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Volume 10 Issue 3 July - September 2020

Research Paper

Primary and Secondary Level EFL Teachers’ Use of Assessment and Assessment Results in Turkey

Okan Onalan* , Esim Gursoy**

* National Defense Ministry, Turkey.

** Bursa Uludag University, Bursa, Turkey.

Onalan, O., and Gursoy, E. (2020). Primary and Secondary Level EFL Teachers’ Use of Assessment and Assessment Results in Turkey. i-manager's Journal on English Language Teaching, 10(3), 1-11. https://doi.org/10.26634/jelt.10.3.16387

Abstract

Assessment processes and results are a substantial tool in providing feedback not only to learners, but also to teachers. Therefore, teachers' conception of assessment is significant in understanding how they make use of assessment as an integral part of their teaching practices. This study aims to identify Turkish EFL (English as a Foreign Language) teachers' use of assessment and assessment results in their instruction. An online factorial survey was given to 348 primary/ secondary EFL teachers who worked at public and private schools across the country. In addition to participants' demographic information, the data collection tool gathered participants' responses on four main domains (factors): teachers' use of different assessment methods, student involvement in assessment, knowledge on assessing language skills (assessment literacy), and teachers' use of assessment results. The research has implications for policy makers and language teachers in terms of increasing awareness on learner assessment and practicing alternative assessment methods.

References

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Research Paper

Using ACTFL Can-Do Statements in Simulation-Based ESL Classes

Galina Shleykina*

English as a Second Language and Linguistics, Miami University, Ohio, USA.

Shleykina, G. (2020). Using ACTFL Can-Do Statements in Simulation-Based ESL Classes. i-manager's Journal on English Language Teaching, 10(3), 12-21. https://doi.org/10.26634/jelt.10.3.16386

Abstract

The article presents the results of the work which used the National Council of State Supervision of Languages (NCSSFL) and the American Council on the Teaching of Foreign Languages (ACTFL) Can-Do statements for presentational writing in the context of first-year English as Second Language (ES) composition classes based on the simulation approach. The students were offered Can-Do statements first at the beginning of the semester; during the semester, they addressed the statements in journals and reflections; finally, they completed a semester-ending questionnaire about their progress in writing. The quantitative results from the questionnaire and qualitative results from the journals demonstrate that the use of Can-Do statements led to heightened awareness, self-reflection, objective self-assessment, and engagement in critical thinking. The students' engagement in the self-analysis of their progress led to a clear idea of their strengths and weaknesses. These user-friendly, learner-centered statements used in writing classes promoted self-regulation and self-learning.

References

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Research Paper

A Suggested Curriculum Integration Model with Activities to Fit the 2023 Education Vision of Turkey

Erdem Aksoy*

Faculty of Education, Department of English Language Teaching, TED University, Ankara, Turkey.

Aksoy, E. (2020). A Suggested Curriculum Integration Model with Activities to Fit the 2023 Education Vision of Turkey. i-manager's Journal on English Language Teaching, 10(3), 22-34. https://doi.org/10.26634/jelt.10.3.16991

Abstract

In 2018, the Turkish Ministry of National Education (MoNE) launched new curricula which emphasised the use of Theme-Based Instruction. On top of that, in 2019, the MoNE released a new vision document in which an interdisciplinary approach requiring integration among various courses was targeted. Based on earlier empirical studies, as well as a previous study by the researcher on TBI in the Turkish context, this study investigated primary school English language teachers' opinions on the effective use of TBI and offered an integrated curriculum model of instruction with sample activities to be used in primary school English language courses. The study was designed as a phenomenological qualitative study. A structured interview form, as well as document analysis methods, were used to gather data. Descriptive statistics were used to present demographic data, while content analysis was used to present qualitative data. One notable finding of the study was the teachers' suggestions that course books should be designed to explicitly show the relations of integration among various courses, and that activities should be prepared together with another content teacher. A suitable model of integration and sample activities to be used were designed based on teachers' suggestions.

References

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Research Paper

A Study on Sympathetic Tendency of EFL (English as a Foreign Language) Learners through Competition Games

Halenur Celikturk* , Filiz Yalcin Tilfarlioglu**

* Ministry of National Education, Gaziantep, Turkey.

