Araştırma Makalesi
BibTex RIS Kaynak Göster

Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **

Yıl 2022, Cilt: 42 Sayı: 1, 347 - 394, 28.04.2022

Betül Altay , Asuman Seda Saracaloğlu

https://doi.org/10.17152/gefad.962062

Öz

In this study, it is aimed to evaluate the 9th Grade English Curriculum with the Hammond Cube Model within the scope of the new English secondary education program, which started to be implemented gradually key to the grade level in the 2015-2016 academic year. In the process of meeting the expected standards of the new program which aims to further improve communicative competencies in English language, the need for a program assessment has emerged. In the study, variables of organization, content, method, and facilities included in the dimension of instruction; the variables of cognitive, affective and psychomotor domains included in the dimension of instruction and the variables of teacher and student included in the dimension of institution which are all present in the Hammond Cube Evaluation Model were aimed to be evaluated systematically and comprehensively through observation and semi-structured interviews. The research was designed with qualitative study model. In the Aydın province center, among the 7 Anatolian high schools which were determined to take into the scope of the research, 3 high schools were opted for gathering data. Qualitative semi-structured interviews were conducted with 8 English teachers who lectured in 9th class in the 3 schools mentioned and with three students for each school and nine students in total. In these three high schools, different English teachers and different 9th classes were observed through non-participant observation. All qualitative data obtained are analyzed by inductive content (thematic) analysis. In the research it was found that the 9th grade English language curriculum is comprehensive and functional. However, in the learning and teaching situations there are many obstacles for students to gain communicative proficiency in English language.

Anahtar Kelimeler

English curriculum Program evaluation Hammond’s cube model.

Destekleyen Kurum

Aydın Adnan Menderes Üniversitesi Bilimsel Araştırma Projeleri Birimi

Proje Numarası

EĞF 17013

Teşekkür

This article is reproduced from qualitative part of first author’s dissertation thesis written under the supervision of second author. The thesis was designed within the scope of Aydın Adnan Menderes University Scientific Research Projects (BAP) and was conducted with financial support with the project code of EĞF 17013.

