Art

All Items

• Effects of the Sequential Use of Input-and Output-Based Consciousness-Raising Grammar-Focused Instructional Mediations on Students’ Writing Performance and Attitudes

  Bifa Telila, Tamiru Olana, Mekuria Zewudie

  168-186

  DOI: https://doi.org/10.20372/star.v13i1.10

• Effects of Urea-Molasses Multi-nutrient Blocks (UMMB) Supplementation on Some Production Parameters of Lactating Horro Cows at Horro Guduru Animal Production and Research Center, Western Ethiopia

  Dereje Duressa, Temesegen Bersissa

  35-38

  DOI: https://doi.org/10.4314/star.v5i1.5

• EFL Teachers’ Awareness and Accommodations of Learners’ Different Learning Styles in ELT Context: Two Colleges of Teachers’ Education in Oromia, Ethiopia.

  Aliye Geleta, Zeleke Teshome, Mekuria Zewdie

  68-81

  DOI: https://doi.org/10.20372/star.v11i3.05

• EFL Teachers’ Use of Cooperative Language Learning Method to Promote Students’ Speaking Skills: East Wallaga Zone, Hinde High School in Focus

  Korre Adeba, Zeleke Teshome , Teferi Terefe

  55-75

  DOI: https://doi.org/10.20372/star.v8i3.05

• EFL Teachers’ ’ Productive Skills Errors and their t Effects on Students’ English Language Proficiency The Case of Selected Preparatory Schools in East Wollega Zone

  Tamiru Olana, Zeleke Teshome

  164-173

  DOI: https://doi.org/10.4314/star.v4i4.21

• Emotional Intelligence as a Predictor of Leadership Competence in Ethiopian Higher Education

  Assefa Degebas

  75-93

  DOI: https://doi.org/10.20372/star.v12i3.06

• English in Ethiopia

  Gopal Sharma

  74-85

• English Language Teachers' Perceptions and Practices of Implementing Communicative Grammar Testing: The Case of Grade Ten in Selected Secondary Schools of North Shewa Zone, Oromia, Ethiopia

  Ifa Gereshu Dabi, Tessema Tadesse Abebe

  20-31

  DOI: https://doi.org/10.20372/star.V15.i1.02

• English Language Teachers’ Practice and Challenges of Critical Thinking Strategy in Reading Skills

  Habtamu Walga, Samuel Leykun

  01-10

  DOI: https://doi.org/10.20372/star.V14.i1.01

• English Teachers' Use of Critical Reflection to Enhance Students' Engagement through Activity and Feedback: Higher Diploma Program Trained Teachers at Ambo University in Focus

  Tamena Teferi, Wondimu Tagegne

  112-130

  DOI: https://doi.org/10.20372/star.V14.i4.08