Language Preparatory Program Research Articles

English Instructors' Self-Efficacy Beliefs Regarding 21st-Century Skills and their Implementation and Assessment in the Classroom

This study examines the self-efficacy beliefs of English Language Preparatory Program (EFL) instructors in teaching and assessing 21st-century skills and their integration into English classes. Utilizing a single and relational screening research design, data were collected via an online survey from 98 English language instructors employed at university preparatory schools providing intensive English instruction. The survey, including 72 items on eight dimensions of 21st century skills, employed a 5-point Likert-type scale. The results revealed discrepancies between instructors’ knowledge of these skills and their implementation of them in their classes. Instructors implemented these skills in their classes at a moderate level. Overall, instructors’ competency in integrating and assessing 21st-century skills fell below the standards expected in higher education institutions. These findings offer important implications and provide practical suggestions for improving the implementation and assessment of 21st-century skills.

Using Rap Songs in EFL Classrooms

The use of rap songs in teaching English as a foreign language (EFL) to young adult learners through different approaches is noteworthy to investigate due to their popularity and rich authentic language. Although the use of rap songs is exemplified and used in ESL (English as a second language) contexts, teaching English through rap songs is a topic that has not been investigated thoroughly within the Turkish EFL context yet. This may be due to the fact that rap songs also contain negative use of language and themes that are not suitable for educational use. Therefore, as a defense for the educational value of rap songs for EFL teaching, this review study focuses on reasons for using rap songs in teaching EFL contexts based on the literature. Besides, to provide practical ideas for the effective use of rap songs in teaching English to adult EFL learners, the following issues are addressed: (1) Selection criteria for finding suitable rap songs for language teaching purposes, (2) Practical suggestions to design engaging rap song-based lessons for different proficiency levels, (3) Samples of extracurricular activities that can be applied in English language preparatory programs. Keywords: Rap songs, songs in ELT, teaching young adults.

Rethinking EAP Reading Courses: Insights from Student Feedback

English for Academic Purposes (EAP) programs are crucial for developing language skills in academic settings, and course evaluation plays a key role in assessing their impact, meeting student needs and improving the curriculum and instruction. This study evaluates an EAP Reading Course implemented in an English Language Preparatory Program in a Turkish higher education institution, seeking to enhance curriculum and instruction through student feedback. Using a qualitative case study approach, a focus group interview gathered data from a student group at the end of the academic year. Inductive content analysis revealed noteworthy findings in course components like content, materials, technology integration, and duration. This research informs EAP reading course development, curricula, and materials in English Language preparatory programs in higher education, offering insights to enhance similar courses and ultimately improve students’ overall educational experiences.

Exploring Anxiety and Self-Efficacy in Writing

This paper investigates the level and type of writing anxiety among Turkish EFL students along with the causes of the anxiety perceived by them and their instructors. The EFL writing self-efficacy level of the students was examined, and with the findings obtained, the relationship between writing anxiety and writing self-efficacy in EFL classes was investigated. To meet these objectives, 176 (A2, intermediate level) Turkish EFL students and 6 instructors enrolled in a language preparatory program offered by a state university in Istanbul, Turkey participated in the study. The data were gathered both quantitative and qualitatively through the Second Language Writing Anxiety Inventory (SLWAI), Self-efficacy in Writing Scale (SWS), Causes of Writing Anxiety Inventory (CWAI), and semi-structured interviews. The results revealed that the students had either a high or moderate level of writing anxiety in English, and they mostly suffered from cognitive anxiety. Their level of writing self-efficacy was also moderate, and there was a negative correlation between self-efficacy and writing anxiety among the participants. The results of this study suggest implications about coping with anxiety and self-efficacy in writing classes at language preparatory programs.

The effects of implementing gamified instruction on vocabulary gain and motivation among language learners

This study aimed to examine and compare the impact of gamified and non-gamified instruction on the vocabulary development and motivation of students enrolled in an English language preparatory program at a Turkish university. The perceptions of the participants about learning vocabulary through gamification were further explored in the study. A sample of 32 (16 control group, 16 experimental group) intermediate (B1 level) students participated in the study. Data were collected quantitatively using pre- and post-vocabulary tests and pre- and post-motivation questionnaires as well as qualitatively through semi-structured interviews. The findings revealed that the implementation of gamified instruction positively influenced student motivation. However, no significant difference was found between the two groups in their vocabulary development apart from a slight increase in the experimental group. Finally, the students perceived gamified instruction as an efficient way to learn and practice vocabulary. The gathered findings provide pedagogical implications and suggestions for implementing gamified instruction in language classrooms.

Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment

This research study explores teacher and student perceptions to verify consequential validity and the potential washback effect of a locally developed university-level English language proficiency test which consists of reading and listening-to-writing assessment tasks. The integrated language proficiency test is used upon completion of the English language preparatory program in the Turkish context to determine learners’ access to further English medium academic courses in their departments. To examine whether this source-based proficiency test has achieved its intended outcomes, 39 freshman students and 19 university instructors, who offered courses in various departments, were surveyed through questionnaires. Interviews were conducted with the instructors to gauge their perspectives about the validity of the integrated proficiency test-based decisions (whether students pass or fail) over time in terms of the language competency and academic skills of their learners. Quantitative and qualitative data analysis also revealed evidence both for positive and negative issues concerning the consequential validity of the test. Findings may help educators to reach a better understanding of the construct of integrated language assessment tasks in EAP contexts and the consequences of their use in achieving the intended and unintended curricular goals.

The relationship between wellbeing and job satisfaction of instructors in English Programs

This study investigated the relationship between the wellbeing and job satisfaction of English instructors working at language preparatory programs offered by Turkish universities. The study also attempted to explore if any difference between these two variables existed in relation to the teachers’ characteristics, i.e. years of experience, the proficiency level taught and educational degree. Finally, the reflections of the participants about the influential factors on their wellbeing and job satisfaction were further explored in this study. The quantitative data were obtained from 168 participants though teacher wellbeing survey and teacher job satisfaction survey, whereas the qualitative data came from semi-structured interviews carried out with 10 volunteers. The results revealed that there was a statistically significant, positive and moderate relationship between the participants’ job satisfaction and their wellbeing. Besides, no difference was found between the participants’ wellbeing and their teacher characteristics. Similarly, there was no difference between teachers’ predefined characteristics and their job satisfaction. As for the results of the qualitative data, personal, organizational, student-related and pandemic-related factors were found to be influential on the wellbeing and job satisfaction of the participants. The obtained findings provide pedagogical implications and suggestions for further research in language education and teacher development.

Exploring university students' self-regulation in online foreign language education

With the spread of the Covid-19 pandemic, online education has been embraced as an instructional delivery mode to ensure continuity in all levels of education including higher education. Given the fact that the success of online learning heavily relies on the learner's ability to autonomously regulate their learning, this study focuses on self-regulatory behaviors of tertiary level EFL learners enrolled in an online intensive language preparatory program. Quantitative and qualitative data were gathered to explore learners' perceived levels of online self-regulation; the predictive role of online learning self-efficacy beliefs in their self-regulation; and the strategies they used to regulate their learning in online education. Findings revealed learners' moderate level of online self-regulation predicted by their self-efficacy beliefs. Moreover, EFL learners used a variety of strategies to regulate their learning before, during and after synchronous online classes.

Relationship between Emotional Intelligence, Foreign Language Anxiety, and Demotivational Factors in an English Preparatory Language Program

This study aims to investigate the relationship between emotional intelligence (EI), foreign language anxiety (FLA), and demotivational factors (DF) at a foundation university in Istanbul, Turkey. 148 B1 (intermediate level) students enrolled in the English preparatory school participated in this study. Data were collected from the Turkish-adapted version of the Emotional Intelligence Quotient Inventory (EQ-i), the translated version of the Foreign Language Classroom Anxiety Scale (FLCAS), and the Turkish preparatory school university student demotivational factors towards learning English scale. The findings revealed that the participants were moderately anxious and demotivated in foreign language learning. Moreover, a positive significant correlation was found among EI, FLA, and DF. This study provides pedagogical implications and suggestions for addressing EI, FLA, and DF in English language preparatory programs.

