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Year 2017, Volume 3, Issue 2, 130 - 150, 10.12.2017

Abstract

References

  • Asmalı, M. (2016). Perspectives and Practices of Teacher Educators and Students of English Language Teaching Post-graduate Programs within the Mediation Theory. Unpublished Doctorate Thesis. Çanakkale Onsekiz Mart University.
  • Brown, D. (2002). Mediated learning and foreign language acquisition. ASp, 36(35–36), 167–182. https://doi.org/10.4000/asp.1651
  • Candoli, C., & Stufflebeam, D. L. (2009). International Handbook of Educational Evaluation. SAGE Publications. https://doi.org/10.4135/9781452226606
  • Ceyhan, N. G., & Peçenek, D. (2010). İlköğretim Sekizinci Sınıf İngilizce Dersi Öğretim Programının Oluşturmacı Yaklaşım ve Planlı Biçime Odaklanma Modeli İlkelerine Göre Değerlendirilmesi. International Conference on New Trends in Education and Their Implications. (pp. 1013–1018).
  • Choudhury, A. S. (2011). Classroom roles of English language teachers : The traditional and the innovative. Contemporary Online Language Education Journal, 1, 33–40. Retrieved from https://www.academia.edu/1026697/Classroom_roles_of_English_language_teachers_The_Traditional_and_the_Innovative
  • Erarslan, A. (2016). An evaluation of second grade English language curriculum: teachers’ perceptions and issues in implementation. (Unpublished Doctorate Thesis). Çanakkale Onsekiz Mart University.
  • Harmer, J. (2003). The Practice of English Language Teaching. Longman: Malaysia
  • Kozulin, A., Feuerstein, R., & Feuerstein, R. (2001). Mediated Learning Experience Paradigm in Teacher Training. In OpeninG Gates in Teacher Education. Jerusalem.
  • Szucs, É. U. (2009). The role of teachers in the 21st century. International Webjournal, 1–8. Retrieved from http://www.sens-public.org/article.php3?id_article=667%5C
  • Topkaya, E. Z., & Küçük, Ö. (2010). An evaluation of 4 th and 5 th grade English language teaching program. Elementary Education Online, 9(1), 52–65.
  • Turuk, M. C. (2008). The relevance and implications of Vygotsky’s sociocultural theory in the second language classroom. Arecls, 5, 244–262.
  • Vigoya, F. (2005). The Mediated Learning Experience and the Mediator ’ s Implications. Profile, 6, 177–185.
  • Westwood, P. (2004). Learning and Learning Difficulties. Victoria: Australian Council for Educational Research.
  • Zhong, Q. (Maggie). (2013). Understanding Chinese learners’ willingness to communicate in a New Zealand ESL classroom: A multiple case study drawing on the theory of planned behavior. System, 41(3), 740–751. https://doi.org/10.1016/j.system.2013.08.001
  • Zulu, G. K. (2016). Perspectives on a mediating role for effective teaching and learning of Life Orientation in the Further Education and Training (FET) Band in schools under the Pinetown District of KwaZulu-Natal Province, South Africa.(Unpublished Doctorate Thesis). Universiy of Zululand Kwadlangezwa.

Perceptions of Turkish University Students about the role of Teacher as a Mediator and Mediated Learning Experience

Year 2017, Volume 3, Issue 2, 130 - 150, 10.12.2017

Abstract

This study explores the perceptions of university students about Feuerstein’s mediated learning experience (MLE) and the role of teacher as a mediator. In this qualitative study, students from 4 departments at an education faculty in a state university in Turkey were grouped as experimental and control group and received intervention in English course based on mediated learning experience and social constructivist theory. At the end of the intervention, a total of 20 students from two different departments in the experimental group were interviewed face-to-face and the data were analyzed through content analysis. Based on the findings of the study, students reported that the role of teacher as a mediator facilitated their learning process in a positive way by increasing their motivation, self-confidence, autonomy and willingness to communicate by enabling them to have a better interaction among group and class members as their friends. Findings also imply the fact that although the education system in Turkey is designed upon the principles of constructivist approach since the introduction of the 2006 curriculum reform, students had not been exposed to constructivism based classroom practices prior to the intervention applied for this study.

