Yazar "Cesur, Kürşat" seçeneğine göre listele

Listeleniyor 1 - 15 / 15
  • [ X ]
    Öğe
    A Netnographic Study on The Reasons Why People Fail to Learn English
    (Ozgen Korkmaz, 2024) Acar, Sibel Can; Cesur, Kürşat; Mikhailova, Tatyana; Akshulakova, Bibigul
    In a global and digital world, learning a language, especially English is essential for people to keep up with the developments in science, business, technology, etc. Despite starting to learn English early, students might not always reach desired proficiency levels. Therefore, the present study aims to find out some of the reasons why people fail to learn English. Employing a netnographic approach, the researchers examined asynchronous comments posted in online communities on a social media platform. Within the scope of this study, 198 comments answering the question of why people fail to learn English were obtained from three online groups of English language teachers on Facebook. The findings show that 154 out of 198 comments aimed to answer the question. They were analyzed through content analysis, which revealed that there are educational, social, personal, and linguistic reasons why people fail to learn English. Educational reasons were among the most mentioned reasons by the members of the communities. In addition, the analysis indicates a balanced representation of linguistic and personal factors, with social factors slightly less prominent in comparison. Considering the existing literature review, several implications are highlighted to overcome the difficulties and challenges of learning English. Finally, this study is limited by its reliance on Facebook posts collected within a specific timeframe; future research could enhance depth and scope by incorporating longitudinal methods, diverse social media platforms, and in-depth interviews. © 2024, Ozgen Korkmaz. All rights reserved.
  • [ X ]
    Öğe
    An Evaluation of Second Grade English Language Teaching Program of Primary School: Tokat Case
    (2018) Cinkavuk, Ebru Çiftçi; Cesur, Kürşat
    This research study was carried out in Tokat province with 101 active English language teachersin 2 nd grade primary state schools in 2016-2017 Academic Year in order to analyse the activeEnglish language teachers’ opinions on the 2 nd grade English language teaching program inprimary state schools focusing on its general characteristics, content, objectives and assessmentaspects. Mixed research method was used in the study. As a quantitative data collectiontechnique, “Teachers’ Program Evaluation Questionnaire”, which was formed by the researchersbased on the relevant review of the literature, was conducted. As for the qualitative datacollection, interviews were done with 10 active English teachers teaching students at the 2 ndgrade primary state schools in Tokat. The quantitative data were analysed by using descriptivestatistics through SPSS 22. Additionally, content analysis was applied to analyse the qualitativedata using Microsoft Excel. According to the findings of the study, participant teachers’ opinionsare undecided about the general characteristics, content, objectives and assessment aspects ofthe program. They neither agree nor disagree that the program is effective in general. They alsobelieve that the program has some deficiencies to be revised and supplemented. Furthersuggestions were provided to improve the program.
  • [ X ]
    Öğe
    Community Service Practices: Prospective Teachers’ Views on Its Implementation Process and Outcomes
    (Eğitim Araştırmaları Birliği Derneği, 2018) Korkmaz, Sedat; Cesur, Kürşat
    The aim of this study is to investigate the opinions of prospective teachers enrolled at the Department of English Language Teaching (ELT) concerning the implementation process and the outcomes of Community Service Practices (CSP) course. Both quantitative and qualitative methods were used in different phases of this descriptive study. To collect data, researchers made use of a questionnaire and interview questions. As for data analysis, the data obtained from the quantitative part of the questionnaire were analyzed using descriptive statistics. For the qualitative part of the research, content analysis was applied to analyze the views of prospective teachers about the ways of increasing the efficiency of CSP course in ELT. The results revealed that most of the prospective teachers performed the projects within the scope of CSP by experiencing/doing themselves. They believe that volunteering is essential; however, they faced some problems while carrying out the projects. They emphasized that this course would provide them the opportunity to apply the experiences they obtained in their future English teaching profession. Moreover, they also pointed out the CSP course drove them to be more sensitive to social problems. Bearing these findings in mind, some implications were drawn at the end of the study about the ways of increasing the efficiency of the CSP course. A final suggestion was that the faculty administration should support the works of the prospective teachers, solve the problems they faced, and meet their needs.
