Tamiru Olana
Biographic Data
| ID | 3053201 |
|---|---|
| NAME | Tamiru Olana |
| GIVEN NAMES | Tamiru |
| FAMILY NAME | Olana |
| SIGNATURE | OLANA T |
| AFFILIATIONS | Wollega University |
| ORCID | 0000-0002-0132-5304 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
The Effects of Extensive Reading Strategy Training on Enhancing First Year Undergraduate EFL Learners’ Level of Autonomy
To better understand how extensive reading strategy training (ERST) affects the degree of learner autonomy (LA) in an EFL university setting, a mixed-method experimental study was conducted. The study's participants were split into two groups at random: experimental and control. While individuals who took part in the experimental group received ERST treatment, those who took part in the control group merely received conventional instruction. Data…
Enhancing Learners’ EFL Writing Performance through Extensive Reading Strategy Training into the Writing Process
It is logical to anticipate that teaching one will lead to the student’s proficiency in the other because the reading and writing processes are correlated and, in many cases, combined. The goal was to find out how extended reading strategy training (ERST) affected first-year undergraduate students’ writing abilities. Thirty-one of the 61 undergraduate participants from Wollega University were placed in the control group and 30 were placed in the …
Effects of Explicit Reading Strategy Instruction on Grade 9 Students' Achievement in Reading Comprehension
The main objective of the study is to investigate the effects of explicit reading strategy instruction on students' achievement in reading comprehension. In two intact classes, the treatment group received reading lessons accompanied by the three basic reading instructions, i.e., the pre-, the while, and the post-reading instructions through explicit reading strategy instruction, but the nontreatment group received reading lessons in the usual wa…
Effects of Explicit Reading Strategy Instruction on Grade 9 Students' Achievement in Reading Comprehension
The main objective of the study is to investigate the effects of explicit reading strategy instruction on students' achievement in reading comprehension. In two intact classes, the treatment group received reading lessons accompanied by the three basic reading instructions, i.e., the pre-, the while, and the post-reading instructions through explicit reading strategy instruction, but the nontreatment group received reading lessons in the usual wa…
Effects of Explicit Reading Strategy Instruction on Grade 9 Students' Achievement in Reading Comprehension
The main objective of the study is to investigate the effects of explicit reading strategy instruction on students' achievement in reading comprehension. In two intact classes, the treatment group received reading lessons accompanied by the three basic reading instructions, i.e., the pre-, the while, and the post-reading instructions through explicit reading strategy instruction, but the nontreatment group received reading lessons in the usual wa…
The Effects of Extensive Reading Strategy Training on Enhancing First Year Undergraduate EFL Learners’ Level of Autonomy
To better understand how extensive reading strategy training (ERST) affects the degree of learner autonomy (LA) in an EFL university setting, a mixed-method experimental study was conducted. The study's participants were split into two groups at random: experimental and control. While individuals who took part in the experimental group received ERST treatment, those who took part in the control group merely received conventional instruction. Data…
Enhancing Learners’ EFL Writing Performance through Extensive Reading Strategy Training into the Writing Process
It is logical to anticipate that teaching one will lead to the student’s proficiency in the other because the reading and writing processes are correlated and, in many cases, combined. The goal was to find out how extended reading strategy training (ERST) affected first-year undergraduate students’ writing abilities. Thirty-one of the 61 undergraduate participants from Wollega University were placed in the control group and 30 were placed in the …
Computer Science (3 works) · Mathematics education (3 works) · Psychology (3 works) · Linguistics (2 works) · Mathematics (2 works) · Analysis of covariance (1 work) · Autonomous learning (1 work) · Autonomy (1 work) · Coherence (philosophical gambling strategy) (1 work) · Comprehension (1 work)