References

  • Asmalı, M. (2016). Perspectives and Practices of Teacher Educators and Students of English Language Teaching Post-graduate Programs within the Mediation Theory. Unpublished Doctorate Thesis. Çanakkale Onsekiz Mart University.
  • Brown, D. (2002). Mediated learning and foreign language acquisition. ASp, 36(35–36), 167–182. https://doi.org/10.4000/asp.1651
  • Candoli, C., & Stufflebeam, D. L. (2009). International Handbook of Educational Evaluation. SAGE Publications. https://doi.org/10.4135/9781452226606
  • Ceyhan, N. G., & Peçenek, D. (2010). İlköğretim Sekizinci Sınıf İngilizce Dersi Öğretim Programının Oluşturmacı Yaklaşım ve Planlı Biçime Odaklanma Modeli İlkelerine Göre Değerlendirilmesi. International Conference on New Trends in Education and Their Implications. (pp. 1013–1018).
  • Choudhury, A. S. (2011). Classroom roles of English language teachers : The traditional and the innovative. Contemporary Online Language Education Journal, 1, 33–40. Retrieved from https://www.academia.edu/1026697/Classroom_roles_of_English_language_teachers_The_Traditional_and_the_Innovative
  • Erarslan, A. (2016). An evaluation of second grade English language curriculum: teachers’ perceptions and issues in implementation. (Unpublished Doctorate Thesis). Çanakkale Onsekiz Mart University.
  • Harmer, J. (2003). The Practice of English Language Teaching. Longman: Malaysia
  • Kozulin, A., Feuerstein, R., & Feuerstein, R. (2001). Mediated Learning Experience Paradigm in Teacher Training. In OpeninG Gates in Teacher Education. Jerusalem.
  • Szucs, É. U. (2009). The role of teachers in the 21st century. International Webjournal, 1–8. Retrieved from http://www.sens-public.org/article.php3?id_article=667%5C
  • Topkaya, E. Z., & Küçük, Ö. (2010). An evaluation of 4 th and 5 th grade English language teaching program. Elementary Education Online, 9(1), 52–65.
  • Turuk, M. C. (2008). The relevance and implications of Vygotsky’s sociocultural theory in the second language classroom. Arecls, 5, 244–262.
  • Vigoya, F. (2005). The Mediated Learning Experience and the Mediator ’ s Implications. Profile, 6, 177–185.
  • Westwood, P. (2004). Learning and Learning Difficulties. Victoria: Australian Council for Educational Research.
  • Zhong, Q. (Maggie). (2013). Understanding Chinese learners’ willingness to communicate in a New Zealand ESL classroom: A multiple case study drawing on the theory of planned behavior. System, 41(3), 740–751. https://doi.org/10.1016/j.system.2013.08.001
  • Zulu, G. K. (2016). Perspectives on a mediating role for effective teaching and learning of Life Orientation in the Further Education and Training (FET) Band in schools under the Pinetown District of KwaZulu-Natal Province, South Africa.(Unpublished Doctorate Thesis). Universiy of Zululand Kwadlangezwa.

Details

Subjects Social
Journal Section Research articles
Authors

Abdullah ERTİT>
Afyon Kocatepe University
orcid.org/0000-0003-0380-1551
Türkiye

Publication Date December 10, 2017
Application Date November 8, 2017
Acceptance Date December 3, 2017
Published in Issue Year 2017, Volume 3, Issue 2

Cite

APA Ertit, A. (2017). Perceptions of Turkish University Students about the role of Teacher as a Mediator and Mediated Learning Experience . The Literacy Trek , 3 (2) , 130-150 . Retrieved from https://dergipark.org.tr/en/pub/literacytrek/issue/32167/350208

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