  • [ X ]
    Öğe
    Content Analysis of Abstracts on ELT Research Available in Turkish JournalPark Academic Platform
    (Uluslararası Eğitim Araştırmacıları Derneği, 2018) Cesur, Kürşat; Kök, Muhammed; Aydın, Çığır
    This study investigates the tendency in research on ELT via content analysis of the abstracts of publications available in Turkish JournalPark Academic (DergiPark Akademik) platform which is a national journal management and publication system that is home to more than 2000 journals and over 326000 articles. Qualitative research method was carried out. The input for the search query that constituted the data for this study was “English Language Teaching”. The resulting 234 articles’ abstracts were examined using an “Article Information Rubric”. The data analysis procedure was carried out by examining each section such as availability of abstract, not stated in abstract, distribution of themes, availability of samples, distribution of sample, availability of sampling, distribution type of sampling, etc. for each abstract. The findings revealed that data analysis (f=125), type of sampling (f=110), research design (f=108) were mostly found to be not stated in abstracts. Moreover, ELT researchers studied mostly teacher education, curriculum and teaching materials, and language teaching. Undergraduates (f=130) were the most frequent sample. Purposive (f=79) and random (f=23) sampling types were found to be the most utilized types. The implications and suggestions drawn based on the findings of the study are presented in the conclusion part. 
  • [ X ]
    Öğe
    Content analysis of research articles on teaching English to young learners in Turkiye
    (2022) Cesur, Kürşat
    Recently, Turkish education system has been subject to some new regulations which have induced an increase in the number of the studies conducted in the field of Teaching English to Young Learners (TEYL) in Turkiye. This study mainly aims to determine the frequency distribution of these studies with regard to their topics, publishing years, the number of their authors, their samples and research methods with the help of a document analysis of the articles indexed by ULAKBIM TR Index (National Index) database. 56 articles were chosen as the sample since they were identified to be content-specific in the field of TEYL. Article Information Rubric was chosen as a data collection instrument and the data was processed through Microsoft Excel. The main findings of the study are: (1) ELT researchers are mostly concerned about writing papers about ‘Beliefs and Attitudes’ and ‘Methods and Techniques’; (2) there is an important change in the frequency distribution in terms of publishing years; (3) mostly in-service teachers have been chosen as the sample with purposive sampling method; (4) the studies mostly followed qualitative research with case studies, (5) researchers used interviews and questionnaires most as data collection tools and (6) the most frequently performed type of data analysis is content analysis in these studies. Suggestions for further research were provided at the end of the study.
  • [ X ]
    Öğe
    English Language Teachers' Perceptions of Common Mistakes: Different Personality Traits
    (2018) Cesur, Kürşat; Tekin, Nil Mümine
    The purpose of this study is to search English language teachers’ perceptions about common mistakes regarding their personality traits. It aims to examine common mistakes made by English language teachers to find out the effects of teacher personality to language teaching process. In this study, both qualitative and quantitative research methodology have been applied. In the light of the literature and the opinions of the experts in the field, a questionnaire was designed. The questionnaire was administered to 175 English language teachers working at primary schools, secondary schools, high schools and universities. Data were analyzed with descriptive statistics, Cronbach Alpha Reliability, Non-parametric Kruskal-Wallis Test and Non-parametric Mann-Whitney U-Test by using SPSS 20. 15 English language teachers were also asked to answer semi-structured interview questions to explain unclear points in the study. The interviews were transcribed and the qualitative data were analyzed via content analysis. Non-parametric tests indicated that there is a significant difference between teachers’ workplace/gender/teaching experience and mistakes regarding teacher personality. The results show that teachers believe that they do not respect what students believe or say and they do not have to be friendly; their responsibility is just to convey their instructional knowledge. These are the most common mistakes made by the participants. Besides, female teachers make more mistakes regarding their personality traits than male teachers. Participants who have less teaching experience have been observed to make more mistakes regarding their personality traits more than the others who have more experience in teaching. On the other hand, teachers who show ‘extraversion’ and ‘agreeableness’ dimensions of five-factor model of personality were observed to make mistakes more frequently.
  • [ X ]
    Öğe
    English Teachers' Views on Important Factors and Pro lems of Educational Change
    (2020) Cesur, Kürşat
    With recent developments, there have been so many changes in many fields. It is inevitable that educational system has also changed a lot in Turkey. In this respect, this study aims to examinethe English teachers’viewson the implementation stage of the educational changes. To achieve this aim, qualitative research methodologywas followed. Purposeful sampling was used and 84 English teachers participated in the study. To elicit English teachers’ responses about the most important factors for implementing educational change and the most common problems faced during the implementation process of educational change, two open-ended questions were directed to the participants using Google Forms document.Qualitative data collected from 84 English teacherswere analysed using content analysis, and the themes and codes were categorizedfor each question.The findings indicated that according the teachers,the most important factors fora successfulchange areleaders, teachers, students, parents, and other factors such as educational system, and facilities, etc. Most of the participants believed thatbeing open to improvement, and interacting with one anotherare key to successful educational change. As for themost frequently faced problems;the inadequacy of capacity building, the lack of cooperation between teachers, principals, parents and the society; negative attitudes, and resistance to change; lack of job satisfaction and motivation; inconvenience of schools’ physical conditionswere noted by the participant teachers. As the most striking suggestion, change planners and policy makers should take classroom teachers’ needs and expectations into consideration before determining educational changes. Further implications and suggestionswere presented at the end of the study.
