Araştırma Makalesi
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The Implementation of an Intensive English Language Program in the Fifth Grade in Turkey: A Qualitative Evaluation

Yıl 2020, Cilt: 13 Sayı: 1, 25 - 43, 09.01.2020
https://doi.org/10.30831/akukeg.532955

Öz

This qualitative evaluation study aims to investigate the implementation process of a current educational reform on teaching English to young learners in Turkey, the Intensive English Language Program in the Fifth Grade, from English as a foreign language (EFL) teachers’ viewpoints. Seven EFL teachers at pilot schools in the city-center of Erzincan were interviewed twice. The results of the first round of interviews indicated that despite the challenges arising from the pilot program, the teachers had positive attitudes regarding the potential advantages of the program. However, the final interview results painted a different picture in that although the main principles of the policy were seen as beneficial for young learners, the teachers faced a variety of challenges, such as a heavy compulsory curriculum in terms of content, lack of professional development support on the new program and scarcity of suitable language teaching materials. Based on both these problems and the benefits of the program, the teachers offered several suggestions for improving the quality of the program; these targeted elements including poor design of the program and unsatisfying professional development support. This study takes a snapshot of the implementation of the current EFL reform and presents suggestions for policymakers and teachers.

Destekleyen Kurum

Erzincan Binali Yıldırım University

Proje Numarası

SBA-2018-529

Teşekkür

Erzincan Binali Yıldrım University Scientific Project Office supported this study with the project grant number SBA-2018-529. Preliminary findings of the study were presented orally at Second International Learning, Teaching and Educational Research Congress – ILTER. The authors thank research assistants, Ayşe Merzifonluoğlu and Tuba Işık for their support in the data analysis process and appreciate anonymous reviewers for their comments on the improvement of the manuscript.

