Analysis of “Turkish as a Foreign Language Course Programs” Implemented in Public Education Centers in Türkiye

. Nowadays it is paid attention to the problem of thematic content of professional purpose English language сurriculum in general meaning or with the business emphasis or as a course for enrolling to Master ’ s degree course . The purpose of article is the description of foreign language courses for specialty " Geodesy and Land Planning " concerning either the further stage of the bachelor ’ s degree program studying or concerning previous stage of the master ’ s degree program studying as well as comparative analysis of adequate syllabuses on the basis of pedagogical observation during 2019/2020 educational process. The result of investigation lays in 8 conclusions : 1) foreign language course for the master’s degree freshmen’s program is mainly aimed to develop business speech with addition of forming general communicative, professional and scientific communicative skills for all students of all forms of studying according to specialty " Geodesy and Land Planning " ; 2) foreign language course for the second year bachelor’s degree program is mainly tending to prepare students to pass entrance unified exam to enroll magistracy as well as repeating basic grammar, special terms and communicative clichés, it is aimed to be studied only by the advanced group students who had joint the community of future land managers after graduation from the profile colleges and who did not learn foreign language on the first course of studying at the Faculty of Land Management within the National University of Life and Environmental Sciences of Ukraine ; 3) thematic filling of foreign language course for the second year bachelor’s degree advanced group students in land management is similar to some topics to be studied by bachelor’s degree senior students of other specialties too exampling specialty " Forestry and Horticulture " or " Mechanical Engineering " as well as the fourth-year students of specialty " Geodesy and Land Planning " as the future entrants of magistracy ; 4) foreign language course for the second year bachelor’s degree students lasts only one the fourth semester with the planned two or one period a week according to the order of week is seemed to be aimed to update self-studying activity concerning familiarization with the demands for entrance unified foreign language exam passage and adequate training exercises activities ; 5) the foreign language course for the master’s degree program freshmen lasts during two semesters numbering two constant periods a week in order to get acquainted with foreign language environment in details to master and to improve advanced general communicative professional and scientific speech skills of the entrant to graduate school, of active participant of scientific conferences and businessman-clerk ; 6) there are similar demands to fix and to represent the studying results during preparation to the attestation exam on the last lessons : to know basic questions and answers according to the course content, to know the structure of examination card, to know the stages of attestation exam, to be able to apply the got knowledge on practice and to deal with e-learn testing , be able to archive the results of works in the adequate folder ; 7) in some cases there are similar types of lesson activities like noting unknown items, preparation, sending and oral defense of practical works, individual tasks, presentations, essays, participation in game, dialogues e-learn testing, etc. ; besides, the above named activities the second year students deal with ЄВІ workbooks filling, the work with ЄВІ manual and concluding own vocabulary too, such additional activities for the master degree students are writing annotations, theses, stand reports, business letters, etc. ; 8) the material for the master’s degree course is placed on the National University’s of Life and Environmental Sciences of Ukraine Moodle platform as an electronic studying course " Business English course for Geodesy and Land Planning " but course for the second year bachelors is divided into two blocks occupying electronic studying course " English course for Geodesy and Land Planning " and " English Course for Advanced Mechanical Engineers " . Perspectives of further investigation is the description of results of the further pedagogical observations to reveal gaps within the above named content curriculum and regarding the expediency of the unification of two blocks for second year students into one special block.

Under the guidance of foreign language curriculum design theory, foreign language courses in colleges and universities should construct a foreign language course teaching system from the aspects of reconfiguring the course objectives, updating the course content, and designing a diversified evaluation system. This paper combines the 5Ds framework with the GFKE model to establish the teaching system of foreign language courses in colleges and universities, designs the blended teaching mode of foreign language courses in colleges and universities, and constructs the corresponding course evaluation index system. Taking Z University in H province as the research object, the relevant teaching process of foreign language courses was designed, the coefficient of variation method solved the weights of evaluation indexes, and the teaching effect of foreign language courses in universities was comprehensively evaluated by set-pair analysis. On this basis, a validation analysis was carried out using the dimensions of teaching effect and teaching evaluation. The reading scores of students in the Experiment 1 class went up by 3.31 points, and the average score of students’ writing test scores went up by 53.86%, as per the findings. In the posttest of the depth of knowledge of English vocabulary, the experimental 1 class scored 25.83 points, which was 45.28% more than the control 2 class’s score. Blending foreign language courses based on the GRKE model can promote the improvement of students’ foreign language learning ability, and teaching evaluation results will be more accurate.

