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Türkiye’deki İngilizce Öğretmenliği Programlarının ve Öğrencilerinin Genel Görünümü

Yıl 2020, Sayı: 2, 264 - 275, 01.08.2020

Öz

İngilizce dil öğretimi, Türkiye’nin küresel İngilizce yeterlilik endekslerindeki performansı ve öğrencilerin konuşma becerisi eksikliği nedeniyle her zaman eleştirilmiştir. Dil öğretim programlarını değiştirmek için yapılan çeşitli girişimlere rağmen, durumun değiştiği iddia edilemez. Bu çalışmada, ülkemizde dil öğretimi ve öğrenimi konusunun en önemli unsurlarından biri olan İngilizce öğretmenliği programları ve bu programlarda okuyan öğrenciler araştırılmıştır. 2016-2019 yılları arasında İngilizce öğretmenliği programlarına ve öğrencilerine ilişkin istatistikler, Yükseköğretim Kurulu tarafından başlatılan çevrimiçi bir platform olan YÖK Atlas’tan alınmıştır. Bu platformdan alınan istatistiki veriler, öğrencilerin cinsiyeti, eğitim geçmişleri, üniversite tercihleri, yabancı dil testi ortalama skorları ile birlikte İngilizce öğretmenliği programlarının akademik kadrosu, değişim programları performansı ve öğrencilerin programları tercih istatistikleri alınarak analiz edilmiştir. İstatistikler, kız öğrencilerin bu programdaki sayıca üstünlüğünü ve öğrencilerin nispeten düşük İngilizce yeterliliğini göstermiştir. Doktor öğretim üyesi pozisyonu bu programlarda sayıca önde gelen akademik personel olarak bulunmuştur. Ayrıca bulgularda İngilizce öğretmenliği öğrencilerinin üniversite tercihlerinde coğrafi yakınlık ve öğrenci değişim programlarının mevcudiyeti ile ilgili tercihleri sunulmuştur. Son olarak, gelecekteki bazı potansiyel araştırma konuları önerilmiştir

