Pub Date : 2018-07-29DOI: 10.22596/ERJ2018.0301.45.58
M. Gömleksiz, S. Aslan
The aim of this study is to determine secondary refugee students’ views about the problems they faced at Turk schools. In this direction, the refugee students’ views about methods & and techniques the teachers used in the class; school culture, rules, interaction, problems they have with their school friends; and the support of their families were determined. Moreover, their views about the school subjects, content, gains and necessity of these subjects; their competence in using Turkish; and their previous education’s effect on their current education were determined. In this study, qualitative research design was used. The study group consisted of the refugee students enrolled at two state schools in Elazig city center in 2017-2018 academic year, second term. Maximum variation sampling method was used in the study. In determination of school, whether there are refugee students or not at that school was considered. From each school eight refugee students were selected and totally 16 refugee students were included in the study. In determination of these students, the views of headmaster and deputies head of the secondary school and teachers were considered. Volunteer refugee students participated to the study. A semi-structured interview form, which was designed by the researcher was used for data collection. Six semi- structured questions were asked to identify refugee students’ views about the problems they faced. These questions were reviewed by a professor and two assistant professors. The clarity of questions were negotiated with three secondary school teachers. With refugee students whom do not know any Turkish or English, the interview had through a translator. Study results revealed that refugee students have some problems at Turk schools because of several reasons like medium of instruction, courses contents, the lack of family support, school culture- rules, and methods& techniques teachers used. Several recommendations are offered based on the research findings.
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Pub Date : 2018-07-29DOI: 10.22596/ERJ2018.0301.1.14
Yelda Orhon
The area of language teaching and learning is constantly changing due to emerging educational, technological and social trends or innovations all around the world, so there is no universally correct way to learn a language for everyone. That’s why it is not possible for a classroom context to address everyone’s needs sufficiently during the class hour, so learners must carry on their learning beyond the classroom as well. The present study seeks to explore language activities that EFL learners are engaged outside the class in order to support their language learning process and their attitude towards out-of-class language learning. A total of 109 students who had different proficiency levels and who were studying at the School of Foreign Languages, Pamukkale University participated in the study. Data was collected through a questionnaire. The results of the analysis revealed that learners were mostly engaged in listening and watching activities which were considered as the most helpful activities as well. While no significant differences with respect to gender were found in learners’ out-of-class language learning attitudes, the type of language education (compulsory or elective) and language proficiency level were determined to be effective. In conclusion, it can be recommended that out-of-class language activities carried out most frequently and considered most helpful by learners are incorporated into curriculums of language teaching institutions.
{"title":"An Investigation of Out-of-Class Language Activities of Tertiary-Level EFL Learners","authors":"Yelda Orhon","doi":"10.22596/ERJ2018.0301.1.14","DOIUrl":"https://doi.org/10.22596/ERJ2018.0301.1.14","url":null,"abstract":"The area of language teaching and learning is constantly changing due to emerging educational, technological and social trends or innovations all around the world, so there is no universally correct way to learn a language for everyone. That’s why it is not possible for a classroom context to address everyone’s needs sufficiently during the class hour, so learners must carry on their learning beyond the classroom as well. The present study seeks to explore language activities that EFL learners are engaged outside the class in order to support their language learning process and their attitude towards out-of-class language learning. A total of 109 students who had different proficiency levels and who were studying at the School of Foreign Languages, Pamukkale University participated in the study. Data was collected through a questionnaire. The results of the analysis revealed that learners were mostly engaged in listening and watching activities which were considered as the most helpful activities as well. While no significant differences with respect to gender were found in learners’ out-of-class language learning attitudes, the type of language education (compulsory or elective) and language proficiency level were determined to be effective. In conclusion, it can be recommended that out-of-class language activities carried out most frequently and considered most helpful by learners are incorporated into curriculums of language teaching institutions.","PeriodicalId":403973,"journal":{"name":"Education Reform Journal","volume":"80 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116356082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-29DOI: 10.22596/erj2018.0301.32.44
M. Gömleksiz, S. Aslan
The aim of this study is to determine secondary school teachers’ views about the refugee students. In this direction, the secondary school teachers’ views about refugee students’ attention, and attitude toward their subject, refugee students’ readiness, attention, and attitude toward their lesson content, and the suitability of methods, techniques which they use in their class to the readiness of refugee students were determined. Moreover, their views about the suitability of their equipments and materials to readiness of refugee students; the suitability of assesment and evaluation instruments for refugee students; and their views, ideas to develop and enrich their lessons were determined. In this study, qualitative research design was used. The study group consisted of the secondary school teachers worked at a state school in Elazig city center in 2017-2018 academic year, second term. Maximum variation sampling method was used in the study. In determination of school, whether there are refugee students or not at that school was considered. From each branch two teachers were selected and totally 22 secondary school teachers were included in the study. In determination of these teachers, the views of headmaster and deputies head of the secondary school were considered. Volunteer branch teachers participated to the study. A semi-structured interview form, which was designed by the researcher was used for data collection. Six semi- structured questions were asked to identify teachers’ views about refugee students. These questions were reviewed by a professor and two assistant professors. The clarity of questions were negotiated with three secondary school teachers. Study results revealed that secondary school teachers have some problems in instruction of refugee students because of several reasons. Several recommendations are offered based on the research findings.
{"title":"The Views of Secondary School Teachers about Refugee Students","authors":"M. Gömleksiz, S. Aslan","doi":"10.22596/erj2018.0301.32.44","DOIUrl":"https://doi.org/10.22596/erj2018.0301.32.44","url":null,"abstract":"The aim of this study is to determine secondary school teachers’ views about the refugee students. In this direction, the secondary school teachers’ views about refugee students’ attention, and attitude toward their subject, refugee students’ readiness, attention, and attitude toward their lesson content, and the suitability of methods, techniques which they use in their class to the readiness of refugee students were determined. Moreover, their views about the suitability of their equipments and materials to readiness of refugee students; the suitability of assesment and evaluation instruments for refugee students; and their views, ideas to develop and enrich their lessons were determined. In this study, qualitative research design was used. The study group consisted of the secondary school teachers worked at a state school in Elazig city center in 2017-2018 academic year, second term. Maximum variation sampling method was used in the study. In determination of school, whether there are refugee students or not at that school was considered. From each branch two teachers were selected and totally 22 secondary school teachers were included in the study. In determination of these teachers, the views of headmaster and deputies head of the secondary school were considered. Volunteer branch teachers participated to the study. A semi-structured interview form, which was designed by the researcher was used for data collection. Six semi- structured questions were asked to identify teachers’ views about refugee students. These questions were reviewed by a professor and two assistant professors. The clarity of questions were negotiated with three secondary school teachers. Study results revealed that secondary school teachers have some problems in instruction of refugee students because of several reasons. Several recommendations are offered based on the research findings.","PeriodicalId":403973,"journal":{"name":"Education Reform Journal","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116101886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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