BackgroundMobile‐based assessment has been an active area of research in the field of mobile learning. Prior research has demonstrated that mobile‐based assessment systems positively affect student performance. However, it is still unclear why and how these systems positively affect student performance.ObjectivesThis study aims to identify the determinants of student performance during students' use of a mobile‐based assessment application in a formative assessment activity as part of English as a Foreign Language courses in higher education.MethodsA structural model based on hypotheses will be validated using partial least squares‐structural equation modelling with data from the interaction of around 100 students of English as a Foreign Language (EFL) courses from the A1 and A2 levels of English that used a mobile‐based assessment system for a period of 4 weeks.Results and ConclusionsThis registered report describes the related work, hypotheses development, methodology, and proposed analysis to validate the structural model based on hypotheses. No results or conclusions have been obtained yet.

<p><em>Technological developments and globalization require foreign language skills. This phenomenon causes the high urgency of linguistic competence. This existence has also sporadically triggered the emergence of various foreign language courses in Indonesia. However, this phenomenon seems to be shifting along with the outbreak of the Covid-19 virus. The pandemic era forced foreign language institutions to survive financially to cover operational costs as a result of significant changes before and after the pandemic. However, financial problems are not the only problems foreign language course institutions face—changes from conventional learning models oriented from face-to-face learning to online-based learning. Creating a language course institution changes the various dimensions in it. Research on various problems of foreign language courses in the pandemic era was conducted qualitatively through interviews and Focus Group Discussions (</em><em>FGD</em><em>) involving entrepreneurs of intensive foreign language courses in the Tangerang area and its surroundings. Through </em><em>FGD</em><em>, it was found that it was necessary to make massive and simultaneous adjustments by course institutions in this pandemic era. The adjustments referred to include changes in teaching methods and techniques and adjustments in terms of promotion. The findings in </em><em>the</em><em> </em><em>FGD</em><em> will be further developed through an enrichment program involving various parties, including students, teachers, and business owners, for intensive foreign language courses. Community Service Activities (PKM) are expected to have implications for competitiveness data and the ability of foreign language course institutions to survive during the pandemic but still maintain quality.</em></p>

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The conventional assumption of most disability service providers is that students classified as having attention-deficit/hyperactivity disorder (ADHD) will experience difficulties in foreign language (FL) courses. However, the evidence in support of this assumption is anecdotal. In this empirical investigation, the demographic profiles, overall academic performance, college entrance scores, and FL classroom performance of 68 college students classified as having ADHD were examined. All students had graduated from the same university over a 5-year period. The findings showed that all 68 students had completed the university's FL requirement by passing FL courses. The students' college entrance scores were similar to the middle 50% of freshmen at this university, and their graduating grade point average was similar to the typical graduating senior at the university. The students had participated in both lower (100) and upper (200, 300, 400) level FL courses and had achieved mostly average and above-average grades (A, B, C) in these courses. One student had majored and eight students had minored in an FL. Two thirds of the students passed all of their FL courses without the use of instructional accommodations. In this study, the classification of ADHD did not appear to interfere with participants' performance in FL courses. The findings suggest that students classified as having ADHD should enroll in and fulfill the FL requirement by passing FL courses.

For years researchers have shown the positive role that foreign language courses play in increasing the cultural knowledge and understanding of university students. However, at a time where internationalization is now at the forefront of nearly every major US university, foreign language courses are being cut and defunded at unprecedented levels. Clearly, the cultural benefits that foreign language courses provide are not meeting the standards necessary to be seen as key contributors to the goals of internationalization. Thus, the research presented in this paper is an initial student-centered investigation into the process of cultural learning within foreign language courses. By focusing on how students perceive of and understand the cultural information they are exposed to in the classroom. As a result, the research suggests important areas in which foreign language courses can improve the role they play in facilitating cultural learning, and hopefully, begin to receive the recognition they deserve in improving cultural understanding and awareness.

