31 research outputs found
Difficulties in English Language Learning: The Opinions of High School Students in EFL classes
No full textThis study aimed to determine the opinions of high school students on difficulties they faced as they were learning English and examining these opinions within the framework of some variables. It is a fact that some factors such as age can affect the level and type of difficulty that are experienced. Thus, it was searched that if the factors of gender, grade and parents’ education level were related to the difficulties that English learners encountered. A descriptive survey study was conducted. The participants of the study were 305 high school students who enrolled in different high schools in Türkiye. In order to collect data, English Language Learning Difficulties Scale (ELLDS), which was developed by Mehdiyev, Uğurlu and Usta (2017) was used. Data analysis was performed on an R program. The total score of ELLDS and its sub-factors of Interest-Willingness (IW), Practice (P), Setting-Material (SM), and Social Opportunities (SO) were dependent variables, while gender, grade level, mother's education, and father's education were independent variables. The findings showed that the difficulties did not show significant differences according to gender and fathers’ education level. On the other hand, grade level of students and mothers’ education level were found to be related with the difficulties that the high school students encountered in English language learning
English Teachers’ Expectations And Perceptions Of Support For English Teaching
No full textIn view of the current importance of, and demand for, the English language nowadays, learning and teaching the language increases in significance. Determining teachers’ expectations of classroom processes may have beneficial consequences for the nature of education. This study aims to determine English teachers’ expectations and perceptions of support for English teaching. A qualitative research method was used, designed with descriptive modelling and a case study approach was adopted. In order to elicit English teachers’ expectations, a semistructured interview form was prepared from a review of the literature and an examination of related studies in the field. The qualitative data obtained from the interview forms were subjected to content analysis, coded and categorised by the researchers. The categories were then classified according to the characteristics and themes extracted. In this study, the concepts of credibility and transferability were given preference over those of validity and reliability. Among the findings, language laboratories were the facilities most often featuring in English teachers’ expectations of principals. From parents, teachers principally expected more positive attitudes towards English language learning and greater provision of materials to support study at home. It was also found that teachers’ expectations of cooperation and collaboration with colleagues were not met, nor were colleagues employing the variety of teaching methods expected
The University Student’s Motivation Level on Learning English
No full textThis study aims to determine the university students’ level of motivation in terms of different variables. A study group of this research has been designed through one of the non-random sampling methods, Using appropriate sampling, 606 students from Faculty of Education of C.U. have been involved in this study. Motivation scale in English Language Learning developed by Mehdiyev,Usta,Uğurlu (2015) was used as an instrument of data collection. T-test and one - way analysis of variance (ANOVA) were used to resolve problems of this research. As a result of the research the motivation level of university students hasn’t been revealed significantly different regarding to the gender variable. However, considering the t-test results of motivation scale dimensions, confidence, attitude and personal use, significant difference is seen in favour of women in personal use dimension. The level of language learning motivation of female students is higher than men’s regarding to personal use dimension. However, men’s and women’s views don’t differ significantly in attitude and confidence dimensions. University students don’t present significant differences in terms of birth place, parent’s education level, total motivation scores and confident, attitude and personal dimensions. Students’ motivation levels are seen not to be influenced by the places such as village, provision or city where they have spent the most of their lifetime. At the same time the findings revealed that parental status variable in terms of primary, secondary and university graduates has no effects on students’ motivation.</jats:p