Kaynakça

  • Abdalı, A. (2016). The effects of comic strips use in intermediate-level English reading classes, Master Thesis,Atatürk University, The Institute of Education Sciences: Erzurum.
  • Acar, M. (2013). How English texts including the elements of students native culture affect their reading skills in English, Master Thesis, Ege University, The Institute of Social Sciences: İzmir.
  • Ahmad, I., Farid, A., & Hussain, M. S. (2021). Teacher Cognition and English as a Foreign Language Context: Potential Challenges. Psychology and Education Journal, 58(5), 382-395.
  • Akmençe, A. E., Akpunar, B., & Akmençe, E. (2017).Holistic Language Education.Harran Education Journal, 2017 2(1), 41–50.
  • Altın, E. (2018). Efl teachers' perspectives on current challenges of teaching English according to service areas, Master Thesis, Çanakkale Onsekiz Mart University, The Institute of Education Sciences.
  • Astuti, E. P. (2019). Schoology and its contribution in English learning. In English Language and Literature International Conference (ELLiC) Proceedings (Vol. 3, pp. 64-70).
  • Aydoğan Koral, M. (2021). Analysis of speaking skill in high school English language curricula and coursebooks in Turkey, Master Thesis, Hacettepe University, The Institute of Education Sciences:Ankara.
  • Bağçeci, B., & Yaşar, M. (2007).Opinions of Students Attending High Schools in Gaziantep about the Teaching of English, Gaziantep University, Sosyal Bilimler Dergisi, 6(1), 9-16.
  • Baniabdelrahman, A. A. (2013). The Effect of Using Online Tools on Ninth Grade Jordanian Students' Vocabulary Learning. Arab World English Journal, 4(1).
  • Bektaş Bedir, S. (2018). The effect of metacognitive reading strategies instruction on students' metacognitive awareness, reading achievement and self efficacy in English.PhD Thesis,Gaziosmanpaşa University, The Institute of Education Sciences: Tokat
  • Benavides Castillo, L. F. (2017). A Communicative Speaking Course for 9th Grade Secondary School Level of a Public School in Soledad, Atlántico, Colombia 2017 (Master's thesis, Universidad del Norte).
  • Chilisa, B., & Preece, J. (2005). Research methods for adult educators in Africa. Pearson South Africa.
  • Dağ Gülcan, A. (2013). The effect of using word cloud at pre-reading activities in the ninth grade English course on vocabulary learning.Master Thesis, Kocaeli University, The Institute of Social Sciences.
  • Denkci Akkaş, F. & Coker, B. (2015).Emerging Interaction Patterns in the Use of the Communicative Approach: A case of a 9th Grade English Language Classroom.The Literacy Trek,1(1).2-14.
  • Dönmez, Ö. (2010). Implementation of the new eighth grade English language curriculum from the perspectives of teachers and students. PhD thesis, Middle East Technical University, Ankara.
  • Egamnazarova, F. A., & Mukhamedova, M. S. (2021). Improving english language listening skill. Academic research in educational sciences, 2(Special Issue 1).
  • Elgün Gündüz, Z (2017) Effects of multiple intelligences activities in a content-based context on grammar, vocabulary, writing and reading comprehension and attitudes of learners and teachers of English PhD thesis, Atatürk University, The Institute of Education Sciences: Erzurum.
  • Erbil Tursun, S. (2010). Teachers' and students' views on learner autonomy in English lesson at high school Master Thesis, Trakya University:Edirne.
  • Ersen Yanık, A. (2008). Primary school English teachers’ perceptions of the English Language Curriculum of 6th, 7th and 8th grades. Hacettepe UniversityJournal of Education, 35(35).
  • Eser, Y. (2011). Evaluation of Science and Art Centres education curriculum using Hammond modelDoktora PhD thesis, Fırat University: Elazığ.
  • Faraj, H. N. M. (2017). Lean as an innovative method in English language teaching to increase learner's reading and writing skills, Master Thesis, Gaziantep University, The Institute of Education Sciences.
  • Faturrochman, R. G., Darmawan, A. A., & Hadi, F. (2021). Teacher Talk in Scientific Approach in EFL Classroom: A Speech Acts Perspective. SAGA: Journal of English Language Teaching and Applied Linguistics, 2(1), 35-46.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906.
  • Gjendemsjø, M.O. (2013). A case study of a Content and Language Integrated Learning (CLIL) project in a 9th grade EFL class in Norway (Master's thesis, University of Stavanger, Norway).
  • Gökdemir, C. V. (2005). Üniversitelerimizde Verilen Yabancı Dil Öğretimindeki Başarı Durumumuz [Our Success in Foreign Language Teaching in Universities]. Atatürk UniversityJournal of Graduate School of Social Sciences, 6(2), 251-264.
  • Gömleksiz, M. N., & Kılınç, H. H. (2014).High School 12th Grade Students’ Perceptions of Self-Efficacy Beliefs for English, Fırat University Journal of Social Science, 24(2).
  • Guest,G.,MacQueen,K.M.,&Namey,E.E.(2012).Validity and reliability (credibility and dependability) in qualitative research and data analysis. Applied thematic analysis. London: Sage Publications, 79-106.
  • Gürler, İ. (2013). Effects of using dramatic text on developing self-confidence and pronunciation in the speaking course of 9th grade EFL students, Master Thesis, Atatürk University, The Institute of Education Sciences: Erzurum.
  • Hammond, R. L. (1968). Evaluation at the Local Level.Tucson, Arizona, files.eric.ed.gov
  • Hamzaoğlu, H., & Koçoğlu, Z. (2016).The application of podcasting as an instructional tool to improve Turkish EFL learners’ speaking anxiety. Educational Media International, 53(4), 313-326.
  • Han, T., & Okatan, S. (2016). High School Students' Attitudes and Experiences in EFL Classrooms Equipped with Interactive Whiteboards. GiST Education and Learning Research Journal, 13, 148-165.
  • İnam, G. (2009). Teacher opinions about 4th classes English programme in primary schools, Master Thesis, Adnan Menderes University,The Institute of Social Sciences: Aydın.
  • Karasar, N. (2011). Bilimsel araştırma yöntemi [Scientific Research Method ] (22. bs). Ankara: Nobel Yayın Dağıtım.
  • Karataş, H., & Fer, S. (2009). Evaluation of English Curriculum at Yıldız Technical University Using CIPP Model.Education and Science, 34(153).
  • Karcı Aktaş, C. (2012). Evaluation of English curriculum in 9th grade of secondary schools through teachers’ views, Master Thesis, Adnan Menderes University,The Institute of Social Sciences: Aydın.
  • Kılıç, Ş. (2016). Effectiveness of self regulation based teaching in the development of reading and writing skills, PhD thesis, Abant İzzet Baysal University, The Institute of Education Sciences: Bolu
  • Kırkıç, K. A., & Boray, T. (2017). An Innovative Tehnique in Teaching and Learning English for Turkey: Boray Technique (BT), Journal of Education Theory and Practical Research, 3(3), 13-29.
  • Kim, N. (2015). Can communicative language teaching methods enhance the English language proficiency of South Korea EFL secondary school students?: A case study (Doctoral dissertation, Cardiff Metropolitan University).
  • Krefting, L. (1991). Rigor in qualitative research: The assessment of trustworthiness. American journal of occupational therapy, 45(3), 214-222.
  • Kurt, E., & Acat, M. B. (2016).Investigation of Learner Autonomy In High School Students Learning English As Foreign Language. Abant İzzet Baysal University, Eğitim Fakültesi Dergisi.
  • Lee, I., Mak, P., & Burns, A. (2015). Bringing innovation to conventional feedback approaches in EFL secondary writing classrooms: A Hong Kong case study. English Teaching: Practice & Critique, 14(2), 140-163.
  • Liman, N. F. (2017).Examining 'Communication Skills II' English curriculum with respect to objectives, common European Framework of Reference for Languages and self-efficacy level, PhD thesis, Hacettepe University, Graduate School of Educational Sciences.
  • Lincoln, Y. S., & Guba, E. G. (1982). Establishing Dependability and Confirmability in Naturalistic Inquiry Through an Audit. Non-Journal. Speeches/Meeting Papers; Guides - Non-Classroom.
  • Memişoğlu, E. S. (2021), The Development of a Unit to Integrate International Sustainability Goals into the Ninth Grade English Language Curriculum, Master Thesis, İhsan Doğramacı Bilkent University: Institute of Education Sciences: Ankara.
  • Merter, F., Kartal, Ş., & Çağlar, İ. (2012).The Evaluation of New High School English Curriculum in terms of Teachers’ Opinions. Mehmet Akif Ersoy University,Journal of Education Faculty, 1(23), 43-58.
  • Miles, M. B., Huberman, A. M., (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
