Abstract
<p style="text-align:justify">The aim of this research is to develop a scale to determine the language teaching methods used by English teachers. The research sample consisted of 300 English teachers who taught at Duzce University and in primary schools, secondary schools and high schools in the Provincial Management of National Education in the city of Duzce in 2013-2014 academic Year. Data collected were subjected to Exploratory and Confirmatory Factor Analysis and the Cronbach Alpha reliability coefficient was computed. The Exploratory Factor Analysis results showed that the scale consisted of 5 factors. These factors were named as Active Teaching Method, Listening Based Teaching Method, Four Basic Skills Based Method, Speaking Based Method and Grammar Based Method. The total variance explained by the 5 factors was determined to be 54.69%. The Confirmatory Factor Analysis results confirmed the 5-factors structure. The Cronbach Alpha reliability coefficient was computed as .89. It is thought that this scale can be used to identify language teaching methods that English teachers use as a reliable and valid scale.</p>
Highlights
In today’s world, the most important aspect of lifelong learning and development is language, as we are experiencing the information age
A traditional foreign language teaching method was used at schools during the Ottoman State, which had existed since former times when teaching was carried out with a foreign language, and at foreign schools that were built later in the Westernization process
To identify structure validity of language teaching methods scale, exploratory factor analysis was managed with data collected from 300 English teachers
Summary
In today’s world, the most important aspect of lifelong learning and development is language, as we are experiencing the information age. Activities such as reading, writing, thinking, problem-solving, questioning, and understanding are all performed with language skills. Language affects the characteristics of individuals, e.g., improving capacities, solving complex problems, scientific thinking, having various values, and a wider world viewpoint. This situation shows that language skills must be developed on a lifelong basis, and language development must not be limited to the education given at school. Many countries are interested in the application of new approaches and methods to develop people’s language skills (Gunes, 2011)
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