A case study of teachers’ implementation of curriculum innovation in English language teaching in Turkish primary education

Kırkgöz, Yasemin

doi:10.1016/j.tate.2008.02.007

Cited by 111 publications

(76 citation statements)

References 19 publications

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“…These comments parallel the findings of Kırkgöz's (2008) study which revealed that large class size is one of the significant factors that obstructs the implementation of communicative oriented curriculum while TEYL in Turkey. This was found to be relevant to other countries as well where large classes were reported to obstruct the implementation of a communicative language teaching (e.g.…”

Section: Students Cannot Understand What Is Being Said In Listening Asupporting

confidence: 75%

“…They stated that they cannot teach English effectively because of high numbers of students in class. This seems reasonable because there is an agreement in the literature that it is difficult to teach communicative aspects of English in large classes (Criper, 1986, cited in Jin & Cortazzi, 1998Kırkgöz, 2008;Locastro, 1989). To overcome this problem, MoNE should be concerned with large classes at primary schools.…”

Section: Discussionmentioning

confidence: 95%

“…They reported that students did not find the activities interesting. This indicates that textbooks are among the sources of problems experienced in ELT in Turkey (Kırkgöz, 2008). To avoid this, policy makers working at MoNE should be concerned about the quality of textbooks used at primary schools and should consider the problems experienced because of poor textbooks.…”

Section: Discussionmentioning

confidence: 99%

“…Several research studies revealed that TEYL is teacher-centred, involves explicit grammar instruction and relies on translation, repetition and question and answer (Gürsoy, Korkmaz, & Damar, 2013;Haznedar & Uysal, 2010;Haznedar, 2012;Kırkgöz, 2008;Uztosun, 2013a), which indicated a disconnection between policy and practice. These problems were the main preoccupation of the present study which attempted to contribute to our knowledge by revealing the efficacy beliefs of pre-service and in-service teachers with regard to TEYL, pre-service teachers' perceptions of their readiness to teach English at primary schools, and the main problems that in-service teachers experience while teaching English at primary schools.…”

Section: Teaching English To Young Learners In Turkeymentioning

confidence: 99%

“…However, previous studies carried out in Turkey revealed that the textbook is one of the major factors that hinder the quality of ELT (e.g. Kırkgöz, 2008;Uztosun, 2013b).…”

Section: Students Cannot Understand What Is Being Said In Listening Amentioning

confidence: 99%

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Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools

Uztosun¹

2016

İlköğretim Online

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ABSTRACT. This study investigated pre-service and in-service English teachers' efficacy beliefs about teaching English at primary schools in Turkey by revealing the teaching aspects that they felt most and least efficacious. The study also attempted to understand pre-service teachers' views about the effectiveness of pre-service teacher education and explore which major problems in-service teachers encountered while teaching English at primary schools. The quantitative and qualitative data were collected from 170 pre-service and 129 in-service teachers through a questionnaire. The quantitative and qualitative data were analysed using descriptive statistics and content analysis, respectively. According to the findings, both groups held similar positive or negative efficacy beliefs about most teaching aspects: while they reported feeling most efficacious in 'using visual materials', 'giving simple instructions', and 'using gestures, facial expressions and body language effectively', they reported feeling least efficacious in 'using mainly kinaesthetic activities', 'managing class time effectively', and 'knowing how each language skill can be developed'. Pre-service teachers agreed that the 'teaching practicum' was the most ineffective aspect of the programme, followed by 'lack of practice-based courses', 'inadequate number of teaching English to young learners courses', and 'language courses'. In-service teachers reported having problems because of 'limited class hours', 'poor textbooks', 'lack of technological resources', 'lack of learner preparedness', 'lack of learner motivation', and 'large classes'. In the light of these findings, implications were generated to improve the effectiveness of pre-service and in-service teacher education, which could increase the quality of education for English language students at primary schools.

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Section: Students Cannot Understand What Is Being Said In Listening Asupporting

confidence: 75%

Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 99%

Section: Teaching English To Young Learners In Turkeymentioning

confidence: 99%

“…However, previous studies carried out in Turkey revealed that the textbook is one of the major factors that hinder the quality of ELT (e.g. Kırkgöz, 2008;Uztosun, 2013b).…”

Section: Students Cannot Understand What Is Being Said In Listening Amentioning

confidence: 99%

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Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools

Uztosun¹

2016

İlköğretim Online

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The Effects of a Professional Development Program on English as a Foreign Language Teachers’ Efficacy and Classroom Practice

Ortaçtepe

Akyel

2015

TESOL J

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The purpose of the present study is twofold: (1) to investigate the relationship between the efficacy of teachers of English as a foreign language (EFL) and their self‐reported practice of communicative language teaching (CLT) and (2) to examine the impact of an in‐service teacher education program on teachers’ efficacy and self‐reported and actual practice of CLT. Data came from a Teachers’ Background Questionnaire, English Teachers’ Sense of Efficacy Scale (Chacon, ), Communicative Orientation of Language Teaching (COLT; Spada & Frönlich, ), and the questionnaire version of COLT. Fifty Turkish EFL teachers working in eight schools responded to the questionnaires, and 20 of them were observed. The findings indicate that after the in‐service education program, the teachers not only improved their practice of CLT but also became more efficacious. The findings highlight the importance of awareness‐raising activities for professional development programs as well as the need for multiple instruments to analyse the extent to which teachers’ self‐reported beliefs and practices concur with their observed teaching practice.

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The Implementation of the 4+4+4 Educational Policy in Turkey: Reflections from English Classrooms

Birdal

Vural

2023

Interface Between English Language Education Policies and Practice

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A case study of teachers’ implementation of curriculum innovation in English language teaching in Turkish primary education

Cited by 111 publications

References 19 publications

Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools

Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools

The Effects of a Professional Development Program on English as a Foreign Language Teachers’ Efficacy and Classroom Practice

The Implementation of the 4+4+4 Educational Policy in Turkey: Reflections from English Classrooms

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