Kaynakça

  • Aksoy, E., Bozdoğan, D., Akbaş, U., & Seferoğlu, G. (2018). Old wine in a new bottle: Implementation of intensive language program in the 5th grade in Turkey. Eurasian Journal of Applied Linguistics, 4(2), 301-324. doi: 10.32601/ejal.464187
  • Altan, M. Z. (2016). The need for more effective in-service training for professional development of English language teachers. British Journal of Education, Society & Behavioral Science, 15(2), 1-12.
  • Altan, M. Z. (2017). Globalization, English language teaching and Turkey. International Journal of Languages’ Education and Teaching, 5(4), 764-776. doi: 10.18298/ijlet.2238 Arslan, R. Ş. (2012). Bridging the gap between policy and practice in teaching English to young learners: The Turkish context. Pamukkale University Faculty of Education Journal, 32, 95-100.
  • Aydin, S. (2016). A qualitative research on foreign language teaching anxiety. The Qualitative Report, 21(4), 629-642.
  • Bayrakçı, M. (2009). In-service teacher training in Japan and Turkey: A cooperative analysis of institutions and practices. Australian Journal of Teacher Education, 34(1), 10-22.
  • Bayyurt, Y. (2012). 4+4+4 eğitim sisteminde erken yaşta yabancı dil eğitimi. A. Sarıçoban & H. Öz (Eds.), Türkiye’de yabancı dil eğitiminde eğilim ne olmalı? (pp. 117-128). Ankara: Hacettepe University.
  • Bland, J. (Ed.). (2015). Teaching English to young learners. Critical issues in language teaching with 3-12 year olds. London: Bloomsbury Academic.
  • Block, D., & Cameron, D. (Eds.). (2002). Globalization and language teaching. London, UK: Routledge.
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. doi: 10.3102/0013189X033008003
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi: 10.1191/1478088706qp063oa
  • Brewster, J., Ellis, G., & Girard, D. (Eds.). (2002). The primary English teacher’s guide. New Edition, London: Penguin Books.
  • Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. (3rd Ed.). White Plains, MY: Pearson.
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th Ed.). New York, NY: Routledge.
  • Creswell, J.W. (2004) Research design: Qualitative, quantitative, and mixed method approaches (4th Ed.). Thousand Oaks, CA: Sage.
  • Çakır, A. (2017). Türkiye’de YÖK öncesi ve sonrası yabancı dil eğitimi. Journal of Language Research (JLR), 1(1), 1-18.
  • Çakır, İ. (2004). Designing activities for young learners in EFL classrooms. Gazi Üniversitesi Gazi Eğitim Dergisi, 24 (3), 101-112.
  • Daloğlu, A. (2004). A professional development program for primary school English language teachers in Turkey: Designing a materials bank. International Journal of Educational Development. 24, 677–690. doi: 10.1016/j.ijedudev.2004.04.001
  • Dane, F. C. (2011). Evaluating research: Methodology for people who need to read research. California, CA: Sage.
  • Dilekli, Y. (2018). Ortaokul İngilizce hazırlık sınıfı programı pilot uygulamasının öğretmen görüşlerine gore değerlendirilmesi. OPUS – Uluslararası Toplum Araştırmaları Dergisi, 8(15), 1399-1425. doi: 10.26466/opus.445713
  • Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge, UK: Cambridge University.
  • Enever, J., & Moon, J. (2009). New global contexts for teaching primary ELT: Change and challenge. In J. Enever, J. Moon, & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 5-21). Reading: Garnet Education.
  • Erdem, S., & Yücel-Toy, B. (2017). Determination of the needs for foreign language oriented fifth grade English curriculum. International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(28), 259.280.
  • Ersöz, A., Çakır, A., Cephe, P. T., Peker, B. G., Özkan, N., Büge, C., & Özmen, D. (2006). English language curriculum for primary education grades 4, 5, 6, 7, and 8. Ankara: Devlet Kitapları Müdürlüğü.
  • Fraser, C., Kennedy, A., Reid, L., & Mckinney, S. (2007). Teachers’ continuing professional development: Contested concepts, understandings and models. Journal of In-service Education, 33(2), 153-169. doi: 10.1080/13674580701292913
  • Gürsoy, E., & Çelik-Korkmaz, Ş. (2012). Teaching young learners: The role of theory on practice. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 1(2), 109-119.
  • Gürsoy, E., Çelik-Korkmaz, Ş., & Damar, E. A. (2013). Foreign language teaching within 4+4+4 education system in Turkey: Language teachers’ voices. Eurasian Journal of Educational Research, 53(A), 59-74.
  • Haznedar, B. (2003). Çocukta ikinci dil egitimi: Sorunlar, çözümler (Child second language learning: Problems, solutions). In İ., Doğan (Ed.), Proceeding of the early childhood education congress (pp. 119-130), İstanbul: Özyurt Matbaacılık.
