Students’ Perceptions of Optional English Preparatory Program: A Case Study in a Turkish University

Year 2018, Volume: 4 Issue: 1, 37 - 48, 30.06.2018

Ceyhun Yükselir

Abstract

Teachers’ methods, students’ perceptions in the prep-class and the
literature review related show that determining language teaching methods and
taking students’ needs and perceptions into consideration in prep-classes could
considerably affect the language learning process. Thus, this current study aims
to examine the expectations of Turkish prep-class students who studied for
one-year in optional prep-classes. A mixed methods convergent design was
employed, using an adapted needs analysis questionnaire and unstructured
interviews. The sample consisted of 110 graduate prep-class students from
different departments in a state university. The results indicate that the
majority of Turkish prep-class students think enrolling in the prep-class
program is necessary; however, they lost their motivation for some reasons due
to learning processes, systems or subjective factors. Besides, they expressed
that materials were not suitable enough to improve their level of English and,
in general, the prep-class program failed to meet their expectations in
relation to program content and language learning processes. Regarding the four
language skills, they expressed that productive skills should be given much
more importance rather than receptive skills. In conclusion, instructors should
try to motivate students more with the help of a variety of authentic materials
and technological facilities and they should create an atmosphere in which
productive skills are improved. Furthermore, the study suggests that the
continuation of language learning processes should be ensured throughout the
undergraduate program period, not just in the prep-class and makes some
practical recommendations for researchers and educators.

Keywords

Perceptions, needanalysis, optional English preparatory program, prep-class students

References

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