scholarly journals The Evaluation of an English Preparatory Program Using CIPP Model and Exploring A1 Level Students’ Motivational Beliefs

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Görkem Erdogan ◽  
Enisa Mede
Keyword(s):  
Goal Orientation ◽  
English Language ◽  
Qualitative Data ◽  
Evaluation Model ◽  
Product Evaluation ◽  
Control Beliefs ◽  
Motivational Beliefs ◽  
Structured Interviews ◽  
Language Program ◽  
Preparatory Program

The purpose of the present study is to evaluate English Preparatory School Language Program in a state university from students’ and instructors’ point of view and also investigate the students’ motivational beliefs for learning in the existing program. More specifically, Stufflebeam’s (1971) CIPP (context, input, process, product) evaluation model was used to evaluate the English language program whereas MSLQ (motivated strategies for learning questionnaire) developed by Pintrich, Garcia, Mckeachie and Smith (1991) was administered to investigate the motivational beliefs for learning of the participating students. Both quantitative and qualitative data were collected in this study. The quantitative data were obtained through questionnaires administered to 54 Turkish EFL students and 33 EFL instructors enrolled in the A1 (elementary level) English preparatory program. The qualitative data were gathered via semi-structured interviews with 10 students and 5 instructors from the same program. The findings of the study revealed that the program partially succeeded its objectives. Both students and instructors were content with materials, assessment dimensions of the program as well as the teaching methods. On the other hand, there was a need for the improvement of the speaking and listening skills and tasks in the A1 program. In addition to this, among the motivational beliefs of the students, control beliefs, task value and intrinsic goal orientation were perceived to be crucial for the students during the process of English learning. The study provides suggestions and pedagogical implications for the English preparatory programs.

Integrating Culture in Language Preparatory Programs

2020 ◽  
pp. 433-451
Author(s):  
Enisa Mede ◽  
Zeynep Mutlu Cansever
Keyword(s):  
English Language ◽  
Classroom Observations ◽  
Sample Population ◽  
Structured Interviews ◽  
Language And Culture ◽  
Preparatory Program ◽  
Culture Teaching ◽  
Preparatory Programs ◽  
Program Data

This chapter aims to investigate the role of culture in English Language Preparatory Programs in Turkey. Specifically, the chapter attempts to gain insights on what types of culture teaching activities native and non-native English instructors use in their classroom, find out if there is any difference between the two groups of participants and lastly, identify to what extent they implement culture in their teaching practices.. The sample population of this study were 95 (44 native and 51 non-native) EFL instructors working in the preparatory program. Data were collected from a questionnaire, semi-structured interviews and classroom observations. The findings revealed that both groups of instructors agreed that language and culture are closely related and that culture should be integrated in classrooms frequently to help students to become intercultural speakers as well as become more competent in how to develop a relationship with people of other languages and cultures.

Research and Reflective Practice in the Pre-Literate ESL Classroom

2020 ◽  
pp. 243-271
Author(s):  
Vineetha Hewagodage
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Adult Students ◽  
English Language ◽  
First Language ◽  
Literacy Skills ◽  
Structured Interviews ◽  
Language Program ◽  
English Only ◽  
Low Educated

This chapter reports on findings of a qualitative study conducted with diverse cultural and linguistic background adult students engaged in learning English through an adult migrant English language program offered in a refugee welcome zone in a rural region of Australia. Twenty students whose first language was not English were observed in the language learning environment and participated in semi-structured interviews. The research explored how English language learning can be best supported for humanitarian refugees with little or no literacy in their first language to become acculturated and socially integrated into Australian society. It was found that the typical ‘English only approach' that is commonly used in the Adult Migrant English Language Program (AMEP) to teach literacy and develop proficiency in the English language is called into question when applied to learners with limited or no print literacy skills in their first language. It was concluded that these learners, who are commonly referred to in the literature as LESLLA (Low Educated Second Language Acquisition and Literacy for Adults), are faced with a number of social exclusionary practices during their integration process. Recommendations are made on how these issues might be addressed.

Integrating Culture in Language Preparatory Programs

2020 ◽  
pp. 391-409
Author(s):  
Enisa Mede ◽  
Zeynep Mutlu Cansever
Keyword(s):  
English Language ◽  
Classroom Observations ◽  
Sample Population ◽  
Structured Interviews ◽  
Language And Culture ◽  
Preparatory Program ◽  
Culture Teaching ◽  
Preparatory Programs ◽  
Program Data

This chapter aims to investigate the role of culture in English Language Preparatory Programs in Turkey. Specifically, the chapter attempts to gain insights on what types of culture teaching activities native and non-native English instructors use in their classroom, find out if there is any difference between the two groups of participants and lastly, identify to what extent they implement culture in their teaching practices.. The sample population of this study were 95 (44 native and 51 non-native) EFL instructors working in the preparatory program. Data were collected from a questionnaire, semi-structured interviews and classroom observations. The findings revealed that both groups of instructors agreed that language and culture are closely related and that culture should be integrated in classrooms frequently to help students to become intercultural speakers as well as become more competent in how to develop a relationship with people of other languages and cultures.

