Research Article
BibTex RIS Cite

An Ex-Post Facto Study on the Affective Domain of the 5th Grade English Language Teaching Curriculum

Year 2021, Volume: 14 Issue: 3, 411 - 431, 15.07.2021
https://doi.org/10.30831/akukeg.882400

Abstract

The primary purpose of this study was to analyze the affective domain of the fifth-grade intensive English curriculum. The study sample was 366 fifthgrade students from seven schools selected through convenience sampling from 1803 students in 47 secondary schools in Iğdır. We used “The Scale of Affective Objectives of Teaching English to Young Learners” developed by Şad (2011) to assess 5th grade English language teaching curriculum in terms of the affective domain by comparing pilot schools and regular schools. Besides, “Foreign Language Teaching Activities Scale” by Şad (2011) was the other data collection tool used to explore what sorts of teaching activities, teacher or learner-centered, are used in schools to provide a deeper understanding of the affective domain of the curriculum. The study results showed no significant difference between the students regarding four dimensions of affective domain in terms of certain variables. Students in both pilot and regular schools had a high level of positive attitude towards English language learning. Teacher-centered activities as teaching activities were commonly used in schools. To conclude, the number of class hours did not seem to be a principal factor in changing affective components of attitudes towards English language learning.  

References

  • Aslan, N. (2008). Dünyada erken yaşta yabancı dil öğretimi uygulamaları ve Türkiye’deki durum. Çukurova Eğitim Fakültesi Dergisi, 35(3), 1-9.
  • Ataman, O. (2017). Üniversite hazırlık sınıfı öğrencilerinin İngilizce öğrenmeye yönelik motivasyon düzeyleri ve tutumları ile hazırlık sınıfı başarı puanları arasındaki ilişki. (Unpublished master’s thesis). Sakarya University, Sakarya, Turkey.
  • Atlı, I. (2008). Young language learners’ attitude towards English lessons in Turkish elementary schools. (Unpublished master’s thesis). Ondokuz Mayis University, Samsun, Turkey.
  • Baker, S. C., & MacIntyre, P. D. (2000). The role of gender and immersion in communication and second language orientations. Language Learning, 50(2), 311-341.
  • Bartram, B. (2006). An examination of perceptions of parental influence on attitudes to language learning. Educational Research, 48(2), 211-221. http://doi.org/10.1080/00131880600732298
  • Bell, R. T. (1991). Translation and translating. London: Longman.
  • Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39-43. http://doi.org/10.1080/00098650903505415
  • Bernat, E., & Lloyd, R. (2007). Exploring the gender effect on EFL learners’ beliefs about language learning. Australian Journal of Educational & Developmental Psychology, 7, 79-91.
  • Bodur, G. Y., & Arikan, A (2017). Why can’t we learn English? : Students’ opinions at Akdeniz University. Gaziantep Üniversitesi Eğitim Bilimleri Dergisi, 1(1), 1-7.
  • Bulut, İ. (2008). Yeni ilköğretim programlarında öngörülen öğrenci merkezli uygulamalara ilişkin öğretmen görüşleri (Diyarbakır ili örneği). Kuram ve Uygulamada Egitim Yönetimi Dergisi, 14(4), 521-546.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı (7th ed.). Ankara: PegemA Yayıncılık.
  • Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
  • Corpus, J. H., McClintic-Gilbert, M. S., & Hayenga, A. O. (2009). Within-year changes in children’s intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes. Contemporary Educational Psychology, 34(2), 154-166. http://doi.org/10.1016/j.cedpsych.2009.01.001
  • Demirezen, M. (2003). Yabancı dil ve anadil öğreniminde kritik dönemler. TÖMER Dil Dergisi, 118, 5-15.
  • Dilekli, Y. (2018). Ortaokul İngilizce hazırlık sınıfı programı pilot uygulamasının öğretmen görüşlerine göre değerlendirilmesi. Uluslararası Toplum Araştırmaları Dergisi, 15, 1401-1425. http://doi.org/10.26466/opus.445713
  • Dincer, A., & Koc, H. K. (2020). The implementation of an intensive English language program in the fifth grade in Turkey: A qualitative evaluation. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science], 13(1), 25-43. https://doi.org/10.30831/akukeg.532955
  • European Council (2009). Common European Framework of Reference for Languages: Learning, teaching, assessment (10. Baskı). Cambridge: Cambridge University Press.