  • Milli Eğitim Bakanlığı, (2017). Ortaöğretim İngilizce Dersi Öğretim Programı Hakkında Karar [Decision About Secondary School English Curriculum], Talim ve Terbiye Kurulu Başkanlığı Ankara: MEB, 2017, mufredat.meb.gov.tr, 2017. Web. 13. 12.2017.
  • Milli Eğitim Bakanlığı , (2017). Öğretim Programlarını İzleme ve Değerlendirme Sistemi [Curriculum Monitoring and Evaluation System].Ankara: MEB, mufredat.meb.gov.tr, 2017. Web. 02. 11.2017.
  • Milli Eğitim Bakanlığı, (2014). Ortaöğretim İngilizce Dersi Öğretim Programı Hakkında Karar[Decision About Secondary School English Curriculum], Talim ve Terbiye Kurulu Başkanlığı. Ankara: MEB, 2014, tebligler.meb.gov.tr, Web. 13.12.2017.
  • Milli Eğitim Bakanlığı, (2017). Ortaokul 5. Sınıflarda Yabancı Dil Ağırlıklı Eğitim Uygulaması [Intensive English Language Teaching Program for the 5th Grade], Temel Eğitim Genel Müdürlüğü, http://tegm.meb.gov.tr, 2017. Web.15.11.2017.
  • Milli Eğitim Bakanlığı, (2017). Ortaöğretim Kurumları Haftalık Ders Çizelgesi [Weekly Course Schedule for Secondary Schools], Tebliğler Dergisi, Ankara: MEB, ogm.meb.gov.tr, 2017. Web.02.11.2017.
  • Mutlu Köroğlu, Ü. (2011). The effects of project-based and porfollio based learning on high school students' reading and writing skills in English. Master Thesis, Uludağ University, The Institute of Education Sciences: Bursa
  • Ocak, G., & Akar, T. (2016).Views about Multiculturalism Concept in English Language Teaching Curriculum. Turkish Journal of Social Research, 109-132.
  • Oktay, A. (2015). Foreign language teaching: A problem in Turkish education. Procedia-Social and Behavioral Sciences, 174, 584-593.
  • Ombati, J. M., Omari, L. N., Ogendo, G. N., Ondima, P. C., & Otieno, R. R. (2013). Evaluation of factors influencing the performance of Kenyan Secondary School Students in English Grammar: A Case of Nyamaiya Division, Nyamira County, Kenya. Evaluation, 4(9).
  • Öner, G., & Gedikoğlu, T. (2007).Foreign Language Anxiety Affecting Learning English of Secondary School Students in Gaziantep.Gaziantep University, Journal of Social Sciences, 6(2), 144-155.
  • Öz, H. (2007). Understanding Metacognitive Knowledge of Turkish EFL Students in Secondary Education. Online Submission, 1(2), 53-83.
  • Özmat, D. (2017). Factors That Make Learning English Language Difficult.PhD Thesis, Hacettepe University, Graduate School of Educational Sciences.
  • Öztürk, H. A. (2010). The effect of writing portfolios on the writing skills of the tenth grade Turkish EFL students at a state school, Master Thesis, Yeditepe University,Graduate School of Educational Sciences.
  • Özüdoğru, F. (2016).Evaluation of primary school 2nd grade English language teaching curriculum through illuminatıve evaluation model in line with the common European framework of reference for languages.PhD Thesis. Anadolu Universiy, The Institute of Education Sciences:Eskişehir
  • Paker, T. (2012).Türkiye’ de Neden Yabancı Dil (İngilizce) Öğretemiyoruz ve Neden Öğrencilerimiz İletişim Kurabilecek Düzeyde İngilizce Öğrenemiyor?[ Why can’t we teach foreign language (English) in Turkey, and why can't our students learn English enough to communicate?], Pamukkale University Journal of Education, 32(32), 89-94.
  • Patton, M. Q. (1987). How to use qualitative methods in evaluation (No. 4).Sage.
  • Platsidou, M., & Sipitanou, A. (2014).Exploring relationships with grade level, gender and language proficiency in the foreign language learning strategy use of children and early adolescents. International Journal of Research Studies in Language Learning, 4(1), 1-14.
  • Polanco Zamora, P., & Velazquez, W. O. (2017). The lack of motivation as a factor that affect the development of the English speaking skill in students of the ninth grade at Ruben Dario School, Susuli Central, San Dionisio during the second semester, 2016 (Doctoral dissertation, Universidad Nacional Autónoma de Nicaragua, Managua).
  • Rajabboyevna, A. N. (2020). Organization of English Lessons Based on Advanced Pedagogical Techniques. International Journal on Integrated Education, 3(3), 41-45.
  • Sariçoban, A., & Can, N. (2012). An Evaluation of the 9 th Grade Local and the International English Course Books in Terms of Aims and Methodology. Online Journal of Counseling & Education, 1(4).
  • Saydı, T. (2016). Yabancı dil eğitim-öğretimi: Etik yoluyla nitelik artırma [Foreign language education: Increasing quality through ethics]. Pegem Atıf İndeksi, 1251-1280.
  • Seçkin, H. (2011). Teachers’ views on primary school English language teaching curriculum for the 4th grade. Journal of Human Sciences, 8(2), 550-577.
  • Sener, S., & Erol, I. K. (2017).Motivational Orientations and Self-Efficacy Beliefs of Turkish Students towards EFL Learning. Eurasian Journal of Educational Research, 67, 251-267.
  • Suna, Y. & Durmuşçelebi, M. (2013).A Compilation Work about Why Turkey Suffers from Learning and Teaching English, OPUS-Türkiye Sosyal Politika ve Çalışma Hayatı Araştırmaları Dergisi, 3(5) s.7-24
  • Syafryadin, S. (2020). Students’ strategies in learning speaking: experience of two indonesian schools. Vision: Journal for Language and Foreign Language Learning, 9(1), 34-47.
  • Şeker, E. & Aydın, İ. (2011).Communicative approach as an English language teaching method: Van Atatürk Anatolian High School sample. Pegem Journal of Education and Instruction, 1(1), 39-49.
  • Takan, D. (2014).The effect of listening to spoken reading exercises on pronunciation in English as a foreign language classes for state secondary school students, Master thesis, Çağ University, Institute of Social Sciences: Mersin
  • Taşdemir, H. (2018). Exploring the relationship between high school students' willingness to communicate and their self-efficacy perceptions in Turkish efl context, Master thesis, Çağ University, Institute of Social Sciences: Mersin
  • Toköz Göktepe, F. (2014). Speaking problems of 9th grade high school Turkish learners of L2 English and possible reasons for those problems: Exploring the teachers and students’ perspectives. Procedia-Social and Behavioral Sciences, 116, 1875-1879.
  • Wijaya, K. F. (2021) Investigating EFL Teachers’ Emotional Regulation Strategies in Second Language Learning Contexts. ELT Worldwide Volume 8 Number 1
  • Worthen, B. R., Sanders, J. R., & Fitzpatrick, J. L. (1997). Program evaluation. Alternative approaches and practical guidelines, 2.
  • Yaman, E., &Durukan, T. (2015).The Extent to Which Key Stage II English Curriculum Attains the Affective Objectives of Secondary Schools. Online Journal Of Counseling & Education, 4(3).
  • Yanar, B. H., & Bümen, N. T. (2012).Developing a Self-Efficacy Scale for English.January, Kastamonu Education Journal, 20(1), 97-110.
  • Yel, A. (2009). Evaluation of the effectiveness of English courses in Sivas Anatolian High Schools, Master Thesis, METU, Graduate School of Social Sciences.
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri [Qualitative research methods in Social sciences], Ankara: Seçkin Yayıncılık, 7.
  • Yılmaz (2007).The role of motivation in students' achievement in english lessons in secondary education; The province of Bartin as the sample,Master Thesis, Zonguldak Karaelmas University, Institute of Social Sciences
  • Yücel, E., Dimici, K., Yıldız, B., & Bümen, N. (2017).An analysis of the primary and secondary school English language curricula published over the last 15 years. Ege Journal of Education, 18(2), 702-737.
  • Yüncü Kurt, P. (2014). The effects of ARCS motivational model on student motivation to learn English, Master Thesis, Anadolu Universiy, The Institute of Education Sciences: Eskişehir
  • Zarrinabadi, N., Lou, N. M., & Shirzad, M. (2021). Autonomy support predicts language mindsets: Implications for developing communicative competence and willingness to communicate in EFL classrooms. Learning and Individual Differences, 86, 101981.
  • Zorba, M. G. (2012). An evaluation of anatolian high schools' 9th grade EFL curriculum and course materials through the principles of the common european framework of reference for languages. Master Thesis, Akdeniz University, Institute of Social Sciences: Antalya
  • Zou, D., Huang, Y., & Xie, H. (2021). Digital game-based vocabulary learning: where are we and where are we going?. Computer Assisted Language Learning, 34(5-6), 751-777.
  • Zuparova, S., Shegay, A., & Orazova, F. (2020). Approaches to Learning English as the Source of All. European Journal of Research and Reflection in Educational Sciences, 8(5).

