The relationship among academic success scores of graded foreign language courses

Year 2020, Volume: 16 Issue: 2, 809 - 821, 24.06.2020

Recep Gür , Barış Eriçok

https://doi.org/10.17263/jlls.759309

Abstract

The problem of this study is to find out how the academic success scores of the graded foreign language courses such as Foreign Language I, II, III, IV, V and VI have a relationship among them and to what extent these courses are actually prerequisite to each other. The model of the study is correlational survey model. The research group consists of 194 students that took the graded Foreign Language courses at the faculty of tourism in a public university in Turkey. As a result of the research, it is found out that Foreign Language I and II courses and Foreign Language III, IV, V, VI courses are graded among themselves. Moreover, students' academic success scores of Foreign Language I and II courses are found to be significantly higher than those of other courses. Therefore, when a holistic evaluation is made in line with the limitations of the research, it can be said that Foreign Language I, II, III, IV, V, VI courses are not graded among themselves. It is recommended that these courses, which are graded in terms of names, subjects and books used, can be arranged to be graded in real terms in accordance with Bloom’s Mastery Learning Model. In this context, it should be ensured that this graduality is taken into consideration during the selection of graded foreign language courses by students. It is recommended to make necessary regulations that prevent students who fail any level of graded foreign language courses from taking the upper level course(s).

Keywords

graded English courses; academic success scores; prerequisite courses; mastery learning; English as a foreign language

