İngilizce Öğretmenlerinin Tek Cinsiyetli Sınıflarda İngilizce Öğretimi ile İlgili Algıları

Year 2023, Volume: 23 Issue: 1, 326 - 342, 25.03.2023

Tuğba Karaca , Betul Bal Gezegin

https://doi.org/10.17240/aibuefd.2023..-1196251

Abstract

Bu çalışma, Türkiye’de imam hatip ortaokullarında, imam hatip liselerinde ve diğer mesleki ve teknik liselerde yaygın olan tek cinsiyetli sınıflarda İngilizce öğretimine ilişkin İngilizce öğretmenlerinin algılarını araştırmaktadır. Araştırmada nitel araştırma deseni kullanılmış, üç farklı imam hatip lisesinden sekiz İngilizce öğretmeni ile yarı-yapılandırılmış görüşmeler yapılmıştır. Öğretmenlerden üç tanesi kız, bir tanesi erkek, dört tanesi ise ayrı ayrı hem kız hem erkek sınıflarına ders vermektedir. Katılımcı öğretmenlerden toplanan veriler dil öğretiminde tek cinsiyetli sınıfların avantaj ve dezavantajları yönünden analiz edilmiştir. Araştırma bulguları, materyal tasarımcılar, müfredat geliştiriciler ve dil öğretmenleri için pedagojik uygulamalara ışık tutabilir.

Keywords

tek cinsiyetli sınıflar, İngilizce öğretimi, öğretmenlerin algıları, tek cinsiyetli sınıflarda İngilizce

English Teachers' Perceptions of Teaching English in Single-Sex Classrooms

Abstract

This study examines English language teachers' perceptions regarding teaching English in single-sex classrooms prevalent in religious vocational secondary schools, high schools, and other vocational and technical high schools in Türkiye. The study employs a qualitative methodology, utilizing semi-structured interviews with eight English teachers from three different religious vocational high schools. These teachers instruct classes in female-only, male-only, and both male and female classrooms separately. The data collected from the participant teachers was analyzed in regard to the advantages and disadvantages of single-sex classrooms in language teaching. The findings of this study may provide insights into pedagogical implications for policy-makers, curriculum developers, material designers, and language teachers.

Keywords

single-sex classrooms, teaching English, teachers, English in single-sex classrooms

