Beschreibung
This study aimed to identify and analyze factors affecting student-teachers inferential understanding in the reading comprehension practices in the English department of Gilgel Beles College of teachers Education in Benishangul-Gumuz Regional State. It attempted to answer four basic questions: what factors influence inferential understanding, how they influence inferential understanding, what coping strategies are used to overcome the challenges they encountered and how effective the coping strategies are. In order to achieve the stated objectives, a sample population is taken from the student-teachers and all three English language teachers in the department. Data collection instruments included questionnaire, interview and classroom observation. The collected data was analyzed quantitatively for close ended questions and qualitatively for open-ended questions, interviews and classroom observations.
Autorenporträt
The author was born in Benishangul Gumuz Regional State, Ethiopia. He had been working in Gilgel Beles College of Teachers Education as an English teacher. Later, he joined Haramaya University, where he obtained his Master's Degree in English Language in 2009 and a MA in education. Currently, he is a lecturer and works in Assosa University.
