IOJET - International Online Journal of Education and Teaching
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THE EFFECT OF USING JOLLY PHONICS ON JORDANIAN FIRST GRADE PUPILS' READING
No full textThis study investigated the effect of Jolly Phonics strategy on Jordanian first grade pupils’ reading. Hence, the study followed a quasi- experimental research design. The participants of the study consisted of 58 first grade male and female pupils purposefully chosen from Al- Farouq School in Irbid city, Jordan. Based on the results of a reading pre- tests, two groups are assigned: an experimental group which consists of 29 pupils taught by using the Jolly Phonics strategy under study for five weeks, and a control group of 29 pupils taught by using the Conventional strategy suggested by Action Pack 1 Teacher’s Guide, during the first semester of the academic year 2015-2016. In the current study, four instruments were used: a reading test, Jolly Phonics strategy worksheets, and Jolly Phonics songs with the Action Way. The findings of the study reported positive statistical effect of the strategy in focus
THE EFFECTS OF REALISTIC MATHEMATICS EDUCATION ON STUDENTS’ ACHIEVEMENTS AND ATTITUDES IN FIFTH GRADES MATHEMATICS COURSES
No full textThe aim of this research is to analyse the effects of realistic mathematics education on student achievement and attitudes towards mathematics on the unit ‘numbers and operations’ for the 5th grades. For this reason, two classes were randomly identified. After seeing that the groups were equivalent using the Achievement test of Group Equivalency, Learning Area Achievement Test and Scale of Attitudes towards Mathematics were applied to both groups. After the application was conducted, the experimental group was taught the unit using the Realistic Mathematics Education activities for 7 weeks. On the other hand, the control group was taught the topic using the activities suggested by the Ministry of Education. Learning Area Achievement Test and Scale of Attitudes towards Mathematics were conducted again as post-tests, and the results were evaluated by comparing them with the pre-test results. After this comparison, it was seen that the Academic Achievement and the attitudes of students who were taught in accordance with the Realistic Mathematics Education was higher than the students who were taught by classical methods
EXPLORING THE EFFECTS OF GENDER AND PROFICIENCY LEVELS ON TURKISH EFL LEARNERS’ BELIEFS ABOUT LANGUAGE LEARNING: A CROSS-SECTIONAL STUDY
No full textLanguage learners’ beliefs about second language learning interact with their awareness, consciousness, attitude towards learning, strategy choices and motivations (Buyukyazi, 2010). Delving into learners’ beliefs provides an insightful view of learners’ perceptions and actions about their education, which also helps teachers to shape the language learning process with changing or adapting the methods and materials thereby reshaping the negative preconceptions of the learners about English language. To see the effect of the learners’ gender and language proficiency levels, 43 university level students contributed to the study. The data were collected with a 34-item Likert Scale called as The Beliefs about Language Learning Inventory (BALLI) developed by Horwitz. The data analysis revealed that while learners’ gender has no significant effect on the learners’ belief, their proficiency levels affect their beliefs about the nature of the language, foreign language aptitude, motivations and expectations from their second language learning procedures.Keywords: language learner’s belief; attitude; aptitude; preconceptio
THE EUROPEAN PORTFOLIO FOR STUDENT TEACHERS OF LANGUAGES (EPOSTL) PROMOTES PROFESSIONAL DEVELOPMENT: ELT IN-SERVICE TEACHERS’ VIEWS
No full textIn both pre-service and in-service teacher development, portfolios are used for a variety of purposes ranging from teacher education to development, stimulators for reflection and tools to plan and monitor competency and personal development. The European Portfolio for Student Teachers of Languages (EPOSTL) provides a tool for reflection and self-assessment for student teachers during their initial teacher education. It also assists curriculum development and course planning. Thus, this study tried to investigate the ELT in-service teachers’ views on the use of the EPOSTL to promote professional development at Akhmet Yassawi International Kazakh-Turkish University, in Kazakhstan. Upon the implementation of the EPOSTL in the ELT department, seven in-service teachers of English were interviewed through the questions prepared. The data gathered from interviews were analyzed through thematic analysis. The findings indicated that teachers found the use of the EPOSTL beneficial in terms of self-assessment and self-reflection. According to the findings, it is suggested that EPOSTL is not only useful for pre-service teachers but it is also very effective for in-service teachers.Keywords: portfolio, EPOSTL (European portfolio for student teachers of languages), in-service teachers, professional development, self-assessment, self-reflectio
THE CURRENT POSITIONS OF INTERCULTURAL COMMUNICATION ELEMENTS IN SECONDARY SCHOOL COURSE BOOKS IN TURKEY
No full textIn foreign language teaching, both cultural elements and communicating with others in a cultural environment are some of the indispensable requirements for language learners. In this sense, intercultural communication can be seen as a keystone for language teaching and learning. However, it is known that in order to improve intercultural communication; course books should be designed via some basic elements based on intercultural communication. In this study, for the aim of determining the current situation on the contexts of course books which have been related to intercultural communication, the course books developed by Ministry of National Education in Turkey were examined in terms of consisting activities or tasks related to intercultural communication. As for the grades of these course books; fifth, sixth, seventh and eighth grades were selected, since activities based on intercultural communication have been begun to be adapted to young learners’ course books after they are at least eleven because of their cognitive development. At the end of the study, the main themes of the cultural elements in these course books were discussed one by one as referring the related literature, and some suggestions on intercultural communication skills of young learners were introduced for researchers and educators.Keywords: intercultural communication, young learners, course bookKeywords: intercultural communication, young learners, course boo
