Research Article
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Year 2017, , 1606 - 1615, 20.09.2017
https://doi.org/10.24289/ijsser.324129

Abstract

References

  • Al-Rahmi, W.M. , Othman, M.S. and Musa, N.A. (2014), The improvement of students’ academic performance by using social media through collaborative learning in Ma-laysian higher education, Asian Social Science, 10(8), 210-221.
  • Baytur, B., & Razı, S. (2015). Characteristics of effective EFL teachers from the perspective of Turkish EFL learners. International Journal of Human and Behavioral Science, 1(2), 1-9.
  • Bedard, K., & Kuhn, P. (2008). Where class size really matters: Class size and student ratings of instructor effectiveness. Economics of Education Review, 27(3), 253-265.
  • Biggs, J., & Tang, C. (2011). Teaching for Quality Learning At University. Open University Press/McGraw Hill Education, Newyork.
  • Bilgin, İ., & Geban, Ö. (2004). Investigating the effects of cooperative learning strategy and gender on preservice elementary teacher students’ attitude toward science and achievement of science teaching class I. Hacettepe University Education Faculty Journal,(26), 9-18.
  • Blevins, S. (2014). Understanding learning styles. Medsurg Nursing, 23(1), 59-60.
  • Braun, C., Neilsen, A. R., & Dykstra, R. (1975). Teacher's Expectations: Prime Mover or Inhibitor?. The elementary school Journal, 76(3), 181-188.
  • Chiang, T. H., Yang, S. J., Huang, C. S., & Liou, H. H. (2014). Student motivation and achievement in learning English as a second language using Second Life. Knowledge Management & E-Learning: An International Journal (KM&EL), 6(1), 1-17.
  • Chickering, A. W. & Gamson, Z. F. (1987). Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin, 39, 3-7.
  • Çelebi, M. D. (2006). Türkiye’de anadili eğitimi ve yabanci dil öğretimi. Sosyal Bilimler Enstitüsü Dergisi, (21), 285-307.
  • Darling-Hamond, L. (2000). Teacher Quality and Student Achievement: A Review of State Policy Evidence. Education Policy Analysis Archives, 8(1), 1-44.
  • Deveci, C. (2016). 2nd, 3rd and 4th Grade Primary School Students’ Awareness of Learning English. Master Thesis, Ataturk University, Erzurum.
  • DeMonte, J. (2013, July). High quality professional development for teachers. Washington, DC: Center for American Progress.
  • Duhart, A. R., Ortiz, J. F. Z., & Rodríguez, A. L. (2016). Learning styles and their relationship with academic performance in English as a second language of students in a Mexican university. Journal of Learning Styles, 9(17), 108-143.
  • Er, M., Altunay, U. & Yurdabakan, I. (2012). The effects of active learning on foreign language self-concept and reading comprehension achievement. International Journal for New Trends in Education and Their Implications, 3, 1309-6249.
  • Estaji, M., & Moradi Aghdam, S. (2016).  Employing a Cooperative Learning Technique as a Means to Promote Iranian EFL Learner’s Critical Thinking. English Language Teaching, 3(2), 69-49.
  • Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
  • Gömleksiz, M. N. (2007). Effectiveness of cooperative learning (jigsaw II) method in teaching English as a foreign language to engineering students (Case of Firat University, Turkey). European journal of engineering education, 32(5), 613-625.
  • Green, K., & Fujita, J. (2016). Students of Different Subjects Have Different Levels of Extrinsic and Intrinsic Motivation to Learn English: Two Different Groups of EFL Students in Japan. English Language Teaching, 9(9), 156-165.
  • Guild, P. O. R. B. (1980). Learning styles: knowledge, issues and applications for classroom teachers. Unpublished Doctoral Dissertation, University of Massachusetts.
  • Hassan, F., & Selamat, F. (2017). WHY AREN’T STUDENTS PROFICIENT IN ESL: THE TEACHERS’PERSPECTIVE. The English Teacher, 107-123.
  • Haznedar, B. (2010, November). Türkiye’de yabancı dil eğitimi: Reformlar, yönelimler ve öğretmenlerimiz. In International Conference on New Trends in Education and Their Implications, Antalya, Turkey. Retrieved from http://www. iconte. org/FileUpload/ks59689/File/166. pdf.
  • Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
  • Jackson, M. (2005). An Investigation of The Relationship Between Teacher Expectations and Student Achievement: A Focus on Mathematics In Urban Public Schools. Unpublished Doctoral Dissertation. Wayne State University, Detroit, Michigan.
  • Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in University Teaching, 25(4), 1-26.
  • Kalem, S., & Fer, S. (2003). The effects of active learning model on the learning, teaching and communication process of students. Educational Sciences Theory & Practice, 3(2), 433-461.
  • Kim, K., Sharma, P., Land, S. M., & Furlong, K. P. (2013). Effects of active learning on enhancing student critical thinking in an undergraduate general science course. Innovative Higher Education, 38(3), 223-235.
  • Kourieos, S., & Evripidou, D. (2013). Students’ perceptions of effective EFL teachers in university settings in Cyprus. English Language Teaching, 6(11), 1-16.
  • Krause, U. M., & Stark, R. (2010). Reflection in example-and problem-based learning: Effects of reflection prompts, feedback and cooperative learning. Evaluation & research in education, 23(4), 255-272.
  • Lai, C., Zhu, W., & Gong, G. (2015). Understanding the quality of out‐of‐class English learning. TESOL Quarterly, 49(2), 278-308.
