The purpose of this study is to reveal the opinions of the Sivas Cumhuriyet University students, majoring at English Language Teaching Department in the 2017-2018 academic year, about the autonomous learning process to acquire English speaking proficiency. This study, which aims to reveal the sources that affect the students' autonomous learning activities and speaking skills in English language learning, has been conducted with qualitative study methods and is in descriptive survey model. Interviewing method was chosen as the data collection tool of the study. A semi-structured interview form was prepared and conducted in order to reveal the students' opinions about the language learning process, the activities they do individually in order to improve their English speaking proficiency, the sources affecting their speaking skills, and their recommendations for students who want to improve their speaking skills. Qualitative data were analyzed by descriptive analysis, and the data obtained according to the framework formed were interpreted and supported by direct quotations when necessary. Studies on the effects of autonomous learning activities on development of English speaking competence report that auto autonomous learning activities are: making foreign friends, watching foreign movies and listening to foreign music, playing video games, attending drama courses and situations emerging out of individual and environmental circumstances.

ÖzBu araştırmanın amacı, Cumhuriyet Üniversitesi Eğitim Fakültesi'ndeki bütün bölümlerde eğitim gören öğrencilerin dil öğrenmeye ilişkin motivasyonlarını belirlemektir. Nitel yaklaşımla yapılan bu çalışmada durum deseni kullanılmıştır. Amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örneklemesi ile öğrenciler bütün sınıf düzeyi, farklı cinsiyet ve sınıflardan belirlenmiştir. Araştırmada yapılandırılmış anket ve yarı yapılandırılmış görüşme formu kullanılmıştır. Nitel verilerin analizinde betimsel analiz tekniği kullanılarak verilerin anlamlı ve anlaşılır bir şekilde belirlenen tema başlıkları altında yer alması sağlanmıştır. Araştırmanın inandırıcılık (iç geçerlik), aktarılabilirliğini (dış geçerliğini), tutarlılık (iç güvenirliğini), teyit edilebilirlik (dış güvenirliğini)artırmak amacıyla verilerin analizi birden fazla uzman görüşü alınarak gerçekleştirilmiştir. Üniversite öğrencilerinin öğrenme motivasyon düzeylerini belirlemek amacıyla düzenlenen 10'lu dereceli puanlama anahtarına göre 184 öğrencinin 134'ününpuan olarak 5 ve üzerinde motivasyon düzeyinde oldukları saptanmıştır. Öğrencilerin çoğunluğunun motivasyonlarının orta düzey ve üzerinde olduğu belirlenmiştir.Anahtar kelimeler: Motivasyon, dil öğrenme, öğretimsel, ortamsal, sosyal etkenler AbstractThe aim of this research is to determine the students' motivation in English language learning. To do this, the students from the relevant Departments of Education Faculty of Cumhuriyet University were included in this qualitative study, in which case design was used. Using typical case sampling, one of the purposive sampling methods, participants were determined equally from all grade levels. Structured and semi-structured interview forms were used in the study. The descriptive analysis technique was used in the qualitative data analysis and they were provided to be included under the clearly identified them as headings. In order to increase research Credibility (internal validity), Transferability (external validity), Consistency (internal reliability), Ability confirmation (external reliability) multiple expert opinion were learned to perform data analysis studies. Out of 184 students, 134 expressed their motivation level as 5 and above through the 10s scoring rubric used in this study to determine the university students' motivation. It can be said that the motivation level of majority of the students who carried out coding is on the mean value or above. The attitudes and behaviors towards the target language compared with the results of this research shows similarities to the findings that students' interest and willing has positive effects on motivation.

Pre-class work assumes a central role in flipped learning, which has recently enjoyed immense popularity across various disciplines. This qualitative case study investigates the factors associated with learners’ doing/failing to do the pre-class tasks in flipped learning. It also compares teacher-created interactive videos and YouTube videos in terms of how they fit into flipped learning as instructional materials that can be used to motivate learners to do pre-class tasks. The learners in an English language teaching methodology course were asked to take turns each week to watch either teacher-created videos enriched (via PlayPosit) with quizzes and discussion questions or YouTube videos. The qualitative data were collected using semi-structured interviews with six participants recruited using criterion sampling. The participants’ reflective journals and the lecturer’s diary triangulated the data. The results indicated that the learners found the YouTube videos more enjoyable and teacher-created interactive videos more instructive, due to the embedded interactions they had rather than the teacher’s presence. However, the task completion levels in the pre-class work were low in both teacher-created and YouTube videos. Pedagogically considered, effective and enjoyable delivery rather than teacher presence in videos seems more critical for learners. Therefore, using high-quality ready-made videos and enriching them with interactive elements could be a viable option in flipped learning.

This study aims to determine the university students’ level of motivation in terms of different variables. A study group of this research has been designed through one of the non-random sampling methods, Using appropriate sampling, 606 students from Faculty of Education of C.U. have been involved in this study. Motivation scale in English Language Learning developed by Mehdiyev,Usta,Uğurlu (2015) was used as an instrument of data collection. T-test and one - way analysis of variance (ANOVA) were used to resolve problems of this research. As a result of the research the motivation level of university students hasn’t been revealed significantly different regarding to the gender variable. However, considering the t-test results of motivation scale dimensions, confidence, attitude and personal use, significant difference is seen in favour of women in personal use dimension. The level of language learning motivation of female students is higher than men’s regarding to personal use dimension. However, men’s and women’s views don’t differ significantly in attitude and confidence dimensions. University students don’t present significant differences in terms of birth place, parent’s education level, total motivation scores and confident, attitude and personal dimensions. Students’ motivation levels are seen not to be influenced by the places such as village, provision or city where they have spent the most of their lifetime. At the same time the findings revealed that parental status variable in terms of primary, secondary and university graduates has no effects on students’ motivation.

In view of the current importance of, and demand for, the English language nowadays, learning and teaching the language increases in significance. Determining teachers’ expectations of classroom processes may have beneficial consequences for the nature of education. This study aims to determine English teachers’ expectations and perceptions of support for English teaching. A qualitative research method was used, designed with descriptive modelling and a case study approach was adopted. In order to elicit English teachers’ expectations, a semi-structured interview form was prepared from a review of the literature and an examination of related studies in the field. The qualitative data obtained from the interview forms were subjected to content analysis, coded and categorised by the researchers. The categories were then classified according to the characteristics and themes extracted. In this study, the concepts of credibility and transferability were given preference over those of validity and reliability. Among the findings, language laboratories were the facilities most often featuring in English teachers’ expectations from administrations. From parents, teachers principally expected more positive attitudes towards English language learning and greater provision of materials to support study at home. It was also found that teachers’ expectations of cooperation and collaboration with colleagues were not met, nor were colleagues employing the variety of teaching methods expected.