  • Eurydice (2005). Key data on teaching languages at school in Europe. Brussels: Eurydice European Unit. Fırat, A. (2009). Çocukların İngilizce öğrenimine yönelik tutumlarının incelenmesi üzerine bir çalışma. (Unpublished master’s thesis). Cukurova University, Adana, Turkey.
  • Fidell, S., Tabachnick, B., Mestre, V., & Fidell, L. (2013). Aircraft noise-induced awakenings are more reasonably predicted from relative than from absolute sound exposure levels. The Journal of the Acoustical Society of America, 134(5), 3645-3653. https://doi.org/10.1121/1.4823838
  • Field, A. (2000). Discovering statistics using SPSS for windows. London: Sage.
  • Field, A. (2009). Discovering statistics using SPSS. London: Sage.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. London: Sage.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in education (7th ed.). New York: McGraw-Hill.
  • George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference, 17.0 update (10a ed.). Boston: Pearson.
  • Gravetter, F., & Wallnau, L. (2014). Essentials of statistics for the behavioral sciences (8th ed.). Belmont, CA: Wadsworth.
  • Goh, C., & Foong, K. P. (1997). Chinese ESL students’ learning strategies: A look at frequency, proficiency, and gender. Hong Kong Journal of Applied Linguistics, 2(1), 39-53.
  • Gordon, T. (2007). Teaching young children a second language. USA: Praeger Publisher.
  • Güngör, F. (2017, May). Injecting TEYL courses into the curriculum of primary school education programs. Paper presented at The International Conference on Teaching Languages to Young Learners, Efes, İzmir.
  • He, T. H., Gou, W. J., & Chang, S. M. (2015). Parental involvement and elementary school students’ goals, maladaptive behaviors, and achievement in learning English as a foreign language. Learning and Individual Differences, 39, 205-210. https://doi.org/10.1016/j.lindif.2015.03.011
  • Işık, A. (2008). Yabancı dil eğitimimizdeki yanlışlar nereden kaynaklanıyor?. Journal of Language and Linguistic Studies, 4(2), pp-15.
  • Kalipci, M. (2015). The effect of drama activities on affective filter in teaching English as a foreign language to young adult learners. (Unpublished master’s thesis). Erciyes University, Kayseri, Turkey.
  • Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts and Sciences, 7, 73-87.
  • Kardeşler, Z. (2010). The effects of humanistic activities on the affective domain of the learners in English language classes. (Unpublished master’s thesis). Karadeniz Technical University, Trabzon, Turkey.
  • Kirkgoz, Y. (2007a). English language teaching in Turkey: Policy changes and their implementations. RELC Journal, 38(2), 216-228. doi: 10.1177/0033688207079696
  • Kirkgoz, Y. (2007b). Language planning and implementation in Turkish primary schools. Current Issues in Language Planning, 8(2), 174–191. https://doi.org/10.2167/cilp114.0
  • Kirkgoz, Y., Çelik, S., & Arikan, A. (2016). Laying the theoretical and practical foundations for a new elementary English curriculum in Turkey: A procedural analysis. Kastamonu Education Journal, 24(3), 1199-1212.
  • Kuran, K. (2005). Bir değişim ve gelişim süreci olarak eğitimde toplam kalite yönetimi aktif öğrenme ilişkisi. Çağdaş Eğitim, 317, 14-22.
  • Kobayashi, Y. (2002). The role of gender in foreign language learning attitudes: Japanese female students' attitudes towards English learning. Gender and Education, 14(2), 181-197. doi: 10.1080/09540250220133021
  • Komorowska, H. (1997). Organisation, integration and continuity. In P. Doyé & A. Hurrell (Eds.), Foreign language learning in primary schools (pp. 51-62). Strasbourg: The Council of Europe.
  • Liao, D. (2004). Children’s EFL motivation: An investigation of 7-12 year old students in training schools in China. (Unpublished master’s thesis). Edith Cowan University, Perth, Australia.
  • MacIntyre, P. D., & Vincze, L. (2017). Positive and negative emotions in motivation for second language learning. Studies in Second Language Learning and Teaching, 7, 61-88. https://doi.org/10.14746/ssllt.2017.7.1.4
  • Ministry of National Education. (MoNE). (2004a). İlköğretim Türkçe dersi (1-5. sınıflar) öğretim programı ve kılavuzu. Ankara: Devlet Kitapları Müdürlüğü Basım Evi.
  • Ministry of National Education. (MoNE). (2006). İlköğretim İngilizce dersi (4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Milli Eğitim Basımevi.
