English Language and literature)

Addis Ababa University

2月 2005 - 4月 2007

PhD in TEFL

Addis Ababa University

2月 2005 - 4月 2007

Bachelor of Arts in Foreign languages and Literature

Addis Ababa University

6月 1999 - 2月 2004

認定資格

• A120-hour Key English Language Training Course

  British Council

  12月 2007 - 現在

出版物

JOURNAL ARTICLE

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Second Language Research, 25, 355-376. https://doi.org/10.1177/0267658309104578 Dyson, B., & Håkansson, G. (2017). Understanding second language processing: A focus on processability theory. John Benjamins. Glahn, E., Håkansson, G., Hammarberg, B., Holmen, A., Hvenekilde, A., & Lund, K. (2001). Processability in Scandinavian second language acquisition. Studies in Second Language Acquisition, 23(3), 389-416. https://doi.org/10.1017/S0272263101003047 Hawkins, R. (2001). Second language syntax: A generative introduction. Blackwell. Hutchinson, T., & Torres, E. (1994). The textbook as agent of change. ELT Journal, 48(4), 315-328. https://doi.org/10.1093/elt/48.4.315 Johnston, M. (1985). Syntactic and morphological progressions in learner English. Commonwealth Department of Immigration and Ethnic Affairs. Keβler, J. U. (2006). Diagnosing English acquisition in elementary education: linguistic profile analysis for the transition from primary education to junior secondary education. Narr. Keβler, J. U. (2007). Assessing EFL development online: A feasibility study of rapid profile. In F. Mansouri (Ed.). Bilingualism and theory driven second language acquisition research (pp. 119-143). Cambridge Scholars Press. Larsen-Freeman, D., & Long, M. (1991). An introduction to second language acquisition research. Longman. https://doi.org/10.4236/jss.2021.93030 Lenzing, A. (2004). Textbooks and teachability: An analysis of primary school textbooks in terms of processability theory [MA Thesis]. Universität Paderborn. Long, M. H., (1990). Task, group, and task-group interaction. In S. Anivan. (Ed.). Language teaching methodology for the nineties. SEAMEO Regional Language center. MOE. (2022a). English for Ethiopia Grade 3 Student’s Book. Ministry of Education MOE. (2022b). English for Ethiopia Grade 4 Student’s Book. Ministry of Education MOE. (2022c). English for Ethiopia Grade 5 Student’s Book. Ministry of Education MOE. (2022d). English for Ethiopia Grade 6 Student’s Book. Ministry of Education Pienemann, M. (1984). Psychological constraints on the teachability of languages. Studies in Second Language Acquisition, 6(2), 186-214. https://www.jstor.org/stable/44487308 Pienemann, M. (1998). Language processing and second language development: Processability theory (Vol. 15.). John Benjamins. Pienemann, M. (2005). Cross-linguistic aspects of processability theory. John Benjamins. https://doi.org/10.1075/sibil.30?locatt=mode:legacy Pienemann, M. (2007). Processability theory. In B. VanPatten, & J. Williams (Eds.). Theories in Second Language Acquisition: An Introduction (pp. 137-154). Lawrence Erlbaum. Pienemann, M., Di Biase, B., & Kawaguchi, S. (2005). Extending processability theory. In M. Pienemann (Ed.), Cross-linguistic Aspects of Processability Theory (pp. 199-252). John Benjamins. Pikirang, C. C., Liando, N., & Wuntu, C. N. (2021). A correlational study between learners‘ satisfactions with offline class and English self-efficacy During the covid-19 pandemic. Journal of English Culture, Language, Literature and Education, 9(1), 73- 87. Richards, C. J., (2001). Curriculum development in language teaching. Cambridge University Press. https://doi.org/10.1017/CBO9780511667220. Tang, X. (2016). A processing approach to profiling staged development of English as a second language acquisition. New Zealand Studies in Applied Linguistics. 22 (2). 5- 20. https://www.researchgate.net/publication/316716484. Tang, X. (2019). Learnability of grammatical sequencing: A processability perspective of textbook evaluation in EFL settings. Chinese Journal of Applied Linguistics. 42 (2), 236-257. https://www.researchgate.net/publication/335203609 Ur, P., (1996). A course in language teaching. Cambridge University Press. Wade-Woolley, L. (1999). First language influences on second language word reading: All roads lead to Rome. Language Learning, 49(3), 447– 471. https://doi.org/10.1111/0023-8333.00096 Willis, D. & Willis, J. (2001). Task-based language learning. In R. Carter & D. Nunan (Eds.) The Cambridge guide to teaching English to speakers of other languages. Cambridge University Press. World Bank. (2018). World development report: Learning to realize education’s promise, World Bank. Zipser, K. (2012). Processability theory and pedagogical progression in an Italian textbook. Linguistica, 52(1), 55-68. https://doi.org/10.4312/linguistica.52.1.55-68 .

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Motivating ProjectBased Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26, 369–398. https://doi.org/10.1080/00461520.1991.9653139 7. De Jong, D. (2019). Impacts of project-based learning on student engagement [Master’s thesis, Northwestern College]. https://nwcommons.nwciowa.edu/education_masters/162/ 8. Ellis, R. (2010). Epilogue: A framework for investigating oral and written corrective feedback. Studies in second language acquisition, 32(2), 335–349. 9. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: the potential of the concept, the state of the evidence. Review of Educational Research, 74(1), 59–109. 10. Gan, S.Y. (2021). The Role of Teacher-Student Relatedness and Teachers' Engagement on Students' Engagement in EFL Classrooms. Frontiers in Psychology, p. 12. https://doi.org/10.3389/fpsyg.2021.745435 11. García-Rodríguez, M. R., Martínez-Rojas, M. A., & Mora-García, R. T. (2021). 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