KaydedilenlerDerginizi ekleyin

Dergiler / Eurasian Journal of Applied Linguistics / 2021 / Cilt: 7 - Sayı: 1

Investigating the contribution of the European Union Erasmus+ youth exchange project to foreign language learning

Koray Cantez
Cihat Atar
Sayfa
259–276
Yayın Tarihi
2022-10-18
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

These findings have implications for learning and teaching English as a foreign language.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The purpose of this study is to investigate the views of the participants of European Union Erasmus+ Youth Exchange project regarding its effect on foreign language motivation and speaking fluency development.
📊
Temel Bulgular & Veri:Foreign language motivation and speaking are two significant aspects of learning English as a foreign language.
💡
Sonuç & Katkı:These findings have implications for learning and teaching English as a foreign language.
🔬Tür:Araştırma Makalesi
📍Kapsam:2014 Verileri
⚙️Değişkenler:Erasmus+ Youth Exchange Project · speaking skills · motivation

Abstract

The purpose of this study is to investigate the views of the participants of European Union Erasmus+ Youth Exchange project regarding its effect on foreign language motivation and speaking fluency development. Foreign language motivation and speaking are two significant aspects of learning English as a foreign language. There are some studies on the effects of Erasmus+ projects; however, there are very few studies on the effect of Erasmus+ Youth Exchange projects in the literature. Having a qualitative design, this study utilizes purposive sampling method, and participants are those who attended the Erasmus+ Youth Exchange projects implemented between 2014 and 2020. The data were collected via a standardized open-ended interview. The interviews were transcribed and qualitatively analyzed by Content Analysis method via MAXQDA 2018 Qualitative Data Analysis Software. The findings of the research revealed that according to the views of the participants, EU Erasmus+ Youth Exchange Project provided several benefits to participants in terms of improving foreign language level, and the project contributed to their English-speaking fluency and foreign language learning motivation. More specifically, points such as opportunities to do practice, negative comments on Turkish Education System, educational equality provided by Erasmus+ projects and follow-up activities carried out after projects were mentioned by the participants. These findings have implications for learning and teaching English as a foreign language.

🔖

Bu Makaleye Atıf Yap

Cantez, K., Atar, C. (2022). Investigating the contribution of the European Union Erasmus+ youth exchange project to foreign language learning. Eurasian Journal of Applied Linguistics, Cilt: 7 - Sayı: 1, 259–276. https://ajindex.com/articles/506953

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (12)

  1. Boyatzis, R. (1998). Transforming qualitative information: Thematic Analysis and code development. Thousand Oaks, CA: Sage. Brain, R., Fuhrman, N., & De Lay, A. (2009). Characterizing "Good" Teaching in Non-formal Settings. NACTA Journal, 53(3), 50-55.
  2. Coombs, P. & Ahmed, M (1974). Attacking rural poverty: How non-formal education can help. Baltimore: The Johns Hopkins University Press.
  3. Cooper, J. L., & Robinson, P. (2000). The argument for making large classes seem small. New Directions for Teaching and Learning, 81, 5-16.
  4. Coşkun, A. (2016). Causes of the "I Can Understand English but I Can't Speak" syndrome in Turkey. Journal on English Language Teaching, 6(3) 1-12.
  5. Csikzentmihalyi, M. (1997). Intrinsic motivation and effective teaching: A flow analysis. In J. L. Bess (Ed.). Teaching Well and Liking It: Motivating Faculty to Teach Effectively, (72-89). London: The Johns Hopkins University Press. Csizér, K., & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning behaviour. Language Learning, 55(4), 613-659.
  6. Demirel, Ö. (1999). Öğretme sanatı. Ankara:
  7. Pegem Yayıncılık. Deci, E. L. (1980). The psychology of self-determination. Lexington, MA: Heath. Deci, E. L., & Ryan, R. M. (2008). Self-determination Theory: A Macro Theory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49 (3), 182–185. https://doi.org/10.1037/a0012801
  8. Dörnyei, Z. (2001). New themes and approaches in second language motivation research. USA: Cambridge University Press.
  9. Dörnyei, Z. (2007). Research methods in Applied Linguistics. Oxford University Press.
  10. European Commission. (2020). Erasmus+ programme guide 2020. Retrieved from https://ec.europa.eu/programmes/erasmus-plus/programme-guide/introduction/how-to- read-programme-guide_en Fombona, J., Rodriguez, C., Sevillano, A. P. (2013). The Motivational Factor of Erasmus Students at the University. International Education Studies 6(4), 1-9. https://doi:10.5539/ies.v6n4p1
  11. Fuhrman, N. E., Coopenheaver, C. A., & Duncan, D. W. (2005). A comparison of first-year college student attitudes toward coarse woody debris following review of brochure and participation in cooperative learning activity. NACTA Journal 49(2) 27-35.
  12. Fuhrman, N.E., & Ladewig, H. (2008). Educational skits performed by college students in large technical writing classes: Can less structured group assignments positively influence the learning experience? Journal of Faculty Development, 22(2), 112-117. Ga