Year 2014, Volume 3 , Issue 3, Pages 140 - 152 2014-11-28

Evaluation of a language course within the framework of socially responsible teaching

Pınar SALI [1] , Esim GÜRSOY [2]

This paper reports on the preliminary results of a research study which aimed to evaluate a GILE-based course (Global Issues in Language Education), as perceived by the teacher trainees in an ELT department. More specifically, it aimed to identify the ELT teacher trainees’ expectations from the GILE-based course that used environmental problems as its major theme. The course was included as an elective course in the ELT program within the framework of Socially Responsible Teaching (SRT) in order to initiate efforts to integrate global issues into language teacher education and thus to contribute to the linguistic and social development of ELT trainees. Data were collected via a questionnaire developed by the researchers through an extensive literature review. The questionnaire consisted of two parts. In the first part were open-ended questions that asked the participants to state their views about the possible benefits of a GILE-based course and to talk about their expectations from it. The second part aimed at identifying the teacher trainees’ awareness about environmental issues and expectations from the course and consisted of 22 Likert-type questions. The questionnaire was found to be highly reliable with a .81 alpha value. The research results indicated that nearly half of the trainees did not elect the course with an environmental concern and that the trainees’ expectations and the course objectives did not match in certain aspects.

global issues in language education, socially responsible teaching, teacher training, environmental education, foreign language development
  • Arıkan, A. (2009). Environmental peace education in foreign language learners’ English grammar lessons. Journal of Peace Education, 6(1), 87-99.
  • Bertrand, Y. A. (2009). Home. Retrieved November 10, 2014 from
  • Cameron, L. (2001). Teaching languages to young learners. Cambridge, UK: Cambridge University Press.
  • Cates, K. A. (1997). New trends in global issues and English teaching. The Language Teacher Online, 21(5). Retrieved November 10, 2014 from
  • Cates, K. A. (2002). Teaching for a better world: Global issues and language education. Human Rights Education in Asian Schools, 5, 41-52.
  • Erten, S. (2004). Çevre eğitimi ve çevre bilinci nedir, çevre eğitimi nasıl olmalıdır? [What is environmental education and environmental awareness, how should environmental education be done?]. Çevre ve İnsan Dergisi, 65.
  • Gooch, M., Rigano, D., Hickey, R., & Fien, J. (2008). How do primary pre-service teachers in a regional Australian university plan for teaching, learning and acting in environmentally responsible ways? Environmental Education Research, 14(2), 175– 186.
  • Gürsoy, E., & Salı, P. (2014). A Language course within the scheme of socially responsible teaching: ELT trainees’ expectations. Journal of Educational and Social Research. 4(2), 355-365.
  • Gürsoy, E. (2012). Theme-based teaching: Environmental education. In E.
  • Gürsoy & A. Arıkan (Eds.), Teaching English to young learners: An activity-based guide for prospective teachers. Ankara: Eğiten Kitap.
  • Gürsoy, E., & Sağlam, G. T. (2011). ELT teacher trainees’ attitudes towards environmental education and their tendency to use it in the language classroom. Journal of International Education Research, 7(4), 47-52.
  • Gürsoy, E. (2010). Implementing environmental education to foreign language teaching to young learners. Educational Research, 1(8), 232-238.
  • Howe, R., & C. Warren. (1989). Teaching critical thinking through environmental education. ERIC/SMEAC Environmental Education Digest, 2. Retrieved November 10, 2014 from
  • Jacobs, G. M., Goatly, A., & Ming, J. (1995). Language and the environment. PASAA, 25, 54- 63.
  • Jensen, B. (2000). Participation, commitment and knowledge as components of pupils’ action competence. In B. B. Jensen, K. Schnack & V. Simovska (Eds.), Critical environmental and health education: Research issues and challenges (pp. 219–238). Copenhagen: Danish University of Education.
  • Jensen, B., & Schnack. K. (1997). The action competence approach in environmental education. Environmental Education Research, 3(2), 163–78. Karn, S. K. (2007). Current trends in ELT around the globe. Journal of NELTA, 12(1&2), 60- 66.
  • Kniep, W. (1985). A critical review of the short history of global education. New York: American Forum for Global Education.
  • Sağlam, G. T., & Gürsoy, E. (2010). ELT teacher trainees’ awareness on environmental issues and their integration to the curriculum. Proceedings from ICONTE-International Conference on New Trends in Education and Their Implications, 11-13 Nov., 2010, Antalya, Turkey.
  • Şimşekli, Y. (2004). Çevre bilincinin gelişmesine yönelik çevre eğitimi etkinliklerine ilköğretim okullarının duyarlılığı. Uludag University Journal of the Faculty of Education, 17(1), 83-92.
  • Yang, C. C. R. (2009). Theme-based teaching in an English course for primary ESL students in Hong Kong. Electronic Journal of Foreign Language Teaching, 6, 161-176.
Primary Language en
Journal Section ELT Research Journal

Author: Pınar SALI

Author: Esim GÜRSOY


Application Date : November 28, 2014
Acceptance Date : April 15, 2021
Publication Date : November 28, 2014

APA Salı, P , Gürsoy, E . (2014). Evaluation of a language course within the framework of socially responsible teaching . ELT Research Journal , 3 (3) , 140-152 . Retrieved from