  • [ X ]
    Öğe
    Enhancing global awareness and intercultural competence in english language teacher education
    (IGI Global, 2025) Mikhailova, Tatyana; Cesur, Kürşat
    Foreign language teaching goes through considerable changes and challenges currently observed in content development, teaching methods, and techniques modernization. Integration of the competence approach, introduction of intercultural learning stands out among many other contemporary issues in teacher education worldwide. English language proficiency together with global and cultural awareness, high level of intercultural competence ensures the necessary platform and required background forprofessional development of future teachers of English. By highlighting the importance of these competencies, this chapter aims to clarify the essential role of global awareness and intercultural competence in teacher education, identifying both the obstacles that hinder their development and the strategies that can overcome these barriers. Thus, this chapter addresses the challenges and innovative solutions within the realms of pedagogy, management, and materials development, offering a comprehensive guide for educators, policymakers, and institutions. © 2025 by IGI Global Scientific Publishing. All rights reserved.
  • [ X ]
    Öğe
    İNGİLİZCE ÖĞRETMENLERİNİN “ÇOCUKLARA YABANCI DİL ÖĞRETİMİ” DERSİ MÜFREDATI İÇİN EN ÇOK TERCİH ETTİKLERİ KONULAR
    (Hakan ULUM, 2020) Cesur, Kürşat; Bulanık, Fatma
    “Çocuklara İngilizce Öğretimi” dersi her zaman İngilizce Öğretmenliği programlarının en önemli derslerinden biri olmuştur. 2018-2019 Akademik yılında uygulamaya başlayan yeni İngilizce Öğretmenliği Lisans programı ile, Yüksek Öğretim Kurulu, bu dersin ders saatlerini iki saati teorik ve iki saati pratik olmak üzere 4 saatten, sadece teorik konuları içerecek olan 3 saate düşürdü. Ders artık teorik konuları kapsayacağı için, bu çalışma bu derste öğretilecek en çok tercih edilen konuları belirlemeyi amaçlamaktadır. Çalışmada keşfedici sıralı karma yöntemden yararlanılmıştır. Çalışmanın anketini oluşturmak için, araştırmanın nitel kısmında 42 devlet üniversitesinin İngilizce Öğretmenliği öğretim programları içerik analizi yoluyla incelenmiştir. Ardından, frekans tabloları ve konular oluşturulmuş, alanında iki uzmanla görüşme yaptıktan sonra 51 temel konuya sekiz konu daha eklenmiştir. Son olarak, ankete ilişkin konuların son tablosu oluşturulmuş ve anket Google Formlarında düzenlenmiştir. Araştırmanın nicel kısmında, veri Türkiye'nin farklı şehirlerinden 266 öğretmen, öğretmen eğitimcisi ve öğretmen adaylarından toplanmıştır. Bu çalışmanın bulguları, katılımcıların görsel öğeler, oyunlar ve şarkılar kullanmanın, çocukların konuşma becerilerini geliştirmenin ve çocukları ve özelliklerini tanımlamanın, Çocuklara İngilizce Öğretimi için en önemli konular olduğunu düşündüğünü göstermiştir. Katılımcıların çalışma durumu, konu başlıkları tercihlerinde bazı önemli farklılıklar ortaya çıkarsa da, öğretmenlik deneyimleri açısından tercihlerinde anlamlı farklılıklar bulunmamıştır
  • [ X ]
    Öğe
    İNGİLİZCE ÖĞRETMENLİĞİ PROGRAMLARINDAKİ BİLGİSAYAR DESTEKLİ DİL ÖĞRENİMİ DERSİ İÇİN ÖNERİLEN MÜFREDAT İÇERİĞİ
    (Akademisyenler Birliği Derneği, 2022) Cesur, Kürşat; Yılmaz, Temel Serdar; Börekci, Rabia; Can, Esma
    Günümüzde, çevrimiçi öğretim uygulamalarının kullanım alanlarının artmasıyla Bilgisayar Destekli Dil Öğretimi (BDDÖ) yabancı dil öğretiminin vazgeçilmez bir parçası olmuştur. Dolayısıyla, BDDÖ konusunda öğretmen adaylarının eğitimi ve bu teknolojinin dil sınıflarına entegrasyonu önem arz etmektedir. Bu nedenle, bu çalışma dünya çapında ve ilgili alan yazında ve Türkiye’de öğretmen adaylarının en çok tercih ettikleri BDDÖ ders konuları nelerdir araştırma sorularına cevap arayarak İngilizce Öğretmenliği bölümünde kullanılabilecek müfredat için örnek oluşturacak ders konularını belirlemeyi amaçlamaktadır. Bu çalışmanın araştırma deseni Keşfedici Sıralı Karma yöntemdir. Bu araştırma deseninde önce nitel veri 19 makale, 17 kitap