Kaynakça

  • Acker S. (1995). Gender and teachers’ work. Review of Research in Education, 21(1), 99–162. Doi: https://doi. org/10.3102/0091732X021001099
  • Angeleski, M., Nikoloski, D., & Rocheska, S. (2019). Perceptions of academic staff for student success in the higher education: Evidence from Macedonia. Balkan and Near Eastern Journal of Social Sciences, 5(1), 122-131. Retrieved from: http://www. ibaness.org/bnejss/2019_05_01/12_Angeleski_et_al.pdf
  • Coşkun, A. (2010). Evaluating an English language teacher education program through Peacock’s model. Australian Journal of Teacher Education, 35(6), 24-42. Retrieved from: https://files.eric.ed.gov/fulltext/EJ910402.pdf
  • Coşkun, A. (2016). Causes of the ‘I can understand English but I can’t speak’ syndrome in Turkey. i-manager’s Journal on English Language Teaching, 6(3), 1-12. Retrieved from https:// files.eric.ed.gov/fulltext/EJ1131404.pdf
  • Çelebi, H. (2019). Mapping the web of foreign language teaching and teacher education. In: D. Macedo (Ed). Decolonizing foreign language education (pp. 241-263). New York: Routledge. Doi: https://doi.org/10.4324/9780429453113
  • Çetinavcı, U. R., & Yavuz, A. (2010). Language proficiency level of English language teacher trainees in Turkey. The International Journal of Research in Teacher Education, 1(Special Issue), 26- 54. Retrieved from http://ijrte.eab.org.tr/media/volume1/ issue4/3_ugurrecepcetinay.pdf
  • Çetinsaya, G. (2014). Büyüme, kalite, uluslararasılaşma: Türkiye yükseköğretimi için bir yol haritası, Eskişehir: Yükseköğretim Kurulu.
  • Education First. (2019). EF English proficiency index. Retrieved from https://www.ef.com.tr/__/~/media/centralefcom/epi/ downloads/full-reports/v9/ef-epi-2019-english.pdf
  • Erarslan, A. (2019). Factors affecting the implementation of primary school English language teaching programs in Turkey. The Journal of Language Teaching and Learning, 9(2), 7-22. Retrieved from: http://static.dergipark.org.tr:8080/articledownload/20eb/93a7/c673/5d19b790a7ab3.pdf?
  • Fisher, S., & Hood, B. (1987). The stress of the transition to university: A longitudinal study of psychological disturbance, absentmindedness and vulnerability to homesickness. British Journal of Psychology, 78, 425–441. Doi:10.1111/j.2044-8295.1987. tb02260.x
  • Hacıfazlıoğlu, Ö., & Özdemir, N. (2010). Undergraduates’ expectations of foundation universities: Recommendations for university administrators. Education and Journal, 35(155), 118–131. Retrieved from: http://egitimvebilim.ted.org.tr/ index.php/EB/article/view/565/53
  • Holdsworth, D. K., & Nind, D. (2006). Choice modeling New Zealand high school seniors’ preferences for university education. Journal of Marketing for Higher Education, 15(2), 81–102. Doi: https://doi.org/10.1300/J050v15n02_04
  • Ilgan, A., Ataman, O., Uğurlu, F., & Yurdunkulu, A. (2018). Factors affecting university choice: A study on university freshman students. The Journal of Buca Faculty of Education, 46, 199- 216. Retrieved from: https://dergipark.org.tr/tr/pub/deubefd/ issue/41774/415296
  • Karadağ, E., & Yücel, C. (2019). Türkiye üniversite memnuniyet araştırması 2019. Üniar Yayınları. Doi: 10.13140/ RG.2.2.13111. 11683. Retrieved from https://f903aba4-e11a4804-93a8-aa17928bdbe0.filesusr.com/ugd/779fe1_8115cf2ca8b2478eaab50c316a71ff4e.pdf
  • Karakaş, A. (2012). Evaluation of the English language teacher education program in Turkey. ELT Weekly, 4(15), 1-16. Retrieved from https://eltweekly.com/2012/04/vol-4-issue-15-researcharticle-evaluation-of-the-english-language-teacher-educationprogram-in-turkey-by-ali-karakas/#more-2393
  • Köksal, D., & Ulum, Ö. G. (2018). The state of EFL teacher education in Turkey: From past to present. ELT Research Journal, 7(4), 161-174. Retrieved from https://dergipark.org. tr/tr/download/article-file/615312
  • Köksal, D., & Ulum, Ö. G. (2019). Pre-service EFL teachers’ conceptions of language proficiency: Entry and exit level qualifications. Journal of Language and Linguistic Studies, 15(2), 484-495. Doi: 10.17263/jlls.586144