References

• Abdolalizadeh, M. (2010). Female learners' self-perceptions of oral performance in single-sex versus coeducational Iranian EFL classrooms: A case study [Doctoral dissertation, Eastern Mediterranean University]. https://www.proquest.com/dissertations-theses/female-learners-self-perceptions-oral-performance/docview/1523717771/se-2
• Altıntaş, M. E. (2018). Yüksek din öğretiminde karma ya da tek cinsiyete dayalı eğitim üzerine nitel bir araştırma [A qualitative research on mixed or single sex based education in higher religious education]. Journal of Divinity Faculty of Hitit University, 17(34). https://doi.org/10.14395/hititilahiyat.488670
• Aslan, O. (2009). The role of gender and language learning strategies in learning English [Master thesis, Middle East Technical University, Ankara]. https://etd.lib.metu.edu.tr/upload/12611098/index.pdf
• Chambers, G. (2005). Teaching modern foreign languages in single-sex classes in a coeducational context—review of a project in a North Yorkshire comprehensive school. Language Learning Journal, 32(1), 45-54. https://doi.org/10.1080/09571730585200181
• Chambers II, D. G. (2009). The effects of gender-based class grouping on middle school student achievement: Teachers', administrators' and parents' perceptions [Doctoral dissertation, Alabama State University]. https://www.proquest.com/dissertations-theses/effects-gender-based-class-grouping-on-middle/docview/305049827/se-2
• Coşkun, L. (2014). The girls are better at language learning: A comparative approach. Journal of Educational and Social Research, 4(2), 17-21. https://www.richtmann.org/journal/index.php/jesr/article/view/2829 Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
• Çiçekdağı, E. E. (2019). İlahiyat fakültesi öğrencilerinin karma ve ayrı eğitim anlayışı (Iğdır örneği) [Understanding of faculty of theology students on mixed-gender and single gender education (Example of Iğdir)] [Doctoral dissertation, Necmettin Erbakan University, Turkey]. https://www.proquest.com/docview/2631834423?pq-origsite=gscholar&fromopenview=true
• Dale, R. R. (1974). Mixed or single-sex schools? Vol 3 Attainments, attitudes and overview. London: Routledge & Kegan Paul.
• Dearnley, C. (2005). A reflection on the use of semi-structured interviews. Nurse researcher, 13(1), 19-28. https://doi.org/10.7748/nr2005.07.13.1.19.c5997
• Erdoğdu, M. Y. (2020). The roles of attitudes towards learning and opposite sex as a predictor of school engagement: mixed or single gender education? Palgrave Communications, 6(1), 1-9. https://doi.org/10.1057/s41599-020-0457-9
• Erpay, İ., & Sümer, N. (2019). İlahiyat fakültesi öğrencilerinin tek cinsiyetli eğitim modeline bakışı (Siirt Üniversitesi örneği) [A study of the faculty of theology view to one-sex education model (Siirt University example)]. Siirt Üniversitesi İlahiyat Fakültesi Dergisi, 6(1), 121-150. https://dergipark.org.tr/en/pub/siirtilahiyat/issue/46321/582192
• Farisiyah, U., Kartowagiran, B., & bin Hassan, A. (2021). English as a Foreign Language (EFL) learning assessment in single-sex and coeducational classrooms. REID (Research and Evaluation in Education), 7(1), 57-65. http://dx.doi.org/10.21831/reid.v7i1.41644
• Gray, C., & Wilson, J. (2006). Teachers' experiences of a single-sex initiative in a coeducation school. Educational Studies, 32(3), 285-298. https://doi.org/10.1080/03055690600631226
• Gurian, M., & Ballew, A. (2004). The boys and girls learn differently: Action guide for teachers. Jossey-Bass.
• Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687
• Hubbard, L., & Datnow, A. (2005). Do Single-Sex Schools Improve the Education of Low-Income and Minority Students? An Investigation of California’s Public Single-Gender Academies. Anthropology & Education Quarterly, 36(2), 115–131. http://www.jstor.org/stable/3651381
• Karateke, T. (2021). 2012 sonrası MEB istatistiklerinde imam hatip ortaokulları/liseleri üzerine bir değerlendirme [An evaluation of imam hatip secondary / high schools in the statistics of the ministry of national education after 2012]. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 10(4), 3868-3883. https://doi.org/10.15869/itobiad.915541
• Kissau, S., Quach, L., & Wang, C. (2009). Impact of single-sex instruction on student motivation to learn Spanish. Canadian Journal of Applied Linguistics, 12(2), 54-78. https://journals.lib.unb.ca/index.php/CJAL/article/view/19938
• Mathers, C. A. (2008). The role of single-sex and coeducational instruction on boys’ attitudes and selfperceptions of competence in French language communicative activities [Doctoral dissertation, Boston College, Chestnut Hill, MA]. http://hdl.handle.net/2345/592
• Maxwell, J. A. (2012). Qualitative research design: An interactive approach. Sage publications.
• Nadafian, M., & Mehrdad, A. G. (2015). The relationship between EFL students’ gender and their willingness to communicate in same-sex classrooms. International Journal of Educational Investigations, 2(1), 93-102. http://www.ijeionline.com/attachments/article/35/IJEIonline_Vol.2_No.1_2015-1-09.pdf
• Riordan, C. (1990). Girls & boys in school: Together or separate? Teachers College Press.
• Riordan, C. (2003). Failing in school? Yes; victims of war? No. Sociology of Education, 76(4), 369-372. https://doi.org/10.2307/1519872
• Riordan, C. (2011). The value of single sex education: Twenty five years of high quality research. Third International Congress of the European Association for Single Sex Education, Warsaw.
• Salomone, R. (2006). Single-sex programs: Resolving the research conundrum. Teachers College Record, 108(4), 778-802. https://journals.sagepub.com/doi/abs/10.1177/016146810610800406
• Sarı, M. (2017). Teachers' views on coeducation: Coeducation or single-sex education?. Acta Didactica Napocensia, 10(3), 35-44. https://files.eric.ed.gov/fulltext/EJ1160564.pdf
• Sax, L. (2005). Why gender matters. Doubleday.
• Sukhnandan, L., Lee, B., & Kelleher, S. (2000). An investigation into gender differences in achievement: Phase 2: School and classroom strategies. NFER.
• Skehan, P. (1991). Individual differences in second language learning. Studies in Second Language Acquisition, 13(2), 275-298. https://doi.org/10.1017/s0272263100009979
• Spielhagen, F. (2006). How tweens view single-sex classes. Educational Leadership, 63(7), 68-72. https://eric.ed.gov/?id=EJ745590
• Thompson, T., & Ungerleider, C. (2004). Single-sex schooling: Final report. https://www.cmec.ca/Publications/Lists/Publications/Attachments/61/singlegender.en.pdf
• Tsolidis, G., & Dobson, I. (2006). Single-sex schooling: Is it simply a ‘class act’? Gender & Education, 18(2), 213-228. https://doi.org/10.1080/09540250500380711
• Warrington, M., & Younger, M. (2001). Single-sex classes and equal opportunities for girls and boys: Perspectives through time from a mixed comprehensive school in England. Oxford Review of Education, 27(3), 339-356. https://doi.org/10.1080/03054980120067393
• Xiong, X. (2010). A comparative study of boys’ and girls’ English study differences. Journal of language teaching and research, 1(3), 309-312. https://doi.org/10.4304/jltr.1.3.309-312
• Vail, K. (2002). Same-sex schools may still get a chance. Education Digest, 68(4), 32.
• Yüksel, P., & Yıldırım, S. (2015). Theoretical frameworks, methods, and procedures for conducting phenomenological studies in educational settings. Turkish Online Journal of Qualitative Inquiry, 6(1), 1-20. https://doi.org/10.17569/tojqi.59813