  • Ministry of National Education. (MoNE). (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) İngilizce dersi (2, 3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Milli Eğitim Basımevi.
  • Ministry of National Education. (MoNE). (2017b). Ortaokul 5. sınıflarda yabancı dil ağırlıklı eğitim uygulaması. Retrieved from https://tegm.meb.gov.tr/www/ortaokul-5-siniflarda-yabanci-dil-agirlikli-egitim-uygulamasi/icerik/471
  • Moon, J. (2000). Children learning English. Oxford: Macmillan Heinemann.
  • Mostafavi, F., & Vahdany, F. (2016). The effect of explicit affective strategy training on Iranian EFL learners’ oral language proficiency and anxiety reduction. Advances in Language and Literary Studies, 7(4), 197-210.
  • Na, Z. (2007). A study of high school students’ English learning anxiety. The Asian EFL Journal, 9(3), 22-34.
  • Nikolov, M. (Ed.). (2009). Early learning of modern foreign languages: Processes and outcomes. Bristol: Multilingual Matters.
  • Nikolov, M. (2016). Trends, issues, and challenges in assessing young language learners. Assessing Young Learners of English: Global and Local Perspectives, 1, 1-18. https://doi.org/10.1007/978-3-319-22422-0
  • Partin, D. (2017). The effect of parental valuation of education on student achievement. (Doctoral dissertation). Carson-Newman University, Tennessee, USA.
  • Rogers, K. M. A. (2009). A preliminary investigation and analysis of student learning style preferences in further and higher education. Journal of Further and Higher Education, 33(1), 13-21. https://doi.org/10.1080/03098770802638234
  • Rosenbusch, M. H. (1987). Foreign language learning and children: The parental role. Washington, DC: ERIC Clearing House on Languages and Linguistics, Center for Applied Linguistics.
  • Schindler, A. (2006). Channeling children’s energy through vocabulary activities. English Teaching Forum, 44(2), 8-12.
  • Sertçetin, A. (2006). Classroom foreign language anxiety among Turkish primary school students. (Unpublished master’s thesis). Uludağ University, Bursa, Turkey.
  • Sümen, G. (2008). An evaluation of the new English course book of the fourth grade of state schools in Turkey and preparing supplementary materials in reference with the new English curriculum. (Unpublished master’s thesis). Gazi University, Ankara, Turkey.
  • Şad, S. N. (2011). İlköğretim birinci kademe İngilizce öğretim programının çocuklara yabancı dil öğretiminin duyuşsal hedeflerini gerçekleştirme düzeyi (Doctoral dissertation). Inonu University, Malatya, Turkey.
  • Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenirlilik ve geçerlilik. Ankara: Hüner Şencan.
  • Şevik, M. (2008). Avrupa ülkelerinde ilköğretim birinci kademe zorunlu yabancı dil öğretiminin karşılaştırılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 41(1), 133-160.
  • Tan, J. (2016). Relationships between achievement emotions, motivation and language learning strategies of high, mid and low English language achievers. ICLLS 2, 236-245. https://www.doi.org/10.17265/2159-5836/2017.06.014
  • Tavil, Z. M. (2009). Parental attitudes towards English education for kindergarten students in Turkey. Kastamonu Education Journal, 17(1), 331-340.
  • Trochim, W. M., & Donnelly, J. P. (2006). The research methods knowledge base (3rd ed.). Cincinnati, OH: Atomic Dog.
  • Tsagari, D., & Floros, G. (Eds.). (2013). Translation in language teaching and assessment. Cambridge, UK: Cambridge Scholars Publishing.
  • Ulusoy, D. (2003). The opinions of students regarding goals in affective domain in 4th and 5th class social studies programme in elementary school and the comparison of these in three different regions. (Unpublished master’s thesis). Hacettepe University, Ankara, Turkey.
  • Wright, M. (1999). Influences on learner attitudes towards foreign language and culture. Educational Research, 41(2), 197-208. https://www.doi.org/10.1080/0013188990410207
  • Zeynali, S. (2012). Exploring the gender effect on EFL learners’ learning strategies. Theory & Practice in Language Studies, 2(8), 1614-1620. https://doi.org/10.4304/tpls.2.8.1614-1620
  • Zhang, Y. (2010). Cooperative language learning and foreign language learning and teaching. Journal of Language Teaching and Research, 1(1), 81-83. https://doi.org/10.4304/jltr.1.1.81-83
  • Zmuda, A. (2009). Leap of faith: Take the plunge into a 21st century conception of learning. School Library Monthly, 26(3), 16-18.