Dokuzuncu Sınıf İngilizce Öğretim Programının Hammond Küp Modeli ile Nitel Değerlendirilmesi

Yıl 2022, Cilt: 42 Sayı: 1, 347 - 394, 28.04.2022

Betül Altay , Asuman Seda Saracaloğlu

https://doi.org/10.17152/gefad.962062

Öz

Bu çalışmada 2015-2016 akademik yılında kademeli olarak uygulanmaya başlayan yeni İngilizce ortaöğretim programı kapsamında 9. Sınıf İngilizce Öğretim Programı’nın Hammond Küp Modeli ile değerlendirilmesi amaçlanmıştır. İngilizcede iletişimsel yeterlikleri daha çok geliştirmeyi hedefleyen yeni programın beklenen standartları karşılayabilmesi bakımından bütüncül bir program değerlendirmesi yapılması gerekliliği ortaya çıkmıştır. Çalışmada, Hammond Değerlendirme Modeli’ndeki öğretim boyutunda yer alan organizasyon, içerik ve yöntem ve imkân değişkenlerinin, kurum boyutunda yer alan öğrenci ve öğretmen değişkenleri ve davranışsal boyutta yer alan bilişsel, duyuşsal ve devinişsel alan değişkenlerinin gözlem ve yarı yapılandırılmış görüşmeler yoluyla kapsamlı ve sistematik olarak değerlendirilmesi amaçlanmıştır. Araştırma nitel araştırma modelindedir. Çalışma kapsamına alınan Aydın il merkezindeki 7 Anadolu lisesi arasından belirlenen 3 okulda görev yapan 9. sınıfta derslere giren 8 İngilizce öğretmeniyle ve belirlenen bu üç liseden üçer öğrenci olmak üzere 9 öğrenci ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Ayrıca, belirlenen bu üç lisede farklı dokuzuncu sınıflarda ve farklı ders saatlerinde farklı öğretmenler ile sürdürülen İngilizce dersleri aralıklı katılımsız gözlem yoluyla incelenmiştir. Ulaşılan tüm nitel veriler tümevarımsal içerik (tematik) analizi ile çözümlenmiştir. Araştırmada, 9. sınıf İngilizce öğretim programının kapsamlı ve işlevsel olduğu, ancak eğitim-öğretim durumlarında, öğrencilerin hedeflenen iletişimsel yeterliğe erişebilmelerine engel teşkil eden birçok öğenin olduğu belirlenmiştir.

