English-medium instruction (EMI) has become a widely adopted approach, especially in higher education institutions not only in Europe but also in Turkey. Students may go for departments with 100% English medium instruction as well as departments with 30% EMI, which are offered by many universities in Turkey. However, depending on the medium of instruction in their future departments, students may show different performance and attitude even when they are at prep schools. A quantitative case study was conducted to see if there is a relationship between the perceptions and the motivation as well as the success of EMI students at prep school. Attitude/Motivation Test Battery (AMTB) developed by Gardner in 1985 was utilized as the main data collection tool. The data includes responses of prep school students in a public university who were randomly chosen from the full EMI departments as well as 30% EMI departments. Considering the success of the students, the results showed that there is a decrease in the achievement of the 100% EMI students while there is an increase in the performance of 30% EMI students. Furthermore, no significant relationship was found between the test scores and the motivation level of the students. The study adds to our understanding of how different the students might perceive learning English for further academic instruction while they are receiving English courses at prep school lighting up the pathway for curriculum design studies of prep school programs.
This study tries to explore young learners' attitudes and motivation towards learning English via Dörnyei’s motivational self-system. Designed as a qualitative study, the study employs interview schedules and an observation checklist that were adopted from Dörnyei and Csizer (2006) and a questionnaire designed by Ryan (2005). The data collection tools were, then, developed by the advisor and the researcher of the study upon expert opinion. The study was carried out with 57 primary school second-grade students from a state primary school in both face-to-face and online settings. The data were analyzed by thematic content analysis and coding via the Nvivo program. According to the results of the study, a positive learning environment and activities are significant factors that have an impact on young learners' attitudes and motivation to learn English. Regardless of the teaching environment, students' attitudes were mainly positive towards learning English and they were intrinsically motivated. This is especially important in countries where English proficiency is not as high as expected.
The purpose of this study was to analyze the newly developed 5th-grade preparatory class intensive English language curriculum by considering project schools preparatory class secondary school English teachers' opinion. The analysis of the curriculum was held in six aspects; firstly; general characteristics of the curriculum, secondly; the instructional objectives of the curriculum, thirdly; the content of the curriculum, fourthly; the coursebook and materials utilized while implementing the curriculum, fifthly; the activities and learning styles and finally the evaluation and assessment of the curriculum. The study group consisted of 90 English language teachers working in secondary schools in Istanbul, primarily teaching English to the 5th-grade preparatory class students. The data is collected via "The Evaluation Scale of 5th-grade English prep class intensive English Language Teaching Curriculum in terms of English Language Teachers Views" developed to determine 5th-grade primary school English language teachers' opinions on the 5th grade English preparatory class program. In quantitative data analysis, percentage, frequency, and one-way analysis of variance (ANOVA) were used. The results showed that even though the teachers have moderately positive opinions towards the intensive English language curriculum, lack of necessary technology, materials, and equipment, crowded classrooms, traditional classroom seating arrangement, and lack of guidance for teachers about the new curriculum hinder the effective implementation of the 5th grade intensive English language curriculum.
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