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İngilizce Öğretiminde Lise Giriş Sınavı Etkisi: Öğretmenlerin Deneyimleri Üzerine Bir Durum Çalışması

Year 2023, Volume: 20 Issue: 3, 848 - 884, 26.12.2023
https://doi.org/10.33711/yyuefd.1257007

Abstract

İngilizce öğretim programları yeni eğilimlere ve yaklaşımlara ayak uyduracak şekilde güncellenir. Müfredat tasarımcıları müfredata değişiklikleri ekler. Yeniliklerin sınıfta kullanımı hizmet öncesi ve hizmet içi öğretmenlere aktarılır. Bununla birlikte, özellikle sınava hazırlık sürecinde uygulamaya ilişkin çok sayıda şikâyet bulunmaktadır. Öğretmenlerin öğrencileri yüksek çıtalı sınavlara hazırlaması beklendiğinden, müfredatı takip etme ile sınava hazırlanma arasındaki tutarsızlıkların bir sonucu olarak bazı uygulama güçlükleri ortaya çıkmaktadır. Bu nedenle bu çalışma, lise giriş sınavlarının İngilizce müfredatının uygulanması üzerindeki etkilerini belirlemek amacıyla hazırlanmıştır. Bu araştırmada benimsenen yöntembilimsel yaklaşım, öğretmenlerin görüşlerine dayalı karma bir yaklaşımdır. Ortaokullarda görev yapan 201 İngilizce öğretmeni sınıf içi uygulamalarıyla ilgili olan anketi doldurmuştur. Öğretmenler arasında 10 öğretmenle not alınarak görüşme yapılmıştır. Nitel ve nicel verilerin toplanması için Covid-19 günlerinin can sıkıcı süreci nedeniyle internet araçları kullanılmıştır. Bu çalışmanın sonuçları, lise giriş sınavının sınıflarda uygulanan yaklaşım ve yöntemlere ilişkin olumsuz etkilerinin olduğunu ortaya koymaktadır. Ayrıca, sınıf içi uygulamalar değişik kademelerde farklılık göstermektedir. Yüksek çıtalı testlerin olumsuz ket vurma etkileri, İngilizce dilinin iletişimsel bir şekilde kullanılması açısından olumlu ket vurma etkilerine ağır basmaktadır.

References

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High School Entrance Exam Effect on the Teaching of English: A Case Study of Teachers’ Experiences

Year 2023, Volume: 20 Issue: 3, 848 - 884, 26.12.2023
https://doi.org/10.33711/yyuefd.1257007

Abstract

English education programs are updated to keep up with new trends and approaches. Curriculum designers introduce the changes into the curriculum. The use of innovations in the classroom is explained to pre-service and in-service teachers. Nevertheless, there are multiple complaints regarding implementation, especially during the exam preparation process. Since the teachers are expected to prepare students for high stakes exams, some practical difficulties emerge as a result of the discrepancies between following the curriculum and preparing for the exam. This study is therefore set out to determine the effects of high-school entrance exams on the implementation of the English curriculum. The methodological approach taken in this study is a mixed methodology based on the teachers’ views. 201 EFL teachers working at lower secondary schools filled out the questionnaire regarding their in-class practices. Among the teachers, 10 teachers are interviewed with taking ample notes. To collect the quantitative and qualitative data, web tools are utilized due to the vexatious process during the Covid-19 pandemic days. The results of the study reveal that the high-school entrance test has negative effects regarding the approaches and methods employed in the classes. Furthermore, classroom practices differ in different grades. The negative washback effects of high-stakes tests outweigh the positive ones in terms of the use of the English language in a communicative way.

