Literaturnachweis - Detailanzeige
| Autor/in | Ayçiçek, Burak |
|---|---|
| Titel | An Investigation of EFL Teachers' Viewpoints on the Secondary School English Language Curriculum in Turkey |
| Quelle | In: International Journal of Curriculum and Instruction, 13 (2021) 3, S.2660-2675 (16 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1562-0506 |
| Schlagwörter | Language Teachers; English (Second Language); Second Language Learning; Teacher Attitudes; Secondary School Teachers; Foreign Countries; Modern Language Curriculum; Curriculum Evaluation; Turkey |
| Abstract | The aim of the study is to determine the opinions of English as a foreign language (EFL) teachers about the objective, content, teaching and learning process, and assessment and evaluation elements of the secondary school English language curriculum implemented in Turkey. The study adopted the case study design, one of the qualitative research methods. The participants of the study consisted of 14 EFL teachers from seven different public schools in Turkey. The participants were selected using criterion sampling model. The data were gathered during the fall semester of 2020-2021 academic year via an open-ended question form developed by the researcher. Content analysis was used for analysis of the data gathered. The results showed that the opinions of the participants about the objective element of the secondary school English language curriculum were generally positive. On the other hand, it was concluded that the curriculum was not appropriate for students' needs, interests and readiness levels. In addition, insufficient time for activities, limited number of activities and insufficient course hours were noted as negative aspects by the participants. (As Provided). |
| Anmerkungen | World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org/index.php/IJCI/about |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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