1,720,964 research outputs found
A Qualitative Investigation of Pre-Service English as a Foreign Language (EFL) Teacher Opinions
Get PDFPre-service English teacher education students’ perceptions of their education experience provide greater insight into developing an effective teaching strategy in English teacher education. The objectives for the study were: (1) to identify issues of interest or concern to the department and (2) to determine satisfaction levels concerning departmental issues. Data were drawn from focus group interviews involving 5 student- teachers in each of 5 groups. The findings showed that the English teacher education department students thought that the department was not fulfilling many of its purposes, although there were some strengths. Identifying what students think can help to open English teacher educators’ eyes and minds to the realities of the English teacher education both locally and globally
Achievement Goal Theory: A Perspective on Foreign-Language-Learners' Motivation
No full textIt has long been recognized that varying achievement goals elicit varying motivational patterns with varying behavioral consequences. Several sets of contrasting goal orientations have been proposed to explain differences in language students' achievement behaviors. A total of 135 third-year (n = 54 male; n = 81 female) students in a preservice English teacher education program participated in this study of goal orientation. The proposed goal orientations were measured by adapting the Goal Orientation Scale developed by Skaaalvik (1997) for the L2 learning domain, and students' language achievement was measured by a TOEFL test. Results indicated that students placed most emphasis on task mastery goals and that this was related to language achievement. Task mastery goals are negatively correlated with work-avoidance. Self-defeating ego orientation is positively correlated with both work-avoidance and self-enhancing ego orientation. The analysis also suggested that male students had a stronger
tendency to avoid work
Pre-service teachers as readers and future teachers of EFL reading.
No full textThe study reported here aims to deepen our understanding of what pre-service teachers think about their own reading, their future responsibility as teachers of EFL reading, and about the effectiveness of the education they have been receiving. Pre-service teachers did not describe themselves as very competent readers, but when they read, they have intrinsic reasons to do so. The findings suggest that they believe good reading teachers should themselves be good readers, who read along with their students. They were not very enthusiastic about teaching reading, though they accepted they would need to teach it as part of a language course. 51.51% of the pre-service teachers rated their teacher education program as satisfactory in this domain.</p
Fakülte okul işbirliği çerçevesinde yabancı dil öğretimi yöntemleri. YÖK/Dünya Bankası Milli Eğitimi Geliştirme Projesi
No full textPerceptions on School-Based English Teacher Education: A Qualitative Study
Get PDFThe National Education Development Project (NEDP) is one of the most important attempts to improve the quality of teacher education in Turkey. NEDP focused on the development of practice in pre-service secondary school language teacher education in Turkey. NEDP supported this research to explore student, mentor, teacher educator, and mentor trainer opinions and experiences in depth and understand the actual implementation of school-based teacher education at schools. Individual interviews were conducted in a British University to explore participants\u27 perceptions. This paper will discuss each issue which emerged from the data separately to highlight the issues that appeared important
Goal Orientation and Reading Strategy Use of Turkish Students of an English Language Teaching Department
Get PDFThis study aims to investigate qualitatively the role of goal orientation in reading comprehension both in native (L1) and second or foreign languages (L2), and the reading strategy use in L1 and L2 of the Turkish advanced students of an English Language Teaching (ELT) Department in order to understand the pedagogical aspects of reading. The data of this phenomenological study come from one-on-one, semi-structured interviews carried out with 8 Turkish ELT students; 4 preparatory class students, 4 firstyear students, who take a reading course. The results of the study demonstrated that the participants had a variety of goal orientations which lend support to the multiple goal approach that claims the reasons students have for engaging in the academic endeavours influence the goals they adopt. All the students perceive the reading strategies as helpful. The data of the study evidenced that mastery goal oriented, and high mastery and low performance-approach participants use more strategies than the performanceapproach (except for one) and work-avoidant participants. Mastery goal oriented students seemed to be more persistent when they confront a comprehension problem in English. All of them think that there is a necessity to teach reading strategies to the students both in their L1 and L2
Goal Orientation and Reading Strategy Use of Turkish Students of an English Language Teaching Department
No full textThis study aims to investigate qualitatively the role of goal orientation in reading comprehension both in native (L1) and second or foreign languages (L2), and the reading strategy use in L1 and L2 of the Turkish advanced students of an English Language Teaching (ELT) Department in order to understand the pedagogical aspects of reading. The data of this phenomenological study come from one-on-one, semi-structured interviews carried out with 8 Turkish ELT students; 4 preparatory class students, 4 firstyear students, who take a reading course. The results of the study demonstrated that the participants had a variety of goal orientations which lend support to the multiple goal approach that claims the reasons students have for engaging in the academic endeavours influence the goals they adopt. All the students perceive the reading strategies as helpful. The data of the study evidenced that mastery goal oriented, and high mastery and low performance-approach participants use more strategies than the performanceapproach (except for one) and work-avoidant participants. Mastery goal oriented students seemed to be more persistent when they confront a comprehension problem in English. All of them think that there is a necessity to teach reading strategies to the students both in their L1 and L2
Percepciones de Estudiantes de la Enseñanza de Inglés en cuanto al Aprendizaje de Idiomas y su Relación con el Género
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