  • Kurbanoğlu, S. S. (2004). Self-efficacy belief and its importance for information professionals. Bilgi Dünyası, 5(2), 137-152. Retrieved from https://bd.org.tr/index.php/bd/article/view/ 264/256
  • Manoku, E. (2015). Factors that influence university choice of Albanian students. European Scientific Journal, 11(16), 253– 270. Retrieved from https://eujournal.org/index.php/esj/ article/view/5868/5591
  • Nergis, A. (2011). Foreign language teacher education in Turkey: A historical overview. Procedia Social and Behavioral Sciences, 15, 181–185. doi:10.1016/j.sbspro.2011.03.070
  • OECD (2019). Education at a glance database. Retrieved from https://www.oecd.org/education/education-at-a-glance/ EAG2019_CN_NLD.pdf
  • Oxford, R. (2002). Sources of variation in language learning. In: Kaplan, R. (Ed.) The Oxford handbook of applied linguistics (pp. 245-252). Oxford/New York: Oxford University Press.
  • Özberk, E. H., Öztürk Boztunç, N., Fındık Yılmaz, L., & Kaptı, S. B. (2017). Erasmus students’ mobility priorities: A rank-order scaling study. Kastamonu Education Journal, 25(6), 2401-2412. Retrieved from https://kefdergi.kastamonu.edu.tr/index.php/ Kefdergi/article/view/1767
  • Öztürk, B., & Aydın, G. (2018). English language teacher education in Turkey: Why do we fail and what policy reforms are needed? Anadolu Journal of Educational Sciences International, 9(1), 181-213. Doi: 10.18039/ajesi.520842
  • Shanka, T., Quintal, V., & Taylor, R. (2006). Factors influencing international students’ choice of an education destination – A correspondence analysis. Journal of Marketing for Higher Education, 15(2), 31–46. Doi: https://doi.org/10.1300/ J050v15n02_02
  • Stroebe, M., van Vliet, T., Hewstone, M., & Willis, H. (2002). Homesickness among students in two cultures: Antecedents and consequences. British Journal of Psychology, 93, 147–168. Doi:10.1348/000712602162508
  • Tašner, V., Mihelič, M. Ž., & Čeplak, M. M. (2017). Gender in the profession: University students’ views of teaching as a career. Center for Educational Policy Journal, 7(2), 47-69. Retrieved from https://files.eric.ed.gov/fulltext/EJ1145804.pdf
  • Tavares, D., Justino, E., & Amaral, A. (2008). Students’ preferences and needs in Portuguese higher education. European Journal of Education, 43(1), 107–122. Doi: https://doi.org/10.1111/ j.1465-3435.2007.00331.x
  • Tekneci, P. D. (2016). Evolution of Turkish higher education system in the last decade. Journal of Higher Education and Science, 6(3), 277-287. Doi: 10.5961/jhes.2016.164
  • Tollefson, J. W. (2002). Introduction: Critical issues in educational language policy. In J.W. Tollefson (Ed.) Language policies in education: Critical Issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum Publishers.
  • Turkish Ministry of National Education (MoNE). (2019). National education statistics formal education. Retrieved from: http:// sgb.meb.gov.tr/meb_iys_dosyalar/2019_09/30102730_meb_ istatistikleri_orgun_egitim_2018_2019.pdf
  • Ulum, Ö. G. (2015). History of EFL teacher education programs in Turkey. Journal of Research in Humanities and Social Science, 3(7), 42-45. Retrieved from https://files.eric.ed.gov/fulltext/ ED577304.pdf
  • Uzun, L. (2016). The educational and technical courses in the ELT program in Turkey: Do they contribute to ICT skills? Cogent Education, 3, 1-12. Doi: http://dx.doi.org/10.1080/233118 6X.2016.1141454
  • Vieira, C., Vieira, I., & Raposo, L. (2017). Distance and academic performance in higher education. Spatial Economic Analysis, 13(1), 60-79. Doi: 10.1080/17421772.2017.1369146
  • Yavuz, A., & Topkaya Zehir, E. (2013). Teacher educators’ evaluation of the English language teaching program: A Turkish case. Novitas-ROYAL (Research on Youth and Language), 7(1), 64-83. Retrieved from https://files.eric.ed.gov/fulltext/EJ1167311. pdf
  • Yükseköğretim Kurulu (YÖK) [Council of Higher Education]. (2019). Retrieved from https://istatistik.yok.gov.tr/
  • Yurtsever Bodur, G., & Arıkan, A., (2017). Why can’t we learn English?: Students’ opinions at Akdeniz university. Gaziantep University Journal of Educational Sciences, 1(1), 1-7. Retrieved from https://dergipark.org.tr/en/download/articlefile/354742

