A Research about the Level of Using Language Teaching Methods and Its Effect on Some Variables: in Turkey

Ökmen, Burcu; Kılıç, Abdurrahman

doi:10.13189/ujer.2016.040909

Cited by 3 publications

(3 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As for the language teaching methods, English teachers reported employing Communication Oriented Teaching Methods more than Grammar Oriented Teaching Methods. However, there are some studies in the literature (Chacon, 2005;Li, 1998;Okmen & Kilic, 2016) which reveal that teachers employ Grammar Oriented Teaching Methods more. Although employing communicative language teaching is encouraged, teachers sometimes employ Grammar Oriented Teaching, the reason of which needs further research.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

İngilizce Öğretmenlerinin Öz Yeterliklerinin, Kullandıkları Dil Öğretim Yöntemini Yordayıcılığı

Kaygisiz¹,

Anagün²,

Karahan³

2018

EJER

View full text Add to dashboard Cite

Considering that self-efficacies of teachers can affect their educational and instructional applications, it is probable that self-efficacies of English teachers can predict the language teaching methods they employ. In this sense, the purpose of the study was to investigate the correlation between self-efficacies of English teachers and language teaching methods they employ. Method: This study used quantitative correlational design. 367 English language teachers participated in the study. ELT Context-Specific Teacher Efficacy Instrument and Language Teaching Methods Scale were used in order to collect the data. Descriptive statistics, Pearson's Product-Moment Correlation, and path analysis were used to analyse the data.

show abstract

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

İngilizce Öğretmenlerinin Öz Yeterliklerinin, Kullandıkları Dil Öğretim Yöntemini Yordayıcılığı

Kaygisiz¹,

Anagün²,

Karahan³

2018

EJER

View full text Add to dashboard Cite

show abstract

“…In Turkey, although students study English for many years, the desired success in language learning and language use in an active way cannot be achieved (Memiş & Erdem, 2013;Paker, 2012). As a reason it can be shown that teachers do not attach importance to teaching the four basic skills in the same way (Akgüzel, 2006;Ökmen & Kılıç, 2016;2018), do not use audiovisual materials (Ökmen & Kılıç, 2018;Paker, 2012), teach the language as a subject to be studied not as a means of communication, and practice applications contrary to the communicative method (Ökmen & Kılıç, 2016;2018;Paker, 2012), and students have prejudice and negative attitude towards English lesson (Akgüzel, 2006;Paker, 2012;Topaloğlu, 2012).…”

Section: Aims Of This Studymentioning

confidence: 99%

The Effect of Layered Flipped Learning Model on Academic Success

Ökmen

Kılıç

2021

Participatory Educational Research

View full text Add to dashboard Cite

The purpose of this study is to determine how students' academic achievement in English lessons improved when the layered flipped learning model is used in these lessons and what the students' views about the tasks chosen and performed within the scope of this model are. One of the qualitative research methods, the 'action research' method was used in this research. The research was conducted with the fifth grade of a secondary school in the West Black Sea region of Turkey in the 2017/2018 academic year. In the research process, readiness test, achievement test, focus group interview, task evaluation form, reflective daily form-course video recordings were used as data collection tools. The data obtained from the focus group interview at the end of the action plans were analyzed using the content analysis method. The readiness test and the achievement tests were tabulated separately to show the development of each student in the process and the class averages. According to the results of the research, it was seen that the layered flipped learning model had a positive effect on students' academic achievement and that their academic achievement increased gradually in all of their reading, listening and speaking skills. According to the results of the research, a number of suggestions were made.

show abstract

“…Many students have difficulties in foreign language vocabulary acquisition in Turkey, they just memorize words without internalization and these words are forgotten in time. When it is considered that especially the English teachers in Turkey mostly prefer the TPR and G-T methods (Çakır & Kafa, 2013), and that they use grammar-based teaching at a high level and speaking-based teaching at a low level (Okmen & Kilic, 2016), it has been determined that the conditions lead students to memorize and not to learn long lastingly. It is thought that the TPRS method, through which students learn the words by internalizing them with visual and audio elements in the context, may be a solution.…”

Section: Literature Reviewmentioning

confidence: 99%

An investigation of the effect of TPRS on vocabulary acquisition among third graders

Bulan¹,

Kasapoğlu²

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

View full text Add to dashboard Cite

This research aims to investigate the impact of total physical response-storytelling (TPRS) and grammartranslation (G-T) methods on the elementary school third grade students' acquisition of English vocabulary and the views of elementary school third grade students on these methods. In this embedded mixed-methods study, the data were collected from 49 elementary school third grade students in an elementary school selected by convenience in Kadınhanı/Konya, Turkey. For the analysis of the data which were collected through the Vocabulary Acquisition Test and student diaries, independent-and related-samples t tests and descriptive analysis were utilized. It is concluded that the TPRS method is effective in the experimental group students' vocabulary acquisition; the G-T method is effective in the control group students'; and that the TPRS method is not a more/less effective method than the G-T method in terms of vocabulary acquisition. In addition, most students in both groups reflect positive views on both methods in their diaries kept throughout the intervention.

show abstract

A Research about the Level of Using Language Teaching Methods and Its Effect on Some Variables: in Turkey

Cited by 3 publications

References 4 publications

İngilizce Öğretmenlerinin Öz Yeterliklerinin, Kullandıkları Dil Öğretim Yöntemini Yordayıcılığı

İngilizce Öğretmenlerinin Öz Yeterliklerinin, Kullandıkları Dil Öğretim Yöntemini Yordayıcılığı

The Effect of Layered Flipped Learning Model on Academic Success

An investigation of the effect of TPRS on vocabulary acquisition among third graders

Contact Info

Product

Resources

About