  • Lavy, V. (2012). Expanding School Resources and Increasing Time on Task: Effects on Student's Academic Achievements, and Non-cognitive Outcomes. Maurice Falk Institute for Economic Research in Israel. Discussion paper series., (11), Retrieved on 11.04.2017 from http://www.nber.org/papers/w18369.pdf
  • Lee, G., & Schallert, D. L. (2008). Constructing trust between teacher and students through feedback and revision cycles in an EFL writing classroom. Written Communication, 25(4), 506-537.
  • Lei, Q. (2007). EFL Teachers' Factors and Students' Affect. Online Submission, 4(3), 60-67.
  • Li, Z. (2014). Teachers matter: Expectation effects in foreign language classrooms at university. Unpublished Doctoral Dissertation, University of Auckland.
  • Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121-131.
  • Moeller, A.J. & Roberts, A. (2013). Keeping it in the target language. 2013 Report of the Central States Conference on the Teaching of Foreign Languages, 21-38.
  • Naderi, S., & Ashraf, H. (2013). The Effect of Active Learning Instruction on the Intermediate Iranian EFL Learners' Listening Self-Efficacy Beliefs. International Journal of Linguistics, 5(6), 91-109.
  • Ning, H. (2013). The impact of cooperative learning on English as a foreign language tertiary learners' social skills. Social Behavior and Personality: an international journal, 41(4), 557-567.
  • Njoroge, M. M., Gichure, C., & Wang'eri, T. (2016). Role of student faculty interaction in attrition among students in private universities in Nairobi county, Kenya. Journal of Emerging Trends in Educational Research and Policy Studies, 7(1), 49-59.
  • Norris, F. (2016). The pathway to proficiency: the role of grammar in second language teaching and learning. Unpublished Doctoral Dissertation, Baylor University.
  • Panther Bishoff, J. (2010). Utilization of the Seven Principles for Good Practice in Undergraduate Education in General Chemistry by Community College Instructors. Published Doctoral Dissertation, West Virginia University.
  • Pate-Clevenger, R., Dusing, J., Houck, P., & Zuber, J. (2008). Improvement of off-task behavior of elementary and high school students through the use of cooperative learning strategies. (ERIC Document Reproduction Service No. ED500839).
  • Pattanapichet, F., & Wichadee, S. (2015). Using Space in Social Media to Promote Undergraduate Students' Critical Thinking Skills. Turkish Online Journal of Distance Education, 16(4), 38-49.
  • Ph'ng, L. M., Ming, T. S., & Nambiar, R. M. (2015). MATCHING TEACHING STYLES AND LEARNING STYLES: WHAT HAPPENS IN THE CASE OF A MISMATCH?. e-BANGI, 10(1), 66-76.
  • Rimm-Kaufman, S. E., Baroody, A. E., Larsen, R. A., Curby, T. W., & Abry, T. (2015). To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?. Journal of Educational Psychology, 107(1), 170-185.
  • Salahshour, N., & Hajizadeh, N. (2013). Characteristics of effective EFL instructors. Procedia-Social and Behavioral Sciences, 70, 163-173. Sparapani, E. F. A., & Perez, D. M. C. (2015). Perspective on the Standardized Curriculum and Its Effect on Teaching and Learning. Journal of Education & Social Policy, 2(5), 78-87. Skipper, Y., & Douglas, K. (2015). The influence of teacher feedback on children's perceptions of student–teacher relationships. British Journal of Educational Psychology, 85(3), 276-288.
  • Slavin, R. E. (1985). An introduction to cooperative learning research. In Slavin, R.E., Sharan, S., Kagan, S., Hertz-Lazarowitz, R., Webb, C., & Schmuck, R. (Eds.) Learning to cooperate, cooperating to learn (pp. 5-15). Springer US.
  • Taylor, L. (2016). Using active learning activities to enhance student engagement in a business English program. Papers on Postsecondary Learning and Teaching, 1, 27-32.
  • Thomson, N. (2012). Language teaching strategies and techniques used to support students learning in a language other than their mother tongue (Jeff Thompson research pa-per). London: International Baccalaureate Organization.
  • Tulbure, C. (2011). Do different learning styles require differentiated teaching strate-gies?. Procedia-Social and Behavioral Sciences, 11, 155-159.
  • Tulung, G. J. (2008). Communicative task-generated oral discourse in a second language: A case of peer interaction and non-native teacher talk in an EFL classroom. Unpublished Doctoral Dissertation, University of Ottawa.
  • Varghese, S. (2016). A quantitative study on online student faculty interaction and learning experience (Order No. 10252984). Available from ProQuest Dissertations & Theses Global. (1870786030). Retrieved on 11.04.2017 from https://search.proquest.com/docview/1870786030?accountid=8403
  • Walkey, F. H., McClure, J., Meyer, L. H., & Weir, K. F. (2013). Low expectations equal no expectations: Aspirations, motivation, and achievement in secondary school. Contemporary Educational Psychology, 38(4), 306-315.
  • Yassin, B. M., & Almasri, M. A. (2015). How to Accommodate Different Learning Styles in the Same Classroom: Analysis of Theories and Methods of Learning Styles. Canadian Social Science, 11(3), 26-33. doi: 10.3968/6434
  • Zamani, M. (2011). Cooperative learning: Homogeneous and heterogeneous grouping of Iranian EFL learners in a writing context. Unpublished Master Thesis, Allameh Tabataba‘i University.