The washback effect of TOEFL iBT and a local English Proficiency Exam on students' motivation, autonomy and language learning strategies

This study aimed to investigate the washback effect of two high stakes tests, a global language proficiency test (i.e., TOEFL iBT) and a local English Proficiency Exam (developed and administered by a state university) on students' motivation and their autonomy. The study also examined whether proficiency level moderated the potential washback effect among the two groups of test takers. Additionally, the study tried to find out the language leaning strategies used by both groups and explore the reasons behind their preferences. The study was conducted with two English language preparatory programs offered at a state university in Turkey: University Preparatory Program (UPP) and Dual Degree Program (DDP). At the end of the UPP program, the students are required to take the university's proficiency test while as for the UPP, they need to take a valid TOEFL iBT. Data were collected from 152 preparatory students (N = 65 for DDP; N = 87 for UPP) whose proficiency levels were based on the CEFR Framework ranging from A2 (upper elementary) to B1 (pre-intermediate) to B2 (intermediate). In addition to the above proficiency tests, data were gathered via motivation questionnaire, autonomous learning scale and student interviews. The results revealed no washback of TOEFL iBT exam on students' motivation regardless of their proficiency level. No washback was also observed on students' autonomy except for A2 level DDP students who had higher level of autonomy than the A2 level UPP students. Finally, the two groups used more similar than different language learning strategies while practicing the four language skills. The findings afford pedagogical implications for the use of high-stakes tests in English preparatory programs.

The Development of a Scale to Evaluate Foreign Language Skills at Preparatory Schools

The aim of the present study is to develop a valid and reliable scale evaluating the effectiveness of language preparatory programs in the acquisition of language skills. In the development of Foreign Language Skills Scale (FLSS) in this study, research sample consisted of 326 preparatory school students for the exploratory factor analysis (EFA) and 350 preparatory school students for the confirmatory factor analysis (CFA). Based on the data obtained from the first sample, an EFA was carried out on the FLSS. EFA has identified that 27 items of the scale have factor loads between 0.519 and 0.729, while they explain 65.376% of the total variance and are distributed under five factors. These factors are named as writing skill, speaking skill, listening skill, core skills, and reading skill. A CFA was applied on the data obtained from the second sample that consisted of 350 students. As a result of the CFA, it was confirmed that the FLSS consisted of 27 items and five factors. For all the items in the scale, item-subscale, item-test correlation coefficients and mean differences between the upper and the lower 27% of the participants were calculated, and it is determined that each item is consistent with not only the subscale it is under but also the whole test. In addition, the Cronbach’s Alpha reliability coefficients of the total scale’s and five sub-scales’ internal consistency is quite high. The FLSS is expected to offer a comprehensive evaluation of the acquisition of four language skills in foreign language teaching programs.

Attitudes of EFL Teachers Towards Intercultural Communicative Competence: a Turkish Foundation University Case

The purpose of this research study is to find out the extent of EFL teachers’ awareness towards Intercultural Communicative Competence (ICC), draw attention to the importance of culture teaching and investigate opinions and beliefs of English Language Preparatory Program instructors working in a foundation university in Istanbul. Culture teaching has drawn considerable amount of attention over the past two decades since an important aspect of learning a foreign language is to learn its culture. In a world where non-native speakers vastly outnumber native speakers, gaining an intercultural perspective of the language is an indispensable part of language learning. However, there seems to be a lack of culture integration in EFL classrooms. Thus, this study aims to explore to what extent EFL teachers are culturally aware. The study was carried out with 40 EFL instructors working at an English Language preparatory program in a foundation university in Istanbul. The quantitative data were obtained through a questionnaire while the qualitative data were gathered through semi-structured interviews administered to 6 instructors. The findings of the study revealed that there is a discrepancy between instructors’ perceptions and in class practices regarding ICC. Even though participants showed positive attitudes towards culture teaching, they were partly aware of ICC as a skill and seemed to fail in integrating ICC in their lessons. This research aimed to illustrates the relationship between culture and language through the researchers’ perspectives, along with the benefits of culture teaching in EFL classrooms, offers critical insights into language instruction, investigating teacher views on culture teaching. Therefore, it makes a significant contribution to the current research on ICC. Based on the findings, recommendations to foster culture teaching through incorporating a cultural variety in EFL classrooms were provided.