General Picture of English Language Teaching Programs and Students in Turkey

Yıl 2020, Sayı: 2, 264 - 275, 01.08.2020

Öz

English language teaching henceforth ELT has always been criticized due to the performance of Turkey in global English proficiency indices and students’ lack of speaking ability. Despite several attempts to change language teaching programs, it cannot be claimed that the situation has transformed. ELT programs and students studying in these programs as one of the major elements of language teaching and learning issues in the country have been investigated in this study. The statistics regarding ELT programs and ELT students between the years 2016 and 2019 have been taken from YÖK Atlas, an online platform launched by the Council of Higher Education. The statistical data taken from this platform were analyzed, taking students’ gender, educational background, university preferences, and foreign language test mean scores as well as ELT programs’ academic staff, performance in exchange programs, and students’ program preference statistics into account. The statistics indicated the dominance of female students and relatively low English proficiency of the students in ELT programs. Assistant professors were found to be the leading academic staff in these programs. Moreover, ELT students’ preferences with regard to geographical proximity and availability of student exchange programs have been provided in the findings. Finally, some potential future research topics have been suggested

Kaynakça

  • Acker S. (1995). Gender and teachers’ work. Review of Research in Education, 21(1), 99–162. Doi: https://doi. org/10.3102/0091732X021001099
  • Angeleski, M., Nikoloski, D., & Rocheska, S. (2019). Perceptions of academic staff for student success in the higher education: Evidence from Macedonia. Balkan and Near Eastern Journal of Social Sciences, 5(1), 122-131. Retrieved from: http://www. ibaness.org/bnejss/2019_05_01/12_Angeleski_et_al.pdf
  • Coşkun, A. (2010). Evaluating an English language teacher education program through Peacock’s model. Australian Journal of Teacher Education, 35(6), 24-42. Retrieved from: https://files.eric.ed.gov/fulltext/EJ910402.pdf
  • Coşkun, A. (2016). Causes of the ‘I can understand English but I can’t speak’ syndrome in Turkey. i-manager’s Journal on English Language Teaching, 6(3), 1-12. Retrieved from https:// files.eric.ed.gov/fulltext/EJ1131404.pdf
  • Çelebi, H. (2019). Mapping the web of foreign language teaching and teacher education. In: D. Macedo (Ed). Decolonizing foreign language education (pp. 241-263). New York: Routledge. Doi: https://doi.org/10.4324/9780429453113
  • Çetinavcı, U. R., & Yavuz, A. (2010). Language proficiency level of English language teacher trainees in Turkey. The International Journal of Research in Teacher Education, 1(Special Issue), 26- 54. Retrieved from http://ijrte.eab.org.tr/media/volume1/ issue4/3_ugurrecepcetinay.pdf
  • Çetinsaya, G. (2014). Büyüme, kalite, uluslararasılaşma: Türkiye yükseköğretimi için bir yol haritası, Eskişehir: Yükseköğretim Kurulu.
  • Education First. (2019). EF English proficiency index. Retrieved from https://www.ef.com.tr/__/~/media/centralefcom/epi/ downloads/full-reports/v9/ef-epi-2019-english.pdf
  • Erarslan, A. (2019). Factors affecting the implementation of primary school English language teaching programs in Turkey. The Journal of Language Teaching and Learning, 9(2), 7-22. Retrieved from: http://static.dergipark.org.tr:8080/articledownload/20eb/93a7/c673/5d19b790a7ab3.pdf?
  • Fisher, S., & Hood, B. (1987). The stress of the transition to university: A longitudinal study of psychological disturbance, absentmindedness and vulnerability to homesickness. British Journal of Psychology, 78, 425–441. Doi:10.1111/j.2044-8295.1987. tb02260.x
  • Hacıfazlıoğlu, Ö., & Özdemir, N. (2010). Undergraduates’ expectations of foundation universities: Recommendations for university administrators. Education and Journal, 35(155), 118–131. Retrieved from: http://egitimvebilim.ted.org.tr/ index.php/EB/article/view/565/53
  • Holdsworth, D. K., & Nind, D. (2006). Choice modeling New Zealand high school seniors’ preferences for university education. Journal of Marketing for Higher Education, 15(2), 81–102. Doi: https://doi.org/10.1300/J050v15n02_04
  • Ilgan, A., Ataman, O., Uğurlu, F., & Yurdunkulu, A. (2018). Factors affecting university choice: A study on university freshman students. The Journal of Buca Faculty of Education, 46, 199- 216. Retrieved from: https://dergipark.org.tr/tr/pub/deubefd/ issue/41774/415296
  • Karadağ, E., & Yücel, C. (2019). Türkiye üniversite memnuniyet araştırması 2019. Üniar Yayınları. Doi: 10.13140/ RG.2.2.13111. 11683. Retrieved from https://f903aba4-e11a4804-93a8-aa17928bdbe0.filesusr.com/ugd/779fe1_8115cf2ca8b2478eaab50c316a71ff4e.pdf
