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Öğe An evaluation of second grade English Language curriculum : teachers’ perceptions and issues in implementation(Çanakkale Onsekiz Mart Üniversitesi Eğitim Bilimleri Enstitüsü, 2016-06-29) Erarslan, Ali; Zehir Topkaya, EceThis study was conducted in 2014-2015 and 2015-2016 teaching years to evaluate the 2013 2nd grade English Language Teaching Program (ELTP) from teachers' perspectives with a focus on its general characteristics, aims, outcomes, content, teaching methods and principles and materials. Additionally, the study explored teachers' perceptions related to listening and speaking skills which are heavily emphasized in the program from several angles including the outcomes, teaching and learning process, and materials. Finally, teachers' classroom practices were also under scrutiny to understand issues related to the implementation of the program. To address these research objectives, a descriptive study design was chosen with a mixed method approach employing quantitative and qualitative methods. A combination of survey, interviews and classroom observation techniques were employed in the study. The study was conducted in 52 state primary schools in the city center of Denizli province with 85 2nd grade English language teachers. The teachers' evaluations regarding the program features were obtained through "2nd Grade ELTP Evaluation Scale". Semi-structured, one-on-one interviews with 14 teachers were used to explore teachers' opinions regarding different aspects of the program with an additional focus on listening and speaking skills, and 15 classroom observations were conducted to understand the extent to which classroom implementations are congruent with the curriculum. The quantitative data collected through the scale were analyzed on SPSS descriptively while the data from the interviews and observations were analyzed using inductive content analysis. The findings indicate that teachers have moderately positive opinions about the different components of the program. The findings from the interviews also show that teachers believe starting teaching English at 2nd grade is a sound decision because of the age factor and that they find the focus on listening and speaking skills appropriate. Conversely, some weaknesses were stated regarding the implementation of the program such as insufficient class hours, lack of in-service training, and physical conditions of the classrooms. The classroom observations revealed that teachers mostly use whole class interaction emphasizing listening and speaking skills using chants, songs, games and TPR through audio-visual materials and the course book. To conclude, it could be stated that although the 2nd grade ELTP has a number of positive aspects such as focusing on communication skills, creating a desire in students to learn English, some barriers in its effective implementation such as class hours, inadequate course materials and physical conditions are detected indicating a gap between planned and experience curriculum. Anahtar Kelimeler: Değerlendirme, eğitim programı, müfredat, 2. sınıf İngilizce programıÖğe DEVELOPING A SCALE TO EVALUATE TURKISH PRIMARY SCHOOL SECOND(2019) Erarslan, Ali; Topkaya, Ece ZehirIn Turkey, three major English Language Teaching Program (ELTP) changes have taken place since the first ELTP introduced in 1997. Following the 2006 ELTP, a new program was launched in 2013 with the common name known as 4+4+4 education system with which English Language Teaching Program was started from the $2^{nd}$ grades in primary schools. Due to lack of a valid and reliable evaluation tool in literature, this study aims to develop and validate a scale to evaluate the $2^{nd}$ grade ELTP that is currently in use in the Turkish education system. The scale development steps of De Vellis (2003) were followed and 84 items were pooled via conducting a literature review and document analysis, surveying the opinions of 15 primary school language teachers and utilizing interviews with 5 teachers. With the participation of 118 teachers, the first version of the scale was submitted to exploratory factor analysis, which yielded a five-factor solution with 34 items. This revised version was then administered to 85 teachers to conduct confirmatory factor analysis and reliability analysis. In its final form, the scale consisted of 28 items with 5 factors, the Cronbach’s alpha reliability coefficients of which ranging from .86 to .93. The results indicate that the scale can be used to evaluate the $2^{nd}$ grade ELTP.Öğe DEVELOPING A SCALE TO EVALUATE TURKISH PRIMARY SCHOOL SECOND GRADE ENGLISH LANGUAGE TEACHING PROGRAM(2019) Erarslan, Ali; Topkaya, Ece ZehirIn Turkey, three major English Language Teaching Program (ELTP) changes have taken place since the first ELTP introduced in 1997. Following the 2006 ELTP, a new program was launched in 2013 with the common name known as 4+4+4 education system with whichEnglish Language Teaching Program was started from the 2ndgrades in primary schools. Due to lack of a valid and reliable evaluation tool in literature, this study aims to develop and validate a scale to evaluate the 2ndgrade ELTP that is currently in use in the Turkish education system. The scale development steps of DeVellis (2003) were followed and 84 items were pooled via conducting a literature review and document analysis, surveying the opinions of 15 primary school language teachers and utilizing interviews with 5 teachers. With the participation of 118 teachers, the first version of the scale was submitted to exploratory factor analysis, which yielded a five-factor solution with 34 items. This revised version was then administered to 85 teachers to conduct confirmatory factor analysis and reliability analysis. In its final form, the scale consisted of 28 items with 5 factors, the Cronbach’s alpha reliability coefficients of which ranging from .86 to .93. The results indicate that the scale can be used toevaluate the 2ndgrade ELTP.