ve 15 yurtdışı ve Türkiye’deki üniversite müfredatı ve 6 Google belge incelenmesi ve analizi ile toplanmıştır. Bu analiz sonunda konuların bir listesi oluşmuş ve bu konular tematik olarak analiz edilmiştir. İkinci aşamada nicel veri oluşan 24 maddelik anketin 146 İngilizce öğretmeni adayına uygulanmasıyla elde edilmiştir. İki veri türünden de elde edilen sonuçların Dünya çapında ve Türkiye de ilgili alan yazından elde edilen veriler doğrultusunda değerlendirilmesiyle en çok tercih edilen konular BDDÖ teorik temelleri ve tarihsel gelişimiyken (davranışçı, bilişsel, sosyo-bilişsel-dil öğrenimi ve öğretiminde bilgisayar aracılı iletişim ve BDDÖ tarihi), öğretmen adayları tarafından en çok tercih edilenler BDDÖ öğretmen eğitimi teknolojik-pedagojik içerik bilgisi, BDDÖ’de öğretmenlerin ve öğrencilerin rolü, BDDÖ kullanarak dil becerilerinin öğretimi, BDDÖ’nde dönüt verme, BDDÖ uygulama ve etkinlik türleridir. Bu sonuçlar, öğretmen adaylarının teori temelli bilgileri değil, aksine gelecekteki öğretmenlik deneyimlerinde kullanabilecekleri pratik bilgileri tercih ettiğini göstermektedir. Çalışmanın sonucunda ortaya çıkan sonuçlar ve bu sonuçlara bağlı olarak verilebilecek öneriler çalışmanın son bölümünde detaylı bir şekilde tartışılmaktadır.
  • [ X ]
    Öğe
    Internationalization of a Regional Children’s Song for Teaching English to Young Learners
    (Children Research Center, 2024) Türkmen, Gökçe Nur; Cesur, Kürşat
    Integrating internationalized songs into English language teaching has emerged as a dynamic strategy to ignite students’ interest and enhance their language proficiency. This article comprehensively explores internationalized songs’ significance in language education. A central focus lies on a detailed case study that demonstrates how the expertise of a Turkish musician was leveraged to select and that of field experts to translate and refine a local children’s song for educational purposes. The study meticulously details the collaborative efforts among educators to tailor the song’s content to meet language learning objectives, highlighting the transformative potential of such initiatives in the English language classroom. By immersing themselves in this practical example, educators can gain invaluable insights into the versatility of internationalized songs as effective tools for language instruction, thereby enhancing their teaching practices. Furthermore, the article underscores the importance of incorporating cultural elements into language teaching materials to foster intercultural competence among students. Educators can create immersive learning experiences that promote linguistic proficiency, cultural awareness, and appreciation by integrating internationalised songs. © 2024 Children Research Center. All rights reserved.
  • [ X ]
    Öğe
    Opinions on the Use of Magic Card Tricks in Teaching English to Young Learners
    (2020) Cesur, Kürşat
    Use of magic is attracting increasing attention of peopleworking not only in the field of education but also in many other fields.In this descriptive study, EFL teachers’ opinions about the use of cardtricks in teaching English are presented following mixed methodssequential explanatory research design. Quantitative data werecollected using a questionnaire via Google Forms and analyzed bymeans of SPSS version 17 from 190 pre-service and 195 in-serviceteachers of English. Qualitative data were collected throughinterviews carried out together with 95 EFL teachers to explain theresult of the quantitative phase. Data were content analyzed and codesand themes were created based on the researcher’s interpretations.Results revealed that these card tricks can best be used either at thebeginning or at the end of the lessons especially with young learners.Though participants believed Magician was the most applicable, theyattributed special characteristics to each of the card tricks. Teacherscan make use of these card tricks to attract their students’ attention,increase their motivation, and facilitate and enhance their learning.