  • Karakaş, A. (2012). Evaluation of the English language teacher education program in Turkey. ELT Weekly, 4(15), 1-16. Retrieved from https://eltweekly.com/2012/04/vol-4-issue-15-researcharticle-evaluation-of-the-english-language-teacher-educationprogram-in-turkey-by-ali-karakas/#more-2393
  • Köksal, D., & Ulum, Ö. G. (2018). The state of EFL teacher education in Turkey: From past to present. ELT Research Journal, 7(4), 161-174. Retrieved from https://dergipark.org. tr/tr/download/article-file/615312
  • Köksal, D., & Ulum, Ö. G. (2019). Pre-service EFL teachers’ conceptions of language proficiency: Entry and exit level qualifications. Journal of Language and Linguistic Studies, 15(2), 484-495. Doi: 10.17263/jlls.586144
  • Kurbanoğlu, S. S. (2004). Self-efficacy belief and its importance for information professionals. Bilgi Dünyası, 5(2), 137-152. Retrieved from https://bd.org.tr/index.php/bd/article/view/ 264/256
  • Manoku, E. (2015). Factors that influence university choice of Albanian students. European Scientific Journal, 11(16), 253– 270. Retrieved from https://eujournal.org/index.php/esj/ article/view/5868/5591
  • Nergis, A. (2011). Foreign language teacher education in Turkey: A historical overview. Procedia Social and Behavioral Sciences, 15, 181–185. doi:10.1016/j.sbspro.2011.03.070
  • OECD (2019). Education at a glance database. Retrieved from https://www.oecd.org/education/education-at-a-glance/ EAG2019_CN_NLD.pdf
  • Oxford, R. (2002). Sources of variation in language learning. In: Kaplan, R. (Ed.) The Oxford handbook of applied linguistics (pp. 245-252). Oxford/New York: Oxford University Press.
  • Özberk, E. H., Öztürk Boztunç, N., Fındık Yılmaz, L., & Kaptı, S. B. (2017). Erasmus students’ mobility priorities: A rank-order scaling study. Kastamonu Education Journal, 25(6), 2401-2412. Retrieved from https://kefdergi.kastamonu.edu.tr/index.php/ Kefdergi/article/view/1767
  • Öztürk, B., & Aydın, G. (2018). English language teacher education in Turkey: Why do we fail and what policy reforms are needed? Anadolu Journal of Educational Sciences International, 9(1), 181-213. Doi: 10.18039/ajesi.520842
  • Shanka, T., Quintal, V., & Taylor, R. (2006). Factors influencing international students’ choice of an education destination – A correspondence analysis. Journal of Marketing for Higher Education, 15(2), 31–46. Doi: https://doi.org/10.1300/ J050v15n02_02
  • Stroebe, M., van Vliet, T., Hewstone, M., & Willis, H. (2002). Homesickness among students in two cultures: Antecedents and consequences. British Journal of Psychology, 93, 147–168. Doi:10.1348/000712602162508
  • Tašner, V., Mihelič, M. Ž., & Čeplak, M. M. (2017). Gender in the profession: University students’ views of teaching as a career. Center for Educational Policy Journal, 7(2), 47-69. Retrieved from https://files.eric.ed.gov/fulltext/EJ1145804.pdf
  • Tavares, D., Justino, E., & Amaral, A. (2008). Students’ preferences and needs in Portuguese higher education. European Journal of Education, 43(1), 107–122. Doi: https://doi.org/10.1111/ j.1465-3435.2007.00331.x
  • Tekneci, P. D. (2016). Evolution of Turkish higher education system in the last decade. Journal of Higher Education and Science, 6(3), 277-287. Doi: 10.5961/jhes.2016.164
  • Tollefson, J. W. (2002). Introduction: Critical issues in educational language policy. In J.W. Tollefson (Ed.) Language policies in education: Critical Issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum Publishers.
  • Turkish Ministry of National Education (MoNE). (2019). National education statistics formal education. Retrieved from: http:// sgb.meb.gov.tr/meb_iys_dosyalar/2019_09/30102730_meb_ istatistikleri_orgun_egitim_2018_2019.pdf
  • Ulum, Ö. G. (2015). History of EFL teacher education programs in Turkey. Journal of Research in Humanities and Social Science, 3(7), 42-45. Retrieved from https://files.eric.ed.gov/fulltext/ ED577304.pdf
  • Uzun, L. (2016). The educational and technical courses in the ELT program in Turkey: Do they contribute to ICT skills? Cogent Education, 3, 1-12. Doi: http://dx.doi.org/10.1080/233118 6X.2016.1141454
  • Vieira, C., Vieira, I., & Raposo, L. (2017). Distance and academic performance in higher education. Spatial Economic Analysis, 13(1), 60-79. Doi: 10.1080/17421772.2017.1369146
  • Yavuz, A., & Topkaya Zehir, E. (2013). Teacher educators’ evaluation of the English language teaching program: A Turkish case. Novitas-ROYAL (Research on Youth and Language), 7(1), 64-83. Retrieved from https://files.eric.ed.gov/fulltext/EJ1167311. pdf
  • Yükseköğretim Kurulu (YÖK) [Council of Higher Education]. (2019). Retrieved from https://istatistik.yok.gov.tr/
  • Yurtsever Bodur, G., & Arıkan, A., (2017). Why can’t we learn English?: Students’ opinions at Akdeniz university. Gaziantep University Journal of Educational Sciences, 1(1), 1-7. Retrieved from https://dergipark.org.tr/en/download/articlefile/354742
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Article
Yazarlar