  • Haznedar, B. (2012). Perspectives on pre-service education of English language teachers in Turkish primary schools. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research perspectives on teaching and learning: Policies and practices (pp. 39-58). Frankfurt: Peter Lang.
  • İnal, B. (2006). Coursebook selection process and some of the most important criteria to be taken into consideration in foreign language teaching. Journal of Arts and Sciences, 5, 19-29.
  • İpek, H. (2016). A qualitative study on foreign language teaching anxiety. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 4(3), 92-105.
  • Johnstone, R. (2002). Addressing ‘The age factor’: Some implications for languages policy. Strasbourg: Council of Europe.
  • Kırkgöz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC Journal, 38(2), 216-228. doi: 10.1177/0033688207079696
  • Kırkgöz, Y. (2008). A case study of teachers’ implementation of curriculum innovation in English language teaching in Turkish primary education. Teaching and Teacher Education, 24, 1859-1875. doi: 10.1016/j.tate.2008.02.007
  • Kırkgöz, Y. (2009a). English language teaching in Turkish primary education. In J. Enever, J. Moon & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives. (pp.189-195). Reading, UK: Garnet Publishing.
  • Kırkgöz, Y. (2009b). Globalization and English language policy in Turkey. Educational Policy, 23, 663-684. doi: 10.1177/0895904808316319
  • Kırkgöz, Y., Çelik, M., & Arıkan, A. (2016). Laying the theoretical and practical foundations for a new elementary English curriculum in Turkey: A procedural analysis. Kastamonu Eğitim Dergisi, 24(3), 1199-1212.
  • Kirkpatrick, R. (Ed.). (2017). English language education policy in the Middle East and North Africa. Switzerland: Springer International Publishing.
  • Klancar, N. I. (2006). Developing speaking skills in the young learners classroom. The Internet TESL Journal, 7 (11). Retrieved from http://iteslj.org/Techniques/Klancar-SpeakingSkills.html
  • Larsen-Freeman, M., & Long, M. (1991). An introduction to second language acquisition research. London: Longman.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
  • MoNE (Ministry of National Education of Turkey). (2012). İlköğretim kurumları ingilizce ders öğretim programı. Ankara: Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı.
  • MoNE (Ministry of National Education of Turkey). (2013). İlköğretim kurumları ingilizce ders öğretim programı. Ankara: Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı.
  • MoNE (Ministry of National Education of Turkey). (2017). Yabancı dil ağırlıklı 5. Sınıf İngilizce dersi öğretim programı. Retrieved from https://dogm.meb.gov.tr/meb_iys_dosyalar/2017_09/26153336_5._SINIF_YNG._PROGRAMI.pdf
  • Nikolov, M. (2002). Issues in English language education. Bern: Peter Lang.
  • Pinter, A. (2017). Teaching young language learners (2nd Ed.). Oxford: Oxford University Press.
  • Saldana, J. (2011). Fundamentals of qualitative research: Understanding qualitative research. New York: Oxford University Press.
  • Seidlhofer, B. (2001). Closing a conceptual gap: The case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11(2), 133-158. doi: 10.1111/1473-4192.00011
  • Seidlhofer, B. (2005). English as a lingua franca. ELT Journal, 59(4), 339-341. doi: 10.1093/elt/cci064
  • Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research. Education for Information, 22(2), 63-75. doi: 10.3233/EFI-2004-22201
  • Simons, H. (2009). Case study research in practice. London, UK: Sage.
  • Thomason, S. G. (2001). Language contact: An introduction. Edinburgh & Washington, DC: Edinburgh University Press & Georgetown University Press.
  • Vural, Ö. F., & Şenel, M. (2018). Beşinci sınıf yoğunlaştırılmış İngilizce program öğretmenlerinin yapılandırmacı öğrenme ortamı düzenleyebilme durumları. Uluslararası Türk Kültür Coğrafyasında Sosyal Bilimler Dergisi (TURKSOSBİLDER), 3(1), 89-106.
  • Widdowson, H. G. (2012). Closing the gap, changing the subject. In J. I. Hüttner, B. Mehlmauer-Larcher, S. Reichl, & B. Schiftner (Eds.), Theory and practice in EFL teacher education: Bridging the gap (pp. 3-15). Bristol: Multilingual Matters.
  • Williams, L. (1991). The effects of a comprehensive teaching assistant training program on teaching anxiety and effectiveness. Research in Higher Education, 32(5), 585-598. doi: 10.1007/BF00992630
  • Yin, R. K. (2009). Case study research: Design and methods (4th Ed.). Thousand Oaks, CA: Sage.
  • Yazıcı, Z., & Genç-İlter, B. (2018). Viewpoints of foreign language teaching at early childhood period (Antalya case). International Journal of Languages’ Education and Teaching, 6(2), 438-453. doi: 10.18298/ijlet.3016