Anahtar Kelimeler

İngilizce öğretim programı Program değerlendirme Hammond’s küp modeli

Proje Numarası

EĞF 17013

Kaynakça

  • Abdalı, A. (2016). The effects of comic strips use in intermediate-level English reading classes, Master Thesis,Atatürk University, The Institute of Education Sciences: Erzurum.
  • Acar, M. (2013). How English texts including the elements of students native culture affect their reading skills in English, Master Thesis, Ege University, The Institute of Social Sciences: İzmir.
  • Ahmad, I., Farid, A., & Hussain, M. S. (2021). Teacher Cognition and English as a Foreign Language Context: Potential Challenges. Psychology and Education Journal, 58(5), 382-395.
  • Akmençe, A. E., Akpunar, B., & Akmençe, E. (2017).Holistic Language Education.Harran Education Journal, 2017 2(1), 41–50.
  • Altın, E. (2018). Efl teachers' perspectives on current challenges of teaching English according to service areas, Master Thesis, Çanakkale Onsekiz Mart University, The Institute of Education Sciences.
  • Astuti, E. P. (2019). Schoology and its contribution in English learning. In English Language and Literature International Conference (ELLiC) Proceedings (Vol. 3, pp. 64-70).
  • Aydoğan Koral, M. (2021). Analysis of speaking skill in high school English language curricula and coursebooks in Turkey, Master Thesis, Hacettepe University, The Institute of Education Sciences:Ankara.
  • Bağçeci, B., & Yaşar, M. (2007).Opinions of Students Attending High Schools in Gaziantep about the Teaching of English, Gaziantep University, Sosyal Bilimler Dergisi, 6(1), 9-16.
  • Baniabdelrahman, A. A. (2013). The Effect of Using Online Tools on Ninth Grade Jordanian Students' Vocabulary Learning. Arab World English Journal, 4(1).
  • Bektaş Bedir, S. (2018). The effect of metacognitive reading strategies instruction on students' metacognitive awareness, reading achievement and self efficacy in English.PhD Thesis,Gaziosmanpaşa University, The Institute of Education Sciences: Tokat
  • Benavides Castillo, L. F. (2017). A Communicative Speaking Course for 9th Grade Secondary School Level of a Public School in Soledad, Atlántico, Colombia 2017 (Master's thesis, Universidad del Norte).
  • Chilisa, B., & Preece, J. (2005). Research methods for adult educators in Africa. Pearson South Africa.
  • Dağ Gülcan, A. (2013). The effect of using word cloud at pre-reading activities in the ninth grade English course on vocabulary learning.Master Thesis, Kocaeli University, The Institute of Social Sciences.
  • Denkci Akkaş, F. & Coker, B. (2015).Emerging Interaction Patterns in the Use of the Communicative Approach: A case of a 9th Grade English Language Classroom.The Literacy Trek,1(1).2-14.
  • Dönmez, Ö. (2010). Implementation of the new eighth grade English language curriculum from the perspectives of teachers and students. PhD thesis, Middle East Technical University, Ankara.
  • Egamnazarova, F. A., & Mukhamedova, M. S. (2021). Improving english language listening skill. Academic research in educational sciences, 2(Special Issue 1).
  • Elgün Gündüz, Z (2017) Effects of multiple intelligences activities in a content-based context on grammar, vocabulary, writing and reading comprehension and attitudes of learners and teachers of English PhD thesis, Atatürk University, The Institute of Education Sciences: Erzurum.
  • Erbil Tursun, S. (2010). Teachers' and students' views on learner autonomy in English lesson at high school Master Thesis, Trakya University:Edirne.
  • Ersen Yanık, A. (2008). Primary school English teachers’ perceptions of the English Language Curriculum of 6th, 7th and 8th grades. Hacettepe UniversityJournal of Education, 35(35).
  • Eser, Y. (2011). Evaluation of Science and Art Centres education curriculum using Hammond modelDoktora PhD thesis, Fırat University: Elazığ.
  • Faraj, H. N. M. (2017). Lean as an innovative method in English language teaching to increase learner's reading and writing skills, Master Thesis, Gaziantep University, The Institute of Education Sciences.
  • Faturrochman, R. G., Darmawan, A. A., & Hadi, F. (2021). Teacher Talk in Scientific Approach in EFL Classroom: A Speech Acts Perspective. SAGA: Journal of English Language Teaching and Applied Linguistics, 2(1), 35-46.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906.
  • Gjendemsjø, M.O. (2013). A case study of a Content and Language Integrated Learning (CLIL) project in a 9th grade EFL class in Norway (Master's thesis, University of Stavanger, Norway).
  • Gökdemir, C. V. (2005). Üniversitelerimizde Verilen Yabancı Dil Öğretimindeki Başarı Durumumuz [Our Success in Foreign Language Teaching in Universities]. Atatürk UniversityJournal of Graduate School of Social Sciences, 6(2), 251-264.
  • Gömleksiz, M. N., & Kılınç, H. H. (2014).High School 12th Grade Students’ Perceptions of Self-Efficacy Beliefs for English, Fırat University Journal of Social Science, 24(2).
  • Guest,G.,MacQueen,K.M.,&Namey,E.E.(2012).Validity and reliability (credibility and dependability) in qualitative research and data analysis. Applied thematic analysis. London: Sage Publications, 79-106.
  • Gürler, İ. (2013). Effects of using dramatic text on developing self-confidence and pronunciation in the speaking course of 9th grade EFL students, Master Thesis, Atatürk University, The Institute of Education Sciences: Erzurum.
  • Hammond, R. L. (1968). Evaluation at the Local Level.Tucson, Arizona, files.eric.ed.gov
  • Hamzaoğlu, H., & Koçoğlu, Z. (2016).The application of podcasting as an instructional tool to improve Turkish EFL learners’ speaking anxiety. Educational Media International, 53(4), 313-326.