** Department of Foreign Languages Education, Gaziantep University, Turkey.

Celikturk, H., and Tilfarlioglu, F. Y. (2020). A Study on Sympathetic Tendency of EFL (English as a Foreign Language) Learners Through Competition Games. i-manager's Journal on English Language Teaching, 10(3), 35-56. https://doi.org/10.26634/jelt.10.3.16855

Abstract

This study aims to answer whether there is a relation between various competition games played in ELT (English Language Teaching) classrooms and sympathetic tendency of EFL (English as a Foreign Language) learners towards English lesson. The study was carried on 302 participants consisting of 9^th grade students from a high school, Gaziantep. The participants were divided into experimental and control groups by random sampling. Within the 15 weeks of experimental process of the study, various competition games designed by the researcher were played with the experimental group unlike the control group which continued their lessons without playing games. The sympathetic tendency questionnaire was applied at the 14^th week to discover whether there is a relation between the various competition games and sympathetic tendency of participants towards English lesson and a vocabulary knowledge test was applied as pre and post-test to see the progress and find whether there is an effect of various competition games on students' vocabulary knowledge.

The results state that sympathetic tendency of students did not change when experimental and control groups' results were compared. However, according to sympathetic tendency results compared to genders (t=3.599; p=.000), female participants' results (M=139.68) were higher than male participants (M=128.78). Besides, results of the study demonstrated that various competition games were practical to improve vocabulary knowledge EFL learners in Turkey according to post test results of experimental (M=34.23) and control groups (M=24.18) (t=12.762; p=.000). The results indicate that various competition games were effective to improve collaboration skills according to results between the experimental (M=4.57) and control group (M=4.29) (t=2.484; p=.014).

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Research Paper

Reading Comprehension of L1 Culture- and L2 Culture- Based Texts: Same or Different?

Ferya Babaee Chegeni* , Servat Shirkhani**

*English Language Academies, Safir Language Academy, Khorram Abad, Iran

** English Department, Khorram Abad Branch, Islamic Azad University, Khorram Abad, Iran.

Chegeni, F. B., and Shirkhani, S. (2020). Reading Comprehension of L1 Culture- and L2 Culture- Based Texts: Same or Different? i-manager's Journal on English Language Teaching, 10(3), 57-63. https://doi.org/10.26634/jelt.10.3.16402

Abstract

Nowadays the consideration of culture in second/foreign language (L2) teaching is considered quite necessary. The ability of the readers in comprehending texts may be influenced by their familiarity or lack of familiarity with the culture the text is based on. So, the present study tried to find the difference between Iranian university students' comprehension of texts based on their own culture and that of texts based on the L2 culture. To carry out the study, after the homogenization process, 77 male and female learners were selected as participants of this study. They were asked to take two reading comprehension tests, one consisting of texts with background from the participants' own culture and the other consisting of texts with background from the English culture. According to the results of the matched t-test comparing the means of scores on the two reading comprehension (RC) tests, the participants significantly outperformed on the RC test based on their own culture than the RC based on the L2 culture. The findings of the study have implications for language teachers, language learners, and material developers.

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Research Paper

The Metacognitive Self-Monitoring Strategies on Improving Students' Reading Comprehension of 2^nd Grade Students

Welly Ardiansyah * , Nurul Aryanti , Murwani Ujihanti *

*-*** English Department, State Polytechnic of Sriwijaya, Indonesia.

Ardiansyah, W., Aryanti, N., and Ujihanti, M. (2020). The Metacognitive Self-Monitoring Strategies on Improving Students' Reading Comprehension of 2^nd Grade Students. i-manager's Journal on English Language Teaching, 10(3), 64-77. https://doi.org/10.26634/jelt.10.3.16870

Abstract

The objectives of this study are to see if Reciprocal Teaching (RT) is more a effective Language Learning Strategy (LLS) to teach reading comprehension, and to see if students of high reading comprehension achievement have better reading comprehension than those of moderate and low reading comprehension achievement. The 3 x 2 factorial design is related to the aims of the study. The population was the second semester of the Computer Engineering study program Polytechnic of Sriwijaya in the academic year of 2018/2019 consisting of six classes and 143 students with a purposive sampling technique. Reading Comprehension test of 40 items of multiple choices were used as the research instrument. The data were analyzed using a paired sample t-test with SPSS 23. The finding showed: (1) students' reading comprehension taught by RT strategy was 7.65478 higher than those taught by LLS which was 7.64276. As a conclusion, RT and LLS had a significant result on students' reading comprehension achievement.