Mehmet Asmalı Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2020
Yayımlandığı Sayı Yıl 2020 Sayı: 2

Kaynak Göster

APA Asmalı, M. (2020). General Picture of English Language Teaching Programs and Students in Turkey. Yükseköğretim Ve Bilim Dergisi(2), 264-275.
AMA Asmalı M. General Picture of English Language Teaching Programs and Students in Turkey. J Higher Edu Sci. Ağustos 2020;(2):264-275.
Chicago Asmalı, Mehmet. “General Picture of English Language Teaching Programs and Students in Turkey”. Yükseköğretim Ve Bilim Dergisi, sy. 2 (Ağustos 2020): 264-75.
EndNote Asmalı M (01 Ağustos 2020) General Picture of English Language Teaching Programs and Students in Turkey. Yükseköğretim ve Bilim Dergisi 2 264–275.
IEEE M. Asmalı, “General Picture of English Language Teaching Programs and Students in Turkey”, J Higher Edu Sci, sy. 2, ss. 264–275, Ağustos 2020.
ISNAD Asmalı, Mehmet. “General Picture of English Language Teaching Programs and Students in Turkey”. Yükseköğretim ve Bilim Dergisi 2 (Ağustos 2020), 264-275.
JAMA Asmalı M. General Picture of English Language Teaching Programs and Students in Turkey. J Higher Edu Sci. 2020;:264–275.
MLA Asmalı, Mehmet. “General Picture of English Language Teaching Programs and Students in Turkey”. Yükseköğretim Ve Bilim Dergisi, sy. 2, 2020, ss. 264-75.
Vancouver Asmalı M. General Picture of English Language Teaching Programs and Students in Turkey. J Higher Edu Sci. 2020(2):264-75.