Beşinci Sınıf İngilizce Öğretim Programının Duyuşsal Boyutu Üzerine Bir Nedensel Karşılaştırma Çalışması

Year 2021, Volume: 14 Issue: 3, 411 - 431, 15.07.2021
https://doi.org/10.30831/akukeg.882400

Abstract

Araştırmanın temel amacı, yabancı dil ağırlıklı beşinci sınıf İngilizce öğretim programının duyuşsal alan boyutunu, uygulama sonrasında uygulamaya tabi olan okullar ile tabi olmayan okulların karşılaştırılarak incelemektir. Araştırmanın örneklemini, Iğdır ili Merkez ilçe sınırları içerisinde yer alan 47 ortaokulda eğitim gören 1803 öğrenci arasından uygun örnekleme metodu ile 7 okul arasından seçilmiş olan 366 ortaokul 5. sınıf öğrencisi oluşturmaktadır. Programın duyuşsal alan boyutunun incelenmesi için Şad (2011) tarafından geliştirilen “Çocuklara Yabancı Dil Öğretiminin Duyuşsal Hedefleri Ölçeği” kullanılmıştır. Yabancı dil derslerindeki öğretim etkinliklerinin ne sıklıkla yapıldığını ölçmek için ise yine Şad (2011) tarafından geliştirilen “Yabancı Dil Öğretim Etkinlikleri” ölçeği kullanılmıştır. Araştırmanın bulguları, duyuşsal alan boyutunda, Yabancı Dil Ağrılıklı 5. Sınıf programının uygulandığı okullar ile uygulanmayan okular arasında anlamlı bir farklılık olmadığını göstermektedir; öğrenciler yabancı dil derslerine ve yabancı dil öğrenmeye yönelik yüksek düzeyde olumlu tutuma sahiptir. Yabancı dil derslerinde yapılan etkinlikler incelendiğinde ise, daha çok öğretmen merkezli etkinliklerin yapıldığı sonucuna varılmıştır. Bulgulardan hareketle, İngilizce dersine yönelik duyuşsal yönde öğrencilerin tutumunda ders saat sayısındaki farklılığın belirleyici bir etken olmadığı sonucuna varılabilir. 