Turkish EFL lecturers’ perceptions regarding the essentials in a high-quality foreign language education

Year 2017, , 1606 - 1615, 20.09.2017
https://doi.org/10.24289/ijsser.324129

Abstract

Abstract



This qualitative study investigated Turkish EFL
lecturers’ views about vital components of a high-quality foreign language
education with desirable results. For this purpose, written answers to
open-ended interview questions were collected from 15 voluntary EFL lecturers
who were working for the same university in the 2016-2017 academic year. The
content analysis of the qualitative data revealed four main factors that are
believed to be essential for a good EFL education. These categories included
effective teaching practices, certain student and teacher characteristics as
well as external factors such as physical conditions of classrooms. An overall
analysis of the qualitative data showed that the participants’ perceptions
comply with five of the seven principles by Chickering and Gamson (1987).



Keywords: EFL lecturers, EFL education, perceptions,
high-quality education, seven principles

References

  • Al-Rahmi, W.M. , Othman, M.S. and Musa, N.A. (2014), The improvement of students’ academic performance by using social media through collaborative learning in Ma-laysian higher education, Asian Social Science, 10(8), 210-221.
  • Baytur, B., & Razı, S. (2015). Characteristics of effective EFL teachers from the perspective of Turkish EFL learners. International Journal of Human and Behavioral Science, 1(2), 1-9.
  • Bedard, K., & Kuhn, P. (2008). Where class size really matters: Class size and student ratings of instructor effectiveness. Economics of Education Review, 27(3), 253-265.
  • Biggs, J., & Tang, C. (2011). Teaching for Quality Learning At University. Open University Press/McGraw Hill Education, Newyork.
  • Bilgin, İ., & Geban, Ö. (2004). Investigating the effects of cooperative learning strategy and gender on preservice elementary teacher students’ attitude toward science and achievement of science teaching class I. Hacettepe University Education Faculty Journal,(26), 9-18.
  • Blevins, S. (2014). Understanding learning styles. Medsurg Nursing, 23(1), 59-60.
  • Braun, C., Neilsen, A. R., & Dykstra, R. (1975). Teacher's Expectations: Prime Mover or Inhibitor?. The elementary school Journal, 76(3), 181-188.
  • Chiang, T. H., Yang, S. J., Huang, C. S., & Liou, H. H. (2014). Student motivation and achievement in learning English as a second language using Second Life. Knowledge Management & E-Learning: An International Journal (KM&EL), 6(1), 1-17.
  • Chickering, A. W. & Gamson, Z. F. (1987). Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin, 39, 3-7.
  • Çelebi, M. D. (2006). Türkiye’de anadili eğitimi ve yabanci dil öğretimi. Sosyal Bilimler Enstitüsü Dergisi, (21), 285-307.
  • Darling-Hamond, L. (2000). Teacher Quality and Student Achievement: A Review of State Policy Evidence. Education Policy Analysis Archives, 8(1), 1-44.
  • Deveci, C. (2016). 2nd, 3rd and 4th Grade Primary School Students’ Awareness of Learning English. Master Thesis, Ataturk University, Erzurum.
  • DeMonte, J. (2013, July). High quality professional development for teachers. Washington, DC: Center for American Progress.
  • Duhart, A. R., Ortiz, J. F. Z., & Rodríguez, A. L. (2016). Learning styles and their relationship with academic performance in English as a second language of students in a Mexican university. Journal of Learning Styles, 9(17), 108-143.
  • Er, M., Altunay, U. & Yurdabakan, I. (2012). The effects of active learning on foreign language self-concept and reading comprehension achievement. International Journal for New Trends in Education and Their Implications, 3, 1309-6249.
  • Estaji, M., & Moradi Aghdam, S. (2016).  Employing a Cooperative Learning Technique as a Means to Promote Iranian EFL Learner’s Critical Thinking. English Language Teaching, 3(2), 69-49.
  • Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
  • Gömleksiz, M. N. (2007). Effectiveness of cooperative learning (jigsaw II) method in teaching English as a foreign language to engineering students (Case of Firat University, Turkey). European journal of engineering education, 32(5), 613-625.
  • Green, K., & Fujita, J. (2016). Students of Different Subjects Have Different Levels of Extrinsic and Intrinsic Motivation to Learn English: Two Different Groups of EFL Students in Japan. English Language Teaching, 9(9), 156-165.
  • Guild, P. O. R. B. (1980). Learning styles: knowledge, issues and applications for classroom teachers. Unpublished Doctoral Dissertation, University of Massachusetts.
  • Hassan, F., & Selamat, F. (2017). WHY AREN’T STUDENTS PROFICIENT IN ESL: THE TEACHERS’PERSPECTIVE. The English Teacher, 107-123.
  • Haznedar, B. (2010, November). Türkiye’de yabancı dil eğitimi: Reformlar, yönelimler ve öğretmenlerimiz. In International Conference on New Trends in Education and Their Implications, Antalya, Turkey. Retrieved from http://www. iconte. org/FileUpload/ks59689/File/166. pdf.
  • Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
  • Jackson, M. (2005). An Investigation of The Relationship Between Teacher Expectations and Student Achievement: A Focus on Mathematics In Urban Public Schools. Unpublished Doctoral Dissertation. Wayne State University, Detroit, Michigan.
  • Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in University Teaching, 25(4), 1-26.
  • Kalem, S., & Fer, S. (2003). The effects of active learning model on the learning, teaching and communication process of students. Educational Sciences Theory & Practice, 3(2), 433-461.
  • Kim, K., Sharma, P., Land, S. M., & Furlong, K. P. (2013). Effects of active learning on enhancing student critical thinking in an undergraduate general science course. Innovative Higher Education, 38(3), 223-235.
  • Kourieos, S., & Evripidou, D. (2013). Students’ perceptions of effective EFL teachers in university settings in Cyprus. English Language Teaching, 6(11), 1-16.
  • Krause, U. M., & Stark, R. (2010). Reflection in example-and problem-based learning: Effects of reflection prompts, feedback and cooperative learning. Evaluation & research in education, 23(4), 255-272.
  • Lai, C., Zhu, W., & Gong, G. (2015). Understanding the quality of out‐of‐class English learning. TESOL Quarterly, 49(2), 278-308.
  • Lavy, V. (2012). Expanding School Resources and Increasing Time on Task: Effects on Student's Academic Achievements, and Non-cognitive Outcomes. Maurice Falk Institute for Economic Research in Israel. Discussion paper series., (11), Retrieved on 11.04.2017 from http://www.nber.org/papers/w18369.pdf
  • Lee, G., & Schallert, D. L. (2008). Constructing trust between teacher and students through feedback and revision cycles in an EFL writing classroom. Written Communication, 25(4), 506-537.
  • Lei, Q. (2007). EFL Teachers' Factors and Students' Affect. Online Submission, 4(3), 60-67.
  • Li, Z. (2014). Teachers matter: Expectation effects in foreign language classrooms at university. Unpublished Doctoral Dissertation, University of Auckland.
  • Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121-131.
  • Moeller, A.J. & Roberts, A. (2013). Keeping it in the target language. 2013 Report of the Central States Conference on the Teaching of Foreign Languages, 21-38.
  • Naderi, S., & Ashraf, H. (2013). The Effect of Active Learning Instruction on the Intermediate Iranian EFL Learners' Listening Self-Efficacy Beliefs. International Journal of Linguistics, 5(6), 91-109.
  • Ning, H. (2013). The impact of cooperative learning on English as a foreign language tertiary learners' social skills. Social Behavior and Personality: an international journal, 41(4), 557-567.
