{"title":"从学习理论角度考察高校教师和学生的英语学习观","authors":"Begüm Ihtiyaryer, S. Altun","doi":"10.1080/10790195.2023.2214190","DOIUrl":null,"url":null,"abstract":"ABSTRACT University students in Turkey are required to complete a one-year English preparatory education before starting their education at their faculties. For some time, it has been clear that students have difficulties in learning English in these preparatory programs. The reasons behind this have always been a hot topic in research areas. To have a deeper look and offer solutions, it is necessary to understand how these students and their instructors perceive language learning first. Their perceptions reveal the learning theories that they have adopted, and these learning theories shape the way teachers teach and the students learn that language. In this framework, this study aims to reveal the underlying learning theories behind students’ and instructors’ perceptions of learning English in English preparatory programs. The phenomenology method was used in this study among the qualitative research methods. Ten students and ten instructors were interviewed during the study. Themes and codes were created with the content analysis of the data. It was seen that there is not a single learning theory dominating students’ and instructors’ perceptions of learning English.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"53 1","pages":"232 - 253"},"PeriodicalIF":0.0000,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Investigating College Instructors’ and Students’ Perceptions of Learning English in Terms of Learning Theories\",\"authors\":\"Begüm Ihtiyaryer, S. Altun\",\"doi\":\"10.1080/10790195.2023.2214190\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT University students in Turkey are required to complete a one-year English preparatory education before starting their education at their faculties. For some time, it has been clear that students have difficulties in learning English in these preparatory programs. The reasons behind this have always been a hot topic in research areas. To have a deeper look and offer solutions, it is necessary to understand how these students and their instructors perceive language learning first. Their perceptions reveal the learning theories that they have adopted, and these learning theories shape the way teachers teach and the students learn that language. In this framework, this study aims to reveal the underlying learning theories behind students’ and instructors’ perceptions of learning English in English preparatory programs. The phenomenology method was used in this study among the qualitative research methods. Ten students and ten instructors were interviewed during the study. Themes and codes were created with the content analysis of the data. It was seen that there is not a single learning theory dominating students’ and instructors’ perceptions of learning English.\",\"PeriodicalId\":37761,\"journal\":{\"name\":\"Journal of College Reading and Learning\",\"volume\":\"53 1\",\"pages\":\"232 - 253\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-07-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of College Reading and Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/10790195.2023.2214190\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of College Reading and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10790195.2023.2214190","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
Investigating College Instructors’ and Students’ Perceptions of Learning English in Terms of Learning Theories
ABSTRACT University students in Turkey are required to complete a one-year English preparatory education before starting their education at their faculties. For some time, it has been clear that students have difficulties in learning English in these preparatory programs. The reasons behind this have always been a hot topic in research areas. To have a deeper look and offer solutions, it is necessary to understand how these students and their instructors perceive language learning first. Their perceptions reveal the learning theories that they have adopted, and these learning theories shape the way teachers teach and the students learn that language. In this framework, this study aims to reveal the underlying learning theories behind students’ and instructors’ perceptions of learning English in English preparatory programs. The phenomenology method was used in this study among the qualitative research methods. Ten students and ten instructors were interviewed during the study. Themes and codes were created with the content analysis of the data. It was seen that there is not a single learning theory dominating students’ and instructors’ perceptions of learning English.
期刊介绍:
The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.