Türkiye’de Yabancı Dil Ağırlıklı Beşinci Sınıf İngilizce Dersi Öğretim Programının Uygulanması: Nitel Bir Değerlendirme

Yıl 2020, Cilt: 13 Sayı: 1, 25 - 43, 09.01.2020
https://doi.org/10.30831/akukeg.532955

Öz

Bu nitel değerlendirme araştırması, Türkiye’de çocuklara İngilizce öğretimi üzerine geliştirilen güncel eğitim reformlarından biri olan Yabancı Dil Ağırlıklı Beşinci Sınıf İngilizce Dersi Öğretim Programı uygulamasını, yabancı dil öğretmenlerinin gözünden değerlendirmeyi amaçlamaktadır. Çalışmada, Erzincan ili şehir merkezindeki pilot okullarda görev yapan yedi farklı İngilizce öğretmeni ile uygulama sürecinde iki kez görüşme gerçekleştirilmiştir. Görüşmelerin ilk turunda elde edilen sonuçlar; pilot uygulama kendi içerisinde bir takım sorunlar doğursa da, İngilizce öğretmenlerinin programın potansiyel avantajlarını göz önünde bulundurarak olumlu tutumlar geliştirdiğini göstermektedir. Bununla beraber, son görüşme bulguları tamamen farklı bir resim ortaya koymaktadır; bu sonuçlara göre, uygulamanın temel prensiplerinin çocuklar açısından faydalı görülmesine rağmen İngilizce öğretmenleri program süresince içerik açısından yoğun müfredatın uygulamasında, mesleki gelişim kapsamında yapılan eğitimlerin eksikliği ve uygun dil öğretim materyallerinin yetersizliği gibi konularda bir takım zorluklarla karşılaşmıştır. Öğretmenler, belirtilen bu problemler ve ayrıca programın faydalı yönlerini dikkate alarak, uygulanan programın kalitesini arttırmak amacıyla bir takım öneriler sunmuştur. Bu önerilerin temelde programın zayıf olan tasarımı ve çocuklara yabancı dil öğretimi konusundaki mesleki gelişim desteği eğitimlerinin yetersizliğini hedef aldığı görülmüştür. Bu çalışma, mevcut yabancı dil eğitimi reformlarının değerlendirilmesi açısından genel bir bakış açısı ortaya koyarken öğretmen ve eğitim program düzenleyicilerine bir takım öneriler sunmaktadır.