  • Njoroge, M. M., Gichure, C., & Wang'eri, T. (2016). Role of student faculty interaction in attrition among students in private universities in Nairobi county, Kenya. Journal of Emerging Trends in Educational Research and Policy Studies, 7(1), 49-59.
  • Norris, F. (2016). The pathway to proficiency: the role of grammar in second language teaching and learning. Unpublished Doctoral Dissertation, Baylor University.
  • Panther Bishoff, J. (2010). Utilization of the Seven Principles for Good Practice in Undergraduate Education in General Chemistry by Community College Instructors. Published Doctoral Dissertation, West Virginia University.
  • Pate-Clevenger, R., Dusing, J., Houck, P., & Zuber, J. (2008). Improvement of off-task behavior of elementary and high school students through the use of cooperative learning strategies. (ERIC Document Reproduction Service No. ED500839).
  • Pattanapichet, F., & Wichadee, S. (2015). Using Space in Social Media to Promote Undergraduate Students' Critical Thinking Skills. Turkish Online Journal of Distance Education, 16(4), 38-49.
  • Ph'ng, L. M., Ming, T. S., & Nambiar, R. M. (2015). MATCHING TEACHING STYLES AND LEARNING STYLES: WHAT HAPPENS IN THE CASE OF A MISMATCH?. e-BANGI, 10(1), 66-76.
  • Rimm-Kaufman, S. E., Baroody, A. E., Larsen, R. A., Curby, T. W., & Abry, T. (2015). To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?. Journal of Educational Psychology, 107(1), 170-185.
  • Salahshour, N., & Hajizadeh, N. (2013). Characteristics of effective EFL instructors. Procedia-Social and Behavioral Sciences, 70, 163-173. Sparapani, E. F. A., & Perez, D. M. C. (2015). Perspective on the Standardized Curriculum and Its Effect on Teaching and Learning. Journal of Education & Social Policy, 2(5), 78-87. Skipper, Y., & Douglas, K. (2015). The influence of teacher feedback on children's perceptions of student–teacher relationships. British Journal of Educational Psychology, 85(3), 276-288.
  • Slavin, R. E. (1985). An introduction to cooperative learning research. In Slavin, R.E., Sharan, S., Kagan, S., Hertz-Lazarowitz, R., Webb, C., & Schmuck, R. (Eds.) Learning to cooperate, cooperating to learn (pp. 5-15). Springer US.
  • Taylor, L. (2016). Using active learning activities to enhance student engagement in a business English program. Papers on Postsecondary Learning and Teaching, 1, 27-32.
  • Thomson, N. (2012). Language teaching strategies and techniques used to support students learning in a language other than their mother tongue (Jeff Thompson research pa-per). London: International Baccalaureate Organization.
  • Tulbure, C. (2011). Do different learning styles require differentiated teaching strate-gies?. Procedia-Social and Behavioral Sciences, 11, 155-159.
  • Tulung, G. J. (2008). Communicative task-generated oral discourse in a second language: A case of peer interaction and non-native teacher talk in an EFL classroom. Unpublished Doctoral Dissertation, University of Ottawa.
  • Varghese, S. (2016). A quantitative study on online student faculty interaction and learning experience (Order No. 10252984). Available from ProQuest Dissertations & Theses Global. (1870786030). Retrieved on 11.04.2017 from https://search.proquest.com/docview/1870786030?accountid=8403
  • Walkey, F. H., McClure, J., Meyer, L. H., & Weir, K. F. (2013). Low expectations equal no expectations: Aspirations, motivation, and achievement in secondary school. Contemporary Educational Psychology, 38(4), 306-315.
  • Yassin, B. M., & Almasri, M. A. (2015). How to Accommodate Different Learning Styles in the Same Classroom: Analysis of Theories and Methods of Learning Styles. Canadian Social Science, 11(3), 26-33. doi: 10.3968/6434
  • Zamani, M. (2011). Cooperative learning: Homogeneous and heterogeneous grouping of Iranian EFL learners in a writing context. Unpublished Master Thesis, Allameh Tabataba‘i University.
There are 55 citations in total.