scholarly journals An Examination of Field-Related and Technology-Aided Measurement and Evaluation Course

2021 ◽  
Vol 11 (1) ◽  
pp. 192-206
Author(s):  
memet karakuş
Keyword(s):  
Academic Achievement ◽  
Quantitative Data ◽  
English Language ◽  
Qualitative Data ◽  
English Language Teaching ◽  
Study Group ◽  
Structured Interviews ◽  
Spring Semester ◽  
Measurement And Evaluation ◽  
Dependent Sample

The general aim of the research is to examine the effect of field-related and technology-aided measurement and evaluation courses on students’ academic achievement towards measurement and evaluation and to determine their views about the practice. This research was conducted with a case study design. The participants of the study consisted of 28 pre-service teachers studying in the English Language Teaching Department in the spring semester of 2016-2017 at a state university in the South of Turkey. The study was carried out for one semester. In order to collect quantitative data, the Measurement and Evaluation Course Achievement Test developed by the researchers was applied twice before and after the practice. In the evaluation of the practice, semi-structured interviews were conducted with volunteer students in the study group, and qualitative data were collected. In the context of the analysis of quantitative data, the difference between the pretest and posttest achievement scores of the students in the study group was examined with dependent sample t-test. In the analysis of the interviews within the scope of qualitative data, the inductive approach used in content analysis methods was used. As a result of the research, it has been seen that the field-related and technology-aided measurement and evaluation course increases the academic achievement of the students. In addition, it was determined that the students had positive views about the course, they had difficulties with mathematical subjects and there were generally positive views about Excel practices but there were limitations in various aspects. Finally, it has been determined that there are positive views regarding the integration of the course with the field teaching, recommendations are made to improve improvement of the course about time and duration, and the course has various contributions to the professional life.

scholarly journals Teachers’ and Students’ Beliefs on English Language Education at Madrasah Mu’allimin Muhammadiyah

2020 ◽  
Author(s):  
Muhammad Agung Buwono ◽  
Widyastuti Purbani
Keyword(s):  
English Language ◽  
Qualitative Data ◽  
Language Education ◽  
Social Awareness ◽  
Language Usage ◽  
Structured Interviews ◽  
English Language Education ◽  
The Core ◽  
Teachers And Students ◽  
Academic Year

This study investigates both teachers’ and students’ belief in language education at Madrasah Mu’allimin Muhammadiyah Yogyakarta in the academic year of 2019/ 2020. Semi-structured interviews were conducted with five teachers and five students as the research participants. Interview results were analyzed though qualitative data analysist. The finding showed that generally their belief on language education was influenced by religious values of Islam. It was the core value of their language education. All respondents showed their social awareness of the importance of language usage and its mastery as part of religious duty.

Integrating Culture in Language Preparatory Programs

2017 ◽  
pp. 16-35
Author(s):  
Enisa Mede ◽  
Zeynep Mutlu Cansever
Keyword(s):  
English Language ◽  
Classroom Observations ◽  
Sample Population ◽  
Structured Interviews ◽  
Language And Culture ◽  
Preparatory Program ◽  
Culture Teaching ◽  
Preparatory Programs ◽  
Program Data

This chapter aims to investigate the role of culture in English Language Preparatory Programs in Turkey. Specifically, the chapter attempts to gain insights on what types of culture teaching activities native and non-native English instructors use in their classroom, find out if there is any difference between the two groups of participants and lastly, identify to what extent they implement culture in their teaching practices.. The sample population of this study were 95 (44 native and 51 non-native) EFL instructors working in the preparatory program. Data were collected from a questionnaire, semi-structured interviews and classroom observations. The findings revealed that both groups of instructors agreed that language and culture are closely related and that culture should be integrated in classrooms frequently to help students to become intercultural speakers as well as become more competent in how to develop a relationship with people of other languages and cultures.

scholarly journals SOURCES OF TURKISH EFL LEARNERS’ FOREIGN LANGUAGE READING ANXIETY

2017 ◽  
Vol 4 (1) ◽  
pp. 1-18
Author(s):  
Cemre Isler ◽  
Ozgur Yildirim
Keyword(s):  
Foreign Language ◽  
Quantitative Data ◽  
English Language ◽  
Qualitative Data ◽  
Figurative Language ◽  
Personal Factors ◽  
Structured Interviews ◽  
Efl Learners ◽  
Foreign Language Reading ◽  
Reading Anxiety