Proje Numarası

SBA-2018-529

Kaynakça

  • Aksoy, E., Bozdoğan, D., Akbaş, U., & Seferoğlu, G. (2018). Old wine in a new bottle: Implementation of intensive language program in the 5th grade in Turkey. Eurasian Journal of Applied Linguistics, 4(2), 301-324. doi: 10.32601/ejal.464187
  • Altan, M. Z. (2016). The need for more effective in-service training for professional development of English language teachers. British Journal of Education, Society & Behavioral Science, 15(2), 1-12.
  • Altan, M. Z. (2017). Globalization, English language teaching and Turkey. International Journal of Languages’ Education and Teaching, 5(4), 764-776. doi: 10.18298/ijlet.2238 Arslan, R. Ş. (2012). Bridging the gap between policy and practice in teaching English to young learners: The Turkish context. Pamukkale University Faculty of Education Journal, 32, 95-100.
  • Aydin, S. (2016). A qualitative research on foreign language teaching anxiety. The Qualitative Report, 21(4), 629-642.
  • Bayrakçı, M. (2009). In-service teacher training in Japan and Turkey: A cooperative analysis of institutions and practices. Australian Journal of Teacher Education, 34(1), 10-22.
  • Bayyurt, Y. (2012). 4+4+4 eğitim sisteminde erken yaşta yabancı dil eğitimi. A. Sarıçoban & H. Öz (Eds.), Türkiye’de yabancı dil eğitiminde eğilim ne olmalı? (pp. 117-128). Ankara: Hacettepe University.
  • Bland, J. (Ed.). (2015). Teaching English to young learners. Critical issues in language teaching with 3-12 year olds. London: Bloomsbury Academic.
  • Block, D., & Cameron, D. (Eds.). (2002). Globalization and language teaching. London, UK: Routledge.
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. doi: 10.3102/0013189X033008003
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi: 10.1191/1478088706qp063oa
  • Brewster, J., Ellis, G., & Girard, D. (Eds.). (2002). The primary English teacher’s guide. New Edition, London: Penguin Books.
  • Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. (3rd Ed.). White Plains, MY: Pearson.
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th Ed.). New York, NY: Routledge.
  • Creswell, J.W. (2004) Research design: Qualitative, quantitative, and mixed method approaches (4th Ed.). Thousand Oaks, CA: Sage.
  • Çakır, A. (2017). Türkiye’de YÖK öncesi ve sonrası yabancı dil eğitimi. Journal of Language Research (JLR), 1(1), 1-18.
  • Çakır, İ. (2004). Designing activities for young learners in EFL classrooms. Gazi Üniversitesi Gazi Eğitim Dergisi, 24 (3), 101-112.
  • Daloğlu, A. (2004). A professional development program for primary school English language teachers in Turkey: Designing a materials bank. International Journal of Educational Development. 24, 677–690. doi: 10.1016/j.ijedudev.2004.04.001
  • Dane, F. C. (2011). Evaluating research: Methodology for people who need to read research. California, CA: Sage.
  • Dilekli, Y. (2018). Ortaokul İngilizce hazırlık sınıfı programı pilot uygulamasının öğretmen görüşlerine gore değerlendirilmesi. OPUS – Uluslararası Toplum Araştırmaları Dergisi, 8(15), 1399-1425. doi: 10.26466/opus.445713
  • Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge, UK: Cambridge University.
  • Enever, J., & Moon, J. (2009). New global contexts for teaching primary ELT: Change and challenge. In J. Enever, J. Moon, & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 5-21). Reading: Garnet Education.
  • Erdem, S., & Yücel-Toy, B. (2017). Determination of the needs for foreign language oriented fifth grade English curriculum. International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(28), 259.280.
  • Ersöz, A., Çakır, A., Cephe, P. T., Peker, B. G., Özkan, N., Büge, C., & Özmen, D. (2006). English language curriculum for primary education grades 4, 5, 6, 7, and 8. Ankara: Devlet Kitapları Müdürlüğü.
  • Fraser, C., Kennedy, A., Reid, L., & Mckinney, S. (2007). Teachers’ continuing professional development: Contested concepts, understandings and models. Journal of In-service Education, 33(2), 153-169. doi: 10.1080/13674580701292913
  • Gürsoy, E., & Çelik-Korkmaz, Ş. (2012). Teaching young learners: The role of theory on practice. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 1(2), 109-119.
  • Gürsoy, E., Çelik-Korkmaz, Ş., & Damar, E. A. (2013). Foreign language teaching within 4+4+4 education system in Turkey: Language teachers’ voices. Eurasian Journal of Educational Research, 53(A), 59-74.
  • Haznedar, B. (2003). Çocukta ikinci dil egitimi: Sorunlar, çözümler (Child second language learning: Problems, solutions). In İ., Doğan (Ed.), Proceeding of the early childhood education congress (pp. 119-130), İstanbul: Özyurt Matbaacılık.
  • Haznedar, B. (2012). Perspectives on pre-service education of English language teachers in Turkish primary schools. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research perspectives on teaching and learning: Policies and practices (pp. 39-58). Frankfurt: Peter Lang.
