Scaling the Factors Affecting Learning and Teaching English at University Preparatory Class

Year 2025, Volume: 14 Issue: 2, 105 - 123, 01.01.2026

Tuğba Özbek , Emre Toprak

https://doi.org/10.71362/eltrj.1777245

https://izlik.org/JA97FW34XC

Abstract

This study aims to scale the significance rankings of the factors affecting learning English according to students who have been placed at an English-medium instruction university in Turkiye for the 2024-2025 academic year and the factors affecting teaching English for the instructors employed at different preparatory schools at different universities. Quantitative research method has been deployed in this study. The factors have been determined after a literature review, consultations, and pilot studies. 11 factors have been ranked by using a questionnaire form. Data have been collected from 546 students and from 134 instructors and analysed through a statistical software. The students ranked “effort, interest, health, previous experience, learning strategies, school system, task difficulty, teacher support, classroom atmosphere, family support, and luck” in their order of significance.The rank of significance by all instructors is student participation, teaching language learning strategies, classroom management, asking guiding questions, giving oral and/or written feedback, class size, sharing expectations from students with students, instructor experience, integrating fun and/or game, collaboration with colleagues and following current approaches related to ELT. The findings have been evaluated under the scope of Causal Attribution Theory by Weiner, and conclusions have been drawn.

Keywords

Causal Attribution , learning , health , scaling , luck

İngilizce Hazırlık Sınıfında Öğrenme ve Öğretme Sürecini Etkileyen Faktörlerin Ölçeklenmesi

https://izlik.org/JA97FW34XC

Abstract

Bu çalışma, 2024-2025 akademik yılında Türkiye’de İngilizce eğitim veren bir üniversiteye yerleştirilen öğrencilerin İngilizce öğrenimini etkileyen faktörleri ve farklı üniversitelerdeki hazırlık okullarında görev yapan öğretim görevlilerinin İngilizce öğretimini etkileyen faktörleri önem sırasına göre derecelendirmeyi amaçlamaktadır. Çalışmada nicel araştırma yöntemi kullanılmıştır. Faktörler alan yazın taraması, görüşmeler ve pilot çalışmalar sonucunda belirlenmiştir. 11 faktör bir anket formu aracılığıyla sıralandırılmıştır. Veriler 546 öğrenciden ve 134 öğretim görevlisinden toplanmış, istatistiksel bir yazılım aracılığıyla analiz edilmiştir.Öğrenciler önem sırasına göre şu faktörleri sıralamıştır: çaba, ilgi, sağlık, önceki deneyim, öğrenme stratejileri, okul sistemi, görev zorluğu, öğretmen desteği, sınıf atmosferi, aile desteği ve şans.Tüm öğretim görevlilerinin önem sırasına göre belirlediği faktörler ise şunlardır: öğrenci katılımı, dil öğrenme stratejilerini öğretme, sınıf yönetimi, yönlendirici sorular sorma, sözlü ve/veya yazılı dönüt verme, sınıf mevcudu, öğrencilerden beklentileri öğrencilerle paylaşma, öğretim görevlisinin deneyimi, eğlence ve/veya oyun katma, meslektaşlarla iş birliği yapma ve İngilizce öğretimine (ELT) ilişkin güncel yaklaşımları takip etme.Bulgular Weiner’ın Nedensel Atıf Teorisi kapsamında değerlendirilmiş ve sonuçlar ortaya konmuştur.

Keywords

Nedensel atıflar/ yükleme , öğrenme , sağlık , ölçekleme , şans

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