Research Article
Impacts of Mixed (Process and Meaning Focused) Instruction on Students’ Paragraph Writing Performance
Solomon Belayneh Yemer*
,
Getnet Gidey Takele
Issue:
Volume 11, Issue 1, March 2026
Pages:
1-9
Received:
17 March 2026
Accepted:
8 April 2026
Published:
28 April 2026
DOI:
10.11648/j.ellc.20261101.11
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Abstract: The aim of this study was to show the impacts of mixed approach (process and meaning focused) writing approach on second year Bachelor of Arts Degree in English Language and Literature students paragraph writing performance at Bonga University, Ethiopia. The study used quasi-experimental research design. The researcher used two sections of students as a subject of the study with fifty and fourth nine students in experimental and comparison groups respectively. These sections were assigned as experimental and comparison groups using lottery method. The comparison group was conducted by process approach, whereas the other group (experimental) was taught paragraph writing through (mixed) process and genre writing approach. Data were collected through paragraph writing. The pre intervention analysis showed that the two groups had the same writing performance because the p- value 0.25 is greater than 0.05; however, the posttest mean statistics revealed experimental group brought radical change. Thus, significance difference was observed between comparison and experimental groups. Also, the result confirmed that the significance level is high. To conclude, mixed (process genre) writing approach is relevant for the students to improve their paragraph writing performance. Thus, it is recommended that teaching writing skill must be integrated with form and content so that learners will be able to interact to improve their writing abilities.
Abstract: The aim of this study was to show the impacts of mixed approach (process and meaning focused) writing approach on second year Bachelor of Arts Degree in English Language and Literature students paragraph writing performance at Bonga University, Ethiopia. The study used quasi-experimental research design. The researcher used two sections of students...
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Research Article
Ngugi Wa Thiong’o and African History: The Second Writing Back in the Later Novels
Nasir Umar Abdullahi*,
Fatima Abdullahi
Issue:
Volume 11, Issue 1, March 2026
Pages:
10-15
Received:
27 May 2025
Accepted:
31 March 2026
Published:
29 April 2026
DOI:
10.11648/j.ellc.20261101.12
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Abstract: If in the early novels Ngugi writes back to Europe to address the misrepresentation of Kenya’s history, whose artistic voice bears a collective standpoint of Africa, speaking back to the west or Europe, it is pertinent to note that this nationalistic commitment in literature has also persevered in the later novels and this is what this paper is concerned about. Its aim is to explore the contrasting resonance between Ngugi’s writing back in the early and the later novels. The later novels are Petals of Blood [1977], Devil on the Cross [1980] and Matigari [1987]. It demonstrates that while in the early novels Ngugi’s target addressee are the European literary writers and their history counterparts, whom he has indicted for misrepresenting Africa’s history, particularly through the medium of fiction, drama and history, in the later novels, the focus shifts and the target addressee have altered either. In these novels, he writes back to address the distortional fallacy of Africa’s history by the post-independent European educationists, the post- independent elites and historians trained by the neo-colonialists, underpinned by the post-independent government of Kenya to write another version of the country’s history. The paper has employed postcolonial theory as its critical paradigm.
Abstract: If in the early novels Ngugi writes back to Europe to address the misrepresentation of Kenya’s history, whose artistic voice bears a collective standpoint of Africa, speaking back to the west or Europe, it is pertinent to note that this nationalistic commitment in literature has also persevered in the later novels and this is what this paper is con...
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