EXPLORING EFL TEACHERS’ PERCEPTIONS OF PROJECT-BASED LANGUAGE TEACHING IN TURKEY

Fatma Kimsesiz

Makale detayları

EXPLORING EFL TEACHERS’ PERCEPTIONS OF PROJECT-BASED LANGUAGE TEACHING IN TURKEY

Yazarlar:

Fatma Kimsesiz

Yayıncı:

Nevsehir Haci Bektas Veli University

Dergi:

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi Vol.13 Issue 2, pp.954-970

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001292654

pISSN:

2149-3871

Anahtar kelimeler:

Özet:

 Project-based language teaching emerged as a learner-centred approach that sustains learning by doing. Although the related research documented the effectiveness of Project-based learning in foreign language instruction, little has been found to evince the perceptions of language teachers about using PBL in teaching EFL. This study aims to investigate the perceptions of EFL teachers on using PBL in English instruction in the Turkey context. For this aim, 77 EFL teachers working at state schools in Turkey voluntarily participated in the study. The data were collected from an online form involving a 16-item questionnaire with open-ended and closed-ended questions. The findings were analysed through quantitative analysis and thematic analysis. The study revealed that most of the teachers were not familiar enough to use PBL in EFL instruction. Moreover, the results yielded reasons for preferring or not preferring PBL in EFL classes. Based on the findings and the implications, suggestions were provided.

 Project-based language teaching emerged as a learner-centred approach that sustains learning by doing. Although the related research documented the effectiveness of Project-based learning in foreign language instruction, little has been found to evince the perceptions of language teachers about using PBL in teaching EFL. This study aims to investigate the perceptions of EFL teachers on using PBL in English instruction in the Turkey context. For this aim, 77 EFL teachers working at state schools in Turkey voluntarily participated in the study. The data were collected from an online form involving a 16-item questionnaire with open-ended and closed-ended questions. The findings were analysed through quantitative analysis and thematic analysis. The study revealed that most of the teachers were not familiar enough to use PBL in EFL instruction. Moreover, the results yielded reasons for preferring or not preferring PBL in EFL classes. Based on the findings and the implications, suggestions were provided.

 Project-based language teaching emerged as a learner-centred approach that sustains learning by doing. Although the related research documented the effectiveness of Project-based learning in foreign language instruction, little has been found to evince the perceptions of language teachers about using PBL in teaching EFL. This study aims to investigate the perceptions of EFL teachers on using PBL in English instruction in the Turkey context. For this aim, 77 EFL teachers working at state schools in Turkey voluntarily participated in the study. The data were collected from an online form involving a 16-item questionnaire with open-ended and closed-ended questions. The findings were analysed through quantitative analysis and thematic analysis. The study revealed that most of the teachers were not familiar enough to use PBL in EFL instruction. Moreover, the results yielded reasons for preferring or not preferring PBL in EFL classes. Based on the findings and the implications, suggestions were provided.

 Proje-tabanlı dil öğretimi, yaparak öğrenmeyi sağlayan öğrenci merkezli bir yaklaşım olarak ortaya çıkmıştır. İlgili araştırmalar yabancı dil öğretiminde proje tabanlı öğrenmenin etkililiğini gösterse de yabancı dil olarak İngilizce öğretiminde Proje tabanlı öğretimin kullanılması ile ilgili dil öğretmenlerinin görüşlerini açığa çıkaran çok az şey bulunmuştur. Bu çalışma Türk bağlamında İngilizce öğretiminde proje tabanlı öğretimin kullanımı ile ilgili yabancı dil olarak İngilizce öğreten öğretmenlerin algılarını araştırmayı hedeflemektedir. Türkiyedeki devlet okullarında çalışan 77 İngilizce öğretmeni çalışmaya gönüllü olarak katılmıştır. Veriler 16 maddelik açık uçlu ve kapalı uçlu sorulardan oluşan bir anketi içeren çevrimiçi form üzerinden toplanmıştır. Bulgular niceliksel analiz ve tematik analiz yoluyla incelenmiştir. Çalışma, öğretmenlerin çoğunun İngilizce öğretiminde proje tabanlı öğrenme ile çok aşina olmadıklarını göstermiştir. Ayrıca sonuçlar İngilizce sınıflarında proje tabanlı öğrenmenin tercih edilmesinin ve edilmemesinin nedenlerini de ortaya çıkarmıştır. Bulgular ve çıkarımlardan yola çıkarak öneriler sunulmuştur.

Makale detayları

EXPLORING EFL TEACHERS’ PERCEPTIONS OF PROJECT-BASED LANGUAGE TEACHING IN TURKEY

Yazarlar:

Fatma Kimsesiz

Yayıncı:

Nevsehir Haci Bektas Veli University

Dergi:

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi Vol.13 Issue 2, pp.954-970

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001292654

pISSN:

2149-3871

English language

project based language teaching

teacher perceptionsİngilizce dili

proje tabanlı dil öğretimi

öğretmen algıları

Sayı

Makale detayları

EXPLORING EFL TEACHERS’ PERCEPTIONS OF PROJECT-BASED LANGUAGE TEACHING IN TURKEY

Yazarlar: Fatma Kimsesiz

Yayıncı: Nevsehir Haci Bektas Veli University

Dergi: Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi Vol.13 Issue 2, pp.954-970

Belge Tipi: Makale

Yayın Tarihi: 6/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001292654

pISSN: 2149-3871

English language

project based language teaching

teacher perceptionsİngilizce dili

proje tabanlı dil öğretimi

öğretmen algıları

Sayı

Yazarlar:

Fatma Kimsesiz

Yayıncı:

Nevsehir Haci Bektas Veli University

Dergi:

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi Vol.13 Issue 2, pp.954-970

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001292654

pISSN:

2149-3871