IOJET - International Online Journal of Education and Teaching
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A COMPARATIVE STUDY OF PERCEPTIONS ABOUT THE ‘COMMON EUROPEAN FRAMEWORK OF REFERENCE’ AMONG EFL TEACHERS WORKING AT STATE AND PRIVATE SCHOOLS
No full textTeachers play a vital role in the implementation of CEFR effectively. Teachers working at MONE have been offered training related to CEFR; however, not every teacher had the accessibility to the training around Turkey. That’s why, what language teachers know about CEFR and how they implement the principles of the document needs to be investigated. This study aims to find out language teachers’ views on the use of CEFR. The researchers conducted the study among English language teachers working at private and state schools in different cities around Turkey. Quantitative data analysis has been used to reveal the differences between the perceptions of English teachers regarding CEFR. The findings of the study revealed that teachers working at the private schools are more aware of the practices of the CEFR in their teaching
THE “SAFE SCHOOL” PERCEPTION OF CLASS PRESIDENTS IN SECONDARY SCHOOLS
No full textThe aim of this research is to reveal the “safe school” perceptions of secondary class presidents. The sample of the study, which is a qualitative research and figured as “phenomenology design”, is constituted by eight class president students in vocational and technical secondary schools. The data were collected with a semi-structured interview form consisting of three open-ended questions to determine the opinions of the class presidents. The responses of participants to questions in writing were analyzed by descriptive analysis. In the study, the “school safety” perception was examined with the perspective of the class presidents in high schools. Some of the remarkable results of the research can be summarized as follows: The participants reply the question “To what extent is a safe school environment important for you?” such that they generally consider the school’s physical, social and psychological environment as problematic. They indicate the importance of solving the problems of these environments in creating a safe school climate. Participants point out to the parent-school cooperation for the question regarding the duties of the school management, staff and students. Some of the participants emphasized the risks arising from the school environment
VISIBLE LANGUAGE-COVERT POLICY: AN INVESTIGATION OF LANGUAGE POLICY DOCUMENTS AT EMI UNIVERSITIES IN TURKEY
No full textAs universities attempt to change their medium of instruction from the local languages to English and become more international by recruiting international students and teaching staff, their academic English language policies and practices appear to be more prominent. The use of English in higher education as the medium of instruction and the increasing cultural and linguistic mixture on campuses make EMI universities a fruitful ground to explore issues of language policy and practice. This paper explores the academic English language policies and practices of three EMI universities in Turkey. Applying a combination of qualitative content analysis and negative analysis, I seek to find out institutions’ overall orientation to English in their policy documents. The analysis shows that English is overtly pronounced as the official language of the institutions, yet the kind of English required remains considerably covert. However, the analysis of policy mechanisms further indicate that each university orients to a particular standard (native) English by implication as the appropriate kind of academic English. Additionally, such normative orientations seem to be guided by several dynamically intertwined ideologies. These results suggest that language-wise, universities’ academic language policies are in need of immediate and drastic revision
EMPOWERING THE USE OF MOBILE-BASED VOCABULARY NOTEBOOKS
No full textThe high demand on the mobile devices like smart phones and Ipads in daily life has given a rise to mobile learning trends in foreign language learning. The main purpose of this study was to investigate the differences in vocabulary achievement level of students keeping mobile-based and paper-based vocabulary notebooks in English language learning. The study was designed through mixed method where a pre-post test control group quasi-experimental study was conducted. Data were collected through a vocabulary achievement test used as pre and post tests. The results indicated mobile-based vocabulary notebooks have positive effects on students’ vocabulary achievement
BEYOND A GAME: PEER EDUCATION TO SEPARATE FOOTBALL AND VIOLENCE
No full textFootball, one of the sports with roots in history, has been associated with violence and tragedy in various countries. Several studies have tried to understand the nature and structure of hooliganism and its common cross-national characteristics, severity, and causes. Although existing literature suggests a variety of strategies to prevent violence in football, it is widely accepted that there must be grassroots movements and self-awareness, besides these measures,to reduce cases of aggressionin football. This study, whichwas awardedthe Fair Play prize in 2014 by the Turkish Olympic Committee, focuses on training fans using the peer education methodology. The young fans of Beşiktaş Football Club implemented a peer education program and conducted an online survey to assess itseffectiveness and understand the participants’ perceptions and reflections regarding the causes of and methods to preventfootball hooliganism.The results suggest that the training program was effective and that it should be disseminated to reach all other associations to achieve results that are more positive
LEXICAL AND GRAMMATICAL UNITS IN INTERCULTURAL-BASED ENGLISH MATERIALS FOR ELEMENTARY SCHOOL
