The document is a review of Dagne Kebede's dissertation on the renewal process of Ethiopia's 2008/9 English as a Foreign Language (EFL) secondary school curriculum, highlighting its methodology, findings, and implications. It emphasizes the need for effective curriculum development to improve education outcomes and identifies key challenges, such as misalignment with educational goals. The review offers insights into the research's strengths and weaknesses, particularly regarding its qualitative methodology and the inclusion of stakeholders in the curriculum development process.

1. KOTEBE UNIVERSITY OF EDUCATION
FACULTY OF LANGUAGES AND HUMANITIES
DEPARTMENT OF FOREIGN LANGUAGES AND LITERATURE
Programme: DEd in ELT (Doctor of Education in ELT)
Course Name: Doctoral Research Seminar in ELT (ELT 804)
Individual Assignment on a Dissertation Review
Dissertation Title: The Renewal Process of the 2008/9 English as a Foreign Language (EFL)
Secondary School Curriculum, conducted by Dagne Kebede at AAU
By: Dula Sanbato
June, 2024
Addis Ababa, Ethiopia

2. Contents
• Contents reviewed:
Abstract
Introduction
The Methodology
Data Analysis, Finding and Discussion
Summary, Conclusion, Recommendations and Implications
References
Overall Summary

3. Review of Abstract
• The abstract of Dagne Kebede’s dissertation briefly summarizes the main focus,
methodology, and findings of the study. It provides a clear overview of the research on the
renewal process of the 2008/9 English as a Foreign Language (EFL) secondary school
curriculum in Ethiopia. Key elements include:
 Research Focus: The abstract identifies the main objective of the study, which is to examine the process of curriculum
renewal for EFL at the secondary school level.
 Methodology: It briefly describes the qualitative case-study design employed, mentioning the use of semi-structured
interviews and document analysis as primary data collection methods.

4. Cont’d
 Findings: The abstract highlights the main findings, including insights into the decision-
making process, challenges faced, and the effectiveness of the renewal process.
 Conclusions and Recommendations: It touches upon the practical implications and the
recommendations provided for improving the EFL curriculum renewal process.
• In short, effective in summarizing the essence of the dissertation, giving readers a concise
summary of the research without delving into excessive detail. This makes it an informative
and accessible for potential readers.

5. 1.1. Introduction
• The introduction of the dissertation provides an extensive overview of the context and
significance of curriculum development within the Ethiopian education system under the
Background of the study. It covers the historical background and current challenges,
emphasizing the need for an effective curriculum to improve educational outcomes. The
introduction sets the stage for the study by highlighting the gaps in current practices and the
potential impact of the research on policy and practice.

6. Review on Statement of the Problem
• The problem statement clearly identifies the shortcomings in Ethiopia's current curriculum
development processes.
• It points out the misalignment between educational goals and curriculum content, as well
as the insufficient involvement of key stakeholders in the development process.
• This section effectively establishes the rationale for the study and frames the research
questions that guide the investigation.
• In this dissertation, the problem is identified through a detailed analysis of the existing
curriculum development processes and their inadequacies, particularly in aligning with the
theoretical and practical demands of effective language education.

7. Objectives of the Study
• One significant strength of this section is its comprehensiveness.
• The specific objectives cover a wide range of aspects crucial to understanding the
curriculum renewal process, from needs assessment to the pedagogical techniques
underlying the curriculum. By doing so, the study promises a thorough investigation into
the EFL curriculum's development, ensuring that all pertinent factors are considered. This
holistic approach is essential for producing meaningful and actionable insights.

8. Cont’d
• There are some weaknesses in this section.
• While the objectives are comprehensive, they could benefit from a more detailed
explanation of how each objective will be achieved. For instance, specifying the methods or
approaches to be used in addressing each objective could provide more depth and clarity.
• Additionally, the objectives could be more briefly stated to improve readability. Currently,
the list is somewhat lengthy, which might overwhelm readers and obscure the primary goals
of the research.

9. Review of Research Methodology
 The research design adopted in this study is qualitative, aiming to explore the EFL curriculum
renewal process in Ethiopia.
 The use of a case study design further allows for an intensive investigation of the phenomenon
within a specific context, which in this case is the Ethiopian Ministry of Education (MoE) during
the year 2008/9.
The sample for this study primarily consists of curriculum experts at the Ethiopian Ministry of
Education, selected through a purposive sampling technique.
The selection criteria ensure that the participants have first-hand knowledge and experience
relevant to the study's objectives, which enhances the reliability and depth of the findings.

10. Cont’d
• The dissertation employs various data collection instruments, including semi-structured
interviews, document analysis, and observations.
• Semi-structured interviews are particularly suitable for qualitative research as they allow
for flexibility and in-depth exploration of participants' perspectives.
• Document analysis and observations complement the interviews by providing additional
context and verifying the information gathered.
• The data collection procedures are precisely detailed, outlining how each instrument is
employed to gather relevant data.

11. Cont’d
• The data analysis is conducted using thematic analysis, which is appropriate for
qualitative research. This method involves identifying, analyzing, and reporting patterns
within the data. The researcher provides a clear explanation of how themes are derived and
how they relate to the research questions and objectives, ensuring a coherent and thorough
analysis.
• Even though the pilot study results offer preliminary insights into the effectiveness of the
research instruments and the feasibility of the study, it has its own strengths and
Weaknesses.

12. Strengths and Weaknesses of Pilot Study
 Strengths
 The pilot study was well-planned and executed. It involved a systematic
approach where the interviews were conducted, transcribed, and translated
into English.
 The pilot study confirmed the feasibility of the overall research design, including
the data collection and analysis methods.
 The pilot study highlighted specific areas where the interview protocol could be
improved. For instance, it was found that some questions were too specific and
elicited brief responses.