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Volume 10 Issue 3 July - September 2020

Primary and Secondary Level EFL Teachers’ Use of Assessment and Assessment Results in Turkey

Okan Onalan* , Esim Gursoy**

* National Defense Ministry, Turkey. ** Bursa Uludag University, Bursa, Turkey.

Onalan, O., and Gursoy, E. (2020). Primary and Secondary Level EFL Teachers’ Use of Assessment and Assessment Results in Turkey. i-manager's Journal on English Language Teaching, 10(3), 1-11. https://doi.org/10.26634/jelt.10.3.16387

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Using ACTFL Can-Do Statements in Simulation-Based ESL Classes

Galina Shleykina*

English as a Second Language and Linguistics, Miami University, Ohio, USA.

Shleykina, G. (2020). Using ACTFL Can-Do Statements in Simulation-Based ESL Classes. i-manager's Journal on English Language Teaching, 10(3), 12-21. https://doi.org/10.26634/jelt.10.3.16386

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A Suggested Curriculum Integration Model with Activities to Fit the 2023 Education Vision of Turkey

Erdem Aksoy*

Faculty of Education, Department of English Language Teaching, TED University, Ankara, Turkey.

Aksoy, E. (2020). A Suggested Curriculum Integration Model with Activities to Fit the 2023 Education Vision of Turkey. i-manager's Journal on English Language Teaching, 10(3), 22-34. https://doi.org/10.26634/jelt.10.3.16991

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A Study on Sympathetic Tendency of EFL (English as a Foreign Language) Learners through Competition Games

Halenur Celikturk* , Filiz Yalcin Tilfarlioglu**

* Ministry of National Education, Gaziantep, Turkey. ** Department of Foreign Languages Education, Gaziantep University, Turkey.

Celikturk, H., and Tilfarlioglu, F. Y. (2020). A Study on Sympathetic Tendency of EFL (English as a Foreign Language) Learners Through Competition Games. i-manager's Journal on English Language Teaching, 10(3), 35-56. https://doi.org/10.26634/jelt.10.3.16855

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Reading Comprehension of L1 Culture- and L2 Culture- Based Texts: Same or Different?

Ferya Babaee Chegeni* , Servat Shirkhani**

*English Language Academies, Safir Language Academy, Khorram Abad, Iran ** English Department, Khorram Abad Branch, Islamic Azad University, Khorram Abad, Iran.

Chegeni, F. B., and Shirkhani, S. (2020). Reading Comprehension of L1 Culture- and L2 Culture- Based Texts: Same or Different? i-manager's Journal on English Language Teaching, 10(3), 57-63. https://doi.org/10.26634/jelt.10.3.16402

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The Metacognitive Self-Monitoring Strategies on Improving Students' Reading Comprehension of 2nd Grade Students

Welly Ardiansyah * , Nurul Aryanti **, Murwani Ujihanti ***

*-*** English Department, State Polytechnic of Sriwijaya, Indonesia.

Ardiansyah, W., Aryanti, N., and Ujihanti, M. (2020). The Metacognitive Self-Monitoring Strategies on Improving Students' Reading Comprehension of 2nd Grade Students. i-manager's Journal on English Language Teaching, 10(3), 64-77. https://doi.org/10.26634/jelt.10.3.16870

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* National Defense Ministry, Turkey.

** Bursa Uludag University, Bursa, Turkey.

* Ministry of National Education, Gaziantep, Turkey.

** Department of Foreign Languages Education, Gaziantep University, Turkey.

*English Language Academies, Safir Language Academy, Khorram Abad, Iran

** English Department, Khorram Abad Branch, Islamic Azad University, Khorram Abad, Iran.

The Metacognitive Self-Monitoring Strategies on Improving Students' Reading Comprehension of 2^nd Grade Students

Welly Ardiansyah * , Nurul Aryanti , Murwani Ujihanti *

Ardiansyah, W., Aryanti, N., and Ujihanti, M. (2020). The Metacognitive Self-Monitoring Strategies on Improving Students' Reading Comprehension of 2^nd Grade Students. i-manager's Journal on English Language Teaching, 10(3), 64-77. https://doi.org/10.26634/jelt.10.3.16870