No full textThis current study focused on the development of intercultural-based instructional activities for elementary school students specifically in English subject. Lingual forms manifested in lexical and grammatical units were perceived to be able to capsulate various components of English subject in elementary school. The formulation of intercultural-based lingual forms is pivotal particularly as the basis in developing intercultural instruction so as to equip students with the skills to interact and communicate in English actively and efficiently. Intercultural instructional activities in elementary school is to be departed from students’ characteristics, learning needs, proficiency levels, and learning styles. The designed instructional activities were expected to initiate students’ English knowledge contextually; it is the necessary background to comprehend the foreign language based on social and cultural contexts of its native speakers (Gunarwan, 2007: 71). Descriptive qualitative design was employed. The variables were English instructional materials for Grade IV, V, and VI. The subjects were 2 English teachers. By means of observation and interview, this study has collected 55 data in the forms of lexical and grammatical units in intercultural-based English instructional activities. The lexical units included cultures, social or foreign values of English, some aspects not existing in Indonesian cultures or shared aspects existing in both cultures but of different lexical items translated from English. The grammatical units belonging to intercultural-based instructional activities were markers on different sentence constructions between English and Bahasa
A PROBE INTO THE INDICATORS OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN AN EFL SELF-STUDY TEXTBOOK
No full textTextbooks play a vital role for teaching about different cultures since they present various regions, people, behavior, conventions, religions, values and some other cultural elements of different societies around the world.This study aimed to investigate the cultural content of a self-study textbook which was designed for Open Education Faculty in Turkey. In the study design the descriptive content analysis was employed in order to explore which aspects of intercultural communicative competence were addressed. The findings pointed out that the major part of many activities focused on cultural aspects. The study also put forward some practical recommendations on what content should be delivered through a textbook in order to develop intercultural communicative competence. Keywords: textbook, intercultural communicative competence, culture teachin
THE ROLE OF BRAIN DOMINANCE IN THE PEDAGOGICAL STRATEGIES USED BY IRANIAN ELT TEACHERS
No full textThis study aimed to investigate the role of Iranian teachers' brain dominance in the pedagogical strategies they employ and reveal in which way brain dominance as a cognitive factor can influence the way teachers perform in their language classrooms. To this end, data were gathered from 74 ELT teachers in higher education institutes in Shiraz, Iran who were selected to partake in the study through availability sampling. The participants were asked to fill in two questionnaires, the first one determined their brain dominance, and the second one examined the pedagogical strategies they used in their teaching strategies. Analysis of data gathered via descriptive as well as inferential statistics revealed that teachers' brain dominance did not have any effects on their use of teaching strategies. Based on the results, it can be claimed that teachers can employ any strategy type they find more useful in their language classes regardless of their brain dominance, as a cognitive style
HOW TO EVALUATE THE EFFECTIVENESS OF TEACHER TALK
No full textTalk is a key component of teaching and learning and teacher talk is an important part of how a teacher teaches. This paper discusses principles and approaches for analysing teacher talk in classroom interaction in order to investigate its effectiveness. The paper presents four reasons for analysing teacher talk: the role of interaction in the management of learning, the analysable, interpretable and explainable nature of discourse, the value of analysing effective teaching and the existence of categories of teacher talk that support the investigation of effective teaching. These categories are based on a framework of Elicitations, Responses and Descriptions from Mercer (1995). The paper also looks at issues of reliability, validity and generalisability of findings. The paper concludes that a focus on categories of teacher talk can support academic research, for the supervision and evaluation of teachers by managers, as well as for self-development purposes by teachers themselves.
VIEWS OF ELEMENTARY EDUCATION STUDENTS AT TERTIARY LEVEL ABOUT THE METHODS AND TECHNIQUES USED IN ATATÜRK’S PRINCIPLES AND REVOLUTION COURSE
No full textThis study examines elementary education department students’ view about the methods and techniques generally preferred by their instructors in teaching The History of Atatürk’s Principles and Revolution I and II courses. For the purpose of the study, the questionnaire (r=.90), investigating the methodological and technical skills of instructors, developed by Çelikkaya and Kuş (2009) has been administered to 1st (n=105) and 4th (n=123) year elementary education students in the faculty of education at a public university. Descriptive statistics has been used to analyze the data about the views of the elementary education students who participated in the study about The History of Atatürk’s Principles and Revolution I and II courses in terms of use of methods and techniques used by the instructors. Relying on the findings obtained at the end of the study, the participants reported generally negative views about their instructors’ methods and techniques in The History of Atatürk’s Principles and Revolution course, however, they draw attention to the points such as use of technological aids, students’ presentations, feedback, opportunity projects, opportunity for students asking and answering questions both by the instructor and their peers, forming group works, and letting discussions in the classroom about the topics under discussions.