Öğe EFL Students Attitudes Towards e-Learning And Effect of An Online Course on Students Success in English(Leyla HARPUTLU, 2017) Erarslan, Ali; Topkaya, Ece ZehirIn some state universities in Turkey, students are given English preparatory education for a year and in addition to formal education they receive in the classroom environment, they also have online education embedded with into their formal education as an extra opportunity provided generally by online platforms. Within e-learning, students have online practice in relation to language areas such as grammar and vocabulary together with language skills except for speaking. Although learners have online course to support their formal class performances, the effect of online course on their overall success at preparatory classes is not clear. To have an insight into the possible effects of an online course on their success in English, 47 students were given a questionnaire to understand their attitudes towards online education, and their online scores were analyzed in comparison with their midterm and quiz scores. It was found that the students have partly positive attitudes towards online course; however, online course does not help students in terms of their overall success at preparatory class.Öğe Micro-level policies and practices regarding plagiarism in advanced reading and writing courses in Turkey(Peter Lang AG, 2019) Erarslan, Ali; Topkaya, Ece ZehirA growing body of literature shows that plagiarism has become widespread student behaviour at tertiary level. Here, we report on a small-scale qualitative research study regarding academics' individual policies against plagiarism and their gate-keeping practices and behaviour in a year-long, compulsory "Advanced Reading and Writing" course at pre-service English language teacher course in Turkey. Five academics from five different universities participated in the study. The data were collected via document analysis and an online survey and submitted to inductive content analysis. The document analysis of the course syllabi revealed that there are no plagiarism statements, warnings or possible repercussions of unethical conduct, or an explicit section allotted to Academic Integrity as part of the content. As for the findings of the survey study, three major themes were identified: awareness on plagiarism, individual policies, and departmental awareness and policies. The findings indicate that the academics have a similar understanding of plagiarism and they pay attention to it. However, they have different practices in terms of detecting and preventing plagiarism due to not having similarity-detection software, the high number of students taking the course, and lack of institutional/departmental awareness. Finally, there are no departmental written policies or guidelines to prevent or manage academic misconduct. Thus, institutional, departmental and individual policies need to be clarified to make students aware of this issue and avoid it. © Peter Lang GmbH Internationaler Verlag der Wissenschaften Berlin 2018. All rights reserved.Öğe Primary school second grade english language teaching program: Insiders’ views on its strengths and weaknesses(Ankara University, 2019) Erarslan, Ali; Topkaya, Ece ZehirThe advents in technology, science and globalization have increased the need to communicate in a foreign language. In order to keep abreast of these demands of the global world and the local needs of individuals, curricula and teaching programs change constantly in formal education settings. In Turkey, English language teaching programs went through three major changes taking place in 1997, 2006 and 2013, the last of which was a major change known as 4+4+4 education system. Thus, this study was conducted to evaluate the 2013 2nd grade English Language Teaching Program (ELTP) from teachers’ perspectives with a focus on its general characteristics, aims, outcomes, and content. To address this research objective, the data were collected qualitatively by employing in-depth interviews with 14 teachers who were implementing the 2nd grade ELTP in state primary schools in the city center of Denizli province. Inductive content analysis revealed that teachers mostly have positive opinions regarding the different components of the ELTP. The motivational quality of it, its emphasis on communicative competence with practical language use are considered as the best aspects of it while some concerns regarding the number of the outcomes, limited practice opportunities stemming from insufficient class hours, and the order of the content are reported. © 2019, Ankara University. All rights reserved.