The purpose of this research is to analyze whether university students would be willing to engage in distance foreign language (FL) course design, and if the knowledge of their preferences could be used to present guidelines for course designers. Student engagement is seen as crucial to graduates’ achievement in HE, especially in online courses, yet there are no studies examining student voice in distance FL course design or curriculum delivery in the context of HE in Poland and very few international ones. The study identified five dimensions and feedback as the basic constructs to analyze students’ preferences about learning design of distance foreign language courses. The research study design is quantitative with descriptive and correlational method. Data were gathered from HE students (n = 626) studying in Poland. The results show statistically significant differences regarding students’ gender, age and academic level. The findings suggest that the learning paths in a FL distance course in HE should be created by taking into account the language skills students want to practice, students’ main language, gender identity, learning communities, and age. The latter can influence students’ willingness to co-design the course, the course content, and the type of interactions.

A growing number of institutions of higher education are offering distance education courses. Through distance education, more foreign language learning opportunities can now become accessible to those who need training. In the 2006 fall semester, a university in central Taiwan started broadcasting inter-university videoconferencing foreign language (VCFL) courses produced by the National Cheng-Chi University in northern Taiwan. This paper presents the findings of the perceptions of the first group of students enrolled in the VCFL classes. To investigate student perceptions, a questionnaire focusing primarily on instructional effectiveness, student participation, and technological issues of the learning environment was distributed. Moreover, semi-structured interviews were conducted to substantiate the quantitative data and to illustrate major opinions of the students on VCFL. Findings of this study can contribute to the understanding of factors related to distance foreign language learning including learning English as a foreign language (EFL), instructional strategies in videoconferencing, course management, and technologies of the VCFL courses. It can also provide implications for pedagogical techniques and instructional guidelines for future inter-university videoconferencing foreign language, including English as a foreign language, programs.

Statistics on the employment of UK languages graduates indicate a low amount of geographical mobility at a time when the European labour market is becoming ever more competitive. Current foreign language (FL) course design in higher education (HE) is questioned for its lack of focus on understanding people of other cultures. It is therefore argued that foreign language degree courses rapidly need to adopt an appoach to intercultural learning which prepares students to move with more ease amongst numerous cultures and which is less bound, cognitively, by the notion of the nation-state. Intercultural research which is relevant to UK languages courses in HE has already been undertaken and a summary of some relevant findings is provided. The question of language/content integration which preoccupies most foreign language course design is considered not to be critical to the development of modular, intercultural foreign language studies which will enhance the employability and mobility of languages graduates. A number of questions are raised which might inform the design of interculturally sensitive courses.

Abstract: Colleges and universities often permit students classified as learning disabled (LD) and other students not classified as LD to substitute courses for or waive the foreign language requirement. The Modern Language Aptitude Test (MLAT) has become an increasingly popular assessment tool to determine which students can or cannot pass foreign language courses and to diagnose a for foreign language learning. However, the use of the MLAT for these purposes has both theoretical and psychometric problems. These problems include misusing the MLAT to diagnose a learning disability or to classify students with a disability for foreign language learning; using a single test score to recommend course substitutions and waivers; using outdated test norms; and misunderstanding of the foreign language aptitude concept. The authors conclude by describing appropriate and inappropriate uses of the MLAT. Key words: course substitutions, foreign language aptitude, foreign language requirement, foreign language waivers, MLAT Language: Relevant to all foreign languages Introduction For several years, colleges and universities have permitted students classified as learning disabled (LD), as well as other students not classified as LD, to substitute courses for or to waive the foreign language requirement (Shaw, 1999; Sparks & Javorsky, 1999a; Sparks, Philips, & Ganschow, 1996). Although there is limited data on the frequency with which course substitutions and waivers are used, two recent studies at one university found that the number of course substitutions for the foreign language requirement had increased by 300% over a 5-year period from 1995 to 2000 (Sparks, Philips, & Javorsky 2002, 2003). In a recently completed survey of 101 two- and four-year U.S. colleges and universities, Driscoll (2003) found that 76% of the institutions permitted students to substitute courses for the foreign language requirement and 19% allowed students to waive the requirement. In their 1989 survey of colleges and universities, Ganschow, Myer, and Roeger (1989) reported that only 25% had a formal petition policy for considering a student's request to substitute courses for or waive the foreign language requirement. However, Driscoll (2003) found that almost 60% of four-year colleges and universities in her more recent survey had a formal petition policy for their foreign language requirement. These findings suggest that most postsecondary institutions are addressing the issue of foreign language course substitutions and waivers and it is likely that the number of students who are substituting or waiving the foreign language requirement is still increasing. Although both 2- and 4-year postsecondary institutions by and large allow students to petition for course substitutions for or waivers from foreign language courses, the criteria that students must satisfy to have their petitions approved varies from institution to institution. Driscoll (2003) found that two thirds of the colleges and universities in her survey required a student to be classified as LD. In a smaller survey of colleges and universities, Smith (2002) reported that all of the respondents required documentation of a learning disability for a student's petition to be considered for approval. Recently, some secondary and postsecondary institutions (as well as individual diagnosticians) have begun to use the Modern Language Aptitude Test (MLAT) (Carroll & Sapon, 1959), a standardized foreign language aptitude test, as a diagnostic tool to determine whether a student should be required to take foreign language courses and to diagnose a for learning a foreign language. Reed and Stansfield (2004) suggested that the use of the MLAT for these purposes may be useful if adequate safeguards are used to protect the testing process and professionals use sound diagnostic judgment. However, in several studies Sparks and his colleagues have found that postsecondary institutions and individual diagnosticians have used the MLAT and its results inappropriately to classify a student as LD and subsequently recommend that the student be granted course substitutions for or waivers from the foreign language requirement (Sparks, Philips, Ganschow, & Javorsky, 1999a, 1999b; Sparks, Philips, & Javorsky, 2002, 2003). …