  • Han, T., & Okatan, S. (2016). High School Students' Attitudes and Experiences in EFL Classrooms Equipped with Interactive Whiteboards. GiST Education and Learning Research Journal, 13, 148-165.
  • İnam, G. (2009). Teacher opinions about 4th classes English programme in primary schools, Master Thesis, Adnan Menderes University,The Institute of Social Sciences: Aydın.
  • Karasar, N. (2011). Bilimsel araştırma yöntemi [Scientific Research Method ] (22. bs). Ankara: Nobel Yayın Dağıtım.
  • Karataş, H., & Fer, S. (2009). Evaluation of English Curriculum at Yıldız Technical University Using CIPP Model.Education and Science, 34(153).
  • Karcı Aktaş, C. (2012). Evaluation of English curriculum in 9th grade of secondary schools through teachers’ views, Master Thesis, Adnan Menderes University,The Institute of Social Sciences: Aydın.
  • Kılıç, Ş. (2016). Effectiveness of self regulation based teaching in the development of reading and writing skills, PhD thesis, Abant İzzet Baysal University, The Institute of Education Sciences: Bolu
  • Kırkıç, K. A., & Boray, T. (2017). An Innovative Tehnique in Teaching and Learning English for Turkey: Boray Technique (BT), Journal of Education Theory and Practical Research, 3(3), 13-29.
  • Kim, N. (2015). Can communicative language teaching methods enhance the English language proficiency of South Korea EFL secondary school students?: A case study (Doctoral dissertation, Cardiff Metropolitan University).
  • Krefting, L. (1991). Rigor in qualitative research: The assessment of trustworthiness. American journal of occupational therapy, 45(3), 214-222.
  • Kurt, E., & Acat, M. B. (2016).Investigation of Learner Autonomy In High School Students Learning English As Foreign Language. Abant İzzet Baysal University, Eğitim Fakültesi Dergisi.
  • Lee, I., Mak, P., & Burns, A. (2015). Bringing innovation to conventional feedback approaches in EFL secondary writing classrooms: A Hong Kong case study. English Teaching: Practice & Critique, 14(2), 140-163.
  • Liman, N. F. (2017).Examining 'Communication Skills II' English curriculum with respect to objectives, common European Framework of Reference for Languages and self-efficacy level, PhD thesis, Hacettepe University, Graduate School of Educational Sciences.
  • Lincoln, Y. S., & Guba, E. G. (1982). Establishing Dependability and Confirmability in Naturalistic Inquiry Through an Audit. Non-Journal. Speeches/Meeting Papers; Guides - Non-Classroom.
  • Memişoğlu, E. S. (2021), The Development of a Unit to Integrate International Sustainability Goals into the Ninth Grade English Language Curriculum, Master Thesis, İhsan Doğramacı Bilkent University: Institute of Education Sciences: Ankara.
  • Merter, F., Kartal, Ş., & Çağlar, İ. (2012).The Evaluation of New High School English Curriculum in terms of Teachers’ Opinions. Mehmet Akif Ersoy University,Journal of Education Faculty, 1(23), 43-58.
  • Miles, M. B., Huberman, A. M., (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
  • Milli Eğitim Bakanlığı, (2017). Ortaöğretim İngilizce Dersi Öğretim Programı Hakkında Karar [Decision About Secondary School English Curriculum], Talim ve Terbiye Kurulu Başkanlığı Ankara: MEB, 2017, mufredat.meb.gov.tr, 2017. Web. 13. 12.2017.
  • Milli Eğitim Bakanlığı , (2017). Öğretim Programlarını İzleme ve Değerlendirme Sistemi [Curriculum Monitoring and Evaluation System].Ankara: MEB, mufredat.meb.gov.tr, 2017. Web. 02. 11.2017.
  • Milli Eğitim Bakanlığı, (2014). Ortaöğretim İngilizce Dersi Öğretim Programı Hakkında Karar[Decision About Secondary School English Curriculum], Talim ve Terbiye Kurulu Başkanlığı. Ankara: MEB, 2014, tebligler.meb.gov.tr, Web. 13.12.2017.
  • Milli Eğitim Bakanlığı, (2017). Ortaokul 5. Sınıflarda Yabancı Dil Ağırlıklı Eğitim Uygulaması [Intensive English Language Teaching Program for the 5th Grade], Temel Eğitim Genel Müdürlüğü, http://tegm.meb.gov.tr, 2017. Web.15.11.2017.
  • Milli Eğitim Bakanlığı, (2017). Ortaöğretim Kurumları Haftalık Ders Çizelgesi [Weekly Course Schedule for Secondary Schools], Tebliğler Dergisi, Ankara: MEB, ogm.meb.gov.tr, 2017. Web.02.11.2017.
  • Mutlu Köroğlu, Ü. (2011). The effects of project-based and porfollio based learning on high school students' reading and writing skills in English. Master Thesis, Uludağ University, The Institute of Education Sciences: Bursa
  • Ocak, G., & Akar, T. (2016).Views about Multiculturalism Concept in English Language Teaching Curriculum. Turkish Journal of Social Research, 109-132.
  • Oktay, A. (2015). Foreign language teaching: A problem in Turkish education. Procedia-Social and Behavioral Sciences, 174, 584-593.
  • Ombati, J. M., Omari, L. N., Ogendo, G. N., Ondima, P. C., & Otieno, R. R. (2013). Evaluation of factors influencing the performance of Kenyan Secondary School Students in English Grammar: A Case of Nyamaiya Division, Nyamira County, Kenya. Evaluation, 4(9).
  • Öner, G., & Gedikoğlu, T. (2007).Foreign Language Anxiety Affecting Learning English of Secondary School Students in Gaziantep.Gaziantep University, Journal of Social Sciences, 6(2), 144-155.
  • Öz, H. (2007). Understanding Metacognitive Knowledge of Turkish EFL Students in Secondary Education. Online Submission, 1(2), 53-83.
  • Özmat, D. (2017). Factors That Make Learning English Language Difficult.PhD Thesis, Hacettepe University, Graduate School of Educational Sciences.
  • Öztürk, H. A. (2010). The effect of writing portfolios on the writing skills of the tenth grade Turkish EFL students at a state school, Master Thesis, Yeditepe University,Graduate School of Educational Sciences.
  • Özüdoğru, F. (2016).Evaluation of primary school 2nd grade English language teaching curriculum through illuminatıve evaluation model in line with the common European framework of reference for languages.PhD Thesis. Anadolu Universiy, The Institute of Education Sciences:Eskişehir
