Turkish EFL Teachers’ Perceptions and Practices of Foreign Language Assessment in Primary Education

The present study aimed to investigate perceptions of EFL teachers working at state primary schools on core language skills, assessment types and question types used in assessing student’s foreign language development and proficiency during an academic year. Data were gathered from 56 EFL teachers working at 42 primary state schools in Turkey through a questionnaire comprising a variety of items to elicit their perceptions and applications of language assessment in the classes of 4th to 6th graders. Results obtained from frequency analyses indicated that the pen-and-paper tests, performance tasks, and in-class observation are the mostly used assessment tools, and that the selected response items are mostly employed question types in the tests, and that performance-based and communication-based assessment types are preferred more frequently than the traditional types in evaluating students’ success in learning EFL

Fostering young learners' listening and speaking skills

WOS: 000462458200012

PRESERVICE EFL TEACHERS' PERCEPTIONS AND THEIR REFLECTED EXPERIENCES IN A SERVICE-LEARNING COURSE

WOS: 000475723500013Service-learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, to teach civic responsibility, and to strengthen communities. This study describes Turkish preservice English as a Foreign Language (EFL) teachers' perceptions and their reflected experiences in a service-learning course which required student teachers to participate, in teams, in various community service activities and to reflect upon their experiences. The study employs a multiple-case study research design incorporating qualitative data from three sources: focus-group interviews, written reflections, and course projects. The three sets of service-learning projects produced by the teacher candidates focused on visiting the rest homes, teaching the disabled, and teaching English in a school. Qualitative analysis of data suggests that service-learning can be an effective pedagogical tool to help promote teacher candidates' empowerment, increase their awareness of community issues, as well as their confidence in meeting community needs. Suggestions are offered to give insights into service-learning programs in local and global contexts

Exploring poems to promote language learners' creative writing

14th Language, Literature and Stylistics Symposium -- OCT 15-17, 2014 -- Selcuk, TURKEYWOS: 000353900600061This article describes how poems can effectively be used to foster EFL/ESL students' creative writing. The paper starts with discussing the meaning of creativity, and the importance of creativity within the language learning process. Then, it proceeds to demonstrate how students' creative writing can be fostered by composing English poems. A three-stage writing-using model advocated by Bouman (1983) is employed to promote students' creative writing skills. Creativity in writing is assessed using a rubric specifically designed for this study. Sample writings of poems produced by learners are included to illustrate how the use of model poems, which is used as a source of input, can facilitate creative writing.Dokuz Eylul Univ, Fac Educ, English Language Educ Dep

Exploring Teachers' Implementation of the Recent Curriculum Innovation in ELT in Turkish Primary Education

WOS: 000308418600019

Recent Developments in ESP/EAP/EMI Contexts

WOS: 000431739400001ESP is a dynamic research discipline, underpinned by the fundamental question of how best to meet the needs of English learners, especially in our increasingly globalized and internationalized world. Since the early 1960s, ESP has become one of the most prominent areas of teaching in universities around the world. What began as a grass-roots solution to the need for vocationally-relevant English language education has evolved into a much broader field of research and application. Today, ESP plays a critical role globally evidenced by the massive growth of higher education institutions offering English-medium instruction (EMI), a conversation which must include the dichotomous approach of Content and Language Integrated Learning (CLIL). ESP has found its place as an essential way-point in the foreign language learning continuum in EMI contexts. As students advance their knowledge in their fields of study, so must they continue to acquire the English to help them understand and articulate vocational concepts, thus giving prominence to ESP. Yet, as this volume argues, there is a significant gap between implementation and assuring quality of ESP offerings, stemming from teachers' own incompetence and the lack of materials for specific contexts, as well as a lack of opportunities for ESP teachers to develop professionally and personally. This chapter reflects upon the evolution of this field from its roots to its current context. Through chapter-by-chapter synopses, it also presents an overview of the volume's central premise that quality ESP instruction does and can exist

Introducing Innovation into an ESP Program: Aviation English for Cadets

WOS: 000431739400011The aim of English for Specific Teaching (ESP) in Turkish universities is to support the development of scientific literacy in learners' field of specialism in English. Implicit in this objective is to make the ESP curriculum tailor-made to meet the learners' specific needs. In this study, we describe evaluating the new Turkish Air Force Academy (TurAFA) curriculum, which has been in use for some time. TurAFA is unique in that it aims to train cadets to become combat pilots leading Turkish Air Force. After contextualizing our research, we provide an evaluation of an innovative "Aviation English for Cadets" (AEC) curriculum which has beendesigned to fulfill cadets' individual and institutional needs. AEC is based on a comprehensive needs analysis involving all stakeholders including the graduates, field experts, instructors and cadets. The most innovative aspect of the curriculum is the introduction of virtual aviation, a challenging innovation in the curriculum for cadets. We illustrate the course content with a simulated flight snapshot. Finally, we discuss the curriculum evaluation in relation to its professional relevance, use of technology, and challenges encountered in the curriculum development process. The study illustrates a localized practice; yet, we believe that it has implications for EAP/ESP practitioners and researchers globally