The purpose of this study was to investigate possible sources of reading anxiety experienced by Turkish EFL learners. The participants of the study were 50 first year university students studying at the English Language Teaching program of a public university in Turkey. The study employed the explanatory sequential mixed methods design. First, the quantitative data were collected through Foreign Language Reading Anxiety Scale (FLRAS), and then the qualitative data were collected through semi-structured interviews for the purpose of better understanding quantitative data findings. For analyzing the quantitative data, each participant’s mean score from FLRAS was computed. As for the qualitative data, the transcribed interviews were analyzed using the constant comparison method, for which the researcher identified the recurring themes through coding, prioritizing and connecting the pieces of data. Results indicated that the participants of the study, in general, experience a moderate level of FL reading anxiety. The following three main categories of FL reading anxiety sources were identified with their ten sub-categories: (1) personal factors (inappropriate reading strategy use, lack of self-confidence, high expectations), (2) features of the reading text (topic familiarity, unknown vocabulary, complex reading structure, text length, figurative language), and (3) reading course (compulsory reading, exam). Key Words: foreign language anxiety, foreign language reading anxiety, the sources of foreign language reading anxiety

ISOLATED AND INTEGRATED GRAMMAR TEACHING IN TERTIARY EFL CONTEXT: INDONESIAN TEACHERS’ BELIEFS

2020 ◽  
Vol 1 (1) ◽  
pp. 17-30
Author(s):  
Elisabet Titik Murtisari ◽  
Laura Salvadora ◽  
Gita Hastuti
Keyword(s):  
English Language ◽  
Small Scale ◽  
Practical Reasons ◽  
Primary Role ◽  
Structured Interviews ◽  
Focus On Form ◽  
Language Program ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
Focus On Forms

While there are a lot of debates surrounding isolated and integrated grammar teaching, there is still limited research on their uses in EFL settings with larger class sizes and different learning environments. To fill in this gap, this case study investigates teachers’ beliefs toward isolated grammar teaching (Focus on Forms/FoFs) and integrated grammar teaching (largely a version of Focus on Form/FonF) in the context of EFL tertiary language study in Indonesia. The data were obtained by conducting semi-structured interviews with 10 Indonesian teachers of a private university’s English language program. In general, the teachers tended to value one of the approaches for different aspects, but there was less consensus on their effectiveness to promote students’ ability to apply grammar in context. In spite of this, most considered the approaches to complement each other. Nevertheless, over half of the participants indicated that isolated grammar teaching should assume a primary role in their context for practical reasons. Drawing on mostly teachers' experience in grammar teaching, this small-scale research offers more crucial insights into how isolated and integrated grammar teaching like FonFs and FonF are viewed at a more practical level amidst controversies on how to best teach grammar.

scholarly journals Washback of an English Language Assessment System in a Malaysian University Foundation Programme

2021 ◽  
Author(s):  
Umed Bokiev ◽  
Arshad Abd. Samad
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
English Language ◽  
Qualitative Data ◽  
Language Assessment ◽  
Assessment System ◽  
Structured Interviews ◽  
Number Of Factors ◽  
Foundation Programme ◽  
Depth Analysis

Washback refers to the influence of language assessment on teaching and learning. In contrast to the wealth of studies involving external large-scale language examinations, scant research has been conducted to explore the influence of internal language assessment on instruction, particularly in the context of a university foundation programme. This qualitative study investigated the washback effects of an English language assessment system (ELAS) on the teaching and learning of English in a Malaysian university foundation programme. Apart from an in-depth analysis of official documents on the ELAS, we conducted individual semi-structured interviews with three curriculum and assessment developers, three English language instructors, four students and four alumni of the foundation programme and analysed the collected data using Miles and Huberman’s (1994) framework for qualitative data analysis. Findings indicated that the ELAS, with its different assessment forms, exerted an overall positive washback on various aspects of English teaching and learning. Yet, a number of factors related to the assessment, teachers, students as well as context mediated the extent of washback experienced. Based on the findings of the study, we put forward a few recommendations on how to encourage positive washback.

scholarly journals An Investigation into English Language Instructors' and Students’ Intercultural Awareness

2016 ◽  
Author(s):  
Burcu Yılmaz ◽  
Yonca Özkan
Keyword(s):  
English Language ◽  
Qualitative Data ◽  
Language Teaching ◽  
English Language Teaching ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
Intercultural Awareness ◽  
Language Classes ◽  
Language Instructors ◽  
Language Students

The role of English as a global language has been increasing greatly in importance for the past few decades, giving rise to different varieties of English spoken by native and non-native English speakers all around the world. It has pointed to the need to raise intercultural awareness in English language classes. This study aims to reveal teacher and student perspectives of intercultural awareness regarding ownership of English and cultural integration in English language classes in Turkey. A mixed method research investigation was used in this descriptive case study. Questionnaires were employed to collect data from 45 English language instructors and 92 English language students. Semi-structured interviews were conducted with eight English language instructors, and focus group interviews were conducted with 24 English language students. The quantitative data was analyzed via SPSS 20 and the qualitative data was analyzed via NVivo 10.0 qualitative data software. The findings revealed that while both instructors and students seemed to be aware of the importance of intercultural awareness in English language teaching, their perspectives didn’t indicate a thorough intercultural point of view. The findings yielded several significant implications including the need to develop an intercultural curriculum, textbook, and teacher training programs to enhance intercultural awareness in English language teaching and learning process.

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