  • Paker, T. (2012).Türkiye’ de Neden Yabancı Dil (İngilizce) Öğretemiyoruz ve Neden Öğrencilerimiz İletişim Kurabilecek Düzeyde İngilizce Öğrenemiyor?[ Why can’t we teach foreign language (English) in Turkey, and why can't our students learn English enough to communicate?], Pamukkale University Journal of Education, 32(32), 89-94.
  • Patton, M. Q. (1987). How to use qualitative methods in evaluation (No. 4).Sage.
  • Platsidou, M., & Sipitanou, A. (2014).Exploring relationships with grade level, gender and language proficiency in the foreign language learning strategy use of children and early adolescents. International Journal of Research Studies in Language Learning, 4(1), 1-14.
  • Polanco Zamora, P., & Velazquez, W. O. (2017). The lack of motivation as a factor that affect the development of the English speaking skill in students of the ninth grade at Ruben Dario School, Susuli Central, San Dionisio during the second semester, 2016 (Doctoral dissertation, Universidad Nacional Autónoma de Nicaragua, Managua).
  • Rajabboyevna, A. N. (2020). Organization of English Lessons Based on Advanced Pedagogical Techniques. International Journal on Integrated Education, 3(3), 41-45.
  • Sariçoban, A., & Can, N. (2012). An Evaluation of the 9 th Grade Local and the International English Course Books in Terms of Aims and Methodology. Online Journal of Counseling & Education, 1(4).
  • Saydı, T. (2016). Yabancı dil eğitim-öğretimi: Etik yoluyla nitelik artırma [Foreign language education: Increasing quality through ethics]. Pegem Atıf İndeksi, 1251-1280.
  • Seçkin, H. (2011). Teachers’ views on primary school English language teaching curriculum for the 4th grade. Journal of Human Sciences, 8(2), 550-577.
  • Sener, S., & Erol, I. K. (2017).Motivational Orientations and Self-Efficacy Beliefs of Turkish Students towards EFL Learning. Eurasian Journal of Educational Research, 67, 251-267.
  • Suna, Y. & Durmuşçelebi, M. (2013).A Compilation Work about Why Turkey Suffers from Learning and Teaching English, OPUS-Türkiye Sosyal Politika ve Çalışma Hayatı Araştırmaları Dergisi, 3(5) s.7-24
  • Syafryadin, S. (2020). Students’ strategies in learning speaking: experience of two indonesian schools. Vision: Journal for Language and Foreign Language Learning, 9(1), 34-47.
  • Şeker, E. & Aydın, İ. (2011).Communicative approach as an English language teaching method: Van Atatürk Anatolian High School sample. Pegem Journal of Education and Instruction, 1(1), 39-49.
  • Takan, D. (2014).The effect of listening to spoken reading exercises on pronunciation in English as a foreign language classes for state secondary school students, Master thesis, Çağ University, Institute of Social Sciences: Mersin
  • Taşdemir, H. (2018). Exploring the relationship between high school students' willingness to communicate and their self-efficacy perceptions in Turkish efl context, Master thesis, Çağ University, Institute of Social Sciences: Mersin
  • Toköz Göktepe, F. (2014). Speaking problems of 9th grade high school Turkish learners of L2 English and possible reasons for those problems: Exploring the teachers and students’ perspectives. Procedia-Social and Behavioral Sciences, 116, 1875-1879.
  • Wijaya, K. F. (2021) Investigating EFL Teachers’ Emotional Regulation Strategies in Second Language Learning Contexts. ELT Worldwide Volume 8 Number 1
  • Worthen, B. R., Sanders, J. R., & Fitzpatrick, J. L. (1997). Program evaluation. Alternative approaches and practical guidelines, 2.
  • Yaman, E., &Durukan, T. (2015).The Extent to Which Key Stage II English Curriculum Attains the Affective Objectives of Secondary Schools. Online Journal Of Counseling & Education, 4(3).
  • Yanar, B. H., & Bümen, N. T. (2012).Developing a Self-Efficacy Scale for English.January, Kastamonu Education Journal, 20(1), 97-110.
  • Yel, A. (2009). Evaluation of the effectiveness of English courses in Sivas Anatolian High Schools, Master Thesis, METU, Graduate School of Social Sciences.
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri [Qualitative research methods in Social sciences], Ankara: Seçkin Yayıncılık, 7.
  • Yılmaz (2007).The role of motivation in students' achievement in english lessons in secondary education; The province of Bartin as the sample,Master Thesis, Zonguldak Karaelmas University, Institute of Social Sciences
  • Yücel, E., Dimici, K., Yıldız, B., & Bümen, N. (2017).An analysis of the primary and secondary school English language curricula published over the last 15 years. Ege Journal of Education, 18(2), 702-737.
  • Yüncü Kurt, P. (2014). The effects of ARCS motivational model on student motivation to learn English, Master Thesis, Anadolu Universiy, The Institute of Education Sciences: Eskişehir
  • Zarrinabadi, N., Lou, N. M., & Shirzad, M. (2021). Autonomy support predicts language mindsets: Implications for developing communicative competence and willingness to communicate in EFL classrooms. Learning and Individual Differences, 86, 101981.
  • Zorba, M. G. (2012). An evaluation of anatolian high schools' 9th grade EFL curriculum and course materials through the principles of the common european framework of reference for languages. Master Thesis, Akdeniz University, Institute of Social Sciences: Antalya
  • Zou, D., Huang, Y., & Xie, H. (2021). Digital game-based vocabulary learning: where are we and where are we going?. Computer Assisted Language Learning, 34(5-6), 751-777.
  • Zuparova, S., Shegay, A., & Orazova, F. (2020). Approaches to Learning English as the Source of All. European Journal of Research and Reflection in Educational Sciences, 8(5).
Toplam 88 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Betül Altay 0000-0003-3196-4323