References

  • Aslan, N. (2008). Dünyada erken yaşta yabancı dil öğretimi uygulamaları ve Türkiye’deki durum. Çukurova Eğitim Fakültesi Dergisi, 35(3), 1-9.
  • Ataman, O. (2017). Üniversite hazırlık sınıfı öğrencilerinin İngilizce öğrenmeye yönelik motivasyon düzeyleri ve tutumları ile hazırlık sınıfı başarı puanları arasındaki ilişki. (Unpublished master’s thesis). Sakarya University, Sakarya, Turkey.
  • Atlı, I. (2008). Young language learners’ attitude towards English lessons in Turkish elementary schools. (Unpublished master’s thesis). Ondokuz Mayis University, Samsun, Turkey.
  • Baker, S. C., & MacIntyre, P. D. (2000). The role of gender and immersion in communication and second language orientations. Language Learning, 50(2), 311-341.
  • Bartram, B. (2006). An examination of perceptions of parental influence on attitudes to language learning. Educational Research, 48(2), 211-221. http://doi.org/10.1080/00131880600732298
  • Bell, R. T. (1991). Translation and translating. London: Longman.
  • Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39-43. http://doi.org/10.1080/00098650903505415
  • Bernat, E., & Lloyd, R. (2007). Exploring the gender effect on EFL learners’ beliefs about language learning. Australian Journal of Educational & Developmental Psychology, 7, 79-91.
  • Bodur, G. Y., & Arikan, A (2017). Why can’t we learn English? : Students’ opinions at Akdeniz University. Gaziantep Üniversitesi Eğitim Bilimleri Dergisi, 1(1), 1-7.
  • Bulut, İ. (2008). Yeni ilköğretim programlarında öngörülen öğrenci merkezli uygulamalara ilişkin öğretmen görüşleri (Diyarbakır ili örneği). Kuram ve Uygulamada Egitim Yönetimi Dergisi, 14(4), 521-546.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı (7th ed.). Ankara: PegemA Yayıncılık.
  • Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
  • Corpus, J. H., McClintic-Gilbert, M. S., & Hayenga, A. O. (2009). Within-year changes in children’s intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes. Contemporary Educational Psychology, 34(2), 154-166. http://doi.org/10.1016/j.cedpsych.2009.01.001
  • Demirezen, M. (2003). Yabancı dil ve anadil öğreniminde kritik dönemler. TÖMER Dil Dergisi, 118, 5-15.
  • Dilekli, Y. (2018). Ortaokul İngilizce hazırlık sınıfı programı pilot uygulamasının öğretmen görüşlerine göre değerlendirilmesi. Uluslararası Toplum Araştırmaları Dergisi, 15, 1401-1425. http://doi.org/10.26466/opus.445713
  • Dincer, A., & Koc, H. K. (2020). The implementation of an intensive English language program in the fifth grade in Turkey: A qualitative evaluation. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science], 13(1), 25-43. https://doi.org/10.30831/akukeg.532955
  • European Council (2009). Common European Framework of Reference for Languages: Learning, teaching, assessment (10. Baskı). Cambridge: Cambridge University Press.
  • Eurydice (2005). Key data on teaching languages at school in Europe. Brussels: Eurydice European Unit. Fırat, A. (2009). Çocukların İngilizce öğrenimine yönelik tutumlarının incelenmesi üzerine bir çalışma. (Unpublished master’s thesis). Cukurova University, Adana, Turkey.
  • Fidell, S., Tabachnick, B., Mestre, V., & Fidell, L. (2013). Aircraft noise-induced awakenings are more reasonably predicted from relative than from absolute sound exposure levels. The Journal of the Acoustical Society of America, 134(5), 3645-3653. https://doi.org/10.1121/1.4823838
  • Field, A. (2000). Discovering statistics using SPSS for windows. London: Sage.
  • Field, A. (2009). Discovering statistics using SPSS. London: Sage.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. London: Sage.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in education (7th ed.). New York: McGraw-Hill.
  • George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference, 17.0 update (10a ed.). Boston: Pearson.
  • Gravetter, F., & Wallnau, L. (2014). Essentials of statistics for the behavioral sciences (8th ed.). Belmont, CA: Wadsworth.