13. Cont’d
 Weaknesses
 The pilot study primarily focused on qualitative methods. Incorporating some
quantitative elements, such as surveys or pre-test and post-test evaluations, could have
provided additional data to validate the interview protocols and research design more
strongly.
 Although the dissertation mentions ethical considerations for the main study, it is not
explicitly clear if these were rigorously applied during the pilot phase.
• In short, the study could benefit from a broader scope, inclusion of quantitative measures,
and clearer ethical considerations during the pilot phase.

14. Data analysis, Findings and Discussions
i. Data Analysis
• The data analysis process involves six phases: familiarization with the data, generating initial
codes, searching for themes, reviewing themes, defining and naming themes, and producing the
report​. This structured approach ensures a comprehensive understanding of the curriculum renewal
process, allowing the researcher to delve deeply into the qualitative data.
• One strength of this section is its detailed description of each phase of thematic analysis, providing
clarity on how the data was handled and interpreted. This enhances the credibility and transparency
of the research. The use of coding to identify significant data segments ensures that the analysis is
systematic and replicable. Additionally, integrating findings from document analysis with interview
data corroborates the results, adding strength to the conclusions drawn.

15. Cont’d
• Weaknesses
• However, the section could benefit from more explicit examples of how specific themes
were identified and defined from the data. Including more direct quotes from the interview
transcripts and documents could illustrate the coding and thematic development process
more vividly. This would help readers better understand how the raw data was transformed
into meaningful themes.

16. Findings
• One strength of this section is the integration of interview data with literature, allowing
the researcher to compare and contrast findings with existing studies and theories. This
not only situates the research within a broader academic context but also validates the
findings.
• Nevertheless, while the findings are detailed, the section could improve by synthesizing
the key insights more clearly at the end of each theme. This would help to highlight the
most critical findings and their implications for the curriculum renewal process.

17. Discussions
• This section's strength lies in its critical analysis and the connections drawn between the
data and broader educational theories. The discussion highlights the practical implications of
the findings, such as the importance of involving a diverse range of stakeholders in
curriculum development and the need for ongoing needs analysis to ensure the curriculum
remains relevant.
• On the other hand, the discussion could be strengthened by more explicitly addressing the
limitations of the study and their impact on the findings. A more detailed consideration of
alternative interpretations of the data and how they might influence the conclusions would
also enhance the strength of this section.

18. Summary, Conclusions, Recommendations, and Implications
• Summary
• The summary highlights key findings such as the involvement of experienced curriculum experts,
the contextual factors driving curriculum renewal, the basis for content selection, and the
recommended teaching methodologies and assessment strategies.
• Conclusions
• The conclusions drawn in this section effectively distill the study's findings into clear insights
about the 2008/9 EFL curriculum renewal process. It concludes that the renewal was influenced by
various contextual factors, including the need for content relevance, alignment with government
policies, and the introduction of a student-centered communicative language teaching approach.

19. Cont’d
• Recommendations
• The recommendations are practical and grounded in the study's findings. They include
suggestions for more thorough piloting of curriculum materials, continuous professional
development for teachers to align their practices with curriculum goals, and the need for
ongoing evaluation and feedback mechanisms to ensure the curriculum meets educational
objectives.
• It aims to address the identified gaps and improve future curriculum renewal processes.

20. Implications
• The implications section is divided into practical and further study implications.
• For practice, it suggests that curriculum developers should consider a more iterative and
inclusive approach, involving teachers and other stakeholders more comprehensively.
• For further study, it recommends examining the long-term impacts of the curriculum
changes on student outcomes and teacher practices, as well as exploring the feasibility of
integrating more localized content into the curriculum.
• In short, the dissertation effectively identifies key areas for improvement and offers
practical recommendations. However, the study could benefit from a broader participant
base and the insertion of pilot testing to ensure the strength and applicability of its findings.

21. References
• The reference list includes a wide range of materials such as books, journal articles,
dissertations, and government publications. This diversity provides a robust foundation for
the dissertation, supporting the multifaceted analysis required for curriculum studies.
Many of the cited works are well-regarded in the field of education. For instance, seminal
works by Bruner (1960, 1990) on educational theory and Connelly and Lantz (1991) on
curriculum definitions are included, enhancing the dissertation's credibility.
• As a weakness, there are some inconsistencies in the formatting of references. For
instance, while most references follow a standard citation format, a few entries are not
uniformly formatted, which could affect the readability and professional appearance of the
reference section.

22. Overall Comments
• The dissertation is well-structured, with clear and coherent chapters that build upon one
another logically.
• The literature review is comprehensive, providing a solid theoretical foundation for the
study, while the methodology section is detailed and rigorous, enhancing the credibility of
the research findings.
• The data analysis is insightful, employing a thematic approach that effectively highlights
key issues and contextual factors influencing the curriculum renewal.
• The conclusions and recommendations are well-articulated, offering practical implications
for educators and policymakers.

23. Cont’d
• The strengths of the dissertation lie in its clear structure, thorough literature review, and
rigorous qualitative methodology. The thematic analysis is detailed and offers valuable
insights, with well-articulated conclusions and practical recommendations that are highly
relevant to the field of education.
• However, the study has some weaknesses, including the lack of quantitative data that
could have provided a more rounded understanding and a limited comparative scope that
restricts the generalizability of the findings.
• Generally, the dissertation is a significant contribution to understanding EFL curriculum
renewal and offers useful implications for educators and policymakers.

24. THANK YOU!