  • [ X ]
    Öğe
    Students' and teachers' perceptions of the test techniques used to assess language skills at university level
    (Çanakkale Onsekiz Mart Üniversitesi, 2008) Cesur, Kürşat; Köksal, Dinçay
    Bu çalışma, öğrenci ve okutmanların Çanakkale Onsekiz Mart Üniversitesinde dil performansını ölçmede kullanılan Zorunlu İngilizce Dersi Sınavlarına ilişkin algılamalarını tespit etmeyi amaçlamaktadır. Ayrıca; çalışma öğrenci ve okutman görüşlerini dikkate alarak bu sınavlarda çoktan seçmeli test tekniğinin yanı sıra başka hangi objektif test tekniklerinin kullanılabileceğini belirlemeyi hedeflemektedir.Bu betimsel çalışmada nicel araştırma yöntemi kullanılmıştır. Yukarıda belirtilen hedefleri gerçekleştirmek amacıyla araştırmacı tarafından iki adet anket hazırlanmış ve anketler 367 öğrenciye, 33 okutmana uygulanmıştır. Anketteki maddelerin iç tutarlılık analizi yapıldıktan sonra, hem öğrenci anketi için hem de okutman anketi için kabul edilebilir Alpha güvenilirlik değerleri bulunmuştur. Araştırma için gerekli olan veri okutmanlardan ve öğrencilerden bu anketler aracılığıyla toplanmıştır. Okutman anketi Çanakkale Onsekiz Mart Üniversitesinde zorunlu İngilizce dersi okutmanı olarak görev yapmış ya da yapıyor olan tüm okutmanlara uygulanmıştır. Çalışmaya katılan öğrencilerin hepsi ikinci sınıf öğrencileridir ve Zorunlu İngilizce Dersini bu çalışma uygulanmadan bir yıl önce almışlardır.Anketler aracılığıyla elde edilen veriler, tanımlayıcı istatistikler (Descriptive Statistics), tek faktörlü varyans analizi (One-way ANOVA), bağımsız örneklemler T-Testi (Independent Samples T-Test), Cronbach Alpha güvenilirlik testi (Cronbach Alpha Reliability Test) ve parametrik olmayan Kruskal-Wallis Testi (Nonparametric Kruskal-Wallis Test) kullanılarak SPSS 13.0 istatistik programı ile analiz edilmiştir.Tanımlayıcı istatistik sonuçlarına göre; öğrenciler okutmanlardan konuşma, dinleme ve yazma becerilerini geliştiren aktivitelere daha çok önem vermelerini beklemektedirler. Aynı zamanda, sonuçlar yaklaşık olarak okutmanların yüzde 73'ünün sınavların ölçme değerlendirme birimi tarafından hazırlanmasını tercih etmelerine karşın, öğrencilerin yarısından fazlasının ise sınavların sorumlu öğretim elemanı tarafından hazırlanmasını tercih ettiklerini göstermektedir. Sonuçlar, öğrencilerin ve okutmanların sınavlarda yaygın olarak kullanılan çoktan seçmeli test tekniğinin yanı sıra diğer test tekniklerini kullanmanın da gerekli olduğunu düşündüklerini ortaya koymuştur.Tek faktörlü varyans analizi sonuçları; öğrencilerin başarıları arttıkça, onların sınavın farklı özelliklerinden daha çok memnun olduklarını gösterir. Okutmanlara gelince; parametrik olmayan Kruskal-Wallis testi, okutmanların eğitim düzeyleriyle sınıflarda kullandıkları test teknikleri ve yine eğitim düzeyleriyle sınavlarda kullanılabileceğini düşündükleri test teknikleri arasında anlamlı bir fark bulunmadığını göstermiştir. Ancak, okutmanların deneyimi arttıkça, ölçme değerlendirme birimi tarafından hazırlanan sınavları daha etkin buldukları ortaya çıkmıştır.Çalışmadaki bir diğer önemli sonuç ise öğrencilerin ve okutmanların test tekniklerini tercih etmedeki sıralamalarında ufak farklılıklar olmasına karşın, her iki grubunda tercih ettiği ilk sekiz objektif test tekniğinin tamamıyla aynı olmasıdır.Bu çalışmanın sonunda hem öğrencilerin hem de okutmanların ölçme değerlendirme biriminin şu anki çalışmalarının etkinliğine ilişkin bazı kuşkuları olduğu sonucuna ulaşılmıştır. Bu yüzden, daha etkin sınavlar için, sınav hazırlayanlar okutman ve öğrencilerin ortak olarak tercih ettikleri sekiz objektif test tekniğini [(1) Çoktan Seçmeli Sorular, (2) Karşılaştırma, (3) Sıraya Koyma, (4) Boşluk Doldurma, (5) Doğru-Yanlış Soruları, (6) Kısa Cevaplı Sorular, (7) Hata Düzeltme, (8) Kelime Değiştirme] Zorunlu İngilizce Dersinin sınavlarında kullanabilirler. Merkezi olarak yürütülen başarı sınavının yanı sıra; okutmanlar bu derste kendi hazırladıkları başarı testlerini de kullanmalı, öğrencilerin bu testlerden alacakları notları değerlendirme sürecinde dikkate almaları gerekmektedir. Ayrıca, sadece test etme üzerine uzmanlaşmış kişilerden oluşan ölçme değerlendirme birimi daha iyi ve daha yetkin sınavlar hazırlamada faydalı olacaktır.
