As an integrative literature review of 66 studies, findings of this study show that teacher and teacher-related issues were among the main factors as well as course hour, class size and L1 mastery, common to each program change hindering the implementation of ELTPs.
📌 3 Key Takeaways
🎯
Objective & Hypothesis:Due to the influence of globalization and endeavors to meet the demands of the changing world, English has been taught as a foreign language in Turkey for years, and English language teaching programs (ELTP) in Turkey has gone through three major changes with the introduction of the 1997, 2006 and 2013 curriculum changes.
📊
Key Findings & Data:Thus, this study aimed at investigating the primary school English language teaching program evaluation studies related to the 1997, 2006 and 2013 ELTPs from the perspective of factors hindering the implementation.
💡
Conclusion & Impact:As an integrative literature review of 66 studies, findings of this study show that teacher and teacher-related issues were among the main factors as well as course hour, class size and L1 mastery, common to each program change hindering the implementation of ELTPs.
🔬Design:Review & Systematic Survey
📍Scope:2006 Verileri
⚙️Variables:integrative literature review · evaluation · English language teaching program
Abstract
Due to the influence of globalization and endeavors to meet the demands of the changing world, English has been taught as a foreign language in Turkey for years, and English language teaching programs (ELTP) in Turkey has gone through three major changes with the introduction of the 1997, 2006 and 2013 curriculum changes. In line with this, several evaluation studies investigated the primary school English teaching programs from various aspects including the factors affecting the implementation. Thus, this study aimed at investigating the primary school English language teaching program evaluation studies related to the 1997, 2006 and 2013 ELTPs from the perspective of factors hindering the implementation. As an integrative literature review of 66 studies, findings of this study show that teacher and teacher-related issues were among the main factors as well as course hour, class size and L1 mastery, common to each program change hindering the implementation of ELTPs.
ERARSLAN, A. (2019). Factors Affecting the Implementation of Primary School English Language Teaching Programs in Turkey. The Journal of Language Learning and Teaching, Cilt: 9 - Sayı: 2, 7–22. https://ajindex.com/articles/137668
Alkan, M. F., & Arslan, M. (2014). Evaluation of the 2 nd Grade English Language Curriculum. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 4(7), 87–99.
Bayraktar, B. (2014). İlkokul 2. sınıf İngilizce dersi öğretim programının öğretmen görüşlerine göre değerlendirilmesi. Yayımlanmamış yüksek Lisans Tezi, Uludağ Üniversitesi Sosyal Bilimler Enstitüsü, Bursa. Arı, A. (2014). Teacher Opinions About Evaluation of 6th Grade English Lesson Curriculum in Primary Schools. Journal of Theoretical Educational Science, 7(April), 172–194.
Arıbaş, S., & Tok, H. (2004). Evaluating the Problems Encountered in Foreign Language Instruction in the First Level of Elementary School. In XIII. Ulusal Eğitim Bilimleri Kurultayı (pp. 6–9).
Malatya. Aslan, Y. (2016). Comparison of Primary School Foreign Language Curricula of Turkey, Germany and the Netherlands. Journal of Education and Training Studies, 4(8), 34–43.
Aybek, B. (2015). İlkokul İkinci Sınıf İngilizce Dersinin İngilizce Öğretmenlerinin Görüşlerine Dayalı olarak Değerlendirilmesi. International Periodical for the Languages, Literature and History of Turkish or Turkic Volume, 10, 67–84.
Bayyurt, Y. (2012). 4 + 4 + 4 Eğitim Sisteminde Erken Yaşta Yabancı Dil Eğitimi. In Hacettepe Üniversitesi I. Yabancı Dil Eğitim Çalıştayı (pp. 97–107).
Ankara.
Bozavlı, E. (2015). İlkokul ikinci sınıf İngilizce programına ilişkin öğretmenlerin görüşlerinin değerlendirilmesi, Uluslararası Eğitim Bilimleri Dergisi, 2 (2) 74-83.
Bulut, İ., & Atabey, E. (2016). İlkokul İkinci Sınıf İngilizce Dersi Öğretim Programının Uygulamadaki Etkililiğinin Değerlendirilmesi. İnönü University Journal of the Faculty of Education, 17(3). Büge, B. C. (2005). Türkiye İlköğretim İngilizce Öğretim Programı ve Finlandiya Yabancı Dil Programının Karşılaştırmalı Olarak İncelenmesi. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü Yüksek Lisans Tezi.Ankara.
Büyükduman, F. I. (2005). The opinions of elementary school English teachers on the English curriculum for elementary schools. Hacettepe Üniversitesi Egitim Fakültesi Dergisi, 28, 55-64.
Celik, S., & Kasapoglu, H. (2014). Implementing the recent curricular changes to English language instruction in Turkey: opinions and concerns of elementary school administrators. South African Journal of Education, 34(2), 842. Chaudhary, G. K. (2015). Factors affecting curriculum implementation for students. International Journal of Applied Research, 1(12), 984–986.