  • İnal, B. (2006). Coursebook selection process and some of the most important criteria to be taken into consideration in foreign language teaching. Journal of Arts and Sciences, 5, 19-29.
  • İpek, H. (2016). A qualitative study on foreign language teaching anxiety. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 4(3), 92-105.
  • Johnstone, R. (2002). Addressing ‘The age factor’: Some implications for languages policy. Strasbourg: Council of Europe.
  • Kırkgöz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC Journal, 38(2), 216-228. doi: 10.1177/0033688207079696
  • Kırkgöz, Y. (2008). A case study of teachers’ implementation of curriculum innovation in English language teaching in Turkish primary education. Teaching and Teacher Education, 24, 1859-1875. doi: 10.1016/j.tate.2008.02.007
  • Kırkgöz, Y. (2009a). English language teaching in Turkish primary education. In J. Enever, J. Moon & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives. (pp.189-195). Reading, UK: Garnet Publishing.
  • Kırkgöz, Y. (2009b). Globalization and English language policy in Turkey. Educational Policy, 23, 663-684. doi: 10.1177/0895904808316319
  • Kırkgöz, Y., Çelik, M., & Arıkan, A. (2016). Laying the theoretical and practical foundations for a new elementary English curriculum in Turkey: A procedural analysis. Kastamonu Eğitim Dergisi, 24(3), 1199-1212.
  • Kirkpatrick, R. (Ed.). (2017). English language education policy in the Middle East and North Africa. Switzerland: Springer International Publishing.
  • Klancar, N. I. (2006). Developing speaking skills in the young learners classroom. The Internet TESL Journal, 7 (11). Retrieved from http://iteslj.org/Techniques/Klancar-SpeakingSkills.html
  • Larsen-Freeman, M., & Long, M. (1991). An introduction to second language acquisition research. London: Longman.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
  • MoNE (Ministry of National Education of Turkey). (2012). İlköğretim kurumları ingilizce ders öğretim programı. Ankara: Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı.
  • MoNE (Ministry of National Education of Turkey). (2013). İlköğretim kurumları ingilizce ders öğretim programı. Ankara: Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı.
  • MoNE (Ministry of National Education of Turkey). (2017). Yabancı dil ağırlıklı 5. Sınıf İngilizce dersi öğretim programı. Retrieved from https://dogm.meb.gov.tr/meb_iys_dosyalar/2017_09/26153336_5._SINIF_YNG._PROGRAMI.pdf
  • Nikolov, M. (2002). Issues in English language education. Bern: Peter Lang.
  • Pinter, A. (2017). Teaching young language learners (2nd Ed.). Oxford: Oxford University Press.
  • Saldana, J. (2011). Fundamentals of qualitative research: Understanding qualitative research. New York: Oxford University Press.
  • Seidlhofer, B. (2001). Closing a conceptual gap: The case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11(2), 133-158. doi: 10.1111/1473-4192.00011
  • Seidlhofer, B. (2005). English as a lingua franca. ELT Journal, 59(4), 339-341. doi: 10.1093/elt/cci064
  • Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research. Education for Information, 22(2), 63-75. doi: 10.3233/EFI-2004-22201
  • Simons, H. (2009). Case study research in practice. London, UK: Sage.
  • Thomason, S. G. (2001). Language contact: An introduction. Edinburgh & Washington, DC: Edinburgh University Press & Georgetown University Press.
  • Vural, Ö. F., & Şenel, M. (2018). Beşinci sınıf yoğunlaştırılmış İngilizce program öğretmenlerinin yapılandırmacı öğrenme ortamı düzenleyebilme durumları. Uluslararası Türk Kültür Coğrafyasında Sosyal Bilimler Dergisi (TURKSOSBİLDER), 3(1), 89-106.
  • Widdowson, H. G. (2012). Closing the gap, changing the subject. In J. I. Hüttner, B. Mehlmauer-Larcher, S. Reichl, & B. Schiftner (Eds.), Theory and practice in EFL teacher education: Bridging the gap (pp. 3-15). Bristol: Multilingual Matters.
  • Williams, L. (1991). The effects of a comprehensive teaching assistant training program on teaching anxiety and effectiveness. Research in Higher Education, 32(5), 585-598. doi: 10.1007/BF00992630
  • Yin, R. K. (2009). Case study research: Design and methods (4th Ed.). Thousand Oaks, CA: Sage.
  • Yazıcı, Z., & Genç-İlter, B. (2018). Viewpoints of foreign language teaching at early childhood period (Antalya case). International Journal of Languages’ Education and Teaching, 6(2), 438-453. doi: 10.18298/ijlet.3016
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Ali Dincer 0000-0002-0732-3975

Hatice Kübra Koç 0000-0003-2483-2330

Proje Numarası SBA-2018-529
Yayımlanma Tarihi 9 Ocak 2020
Gönderilme Tarihi 27 Şubat 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 13 Sayı: 1

Kaynak Göster

APA Dincer, A., & Kübra Koç, H. (2020). The Implementation of an Intensive English Language Program in the Fifth Grade in Turkey: A Qualitative Evaluation. Journal of Theoretical Educational Science, 13(1), 25-43. https://doi.org/10.30831/akukeg.532955