Details

Journal Section Makaleler
Authors

Birgül Akdağ Çimen

Publication Date September 20, 2017
Published in Issue Year 2017

Cite

APA Akdağ Çimen, B. (2017). Turkish EFL lecturers’ perceptions regarding the essentials in a high-quality foreign language education. International Journal of Social Sciences and Education Research, 3(5 S), 1606-1615. https://doi.org/10.24289/ijsser.324129
AMA Akdağ Çimen B. Turkish EFL lecturers’ perceptions regarding the essentials in a high-quality foreign language education. International Journal of Social Sciences and Education Research. October 2017;3(5 S):1606-1615. doi:10.24289/ijsser.324129
Chicago Akdağ Çimen, Birgül. “Turkish EFL lecturers’ Perceptions Regarding the Essentials in a High-Quality Foreign Language Education”. International Journal of Social Sciences and Education Research 3, no. 5 S (October 2017): 1606-15. https://doi.org/10.24289/ijsser.324129.
EndNote Akdağ Çimen B (October 1, 2017) Turkish EFL lecturers’ perceptions regarding the essentials in a high-quality foreign language education. International Journal of Social Sciences and Education Research 3 5 S 1606–1615.
IEEE B. Akdağ Çimen, “Turkish EFL lecturers’ perceptions regarding the essentials in a high-quality foreign language education”, International Journal of Social Sciences and Education Research, vol. 3, no. 5 S, pp. 1606–1615, 2017, doi: 10.24289/ijsser.324129.
ISNAD Akdağ Çimen, Birgül. “Turkish EFL lecturers’ Perceptions Regarding the Essentials in a High-Quality Foreign Language Education”. International Journal of Social Sciences and Education Research 3/5 S (October 2017), 1606-1615. https://doi.org/10.24289/ijsser.324129.
JAMA Akdağ Çimen B. Turkish EFL lecturers’ perceptions regarding the essentials in a high-quality foreign language education. International Journal of Social Sciences and Education Research. 2017;3:1606–1615.
MLA Akdağ Çimen, Birgül. “Turkish EFL lecturers’ Perceptions Regarding the Essentials in a High-Quality Foreign Language Education”. International Journal of Social Sciences and Education Research, vol. 3, no. 5 S, 2017, pp. 1606-15, doi:10.24289/ijsser.324129.
Vancouver Akdağ Çimen B. Turkish EFL lecturers’ perceptions regarding the essentials in a high-quality foreign language education. International Journal of Social Sciences and Education Research. 2017;3(5 S):1606-15.

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