This research explores how well L2 motivational self systems explain language learning motivation of university students in the Turkish context. To this end, data were collected from 668 university students in a state university in Turkey using a 51-item questionnaire and semi-structured interviews in this mixed methods research. The data from both the questionnaire and the interview indicate an overwhelming impact of language learning experience on the learners' motivation to learn English as a foreign language as opposed to their ideal L2 selves or ought-to L2 selves. The findings about the relationship among the components of L2 motivational self systems are in line with the results of the previous research, lending support to the framework of L2 motivational self systems. Finally, the results suggest that learners' motivation is a dynamic system, changing and evolving over time. The study has implications for language teachers, curriculum designers as well as further research in language learning motivation.
Although errors are accepted inevitable in the foreign language learning, they give information about teaching-learning process of the students. The fact that even ELT students' exam papers contain lots of serious errors has led to this research to find the reasons for them. With this aim, the exam papers of ELT students were examined in terms of their overall quality and the errors the students have made and they were listed according to their types. This study is a qualitative study which reflects the errors of students in their exam papers. To get the data, document analysis was conducted. The documents are the exam papers of sophomore and junior students of ELT department of Akdeniz University. It was found out that ELT students have problems in expressing their own ideas on any topic by analysing the situation. Besides, most of them are not careful with their writing, in terms of grammar, syntax and spelling. Some errors can be regarded as careless errors when the exam situation is considered. However, some of them result from overgeneralization of rules. Some errors occur because of the effect of the native language or students' inefficiency to use correct structures in writing although they know everything by heart. It is important for ELT students to use the language accurately as they are English teacher candidates. To overcome the problem, foreign language teaching and testing processes should be taken into consideration.
This study compares students' foreign language proficiency according to several criteria and the role of the English Admission Test (EAT). The predictive correlational research design, one of the quantitative research methods, was used in this study. The study group consisted of 81 undergraduate students studying in the English Language Teaching Department of a state university in southern Turkey. The English Proficiency Test (TELP) developed by the researchers and the EAT scores were used as data collection tools. The validity and reliability analyses of the test were conducted using jMetrik, a data analysis software for classical test theory and item response theory, and the item difficulty and discrimination values, as well as the KR-21 reliability coefficients, were calculated. In line with the findings, it was concluded that the relevant test is a reliable and valid measurement tool. According to the findings, the English Admission Test scores predicted students' total TELP and reading test scores but not their listening, writing, or speaking scores. Besides, the students who received the English preparatory training performed better on the speaking and listening tests than those who did not. Finally, male students outperformed female students on both the total of English Proficiency Test and the reading test but not on other tests. In parallel with the results of the research, some suggestions were put forth. Accordingly, a test that successfully measures four basic language skills is needed in order to fully measure the target language skills of the students who will study in the field of language education. For this purpose, the content of the Foreign Language Test (YDT), which is currently in use, can be expanded to make multidimensional measurement and questions measuring different language skills can be added to the test. In order to facilitate the transition process and prepare the infrastructure, language skills can be added to the test gradually or multidimensional question types that measure more than one skill can be used.
The English language-oriented course (ELOC) corresponds to the 11 th and 12 th grades of high school and are highly preferred by students. Yet, the implementation of ELOC's curriculum is an issue that is hardly focused on in the field. Although the curriculum developed for all 11 th and 12 th -grade students by the Ministry of National Education is comprehensively planned, there seem to be some challenges teachers face while implementing it due to its irrelevancy to ELOC. In the present study, it is aimed to reveal how the implemented curriculum is perceived by teachers. The research group includes 31 English teachers from Anatolian high schools in Antalya that have ELOC. The study adopted a qualitative research design. The data were collected from teachers via semi-structured interviews, administered by the researchers, and then examined by utilizing content analysis. The major areas of investigation consist of the teachers' opinions of the overall curriculum implementation, coursebooks, and teaching methods used. In-depth data about this matter are revealed. At the end of the study, an understanding of how the the curriculum of English language-oriented course was being applied was established. It was concluded that almost none of the teachers were satisfied with overall curriculum implementation, coursebooks, and the teaching methods preferred. Many of the teachers pointed out that the university entrance examination directly impacts on teaching methods and curriculum, which also results in disfavour of coursebooks. In consideration of the results of the study, some suggestions were proposed covering the issues of curriculum, coursebook, and teaching methods.
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