  • Goh, C., & Foong, K. P. (1997). Chinese ESL students’ learning strategies: A look at frequency, proficiency, and gender. Hong Kong Journal of Applied Linguistics, 2(1), 39-53.
  • Gordon, T. (2007). Teaching young children a second language. USA: Praeger Publisher.
  • Güngör, F. (2017, May). Injecting TEYL courses into the curriculum of primary school education programs. Paper presented at The International Conference on Teaching Languages to Young Learners, Efes, İzmir.
  • He, T. H., Gou, W. J., & Chang, S. M. (2015). Parental involvement and elementary school students’ goals, maladaptive behaviors, and achievement in learning English as a foreign language. Learning and Individual Differences, 39, 205-210. https://doi.org/10.1016/j.lindif.2015.03.011
  • Işık, A. (2008). Yabancı dil eğitimimizdeki yanlışlar nereden kaynaklanıyor?. Journal of Language and Linguistic Studies, 4(2), pp-15.
  • Kalipci, M. (2015). The effect of drama activities on affective filter in teaching English as a foreign language to young adult learners. (Unpublished master’s thesis). Erciyes University, Kayseri, Turkey.
  • Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts and Sciences, 7, 73-87.
  • Kardeşler, Z. (2010). The effects of humanistic activities on the affective domain of the learners in English language classes. (Unpublished master’s thesis). Karadeniz Technical University, Trabzon, Turkey.
  • Kirkgoz, Y. (2007a). English language teaching in Turkey: Policy changes and their implementations. RELC Journal, 38(2), 216-228. doi: 10.1177/0033688207079696
  • Kirkgoz, Y. (2007b). Language planning and implementation in Turkish primary schools. Current Issues in Language Planning, 8(2), 174–191. https://doi.org/10.2167/cilp114.0
  • Kirkgoz, Y., Çelik, S., & Arikan, A. (2016). Laying the theoretical and practical foundations for a new elementary English curriculum in Turkey: A procedural analysis. Kastamonu Education Journal, 24(3), 1199-1212.
  • Kuran, K. (2005). Bir değişim ve gelişim süreci olarak eğitimde toplam kalite yönetimi aktif öğrenme ilişkisi. Çağdaş Eğitim, 317, 14-22.
  • Kobayashi, Y. (2002). The role of gender in foreign language learning attitudes: Japanese female students' attitudes towards English learning. Gender and Education, 14(2), 181-197. doi: 10.1080/09540250220133021
  • Komorowska, H. (1997). Organisation, integration and continuity. In P. Doyé & A. Hurrell (Eds.), Foreign language learning in primary schools (pp. 51-62). Strasbourg: The Council of Europe.
  • Liao, D. (2004). Children’s EFL motivation: An investigation of 7-12 year old students in training schools in China. (Unpublished master’s thesis). Edith Cowan University, Perth, Australia.
  • MacIntyre, P. D., & Vincze, L. (2017). Positive and negative emotions in motivation for second language learning. Studies in Second Language Learning and Teaching, 7, 61-88. https://doi.org/10.14746/ssllt.2017.7.1.4
  • Ministry of National Education. (MoNE). (2004a). İlköğretim Türkçe dersi (1-5. sınıflar) öğretim programı ve kılavuzu. Ankara: Devlet Kitapları Müdürlüğü Basım Evi.
  • Ministry of National Education. (MoNE). (2006). İlköğretim İngilizce dersi (4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Milli Eğitim Basımevi.
  • Ministry of National Education. (MoNE). (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) İngilizce dersi (2, 3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Milli Eğitim Basımevi.
  • Ministry of National Education. (MoNE). (2017b). Ortaokul 5. sınıflarda yabancı dil ağırlıklı eğitim uygulaması. Retrieved from https://tegm.meb.gov.tr/www/ortaokul-5-siniflarda-yabanci-dil-agirlikli-egitim-uygulamasi/icerik/471
  • Moon, J. (2000). Children learning English. Oxford: Macmillan Heinemann.
  • Mostafavi, F., & Vahdany, F. (2016). The effect of explicit affective strategy training on Iranian EFL learners’ oral language proficiency and anxiety reduction. Advances in Language and Literary Studies, 7(4), 197-210.
  • Na, Z. (2007). A study of high school students’ English learning anxiety. The Asian EFL Journal, 9(3), 22-34.