Enhancing Self-Regulated Learning Strategy via Handheld Devices for Improving English Writing Skills and Motivation

This study investigated the impact of developing learning app via handheld devices based on some self-regulated learning strategies for improving English writing skills and motivation among intensive English language preparatory program students. The sample was chosen from English language preparation program students at college of sciences and Arts. The random sample consisted of (n=40) students. Those students were divided into two similar groups, Experimental and Control groups. To collect the data of the study, the Authors used a pre-posttest, interviews with the students and a motivation scale. T-test was used to compare between the two groups at the pre and post-test. The results revealed an observed improvement in writing skills, motivation, and attitudes for the benefit of experimental group. Moreover, the findings revealed that there were statistical differences between pre and post-test for the experimental group. No differences were found, according to the control group.

ÖĞRENCİ VE ÖĞRETMENLERİN GÖZÜNDEN YÜKSEKÖĞRETİMDE DİL ÖĞRENİMİNDE ÖĞRENEN ÖZERKLİĞİNİN İNCELENMESİ

The aim of this study is to investigate how the students and instructors perceive learner autonomy as well as examine whether there are any differences between their perceptions regarding autonomous learning in an English language preparatory program in İstanbul, Turkey. The study also attempts to find out how autonomy is perceived by the participants regarding student responsibilities and to identify the differences between their perceptions of the aforesaid variable. Besides, this research attempts to reveal the challenges faced by the students and instructors while promoting autonomous learning in language classrooms. The data were obtained from questionnaires and semi-structured interviews administered to the two groups of participants. The findings revealed that learner autonomy should be closely addressed at tertiary level classes to promote more autonomous behaviors. Finally, the exam-oriented educational context was perceived as the only challenge to both instructors and students in their efforts to promote autonomous learning. Based on the findings, implications and suggestions about promoting learner autonomy in language preparatory programs were provided further in this study.

Autonomy in Vocabulary Learning of Turkish EFL Learners

<p>The primary aim of this study is to investigate the impact of a mobile flashcards application, Quizlet, on the students’ performance and autonomy in vocabulary learning. The study also attempts to explore the perceptions of students and their teacher about incorporating this application into the teaching, learning and practicing of target vocabulary in English language preparatory classes. To achieve these objectives, a nonrandomized quasi-experimental research design was adopted. The participants were selected from two intact classes of Turkish EFL students enrolled in a language preparatory program at a foundation (non-profit, private) university in Istanbul, Turkey. The data was collected through pre- and post- vocabulary tests, an online survey, student interviews and a teacher’s reflective journal. The findings revealed that Quizlet had a positive impact on students’ performance and their autonomy in vocabulary learning. The overall perceptions of participating students and their teacher about using Quizlet to teach and learn English vocabulary were also positive. Based on these findings, the study provides practical implications and offers suggestions for integrating mobile learning into English language preparatory classes.</p>

Implementing Authentic Materials through Critical Friends Group (CFG): A Case from Turkey

The purpose of this exploratory case study is to investigate the use of authentic materials through Critical Friends Groups (CFG) in a language preparatory program, at a private university in Turkey. Specifically, the study attempted to identify the perceptions and observed behaviours of native and non-native EFL instructors on the use of authentic materials, find out the potential reasons behind the implementation of authentic materials in their classroom practices and finally, examine the influence of incorporating authentic materials through CFG on classrooms practices as well as teachers’ professional development. The participants were eight EFL instructors offering English courses in the exiting preparatory program. Data were collected through interviews, lesson observations and reflective essays. The findings revealed that participating in CFG has transformational impact on instructors regarding their classroom practices as well as on their continuous professional development.

The use of speaking techniques by Native and Non-Native English instructors: A case in Turkey

Although the primary goal of English language instruction is to assist students in acquiring communicative competence in l, developing this ability might be very challenging for teachers since not all language learners of English are willing to communicate in the target language. In order to develop their learners' communication skills and increase their students' willingness to speak, teachers utilize different techniques. The aim of this qualitative study is to find out and compare the speaking techniques that are used by native (NESTs) and non-native (NNESTs) instructors of English Preparatory Programs at universities around Turkey. Data gathered from the open-ended questionnaire revealed both similarities and differences among NESTs and NNESTs about implementing various techniques in EFL speaking classes. The findings of the study suggested some pedagogical implications both for instructors and students in relation to the improvement of the students' oral performance in language preparatory programs. Keywords: Speaking techniques, native instructors, non-native instructors, NESTs, NNESTs. Although the primary goal of English language instruction is to assist students in acquiring communicative competence in l, developing this ability might be very challenging for teachers since not all language learners of English are willing to communicate in the target language. In order to develop their learners’ communication skills and increase their students’ willingness to speak, teachers utilize different techniques. The aim of this qualitative study is to find out and compare the speaking techniques that are used by native (NESTs) and non-native (NNESTs) instructors of English Preparatory Programs at universities around Turkey. Data gathered from the open-ended questionnaire revealed both similarities and differences among NESTs and NNESTs about implementing various techniques in EFL speaking classes. The findings of the study suggested some pedagogical implications both for instructors and students in relation to the improvement of the students’ oral performance in language preparatory programs. Keywords: Speaking techniques, native instructors, non-native instructors, NESTs, NNESTs.