References

  • Akalın, S., & Zengin, B. (2007). The perceptions of the people in Turkey in foreign language. Journal of Language and Linguistic Studies, 3(1), 181-200. https://dergipark.org.tr/en/pub/jlls/issue/9925/122869
  • Akçay, S. (2014). The consistency among curriculum, textbooks and placement tests in terms of elementary biology education in Turkey. Pegem Journal of Education & Instruction/Pegem Egitim ve Ögretim, 4(2). 1-24 https://doi.org/10.14527/ pegegog.2014.007
  • Akpinar, K., & Cakildere, B. (2013). Washback effects of high-stakes language tests of Turkey, (KPDS and ÜDS) on productive and receptive skills of academic personnel. Journal of Language and Linguistic Studies i, 9(2). https://dergipark.org.tr/en/pub/jlls/issue/9940/122965
  • Aktaş, T. (2005). Communicative competence in foreign language teaching. Journal of Language and Linguistic Studies, 1(1), 89-100. https://search.informit.org/doi/epdf/10.3316/informit.581919083400307
  • Alderson, J. C., & Wall, D. (1993). Does washback exist?.Applied Linguistics, 14(2), 115-129. https://doi.org/10.1093/applin/14.2.115
  • Altiner, C. (2018). Turkish EFL learners' willingness to communicate in English. International Journal of Contemporary Educational Research, 5(1), 40-49. https://eric.ed.gov/?id=EJ1207530
  • Andrews, S. (2004). Washback and curriculum innovation. In Washback in language testing (pp. 59-72). Routledge.
  • Arpacı, G., & Su Bergil, A. (2020). Students’ expectations of their English teachers’ use of foreign and native language at schools. Journal of Language and Linguistic Studies, 6(2), 560-582. https://doi.org/10.31464/jlere.759149
  • Belfield, C. R., & Crosta, P. M. (2012). Predicting success in college: The importance of placement tests and high school transcripts. (CCRC Working Paper No. 42). Community College Research Center, Columbia University.
  • Boeije, H. (2002). A purposeful approach to the constant comparative method in the analysis of qualitative interviews. Quality and Quantity, 36(4), 391-409. https://doi.org/10.1023/A:1020909529486
  • Brown, J. D. (1989). Improving ESL placement tests using two perspectives. TESOL Quarterly, 23(1), 65-83. https://doi.org/10.2307/3587508
  • Cheng, L. (1997). How does washback influence teaching? Implications for Hong Kong. Language and Education, 11(1), 38-54. https://doi.org/10.1080/ 09500789708666717
  • Çakır, İ. (2017). The washback effects of secondary education placement examination on teachers, school administrators and parents with specific reference to teaching english as a foreign language. Turkish Journal of Teacher Education, 6(2), 61-73. http://tujted.com/files/15/manuscript/manuscript_631/tujted-631-manuscript-181007.pdf
  • Çal, A. (2010). An exploratory study of two efl teachers’ perceptions and application of curriculum principles [Unpublished master’s thesis]. Boğaziçi University.
  • Çarikcioğlu, M. (2019). 2018 ortaöğretim İngilizce dersi öğretim programının uygulanmasında karşılaşılan sorunlara ilişkin öğretmen ve öğrenci görüşleri ([Unpublished master’s thesis]. Hacettepe University.
  • Demir, E. (2019). The washback effects of high school entrance examination (LGS) on the teaching and learning processes of english language education in a public middle school in Turkey [Unpublished master’s thesis]. Kocaeli University.
  • Dhakal, K. (2022). NVivo. Journal of the Medical Library Association: JMLA, 110(2), 270. https://doi.org/10.5195/jmla.2022.1271
  • Ekinci, M. (2017). The effects of subtitled animation movies on the listening skills of EFL students [Unpublished master’s thesis]. Çukurova University.
  • Ferman, I. (2004). The washback of an EFL national oral matriculation test to teaching and learning. In L. Cheng, Y. Watanabe, & A. Curtis (Eds.), Washback in Language Testing: Research contexts and methods, 191-210. Lawrence Erlbaum Associates.
  • Glaser, B. G., & Strauss, A. L. (2017). Discovery of grounded theory: Strategies for qualitative research. Routledge.
  • Green, A. B., & Weir, C. J. (2004). Can placement tests inform instructional decisions? Language Testing, 21(4), 467-494. https://doi.org/10.1191%2F0265532204lt293oa
  • Güler, C. (2022). Finlandiya, Çin, Hollanda ve Türkiye'de uygulanan ilkokul yabancı dil (İngilizce) eğitim programlarının karşılaştırılması [Unpublished master’s thesis]. Necmettin Erbakan University.
  • Gündüz, H. B. (2010). Placement of students to high schools in Turkey: Factors affecting student achievement in placement tests. Journal of Human Sciences, 7(1), 857-877. https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/1236
  • Hatipoğlu, Ç. (2016). The impact of the university entrance exam on EFL education in Turkey: Pre-service English language teachers’ perspective. Procedia-Social and Behavioral Sciences, 232, 136-144. https://doi.org/10.1016/j.sbspro.2016.10.038
  • Heyneman, S. P. (1987). Uses of examinations in developing countries: Selection, research, and education sector management. International Journal of Educational Development, 7(4), 251-263. https://doi.org/10.1016/0738-0593(87)90023-X
  • Hoyland, İ. G. (2021). Native english-speaking teachers’ views on teaching EFL in Turkish private schools and their opinions about Turkish EFL learners [Unpublished doctoral dissertation[ Marmara University.
  • Hunutlu, Ş. (2011). Communicative language teaching in Turkey: Teachers’ views and classroom practices [Unpublished master’s thesis]. Atatürk University.
  • Isik, A. (2008). Yabancı dil eğitimimizdeki yanlışlar nereden kaynaklanıyor? Journal of Language and Linguistic Studies, 4(2), 15-26. https://search.informit.org/doi/abs/10.3316/informit.231172032435950
  • Işıklı, C., & Tarakcioglu, A. Ö. (2017). Investigating problems of English literature teaching to EFL high school students in Turkey with focus on language proficiency. Journal of Language and Linguistic Studies, 13(2), 82-95. https://dergipark.org.tr/en/pub/jlls/issue/36120/405598
  • Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3-20. https://doi.org/10.1177/1525822X05282260
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There are 78 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Seray İrem Kütük 0000-0002-8449-9480

Hayriye Avara 0000-0001-5575-3497

Early Pub Date December 23, 2023
Publication Date December 26, 2023
Published in Issue Year 2023 Volume: 20 Issue: 3

Cite

APA Kütük, S. İ., & Avara, H. (2023). High School Entrance Exam Effect on the Teaching of English: A Case Study of Teachers’ Experiences. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 20(3), 848-884. https://doi.org/10.33711/yyuefd.1257007