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 a 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. At the same time, 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).

Foreign language learning is generally not required in the United States, despite its link to various cognitive and social benefits later in life. Students who speak a home language different from the instructional language of school may experience unique benefits when learning additional languages in school. The present study examined whether students' early language status (monolingual, dual language learner [DLL], or bilingual) in Kindergarten predicts later foreign language course enrollment and performance in middle and high school. A total of 33,247 students (48% female, 59% Latino, 34% Black, 7% White/Asian/other, 82% receiving free/reduced-price lunch) were assessed for school readiness at age 4 and prospectively followed through high school. Regression analyses predicted foreign language course enrollment and performance in middle or high school, with students' demographic, school readiness, and prior academic performance as covariates. Results show early language status significantly predicts later enrollment and performance in foreign language courses, even after controlling for student demographics, school readiness skills, and early academic achievement. Early bilinguals were more likely to take foreign language courses than DLLs, who enrolled in such courses more than monolingual students. The same pattern favoring bilinguals, then DLLs, then monolinguals was found for performance in foreign language courses. Early bilingualism is an important resource for young children that continues to offer benefits throughout schooling. Implications for heritage language maintenance, language learning, and bilingual education are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

This study compared the perceptions of low (LR) and high risk (HR) students and students with learning disabilities (LD) enrolled in first year high school foreign language courses on a questionnaire‐the Foreign Language Attitude and Perceptions Survey (FLAPS)‐designed to elicit responses to questions relating to their foreign language academic history, learning attitudes, and academic skills. LR and HR students were identified by an author‐designed screening instrument, foreign language grade, and teacher recommendation. Students with LD were enrolled in special, self‐contained sections of a foreign language course. Using a MANOVA procedure, results showed overall significant differences among the three groups on the FLAPS. Individual ANOVA results showed that LR students reported significantly higher estimated grades in the foreign language courses and expressed more positive attitudes about their academic skills than HR andLD students. HR and LD students perceived themselves as lacking the academic skills to master a foreign language, and their attitudes about foreign language learning were generally less positive than the LR group. Differences between HR and LD students were found on only two questions, relating to perceived levels of distractibility and spelling. All three groups expressed positive attitudes about wanting to learn a foreign language. Findings are interpreted in light of the Linguistic Coding Deficit Hypothesis (Sparks, Ganschow, and Pohlman, 48), which speculates that students with foreign language learning problems have underlying but subtle native language learning difficulties, and that affective differences are, most likely, consequences of these native language differences.

Between 2006 and 2016, American universities experienced a significant decrease in student enrolment in foreign language (FL) courses. This decrease corresponded with the dissolution of over 650 foreign language programmes between 2013 and 2016. Using self-determination theory (SDT) as its theoretical framework, this study sought to advocate for the growth of university FL programmes by identifying differences in the motivational orientations, levels of basic psychological need satisfaction, reasons for learning a new language and course enrolment plans of 236 American undergraduate students enrolled in elementary and intermediate level FL courses. Results indicated that competence- and relatedness-supportive learning environments that support students’ autonomous, integrative and altruistic motivations for language learning have a strong, positive relationship with undergraduate FL learners’ decisions to enrol in an unrequired language course in the next semester. The findings recognise all FL programmes as agentic forces in language advocacy and programme growth. Recommendations for language educators are discussed.