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    A Study on Preferred Learning Styles of Turkish EFL Teacher Trainees
    (Edith Cowan Univ, 2015) Inal, Sevim; Buyukyavuz, Oya; Tekin, Mustafa
    Since people have different ways of perception, levels of motivation, and attitudes towards teaching and learning they consistently differ from each other in their preferences of learning and acquiring knowledge. Therefore, the more instructors understand the differences, the better chance they have of understanding and meeting the diverse learning needs of their students. The present study has been conducted to investigate the Turkish ELT students' learning style preferences in relation to gender and age to see if there is any relationship between achievement and learning style preferences. To perform the aim of the study Wintergerst and DeCapua's (1999) learning style indicator (LSI) was administered on 249 English trainees. To find the male and female students' learning style preference differences separately, t-test was utilized. The result indicated that Turkish students are mostly group-oriented learners and learn best through interacting with other students while learning. Gender also varies according to the three orientation areas under investigation. In the current study, no relation between achievement and learning style has been identified.
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    Öğe
    English Trainees' Opinions on Professional Development and Pre-Service Education
    (Hacettepe Univ, 2013) Inal, Sevim; Buyukyavuz, Oya
    The purpose of the present study is twofold; it finds out Turkish EFL teacher trainees' opinions and perceptions of their pre-service education, and explores how the trainees will improve themselves and catch up the latest development once they become teachers. Additionally, the participants were asked two open-ended questions which also explores their opinions on the same topic. The emerging themes of these questions were categorized. Descriptive statistics was used to analyse the data. The subjects of the study include 214 EFL teacher trainees. The data was collected through a survey developed by the researchers. The results shows that the trainees are apt to confer with their experienced colleagues, have peer observation, attend teacher training seminars and take a central exam to examine their knowledge of profession and keep them up-to-date. Also, the trainees asserted that they are happy with the length of the teaching practice but not with the content.