Students’ Perceptions of Optional English Preparatory Program: A Case Study in a Turkish University
Students’ Perceptions of Optional English Preparatory Program: A Case Study in a Turkish University
Teachers’ methods, students’ perceptions in the prep-class and the literature review related show that determining language teaching methods and taking students’ needs and perceptions into consideration in prep-classes could considerably affect the language learning process. Thus, this current study aims to examine the expectations of Turkish prep-class students who studied for one-year in optional prep-classes. A mixed methods convergent design was employed, using an adapted needs analysis questionnaire and unstructured interviews. The sample consisted of 110 graduate prep-class students from different departments in a state university. The results indicate that the majority of Turkish prep-class students think enrolling in the prep-class program is necessary; however, they lost their motivation for some reasons due to learning processes, systems or subjective factors. Besides, they expressed that materials were not suitable enough to improve their level of English and, in general, the prep-class program failed to meet their expectations in relation to program content and language learning processes. Regarding the four language skills, they expressed that productive skills should be given much more importance rather than receptive skills. In conclusion, instructors should try to motivate students more with the help of a variety of authentic materials and technological facilities and they should create an atmosphere in which productive skills are improved. Furthermore, the study suggests that the continuation of language learning processes should be ensured throughout the undergraduate program period, not just in the prep-class and makes some practical recommendations for researchers and educators.
___
- Akbulut, F. D. (2016). Esp Needs Analysis of University Preparatory School Students: Learning-Centred Approach. Mustafa Kemal University Journal of Social Science Institute, 13(36).
- Akyel, A. S., & Ozek, Y. (2010). A language needs analysis research at an English medium university in Turkey. Procedia-Social and Behavioral Sciences, 2(2), 969-975.
- Arikan, A., Taser, D., & Saraç-Süzer, H. S. (2008). The effective English language teacher from the perspectives of Turkish preparatory school students. Egitim ve Bilim, 33(150), 42.
- Armağan, S., Bozoğlu, O., & Güven, E. (2016). EFL Students’ Expectations in Higher Education Level English Preparatory Schools in Turkey. 30(4), 182-192.
- British Council. (2015). The State of English in Higher Education in Turkey. TEPAV. Ankara.
- Keşmer, E. (2007). Needs assessment of the prep- class students in the faculty of engineering at Ondokuz Mayıs University. Unpublished M.A Thesis, Ondokuz Mayıs University, Samsun.
- Kırkgöz, Y. (2009). Students’ and lecturers’ perceptions of the effectiveness of foreign language instruction in an English-medium university in Turkey. Teaching in Higher Education, 14(1), 81-93.
- Özkanal, Ü., & Hakan, A. G. (2010). Effectiveness of university English preparatory programs: Eskisehir Osmangazi University foreign languages department English preparatory program. Journal of Language Teaching and Research, 1(3), 295-305.
- Nunan, D. (1993). Second Language Teaching and Leaming. Canada Press: Canada.
- Yayın Aralığı: Yılda 2 Sayı
- Başlangıç: 2015
- Yayıncı: Leyla HARPUTLU
Sayıdaki Diğer Makaleler
Interaction and Foreign Language Learning: A Theoretical Framework
Current Problems and Proposed Solutions for Testing Speaking: Opinions of EFL Teachers
The reasons behind English Language instructors’ quitting their MA studies
Students’ Perceptions of Optional English Preparatory Program: A Case Study in a Turkish University