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Think-Pair-Share (TPS) activities in classrooms provide an opportunity for students to revise, practice and reproduce previously learned knowledge. Teachers also benefit from this active learning strategy by exploiting new learning materials, saving time by minimizing presentations and using it as a formative assessment tool. This article explores how a teacher can employ the strategy to both promote active learning and conduct formative assessment in a time-efficient way. To do this, a TPS activity was designed on an online platform along with an assessment rubric for student products. In 60 minutes, students thought individually on the topic provided, discussed and collaborated in groups and finally wrote down their paragraphs on the online tool. Each group shared paragraphs simultaneously. The teacher examined the paragraphs in terms of the predefined learning outcomes and determined the points to be revised. The students answered an open-ended online questionnaire a day later and the qualitative data were analyzed through a coding system. The assessment results successfully showed the learning points to be revisited and the results of the questionnaire supported the assessments of the teacher. The majority of the students revealed that they were satisfied and willing to do the activity again in the future.

Active learning strategy has an important role in helping students gain 21st century skills such as creativity, collaboration, responsibility and effective communication. By being more active and free in classrooms, students take their own learning responsibility. In this study, we wanted to see the active learning strategy through students’ eyes. Thus, we asked for their views after the completion of the activity. Consequently, students stated they had a lot of fun, felt happy and proud. They also indicated that they developed their imagination and creativity. They also found the opportunity to practice speaking English and discovered how to reach a consensus as a group. In sum, the activity we adopted active learning strategy provided them a better learning environment.

The aim of investigation is to examine opinions of 11th grade high school students via "write, share, learn strategy" of active learning approach in language teaching. The students were asked some questions so as to determine their opinions for the strategy. The questions for the students were created by three English teachers and a university instructor. The students in the research studied in the 11th grade and their class size consisted of 20 students. The application of the write, share and learn strategy was lasted in 5 lessons time in two weeks. So as to apply the active learning strategy smoothly, the music lesson classroom of the school was used by admittance of school principal. It may be understood that the students' satisfaction about the lesson was compelled to rise by the active learning strategy. Write, share and learn strategy of active learning pedagogy has an importantly strong effects on students' learning perceptions. The results demonstrate that compounding these aspects of active learning may support teachers to teach efficaciously and so students can acquire actively in learning settings.

Foreign language anxiety has been the subject of research for many years as one of the individual factors affecting the language learning process. In this study, the factor structure of Foreign Language Anxiety Scale was examined in the context of Turkey. The study group consisted of 166 students studying in the English preparatory department of a university in the Marmara Region during the spring semester of the 2017-2018 academic year. Validity and reliability study consists of language validity, scoring, application, item analysis, construct validity and reliability steps. It was found that the Foreign Language Class Anxiety Scale has a factor structure consisting of 3 dimensions: speaking anxiety, failure anxiety and lack of self-confidence. According to the results of exploratory factor analysis, it was determined that the factors explained 57% of the total variance. As a result of the internal consistency analysis regarding the reliability of the scale, it was determined that the internal consistency coefficient received acceptable values in speaking anxiety, failure anxiety and lack of self-confidence factors. In conclusion, the multifactor structure of the Foreign Language Classroom Anxiety Scale was examined in the context of Turkey and considered as a reliable and valid tool that can be used to measure foreign language anxiety.

<p>The use of the Audience Response System in English teaching increases students’ interests and participations. Mentimeter is one of the listener response systems that allows us to prepare course evaluation activities. Mentimeter allows students to convey their opinions via phones, tablets, laptops or personal computers. In this study, it is aimed to get the opinions of 10th grade students about the use of Mentimeter in English class. As a result of the research, it is found that the course taught with Mentimeter has positive effects on the students. It has been concluded that it increases students' participations in the lesson, makes them enjoy the lesson, motivates them and helps them to focus. "Mentimeter" creates a competitive environment, allowing students to have a pleasant time and to correct their mistakes by receiving feedback.</p><p> </p><p>Dinleyici Yanıt Sisteminin İngilizce öğretiminde kullanımı öğrenci ilgi ve katılımını arttırmaktadır. Mentimeter derse ilişkin değerlendirme etkinlikleri hazırlamamıza olanak sağlayan dinleyici yanıt sistemlerinden birisidir. Mentimeter öğrencilerin telefon, tablet, dizüstü bilgisayar veya kişisel bilgisayar aracılığıyla görüşlerini iletmesine olanak tanımaktadır. Bu çalışmada İngilizce dersinde Mentimeter kullanılmasına ilişkin 10. sınıf öğrencilerinin görüşlerinin alınması amaçlanmıştır. Araştırmanın sonucunda “Mentimeter’’ ile işlenen dersin öğrencilerin üzerinde olumlu etkileri olduğu görülmüştür. Öğrencilerin derse katılımını arttırdığı, derstten keyif almalarını sağladığı, motive ettiği, dikkatini toplamalarına yardımcı olduğu sonucuna ulaşılmıştır. Mentimeter rekabet ortamı oluşturarak öğrencilerin keyifli zaman geçirmelerine, geri dönüt alarak hatalarını düzeltmelerine olanak sağlamıştır. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0980/a.php" alt="Hit counter" /></p>

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This study aims to analyse the views of elementary school students on active learning integrated with art branches in core courses (Turkish, mathematics, science and social studies). The research was conducted in the province of Bursa during the academic year 2015–2016, and the study sample comprised of 22 students, including 15 male and 7 female students. The core courses of elementary school were taught using active learning techniques, and the subjects taught during the lessons were evaluated through art branches. The research data obtained through observation and by means of an interview form were analysed and interpreted by descriptive analysis method. The frequencies and percentages of the data obtained using qualitative analysis were calculated. Through active learning approaches, the students learnt better and in a more enjoyable way, their self-esteem also increased. Thus, the elementary school students had positive views on active learning integrated with art branches in core courses.   Keywords: Active learning approach, arts branches, student views, interdisciplinary teaching.