USING ROLE PLAYING IN ORAL EXPRESSION SKILLS COURSE: VIEWS OF PROSPECTIVE EFL TEACHERS
No full textHe acquisition of the necessary skills and competencies in the field of English languageteaching. This study aims at determining the opinions of the pre-service teachers of Englishregarding the effects of the use of role playing technique in expression skills course, which isoffered in the 2nd year at the Department of Foreign Languages Education, the problemsexperienced during the application process and the suggestions for the use of the technique. Asemi-structured interview was implemented to gather the data. The data of the research werearranged and interpreted within the framework of the themes created for the purpose of theresearch with the descriptive analysis technique. The data obtained from the study resultsgenerally emphasize that role playing technique is an efficient method for students to improvetheir expression skills. Based on the results of the study, the application of the role-playingtechnique, may also be beneficial to the professional development of prospective teachers.Using drama in foreign language learning classes can improve the self-confidence ofprospective teachers in terms of applying drama activities in their professional lives. However,when we consider this process as a whole, the difficulties students experience in this processshould not be ignored. In order to minimize the problems participants made suggestions aboutthe importance of space and equipment for the role-playing technique to reach its goalefficiently
English
No full textConducting the lectures with effective approaches and methods is of prime importance for the acquisition of the necessary skills and competencies in the field of English language teaching. This study aims at determining the opinions of the pre-service teachers of English regarding the effects of the use of role playing technique in expression skills course, which is offered in the 2nd year at the Department of Foreign Languages Education, the problems experienced during the application process and the suggestions for the use of the technique. A semi-structured interview was implemented to gather the data. The data of the research were arranged and interpreted within the framework of the themes created for the purpose of the research with the descriptive analysis technique. The data obtained from the study results generally emphasize that role playing technique is an efficient method for students to improve their expression skills. Based on the results of the study, the application of the role-playing technique, may also be beneficial to the professional development of prospective teachers. Using drama in foreign language learning classes can improve the self-confidence of prospective teachers in terms of applying drama activities in their professional lives. However, when we consider this process as a whole, the difficulties students experience in this process should not be ignored. In order to minimize the problems participants made suggestions about the importance of space and equipment for the role-playing technique to reach its goal efficiently.
Keywords: English expression skills, role-playing techniqu
Opinions of EFL students regarding autonomous learning in language teaching
No full textThe purpose of this study is to reveal the opinions of the Sivas Cumhuriyet University students, majoring at EnglishLanguage Teaching Department in the 2017-2018 academic year, about the autonomous learning process toacquire English speaking proficiency. This study, which aims to reveal the sources that affect the students'autonomous learning activities and speaking skills in English language learning, has been conducted withqualitative study methods and is in descriptive survey model. Interviewing method was chosen as the datacollection tool of the study. A semi-structured interview form was prepared and conducted in order to reveal thestudents' opinions about the language learning process, the activities they do individually in order to improve theirEnglish speaking proficiency, the sources affecting their speaking skills, and their recommendations for studentswho want to improve their speaking skills. Qualitative data were analyzed by descriptive analysis, and the dataobtained according to the framework formed were interpreted and supported by direct quotations when necessary.Studies on the effects of autonomous learning activities on development of English speaking competence reportthat auto autonomous learning activities are: making foreign friends, watching foreign movies and listening toforeign music, playing video games, attending drama courses and situations emerging out of individual andenvironmental circumstances.© 2020 JLLS and the Authors - Published by JLLS