  • [ X ]
    Öğe
    SUGGESTED SYLLABUS CONTENT FOR COMPUTER ASSISTED LANGUAGE LEARNING COURSE IN ENGLISH LANGUAGE TEACHING PROGRAMS
    (2022) Cesur, Kürşat; Yılmaz, Temel Serdar; Borekcı, Rabia; Can, Esma
    Computer-Assisted Language Learning has emerged as an indispensable part of foreign language teaching methodology nowadays because of the rise of the implementation of online teaching. Considering this, educating teacher trainees regarding CALL and its integration into language classrooms is of great importance. Thus, this study aimed to put forward topics for a sample CALL syllabus to be used in ELT departments. In the study, a mixed-method sequential exploratory research design was adopted. Initially, a thematic analysis of qualitative data, which consisted of 19 articles, 17 books, 15 university syllabi, and six Google documents, was carried out to come up with a list of possible CALL-related topics. Then, quantitative data were collected through a 24-item questionnaire that was administered to 146 ELT students. The most preferred CALL course topics in the documents analyzed were mainly related to the theoretical groundings of CALL and their historical developments (e.g., CALL approaches (behavioral, cognitive, socio-cognitive), Computer-mediated communication (CMC) in language learning & teaching, and History of CALL). On the other hand, the participant pre-service teachers were chiefly concerned with CALL teacher education, technological-pedagogical content knowledge, the role of teachers and learners in CALL, teaching language skills using CALL, feedback in CALL, and types of CALL applications & activities. These results showed that pre-service teachers preferred practical knowledge that they could use in their future teaching experiences, over theory-based knowledge. The conclusions, along with implications for practice and suggestions for future research, were also discussed at the end of the study.
  • [ X ]
    Öğe
    Views on general knowledge elective courses of ELT departments: Suggested syllabus for diction course
    (Selcuk University, 2019) Akbay, Ahu; Cesur, Kürşat
    Turkish Council of Higher Education (CoHE) has updated the curriculums of teaching programmes recently by increasing the percentage of the elective courses. This change became the focus of this study. The study aims to find out the four most preferred General Knowledge (GK) elective courses among English language teachers and the criteria that determine their preferences and to design a syllabus for the most preferred course. It incorporated two phases and in the first phase, mixed method sequential exploratory research design was carried out. Having reviewed the curriculums of ELT departments of all 45 state universities, the researchers made a document analysis on the GK electives and developed a questionnaire which was conducted to 1093 participants online. The data were analyzed by Microsoft Excel and SPSS 21.0. Mixed method sequential transformative research design was used in the second phase. Having done a document analysis, a questionnaire was developed, and administered to 114 English language teacher educators online. The data were analyzed by Microsoft Excel and SPSS 21.0. The findings of the first phase indicated that the four most preferred GK elective courses were ‘Diction’, ‘Presentation Skills’, ‘Human Relations and Communication’ and ‘Language and Culture’, and ‘personal needs and interests’ was the most important criterion. From the results of the second phase of the study, 18 topics were specified to suggest a topic-based syllabus for ‘Diction’. Based on the findings of the study, some implications for ELTPs and for further research were presented at the end of the study. © 2019 JLLS and the Authors - Published by JLLS.