The Use of L1 as a Teaching Strategyby Native and Non-Native EFL Instructors at a Language Preparatory Program in Turkey

The purpose of this research study is to find out and compare the use of L1 as a teaching strategy by native and non-native instructors in elementary level EFL classrooms at a preparatory program of a foundation (non-profit, private) university in Istanbul, Turkey. Specifically, the study aims to investigate the perceptions of native and non-native teachers of English about the use of L1 as a teaching strategy in their classrooms, explore how often and for what different teaching purposes they use learners’ L1, and lastly, find out their reflections about L1 use in their classroom practices. The participants of this study were 30 EFL instructors (N=15 native, N=15 non-native) teaching elementary level learners at a foundation (non-profit, private) university in Istanbul, Turkey. The data were collected through a questionnaire (N=30), classroom observations (N=8) and think aloud protocols (N=8). The findings revealed that both native and non-native instructors had a highly positive attitude towards the use of L1 as a teaching strategy and they believed that it has a supportive role both for learning and teaching effectively in elementary level monolingual classes. Keywords: L1 Use, Teaching Strategy, Native Instructors, Non-native Instructors, Monolingual Classroom, Think Aloud; English as a Foreign Language (EFL)

Construct Validation of the English Language Teaching Reflective Inventory with a Sample of Turkish University EFL Instructors

Although Reflective Practice is a popular approach to teacher education, there have been some recent criticisms regarding its effectiveness in students learning. Some researchers have put this down to the fact that the concept has not been operationalised, and it is thus impossible to set up empirical studies. The current study was conducted to examine the construct validity in a Turkish higher education context of a recent inventory which was designed to measure the reflective practice of teachers of English as a Foreign Language. The sample was a group of instructors (n=173) working on the English language preparatory programs of four state-run universities in Turkey. The original model suggested six factors: cognitive, meta-cognitive, critical, practical, affective and moral. The factor structure of the instrument was examined using exploratory factor analysis with SPSS 13.0, and confirmatory factor analysis with AMOS 16.0. The results of the current study showed similarity with those of the original study. Specifically, the cognitive, meta-cognitive and critical factors remained largely intact, and the affective and moral factors were not validated. However, the practical factor was reduced from 7 to 3 items. The implications of the findings are discussed.

EFL Learners' Use of ICT for Self-Regulated Learning

Problem Statement: The notions of autonomy and independence possess an increasingly important role in language pedagogy by raising issues such as learners’ responsibility for their own learning, and their right to determine the direction of their own learning, the skills which can be learned and applied in self-directed learning and capacity for independent learning and the extents to which this can be suppressed by institutional education. Purpose of Study: This study attempted to enrich our understanding of language learners’ self-initiated use of information and communication technologies (ICT) from the language learning perspective. Methods: The participants were 399 language learners who were attending the intensive English language preparatory program at the Eastern Mediterranean University, North Cyprus. The study was based on a survey which consisted of demographic and language learning backgrounds of the participants, and likert-scale questions on participants’ self-initiated use of ICT for language learning. The data collected were validated through factor analyses. Beside descriptive analyses, chi-square and t-test were also used to reveal the associations between demographic variables and different dimensions of ICT use in selfregulated language learning. Findings and Results: An obvious finding to emerge from this study is that there are no statistically significant differences regarding the male and female participants’ use of ICT for self-regulated learning, and between language levels of the learners. Considering the responses, the learners mostly use ICT to practice listening, vocabulary and writing skills. Conclusions and Recommendations: The overall outcome of the study points to the need for learner training, teacher support and guidance for an effective use of ICT for self regulation of language learning.