Research Article
BibTex RIS Cite

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

Year 2021, , 259 - 276, 08.04.2021
https://doi.org/10.32601/ejal.911281

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.

References

  • 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.
  • Coombs, P. & Ahmed, M (1974). Attacking rural poverty: How non-formal education can help. Baltimore: The Johns Hopkins University Press.
  • Cooper, J. L., & Robinson, P. (2000). The argument for making large classes seem small. New Directions for Teaching and Learning, 81, 5-16.
  • 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.
  • 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.
  • Demirel, Ö. (1999). Öğretme sanatı. Ankara: 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
  • Dörnyei, Z. (2001). New themes and approaches in second language motivation research. USA: Cambridge University Press.
  • Dörnyei, Z. (2007). Research methods in Applied Linguistics. Oxford University Press.
  • 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
  • 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.
  • 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.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
  • Gürlek, A. (2016). The effect of Erasmus Exchange Program on attitudes towards learning English foreign langauge. International Journal of Languages’ Education and Teaching, 4(1), 18-32.
  • Harmer, J. (2007). The Practice of English Language Teaching. Harlow: Pearson Longman Limited.
  • Haznedar, B. (2010, November). Türkiye’de yabancı dil eğitimi: Reformlar, yönelimler ve öğretmenlerimiz. International Conference on New Trends in Education and Their Implications, Antalya, Turkey. Retrieved from http://www.iconte.org/FileUpload/ks59689/File/166.pdf
  • Holley, F. M., & King, J. K. (1971). Imitation and Correction in Foreign Language Learning. Modern Language Journal, 55(8), 494–498.
  • Hoppers, W. (2000). From the party/state to multi-ethnic democracy: Education and its influence on social cohesion in Europe and Central Asia region. Educational Evaluation and Policy Analysis, 22(2), 173-191.
  • Işık, A. (2008). Yabancı dil eğitimizdeki yanlışlıklar nereden kaynaklanıyor?. Journal of Language and Linguistic Studies, 4(2), 15-26.
  • Kayaoğlu, M. N. (2016). Reality of Erasmus through the eyes of students. The Turkish Online Journal of Educational Technology, 10, 24-30.
  • Kırkgöz, Y. (2008). Globalization and English language policy in Turkey. Educational Policy, 23(5), 663-684.
  • Koşar, G., & Bedir, H. (2014). Strategies Based Instruction, A means of improving adult EFL learners’ speaking skills. International Journal of Language Academy, 2(3), 12- 26.
  • Krashen, S. D. (1988). Second Language Acquisition and Second Language Learning. Prentice-Hall International.
  • Krippendorff, K. (2004). Content Analysis: An Introduction to Its Methodology (2nd ed.). Thousand Oaks, CA: Sage.
  • La Belle, T. (1982). Formal, non-formal and informal education: A holistic perspective on life long learning. International Review of Education, 28 (2), 159-175.
  • Marshall, M. N. (1999). Improving quality in general practice: A qualitative case study of barriers faced by health authorities. British Medical Journal, 319, 164-167.
  • Mulcar, V. (2019). The role of Erasmus Plus KA2 Mobilities in learners’ intercultural sensitivity and attitudes towards the English language (Master’s Thesis). Available from YOK thesis center database.
  • Özdemir, G. A. (2019). The effect of studying in EFL context on Turkish Erasmus Exchange students’ L2 English language proficiency development (Master’s Thesis). Available from YOK thesis center database (Thesis No: 598009).
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
  • Shvidko, E. (2016). Second language socialization in English programs: Two cases. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 5 (3), 193-204.
  • Walsh, S. (2011). Exploring classroom discourse: Language in action. Oxen: Routledge.
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (7th ed.), Ankara: Seçkin Yay.
  • Yurtsever Bodur, G., & Arıkan, A. (2017). Why can’t we learn English? : Students’ opinions at Akdeniz University. Gaziantep University Journal of Educational Sciences, 1(1), 1-7.
Year 2021, , 259 - 276, 08.04.2021
https://doi.org/10.32601/ejal.911281

