The course emphasizes application of classroom-based research, teacher-directed research and action research for the purposes of diagnosing learners' language related needs and remedial teaching activities.
Prerequisite(s)
Corequisite(s)
Special Requisite(s)
Instructor(s)
Assist. Prof. Dr. Hatice Leblebici
Course Assistant(s)
Schedule
Office Hour(s)
Teaching Methods and Techniques
Group work, discussion, presentation
Principle Sources
Cabrera, M. P. and Martinez, P. B. (2001). The Effects of Repetition, Comprehension Checks, and Gestures, on Primary School Children in an EFL Situation, ELT Journal, 55/3, 281-288.
Chamot, A. U., Barnhardt, S. and S. Dirstine (1998). Conducting Action Research in the Foreign Language Classroom. Documents of Northeast Conference on Conducting Action Research.
Halbach, A. (1999). Using Trainee Diaries to Evaluate a Teacher Training Course, ELT Journal, 53/3, 183-190.
Harumi, S. (2011). Classroom Silence: Voices from Japanese EFL learners. ELT Journal, 65/3, 260-269.
Kurtoğlu Eken, D. (1999). Through the Eyes of the Learner: Learner Observations of Teaching and Learning, ELT Journal, 53/4, 240-248.
Rajadurai, J. (2001). An Investigation of the Effectiveness of Teaching Pronunciation to Malaysian TESL students, English Teaching Forum, July, 10-35.
Other Sources
Stanulis, R. N., Fallona, C. and Pearson, C. A. (2002). Am I Doing What I am Supposed to be Doing?: Mentoring Novice Teachers Through the Uncertainties and Challenges of Their First Year of Teaching, Mentoring and Tutoring,10, 1, 71-81.
Tang, J. (2002). Using L1 in the English Classroom, English Teaching Forum, January, 36-43.
Türnüklü, A. and Galton, M. (2001). Students’ Misbehaviours in Turkish and English Primary Classrooms, Educational Studies, 27, 3, 291-305.
Yamada, Y. And Moeller, A. J. (2001). Weaving Curricular Standards into the Language Classroom: An Action Research Study, Foreign Language Annals, Jan/Feb, 26-34.
Course Schedules
Week
Contents
Learning Methods
1. Week
Classroom Research
2. Week
Research Traditions. Qualitative versus Quantitative Research
3. Week
A Brief look at Research Methods
4. Week
Research Questions and Designs
5. Week
Defining Action Research
Action Research Procedures
S/he can understand, adopt and apply social, cultural and social responsibilities.
PO-2
S/he can take into account students' needs, language development levels, ages, intelligence types and learning styles when preparing a lesson plan.
PO-3
S/he can choose the materials to be used in teaching process by evaluating usefulness, topicality and their effectiveness according to students’ age and language level.
PO-4
S/he can create environments that will ensure the active participation of all students and increase their success.
PO-5
S/he can organize multimedia learning environments inside and outside of the school, which develop all students' interactions with the teacher and each other for learning purposes.
PO-6
S/he can organize educational environment suitable for all students to develop effective language learning strategies.
PO-7
S/he can organize activities for all students to use English grammar and vocabulary correctly and effectively.
PO-8
S/he can organize and apply activities to improve the listening skills of all students.
PO-9
S/he can organize and apply activities that will improve the reading skills of all students.
PO-10
S/he can organize and implement activities that will improve the speaking skills of all students.
PO-11
S/he can organize and implement activities that will improve the writing skills of all students.
PO-12
S/he can enable students to make self-assessment of their language learning processes.
PO-13
S/he can use / develop assessment and evaluation tools and methods to be used in the teaching process in terms of usefulness, validity and reliability.
PO-14
S/he can recognize Turkish National Education system, teaching profession and educational sciences in all aspects
PO-15
S/he can use information and communication technologies by using at least one foreign language.
PO-16
S/he can communicate well with colleagues and other school stakeholders.
PO-17
S/he can follow the professional and ethical rules and take part in cooperative practices.
PO-18
S/he can follow the national and international publications related to the field for their personal and professional development.
PO-19
S/he can use Turkish in accordance with the rules and effectively.
PO-20
S/he can select and apply measurement and evaluation methods in accordance with the gains.
PO-21
S/he can apply contemporary teaching, strategy, methods and techniques.
PO-22
S/he can use class dynamics to create appropriate learning experiences.
PO-23
S/he can make use of sociology, psychology and philosophy in the planning and implementation of educational activities, being aware of the relationship of education with other disciplines.
PO-24
S/he can evaluate the nature, source, limits, accuracy, reliability and validity of information.
PO-25
S/he can understand the methods related to the production of scientific knowledge.
PO-26
S/he can use language learning strategies effectively.
PO-27
S/he can understand, interpret and evaluate the different written texts they will encounter in daily and professional life.
PO-28
S/he can understand, interpret and evaluate the different verbal texts they will encounter in daily and professional life.
PO-29
S/he can communicate orally in different environments that they may encounter in daily and professional life.
PO-30
S/he can create different types of text by using the writing process effectively.
PO-31
S/he can have the knowledge to understand and analyze the properties, structure and functioning of the human language and use them.
PO-32
S/he can understand and analyze concepts and processes related to language learning.
PO-33
S/he can understand and analyze concepts and processes related to language teaching.
PO-34
S/he can gain professional self-confidence (finds himself/ herself sufficient as a teacher).
Learning Outcomes
LO-1
To be able to identify research methods classroom -based research and action research.
LO-2
To be able to identify data collection methods.
LO-3
To be able to differentiate qualitative and quantitative research traditions.