Asuman Seda Saracaloğlu 0000-0001-7980-0892

Proje Numarası EĞF 17013
Yayımlanma Tarihi 28 Nisan 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 42 Sayı: 1

Kaynak Göster

APA Altay, B., & Saracaloğlu, A. S. (2022). Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 42(1), 347-394. https://doi.org/10.17152/gefad.962062
AMA Altay B, Saracaloğlu AS. Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **. GEFAD. Nisan 2022;42(1):347-394. doi:10.17152/gefad.962062
Chicago Altay, Betül, ve Asuman Seda Saracaloğlu. “Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42, sy. 1 (Nisan 2022): 347-94. https://doi.org/10.17152/gefad.962062.
EndNote Altay B, Saracaloğlu AS (01 Nisan 2022) Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42 1 347–394.
IEEE B. Altay ve A. S. Saracaloğlu, “Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **”, GEFAD, c. 42, sy. 1, ss. 347–394, 2022, doi: 10.17152/gefad.962062.
ISNAD Altay, Betül - Saracaloğlu, Asuman Seda. “Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42/1 (Nisan 2022), 347-394. https://doi.org/10.17152/gefad.962062.
JAMA Altay B, Saracaloğlu AS. Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **. GEFAD. 2022;42:347–394.
MLA Altay, Betül ve Asuman Seda Saracaloğlu. “Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 42, sy. 1, 2022, ss. 347-94, doi:10.17152/gefad.962062.
Vancouver Altay B, Saracaloğlu AS. Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **. GEFAD. 2022;42(1):347-94.
 Kapak Resmi İndir