Abstract

References

  • 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.
  • Coombs, P. & Ahmed, M (1974). Attacking rural poverty: How non-formal education can help. Baltimore: The Johns Hopkins University Press.
  • Cooper, J. L., & Robinson, P. (2000). The argument for making large classes seem small. New Directions for Teaching and Learning, 81, 5-16.
  • 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.
  • 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.
  • Demirel, Ö. (1999). Öğretme sanatı. Ankara: 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
  • Dörnyei, Z. (2001). New themes and approaches in second language motivation research. USA: Cambridge University Press.
  • Dörnyei, Z. (2007). Research methods in Applied Linguistics. Oxford University Press.
  • 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
  • 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.
  • 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.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
  • Gürlek, A. (2016). The effect of Erasmus Exchange Program on attitudes towards learning English foreign langauge. International Journal of Languages’ Education and Teaching, 4(1), 18-32.
  • Harmer, J. (2007). The Practice of English Language Teaching. Harlow: Pearson Longman Limited.
  • Haznedar, B. (2010, November). Türkiye’de yabancı dil eğitimi: Reformlar, yönelimler ve öğretmenlerimiz. International Conference on New Trends in Education and Their Implications, Antalya, Turkey. Retrieved from http://www.iconte.org/FileUpload/ks59689/File/166.pdf
  • Holley, F. M., & King, J. K. (1971). Imitation and Correction in Foreign Language Learning. Modern Language Journal, 55(8), 494–498.
  • Hoppers, W. (2000). From the party/state to multi-ethnic democracy: Education and its influence on social cohesion in Europe and Central Asia region. Educational Evaluation and Policy Analysis, 22(2), 173-191.
  • Işık, A. (2008). Yabancı dil eğitimizdeki yanlışlıklar nereden kaynaklanıyor?. Journal of Language and Linguistic Studies, 4(2), 15-26.
  • Kayaoğlu, M. N. (2016). Reality of Erasmus through the eyes of students. The Turkish Online Journal of Educational Technology, 10, 24-30.
  • Kırkgöz, Y. (2008). Globalization and English language policy in Turkey. Educational Policy, 23(5), 663-684.
  • Koşar, G., & Bedir, H. (2014). Strategies Based Instruction, A means of improving adult EFL learners’ speaking skills. International Journal of Language Academy, 2(3), 12- 26.
  • Krashen, S. D. (1988). Second Language Acquisition and Second Language Learning. Prentice-Hall International.
  • Krippendorff, K. (2004). Content Analysis: An Introduction to Its Methodology (2nd ed.). Thousand Oaks, CA: Sage.
  • La Belle, T. (1982). Formal, non-formal and informal education: A holistic perspective on life long learning. International Review of Education, 28 (2), 159-175.
  • Marshall, M. N. (1999). Improving quality in general practice: A qualitative case study of barriers faced by health authorities. British Medical Journal, 319, 164-167.
  • Mulcar, V. (2019). The role of Erasmus Plus KA2 Mobilities in learners’ intercultural sensitivity and attitudes towards the English language (Master’s Thesis). Available from YOK thesis center database.
  • Özdemir, G. A. (2019). The effect of studying in EFL context on Turkish Erasmus Exchange students’ L2 English language proficiency development (Master’s Thesis). Available from YOK thesis center database (Thesis No: 598009).
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
  • Shvidko, E. (2016). Second language socialization in English programs: Two cases. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 5 (3), 193-204.
  • Walsh, S. (2011). Exploring classroom discourse: Language in action. Oxen: Routledge.
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (7th ed.), Ankara: Seçkin Yay.
  • Yurtsever Bodur, G., & Arıkan, A. (2017). Why can’t we learn English? : Students’ opinions at Akdeniz University. Gaziantep University Journal of Educational Sciences, 1(1), 1-7.
There are 37 citations in total.

Details

Primary Language English
Subjects Linguistics
Journal Section Articles
Authors

Koray Cantez This is me 0000-0003-1052-4660

Cihat Atar This is me 0000-0002-5879-3432

Publication Date April 8, 2021
Published in Issue Year 2021

Cite

APA Cantez, K., & Atar, C. (2021). Investigating the contribution of the European Union Erasmus+ youth exchange project to foreign language learning. Eurasian Journal of Applied Linguistics, 7(1), 259-276. https://doi.org/10.32601/ejal.911281