Although AI technologies show great promise for education, their inclusion into assessment systems has generated debates regarding student motivation, anxiety, learning opportunities, and academic results. This study explored the influence of teacher support in AI-assisted exams on L2 learners’ demotivation, anxiety, L2 learning experience, and academic success. Conducted at a large university in Ethiopia, participants included 92 BA Management students from two intact classes, equally distributed by gender and ranging in age from 18 to 23. The two intact classes were randomly divided into an experimental and a control group. Using a quantitative quasi-experimental pretest–posttest control group design, the study administered an Oxford Quick Placement Test, the Academic Motivation Scale, the Foreign Language Classroom Anxiety Scale, the L2 Learning Experience Scale, and a researcher-made test to assess academic success. The AI tools integrated into the exams included automated assessment and feedback systems to enhance learner engagement. Chi-square analyses and independent samples t-tests revealed significant positive effects of teacher support on reducing demotivation and anxiety, enhancing L2 learning experiences, and improving academic success in the experimental group compared to the control group, highlighting the benefits of combining AI tools with teacher support. These findings suggest that teacher support in AI-assisted exams can substantially benefit L2 learners. Additionally, the findings indicate that AI-assisted exams can considerably improve learning outcomes when paired with effective teacher involvement, highlighting implications for various stakeholders in L2 instruction. Implications of the study, limitations, and suggestions for future research are discussed.

Listening and reading skills, which are two of the essential skills in the world of language learning, have established themselves in various academic fields. Many researchers have looked at teaching and developing these two receptive abilities, but less focus has been paid to assessing and testing them. Traditional evaluation has been used to examine learners for a long time, but new teaching methods should introduce new ways to test and assess students. This study attempted to investigate the impact of dynamic assessment (DA) vs. nondynamic assessment (NDA) on Ethiopian intermediate EFL learners receptive abilities, which was conceptually grounded by Vygotskys (1978) socio-cultural theory (SCT). To this end, 96 intermediate students from a high school participated in this study. Then, they were divided into three equal groups: two experimental groups (EG1 and EG2) and one control group (CG). After administering a pretest, the EG1 and EG2 were taught listening and reading skills through group dynamic assessment, and the control group received traditional instruction. After the treatment, a posttest was administered. The results of one-way ANCOVA revealed that dynamic assessment had significant effects on receptive skills. This study has implications for instructors, students, and material designers in light of the findings. Teachers are encouraged to use DA in their language instruction to help students improve their English language abilities.

The actualization of value-based approaches to vocational education is determined by the presence of several contradictions, among which it is necessary to name the following: the need for educational practice in more productive means; the implementation of a humanistic educational paradigm and the unpreparedness of teachers to use them; the need for teachers with formed attitudes towards value attitudes towards themselves, their professional activities, education, self-development, to the people around them, and the lack of an effective system of pedagogical tools for solving the abovementioned problem in the process of professional training of future teachers; and the particular importance of the axiological component of the content of vocational education and its insignificant component at the level of the educational process. The article deals with the essence of professional thinking of the teacher, ways and means to develop its value-semantic component in the process of learning pedagogy, problematic dialogue, analysis of texts, promotion, and other professional reflection.

This study examines the role of the Microfinance on funding of the Small and Medium Enterprises (SMEs) in Gorodola Harakallo town. This study was exploring the role of microfinance institutions on small and medium enterprise as well as the extent to which the small business have benefited from the credits scheme of microfinance institution. The specific objectives of this study were as follows; to determine at what extent role of microfinance lead to increase the volume of gross sales of participants and to understand other factors that affect SME’s growth. This study tries to answer two important questions: To what extent does microfinance lead to increase the growth of sale costumer? What are the factors that affect small and medium enterprise growth? The literature review also describes the objectives and function of MFIs, role of microfinance policy, development and policy of SMEs challenges and opportunity and relationship between MFIs and SMEs. With regard to the above objectives in mind, the research is carried out by gathering primary data through questionnaires and interviews with key informants. In addition, secondary sources of data have also been used. Eventually, using a mix of qualitative and quantitative tools, the study found out that SMEs have played positive role in improving income, creation of employment and improving the quality of life of the participants of the enterprises in the study area.

In different cities and towns of Ethiopia, solid waste is a major environmental problem. Woldya town also face the challenges of solid waste management. Effective and efficient solid waste management in a town is a mandatory to ensure human and animal health and also to ensure clean and sound able environment in urban development. The aim of this study is to assess challenges and opportunities for improvement of solid waste management services in Woldya town. Interviews, questionnaires and observation were the major tools used for data gathering. The data were analyzed using tables, percentages, pie chart followed by explanation. In Woldya town the residents use illegal methods of solid waste disposal; this includes burning, open dump and ditch. The key challenges of solid waste management services in the town are lack of Awareness, lack of manpower, lack of facilities and financial constraints. The communities recommended that solid waste management can be improved through community participation, increasing funding, create awareness and encourage waste minimization. This study recommends environmental education related to solid waste management plays a great role to promote attitudinal change of the community and strong community participation, improve institutional capacity, strengthen financial capacity, promote private sector participation and preparing disposal site for solid waste

The aim of this article is to examine Ethiopian women land ownership rights, particularly, Western Shoa Oromo of Dano Districts in different regimes of Ethiopia, and womens place in the society in reference to their indigenous Gada system. It is known that Ethiopian women were alienated from land holding and ownership rights under the feudal system, Derg regime, and EPDRF times of Ethiopia. Likewise, the paper also reduces the customary rights of Dano Oromo women in their plural and egalitarian Gada Democratic system, of Siqee culture and Qallu institutions of the Oromo people of Ethiopia; the role and places that Gada system kept and assured for women are so appreciable and could be taken as role model and best example for other communities of Ethiopia in particular and Africa at large. It is known that, for long periods, Ethiopia was led by feudal system of Monarchial and Kingship governance that promotes patriarchy rule and rights both at home and outside of it even on position places through depriving womens all rounded rights supported with decree and proclamation, like Ethiopias pillar of economy is agriculture, which is associated with land, and every sources of income of the people is driven from it; so, this resource should be distributed fairly without any sexual, religion, and color biases. However, at different times and regimes, land in Ethiopia was seen as a sole property of men, which means that more than 85 rural settler Ethiopian agrarian women household and maids were dependent on either their husbands, families, or good wills of local chiefs. This was the most exploitative and harsh system that stood against to human and democratic rights. But post of 1991, encouraging works has been started to treat women and men equally on every issue at any place and time; even as a form of affirmative action, Ethiopian women are now encouraging to get all advantage-related activities before their men counterparts. The paper employed descriptive research method with qualitative data of purposive sampling techniques from the study area through consulting primary and secondary sources. Of course, since the topic is new or not previously studied and absence of previously studied documents on the issue, I was challenged by searching of written documents and key informants. The findings exhibit that, for long years, women do not have a right to land, but, in some extent, post of 1995, the government confirmed to assure all women to get access as to their men counter parts. But even if it is encouraging, still, more works should be done to empower them.