  • Nikolov, M. (Ed.). (2009). Early learning of modern foreign languages: Processes and outcomes. Bristol: Multilingual Matters.
  • Nikolov, M. (2016). Trends, issues, and challenges in assessing young language learners. Assessing Young Learners of English: Global and Local Perspectives, 1, 1-18. https://doi.org/10.1007/978-3-319-22422-0
  • Partin, D. (2017). The effect of parental valuation of education on student achievement. (Doctoral dissertation). Carson-Newman University, Tennessee, USA.
  • Rogers, K. M. A. (2009). A preliminary investigation and analysis of student learning style preferences in further and higher education. Journal of Further and Higher Education, 33(1), 13-21. https://doi.org/10.1080/03098770802638234
  • Rosenbusch, M. H. (1987). Foreign language learning and children: The parental role. Washington, DC: ERIC Clearing House on Languages and Linguistics, Center for Applied Linguistics.
  • Schindler, A. (2006). Channeling children’s energy through vocabulary activities. English Teaching Forum, 44(2), 8-12.
  • Sertçetin, A. (2006). Classroom foreign language anxiety among Turkish primary school students. (Unpublished master’s thesis). Uludağ University, Bursa, Turkey.
  • Sümen, G. (2008). An evaluation of the new English course book of the fourth grade of state schools in Turkey and preparing supplementary materials in reference with the new English curriculum. (Unpublished master’s thesis). Gazi University, Ankara, Turkey.
  • Şad, S. N. (2011). İlköğretim birinci kademe İngilizce öğretim programının çocuklara yabancı dil öğretiminin duyuşsal hedeflerini gerçekleştirme düzeyi (Doctoral dissertation). Inonu University, Malatya, Turkey.
  • Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenirlilik ve geçerlilik. Ankara: Hüner Şencan.
  • Şevik, M. (2008). Avrupa ülkelerinde ilköğretim birinci kademe zorunlu yabancı dil öğretiminin karşılaştırılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 41(1), 133-160.
  • Tan, J. (2016). Relationships between achievement emotions, motivation and language learning strategies of high, mid and low English language achievers. ICLLS 2, 236-245. https://www.doi.org/10.17265/2159-5836/2017.06.014
  • Tavil, Z. M. (2009). Parental attitudes towards English education for kindergarten students in Turkey. Kastamonu Education Journal, 17(1), 331-340.
  • Trochim, W. M., & Donnelly, J. P. (2006). The research methods knowledge base (3rd ed.). Cincinnati, OH: Atomic Dog.
  • Tsagari, D., & Floros, G. (Eds.). (2013). Translation in language teaching and assessment. Cambridge, UK: Cambridge Scholars Publishing.
  • Ulusoy, D. (2003). The opinions of students regarding goals in affective domain in 4th and 5th class social studies programme in elementary school and the comparison of these in three different regions. (Unpublished master’s thesis). Hacettepe University, Ankara, Turkey.
  • Wright, M. (1999). Influences on learner attitudes towards foreign language and culture. Educational Research, 41(2), 197-208. https://www.doi.org/10.1080/0013188990410207
  • Zeynali, S. (2012). Exploring the gender effect on EFL learners’ learning strategies. Theory & Practice in Language Studies, 2(8), 1614-1620. https://doi.org/10.4304/tpls.2.8.1614-1620
  • Zhang, Y. (2010). Cooperative language learning and foreign language learning and teaching. Journal of Language Teaching and Research, 1(1), 81-83. https://doi.org/10.4304/jltr.1.1.81-83
  • Zmuda, A. (2009). Leap of faith: Take the plunge into a 21st century conception of learning. School Library Monthly, 26(3), 16-18.
There are 68 citations in total.

Details

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

Murat Güngör 0000-0003-2299-4635

Merve Geçikli 0000-0002-8619-5026

Publication Date July 15, 2021
Submission Date February 17, 2021
Published in Issue Year 2021 Volume: 14 Issue: 3

Cite

APA Güngör, M., & Geçikli, M. (2021). An Ex-Post Facto Study on the Affective Domain of the 5th Grade English Language Teaching Curriculum. Journal of Theoretical Educational Science, 14(3), 411-431. https://doi.org/10.30831/akukeg.882400