References

• Adıgüzel, O. C., & Özdoğru, F. (2013). Develop an academic achievement test for common compulsory foreign language I course in universities. Trakya University Journal of Education, 3(2), 1-11.
• Aksan, D. (1999). Semantics and semantics of Turkish. Ankara: Engin Publishing.
• Aksu Ataç, B., Özgan Sucu, H., Eriçok, B., & Bulut, M. (2018). The identification of difference between achievement levels of optional and compulsory English preparatory class students. Journal of Language and Linguistic Studies, 14(3), 269-280.
• Alpar, R. (2013). Applied multivariate statistical methods. Ankara: Detay Publishing.
• Bloom, B. S. (1979). İnsan nitelikleri ve okulda öğrenme. (D. A.Özçelik, Çev.). Ankara: Milli Eğitim Basımevi.
• Brown, H. D. (2006). Principles of language learning and teaching. White Plains: Pearson Education.
• Arslan, M., & Akbarov, A. (2010). The matter of motivation-method and solution offers in foreign language teaching in Turkey. Seljuk University Journal of Faculty of Letters, (24), 179-191.
• Can, E., & Can, C. I. (2014). Problems encountered in second foreign language teaching in Turkey. Trakya University Journal of Education. 4(2), 43-63.
• Çakıcı, D. (2007). The attitudes of university students towards English within the scope of common compulsory courses. Gazi University Journal of Gazi Educational Faculty, (3), 21-35.
• Çakır, İ. (2007). An overall analysis of teaching compulsory foreign language at Turkish state universities. Journal of Language and Linguistic Studies, 3(2), 250-265.
• Çiçek, Y. (2015). Methodology problem in foreign language teaching. International Journal of Languages’ Education and Teaching, 2774-2787.
• Celce-Murcia, M., & McIntosh, L. (2001). Teaching English as a second or foreign language. Rowley, MA: Newbury House.
• Cohen, J. (2007). Statistical power analysis for the behavioral sciences. New York: Academic Press.
• Demirel, Ö. (2014). Foreign language teaching. Ankara: Pegem Academy Publishing
• Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. J. Doughty & M.H. Long (Eds). The handbook of second language acquisition, 589-630. Blackwell.
• Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31(3), 313-330.
• Field, A. (2009). Discovering statistics using SPSS. London: Sage Publications.
• Fromkin, V., Rodman, R., & Hyams, N. (2011). An introduction to language. Cengage Learning.
• Gardner, R. C. (1997). Individual differences and second language learning. In G.R. Tucker & D. Corson (Eds.) Second language acquisition, 33-42. Kluwer Academic Publishers.
• Gass, S. M., & Selinker, L. (2008). Second language acquisition: An introductory course. New York: Routledge.
• Genç, G., & Bilgin Aksu, M. (2004). Attitudes of İnönü University students towards English courses. XIII. National Congress of Educational Sciences, İnönü University, Faculty of Education, Malatya.
• Gökdemir, C. V. (2005). Our success in foreign language teaching at our universities. Atatürk University Journal of Graduate School of Social Sciences, 6(2), 251-264.
• Graaff, R. D., & Housen, A. (2009). Investigating the effects and effectiveness of L2 instruction. In M.H. Long & C.J. Doughty (Eds). The handbook of language teaching, 727-755. Willey-Blackwell.
• Gravetter F., & Wallnau, B. W. (2012) Statistical for behavioral sciences. Canada: Thomson Learning.
• Green, S. B., & Salkind, N. J. (2007). Using SPSS for Windows and Macintosh analysing and understanding data. New Jersey: Pearson.
• Güvendir, E., & Yıldız, I. G. (2014). Language acquisition. Ankara: Anı Publishing.
• Harmer, J. (2001). The practice of English language teaching. Essex: Pearson.
• Harmer, J. (2003). How to teach English. Essex: Longman.
• Hilles, S., & Sutton, A. (2001). Teaching adults. In Celce-Murcia & L. McIntosh (Eds). Teaching English as a second or foreign language, 385-399. Heinle&Heinle Thomson Learning.
• Işık, A. (2008). Where do the mistakes in our foreign language education come from? Journal of Language and Linguistic Studies, 4(2), 15-26.
• Karasar, N. (2012). Scientific research methods. Ankara: Nobel.
• Kazazoğlu, S. (2013). The effect of attitude towards Turkish and English classes on academic achievement. Education and Science, 38(170), 294-307.
• Kurnaz, A. (2002). İlköğretim 4. sınıf sosyal bilgiler dersinde öğrencilerin duyuşsal ve bilişsel giriş davranışlarının farklı değişkenler açısından incelenmesi. (Yayımlanmamış Yüksek Lisans Tezi). Selçuk Üniversitesi, Konya.
• Lightbown, P. M., & Spada, N. (2004). How languages are learned. Oxford: Oxford University Press.
• Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. Routledge.
• Oktay, A. (2015). Foreign language teaching: A problem in Turkish education. Procedia-Social and Behavioral Sciences, 174, 584-593.
• Oxford, R. L. (2001). Language learning strategies. In M. Celce-Murcia & L. McIntosh (Eds). Teaching English as a second or foreign language, 359-366. Heinle & Heinle Thomson Learning.
• Özer, B., & Korkmaz, C. (2016). Factors Affecting Student Achievement in Foreign Language Teaching. EKEV Journal of Academy, 20(67), 59-84.
• Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using SPSS. Maidenhead: Open University Press/McGraw-Hill.
• Regulation on the Principles to be followed in Foreign Language Teaching and Foreign Language Education in Higher Education Institutions. (2016, 23 March). Resmi Gazete (Issue: 29662).
• Richards, J., & Lockhart, C. (1994). Reflective teaching in second language classroom. Cambridge University Press.
• Sayın, A., Koğar, H., & Çakan, M. (2012). Canonical Correlation Technique: The Case of Classroom Teaching Department. Journal of Measurement and Evaluation in Education and Psychology, 3(1), 210-220.
• Senemoğlu, N. (1988). Öğretimin geliştirilmesi. Eğitim ve Bilim, 12(67), ss. 27-31.
• Seyratlı Özkan, E., Karataş, İ. H., & Gülşen, C. (2016). The analysis of foreign language education policies in Turkey during 2003- 2013. Journal of Research in Education and Teaching, 5(1), 245-254.
• Suna, Y., & Durmuşçelebi, M. (2013). A compilation work about why Turkey suffers from learning and teaching English. OPUS International Journal of Society Researches, 3(5), 31-48.
• Tanrıkulu, L., & Çiftçi, H. (2019). The analysis of productive skills in foreign language teaching methods. International Journal of Language Academy, 7(4), 232-245.
• Tok, H. (2010). Investigation of affective attitudes of university students about English course according to some variables. Journal of National Education, 40(185), 90-106.