İngilizce Öğretmen Adaylarının Bilişsel Esneklikleri ve Yardım İsteme Eğilimlerinin İncelenmesi
No full textBu araştırmada İngilizce öğretmen adaylarının bilişsel esneklik düzeyi ve yardım isteme eğilimlerinin sınıf düzeyi, cinsiyet ve anne baba eğitim durumları değişkenlerine göre incelenmesi ve bilişsel esnekliğin yardım isteme eğilimlerini yordama düzeyinin belirlenmesi amaçlanmıştır. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırma grubunu Cumhuriyet Üniversitesi Eğitim Fakültesi Yabancı Diller Eğitimi Bölümünde öğrenim görmekte olan toplam 158 öğrenci oluşturmaktadır. Verilerin toplanmasında Bilişsel Esneklik Envanteri ve Yardım İsteme Ölçeği kullanılmıştır. Verilerin analizinde betimsel istatistiklerin yanında, One Way ANOVA, t Testi, Kruskal Wallis, Pearson korelasyon katsayısı ve çoklu doğrusal regresyon tekniklerinden yararlanılmıştır. Araştırma bulgularına göre İngilizce öğretmen adaylarının bilişsel esneklikleri ve yardım isteme eğilimleri sınıf düzeyine göre anlamlı farklılık göstermezken, bilişsel esneklikleri cinsiyete göre erkek öğretmen adayları lehine farklılık göstermiştir. Anne eğitim durumu bilişsel esneklik ve yardım isteme eğiliminde anlamlı farka neden olmazken, baba eğitim durumuna göre bilişsel esneklikte anlamlı fark bulunmuştur. Çalışmada bilişsel esnekliğin yardım isteme eğiliminin anlamlı yordayıcısı olduğu saptanmıştır
A qualitative study of teacher-created interactive videos versus YouTube videos in flipped learning
No full textPre-class work assumes a central role in flipped learning, which has recently enjoyed immense popularity across various disciplines. This qualitative case study investigates the factors associated with learners' doing/failing to do the pre-class tasks in flipped learning. It also compares teacher-created interactive videos and YouTube videos in terms of how they fit into flipped learning as instructional materials that can be used to motivate learners to do pre-class tasks. The learners in an English language teaching methodology course were asked to take turns each week to watch either teacher-created videos enriched (via PlayPosit) with quizzes and discussion questions or YouTube videos. The qualitative data were collected using semi-structured interviews with six participants recruited using criterion sampling. The participants' reflective journals and the lecturer's diary triangulated the data. The results indicated that the learners found the YouTube videos more enjoyable and teacher-created interactive videos more instructive, due to the embedded interactions they had rather than the teacher's presence. However, the task completion levels in the pre-class work were low in both teacher-created and YouTube videos. Pedagogically considered, effective and enjoyable delivery rather than teacher presence in videos seems more critical for learners. Therefore, using high-quality ready-made videos and enriching them with interactive elements could be a viable option in flipped learning
İngilizce Dil Öğreniminde İçerik Temelli Öğretim Yaklaşımı: Bir Eylem Araştırması
No full textBu araştırmanın amacı üniversite öğrencilerinin İçerik TemelliYaklaşımla İngilizce öğrenmeye ilişkin görüşlerini yapılanuygulama yoluyla ortaya koymaktır. Bu araştırma nitelaraştırma desenlerinden biri olan eylem araştırması yöntemiylegerçekleştirilmiştir. Çalışma grubu iki farklı 26 öğrencilikgruplardan oluşturulmuştur. Nitel verilerin analizi içerik analiziyöntemiyle incelenmiş ve yorumlanmıştır. Nicel verilerinanalizinde; deney öncesinde her iki gruba bağımlı değişkeneilişkin ön test uygulanmıştır. Araştırmada ön test ve son testarasındaki farka ilişkin iki faktörlü ANOVA istatistiğikullanılmıştır. Öğrencilerin bir dönemlik ders işlenişisonucunda sürecin değerlendirilmesine ilişkin görüşleriincelendiğinde; öğrenciler, merak ve motivasyonlarınınarttığını, dersin eğlenceli ve zevkli bulunduğunu, içerik temelliders kitaplarının ilgi çekici olduğunu ve bu özelliklerin onlarınmotivasyonlarını artırdığını belirtmişlerdir. Araştırmanındeneysel kısmında ise içerik temelli ders işlenişi ile gelenekselyöntemle ders işlenişi arasındaki anlamlı farklılığa ilişkinyapılan karışık ölçümlerde ortalama puanların karşılaştırmasısonucunda; İngilizce dil öğrenmede öğrencilerin güçlük algısıve motivasyon düzeyleri arasında anlamlı bir farklılaşmaolmadığı bulgularına ulaşılmıştır. Öğrencilerin İngilizce dilöğrenimleri için uygulanan içerik temelli öğretim ve gelenekselyöntemler öğrencilerin dil öğrenmede güçlük algılarınıazaltmadığı ve motivasyonlarında ise herhangi bir artışolmadığı görülmüştür
İngilizce Öğretmenlerinin İngilizce DersiÖğretimine Yönelik Beklentileri ve Destek Algıları
No full text