CHAOS-COMPLEXITY THEORY AT MANAGEMENT
No full textInternal and external environment where operating continues their activities have a changeable structure continuously. It is stated that operating has to adapt to this structure which causes unexpected, undesirable and sudden results. How operatings behave during this period is stated in chaos-complexity theory. Thus, it is pointed out that organizations can evaluate the environment from not only one perspective but also different perspectives. This study contains three parts. First part involves theoretical information about chaos term. It mentions how some researchers use the chaos term. At the second part, how chaos complexity theory undergoes changes until today is uttered. Moreover, in recent years, the importance of chaos complexity theory from administrative perspective has been mentioned. The last part contains some main features of chaos complexity theory. In this regard, some basic properties like butterfly effect, mutual attachment, edge of chaos and self-organization have been analyzed in this study.Keywords: chaos, chaos and complexity theory, edge of chaos, eelf-organization, complex adaptive systems
EXAMINATION OF PRE-SERVICE TEACHERS' ANXIETY LEVELS ABOUT TEACHING PROFESSION
No full textIn this research, it was aimed to determine the levels of occupational anxiety of pre-service teachers' who read science and primary school teacher programs according to various variables. The research was carried out by Köklükaya and Yıldırım (2016) and the validity and reliability analyzes were carried out. Anxiety Scale for Teaching Profession (ASTP) was used. The research was carried out with 266 prospective teachers who were educated at Kahramanmaras Sütcü Imam University in the academic year of 2015-2016. Independent t test, one way analysis of variance (anova), Mann-Whitney U test, Kruskal-Wallis analysis and Tukey significance test were used to determine the statistical significance of the obtained data in the research using relational screening model. According to research findings, it was determined that there was no significant difference (p <.05) in the level of vocational anxiety among the teacher candidates according to the degree of willingness to choose the department, grade level and academic achievement score. According to the gender variable, there was no significant difference in the pre-service teachers' who read in the department of primary school teachers', and it was found that the science teachers' professional anxiety levels had a significant difference according to the gender variable
DOMAIN SPECIFIC BELIEFS ABOUT WRITING AND WRITING PERFORMANCE OF PRESERVICE ENGLISH TEACHERS: IS THERE ANY RELATIONSHIP?
No full textLearning as a retrospective phenomenon can make learners transmit their past as an ingredient while they are (re)structuring their present and future. Previous and present experiences can form a basis for cognitive, behavioral and motivational factors which can create a cognitive load for learners and affect their learning process. In this regard, current study aims to investigate first-year undergraduates’ beliefs about writing and relation of these beliefs to writing performance in essay writing. A total of 147 students studying in ELT department of a Turkish university participated in the research. Their domain-specific beliefs about writing were determined through the Beliefs about Writing Survey (BAWS). Writing performance was measured on an essay writing task by calculating both overall grade and six component grades. As a result, multiple regression analysis affirmed that beliefs about writing accounted for writing performance independently. Pearson correlation values showed that some beliefs about writing were adaptive and associated with higher writing scores (e.g. “Adapt to the Audience”). Also, some belief subcategories were associated with each other. The results of the present study have been discussed along with the related literature on beliefs about writing and writing performance. Implications/suggestions related to the coursework, writing practices and future research have been presented. Keywords: beliefs about writing, foreign language writing, writing performance, preservice English teachers, teacher training.
THE ROLE OF BIG FIVE PERSONALITY TRAITS IN PREDICTING PROSPECTIVE EFL TEACHERS’ ACADEMIC ACHIEVEMENT
No full textThis study sought to find out the possible relationships between personality traits and academic achievement of prospective English as a Foreign Language (EFL) teachers. A total of 200 university students from a major state university voluntarily participated in the study. Data were collected through the International Personality Item Tool (IPIP) and the self-reported grade-point average (GPA). The tool was designed to determine the dominant personality trait(s) of the participants within the scope of Big Five Personality Traits; that is, conscientiousness, extraversion, agreeableness, openness and neuroticism. In line with the literature the results revealed that there were statistically significant relationships between the participants’ personality traits and academic achievement. Specifically, conscientiousness, openness and agreeableness were the personality traits that positively and significantly correlated with academic achievement. Furthermore, in order to find out the predictive effects of the personality traits on academic achievement, the multiple regression analyses were conducted. According to the results of the analyses, personality traits were able to predict 17% of the academic achievement, with openness being the strongest determinant. Conscientiousness followed openness while three other traits failed to predict academic achievement of the participants
ESP NEEDS ANALYSIS OF PUBLIC ORDER POLICE OFFICERS
No full textWith this study, 105 public order police officers in the national police forces were surveyed in order to assess their needs when using English on the job. In other words, this study aimed at examining the needs, functions and problems of 105 police officers serving at the department of public order. The findings from the questionnaire with open ended questions displayed that, (1) speaking and listening are the most important skills, (2) four language skills are moderately difficult, (3) there are motivational factors important to learn English, and (4) the functional use of English is important for the public order police officers. Recommendations and pedagogical implications were suggested