Pre-Service Teachers' and Their Instructors' Beliefs on the Effectiveness of an English Language Teacher Education Program

Salihoğlu, Umut M.

doi:10.1016/j.sbspro.2012.06.081

Cited by 8 publications

(5 citation statements)

References 9 publications

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“…As far as CLP is concerned, there seems to be a lack of balance in the program structure and composition, which necessitates reconsideration of course distribution which complements the findings reported by Al-Mekhlafi (2007) and Peacock (2009). The aim for this is to create more opportunities for language practice and training, and hence help develop STs' higher level competencies, which complements the findings reported by Fahmy and Bilton (1992), Centinavci and Yavuz (2010), Peacock (2009), Coskun and Dalolglu (2010) and Salihoglu (2012). A good example is the inclusion of a Listening course at the Department of English Language, which is claimed by Informant #6 to improve speaking.…”

Section: Discussionmentioning

confidence: 56%

“…In addition, 53% stated that the course teachers contributed more to their development, while 46% commented that both course teachers and course content contributed equally to their development. Salihoglu (2012) explored the beliefs of English language STs and their instructors on the effectiveness of an educational program at a Turkish university. Data was collected through two similar questionnaires, a focus group and semi-structured interviews with three instructors.…”

Section: Introductionmentioning

confidence: 99%

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Qualitative Perspectives on the English Language Content Knowledge and Methods on Communicative Language Proficiency, Implications for Succeeding in the IELTS

Al-Bulushi

Al-Issa

Al-Zadjali

2018

KJHSS

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p. 341). However, Stern (1983) stressed achieving creativity in language use through paying maximum attention to communication and minimum attention to form. Al-Gahtani and Reover (2013), on the other hand, included explicit details about the four skills and mentioned grammar and vocabulary, while had not made any reference to aspects like sociocultural knowledge. They defined language CLP as the demonstration of control over grammatical structure, breadth and depth of vocabulary knowledge, and ability to read efficiently, write clearly, listen precisely, and speak fluently and accurately. CLP in Initial ELT Education ProgramsInitial English language teacher education programs were held responsible for not showing sensitivity towards supporting Non-Native English Speaking Teachers (NNESTs) to use the target language proficiently and confidently (Al-Mekhlafi,

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Section: Discussionmentioning

confidence: 56%

Section: Introductionmentioning

confidence: 99%

Qualitative Perspectives on the English Language Content Knowledge and Methods on Communicative Language Proficiency, Implications for Succeeding in the IELTS

Al-Bulushi

Al-Issa

Al-Zadjali

2018

KJHSS

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“…There is a growing body of research on ELTEP in Turkey (Nergis, 2011;Karakaş, 2012;Mahalingappa and Polat, 2013;Köksal and Ulum, 2018;Öztürk and Aydın, 2018). Most of the existing research examined the programs from the perspectives of lecturers, teacher candidates and in-service teachers (Seferoğlu, 2006;Coşkun and Daloğlu, 2010;Kömür, 2010;Hismanoğlu, 2012;Salihoglu, 2012;Inal and Büyükyavuz, 2013;Yavuz and Zehir-Topkaya, 2013;Demiroz and Yesilyurt, 2015;Türken, 2017;Kartal and Başol, 2019). In another stream of research, language teacher education curricula of ELTEPs of different institutions within Turkey have been compared (Sanlı, 2009;Ertuğrul-Seçen and Erişen, 2020).…”

Section: Introductionmentioning

confidence: 99%

Comparing English language teacher education programs in Turkey and Finland

Ekoç

2022

Öğretmen Eğitimi Ve Öğretim

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The quality and qualifications of teachers reflect the quality of education and the success of students accordingly, and particular attention needs to be given to preservice teacher training as it is the primary step towards professionalization. Keeping this point in mind, English language teacher education programs (ELTEPs) seem to be a worthwhile research area. There is an increasing number of studies addressing ELTEPs in Turkey. Yet, comparative data on Turkey's ELTEPs and those of other countries remain relatively limited. Reasoning from the mentioned reasons, the study aims to analyze ELTEPs in Finland and Turkey based on five criteria; student selection, curriculum, practicum hours, graduation prerequisites and recruitment of teachers. Comparative in essence, the data were composed of documents indicating ELTEPs in both countries. For this qualitative research, basically, document analysis and content analysis were applied. As for the findings, one can count student selection, pre-service teaching practice and recruitment of teachers different from each other. More significantly, teachers in Finland are highly respected, trusted and have a high degree of autonomy in their work from the start of their profession. In the light of such comparative studies, Turkey needs to establish its unique model and enhance the quality of teacher education by taking the strengths of ELTEPs in different countries.

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“…Evaluation is always regarded as the core of any educational context since it helps make decisions about worth, improvement, and effectiveness of a program in addition to its impact and future (Douglah, 1998;Richards, 2013;Salihoglu, 2012). Therefore, evaluation of the curricula and teaching programs is of vital importance for various purposes primarily for making them flexible to adjust the needs of the evolving conditions of the global world.…”

Section: Problem Statementmentioning

confidence: 99%

Strengths and Weaknesses of Primary School English Language Teaching Programs in Turkey: Issues Regarding Program Components

Erarslan¹

2018

Eurasian Journal of Applied Linguistics

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Today, the ability to communicate in English is a need brought about by the globalization process encompassing developments in many fields such as science and technology. To address this need, English language teaching programs in Turkey (henceforth ELTP) underwent substantial changes within the larger curriculum reform movements taking place in 1997, 2006 and 2013, the last of which is also called the 4+4+4 education system. In these ELTPs, major differences were based on primary school English language teaching and learning. However, there is a growing claim that these ELTPs did not achieve the intensions in equipping primary school students with the necessary communicative skills in English. Thus, this integrative literature review study aims to explore the results of the evaluation studies so as to understand the strengths and weaknesses of each ELTP regarding such program components as aims and outcomes, content, materials, and testing and assessment. In line with this, studies conducted to evaluate the 1997, 2006 and 2013 ELTPs were examined thoroughly, and their findings were identified for the analysis. The analysis of the studies showed that problems with the ELTPs under evaluation included not carefully written aims and outcomes failing to include all domains. It also reveals problems with the selection and design of the content and materials which failed to be adequate and effective. Lastly, reliance on paper-based assessment even failing to include productive skills is seen to be another problem. All these issues seem to be persistent over all the ELTPs, thus they call for careful consideration and action for the improvement of further program changes.

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Pre-Service Teachers' and Their Instructors' Beliefs on the Effectiveness of an English Language Teacher Education Program

Cited by 8 publications

References 9 publications

Qualitative Perspectives on the English Language Content Knowledge and Methods on Communicative Language Proficiency, Implications for Succeeding in the IELTS

Qualitative Perspectives on the English Language Content Knowledge and Methods on Communicative Language Proficiency, Implications for Succeeding in the IELTS

Comparing English language teacher education programs in Turkey and Finland

Strengths and Weaknesses of Primary School English Language Teaching Programs in Turkey: Issues Regarding Program Components

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