The Effect of Action-Oriented Approach on Low-Performing Students’ Achievements

Ismail Hakkı Mirici; Şeyda Sarı Yıldırım; Tugba Gürhan

Makale detayları

The Effect of Action-Oriented Approach on Low-Performing Students’ Achievements

Yazarlar:

Ismail Hakkı Mirici | Şeyda Sarı Yıldırım | Tugba Gürhan

Yayıncı:

Bartin University

Ana Başlıklar:

Linguistics (Other)

Dergi:

Bartın University Journal of Faculty of Education Vol.12 Issue 4, pp.762-775

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001298557

pISSN:

1308-7177

Anahtar kelimeler:

Özet:

 Teaching a foreign language to low-performing students necessitates thinking multi-dimensionally. It is not only to convey the knowledge to the students, but also it is to be able to take into consideration their needs, expectations, interests, and backgrounds. Thus, educators use some approaches as a base and apply a lot of teaching methods to provide learning in the best way according to their students. However, it is not easy to reach all of the students. Thanks to the CEFR Common European Framework of References Action Oriented Approach AOA, educators can reach the objectives of their curriculum even by considering Inclusive Education and increasing the active participation of low-performing students. In this study, it is aimed to determine how an AOA is effective in low-performing students achievements. This study was conducted during 4 weeks with a 1-hour duration of 12 classes. A quasi-experimental method with one pretest-posttest group and the sequential explanatory pattern was employed to explain and narrate quantitative results of the effect of the AOA on low-performing students achievements. There were 9 students 3 girls, and 6 boys who were in 8th grade 13-14 years old. They were chosen according to their cumulative grade point average GPA in English lessons the previous year. All of the students had a standardized achievement pretest and posttest. The data were supported by a parental questionnaire which was prepared by taking an expert opinion. At the end of the study, it was observed that there is a significant difference between the previous and current achievements of the students. Moreover, according to the parents interview forms, it was understood that there has been a positive change in the attitudes of students toward English lessons and learning English.

 Teaching a foreign language to low-performing students necessitates thinking multi-dimensionally. It is not only to convey the knowledge to the students, but also it is to be able to take into consideration their needs, expectations, interests, and backgrounds. Thus, educators use some approaches as a base and apply a lot of teaching methods to provide learning in the best way according to their students. However, it is not easy to reach all of the students. Thanks to the CEFR Common European Framework of References Action Oriented Approach AOA, educators can reach the objectives of their curriculum even by considering Inclusive Education and increasing the active participation of low-performing students. In this study, it is aimed to determine how an AOA is effective in low-performing students achievements. This study was conducted during 4 weeks with a 1-hour duration of 12 classes. A quasi-experimental method with one pretest-posttest group and the sequential explanatory pattern was employed to explain and narrate quantitative results of the effect of the AOA on low-performing students achievements. There were 9 students 3 girls, and 6 boys who were in 8th grade 13-14 years old. They were chosen according to their cumulative grade point average GPA in English lessons the previous year. All of the students had a standardized achievement pretest and posttest. The data were supported by a parental questionnaire which was prepared by taking an expert opinion. At the end of the study, it was observed that there is a significant difference between the previous and current achievements of the students. Moreover, according to the parents interview forms, it was understood that there has been a positive change in the attitudes of students toward English lessons and learning English.

 Teaching a foreign language to low-performing students necessitates thinking multi-dimensionally. It is not only to convey the knowledge to the students, but also it is to be able to take into consideration their needs, expectations, interests, and backgrounds. Thus, educators use some approaches as a base and apply a lot of teaching methods to provide learning in the best way according to their students. However, it is not easy to reach all of the students. Thanks to the CEFR Common European Framework of References Action Oriented Approach AOA, educators can reach the objectives of their curriculum even by considering Inclusive Education and increasing the active participation of low-performing students. In this study, it is aimed to determine how an AOA is effective in low-performing students achievements. This study was conducted during 4 weeks with a 1-hour duration of 12 classes. A quasi-experimental method with one pretest-posttest group and the sequential explanatory pattern was employed to explain and narrate quantitative results of the effect of the AOA on low-performing students achievements. There were 9 students 3 girls, and 6 boys who were in 8th grade 13-14 years old. They were chosen according to their cumulative grade point average GPA in English lessons the previous year. All of the students had a standardized achievement pretest and posttest. The data were supported by a parental questionnaire which was prepared by taking an expert opinion. At the end of the study, it was observed that there is a significant difference between the previous and current achievements of the students. Moreover, according to the parents interview forms, it was understood that there has been a positive change in the attitudes of students toward English lessons and learning English.

 Teaching a foreign language to low-performing students necessitates thinking multi-dimensionally. It is not only to convey the knowledge to the students, but also it is to be able to take into consideration their needs, expectations, interests, and backgrounds. Thus, educators use some approaches as a base and apply a lot of teaching methods to provide learning in the best way according to their students. However, it is not easy to reach all of the students. Thanks to the CEFR Common European Framework of References Action Oriented Approach AOA, educators can reach the objectives of their curriculum even by considering Inclusive Education and increasing the active participation of low-performing students. In this study, it is aimed to determine how an AOA is effective in low-performing students achievements. This study was conducted during 4 weeks with a 1-hour duration of 12 classes. A quasi-experimental method with one pretest-posttest group and the sequential explanatory pattern was employed to explain and narrate quantitative results of the effect of the AOA on low-performing students achievements. There were 9 students 3 girls, and 6 boys who were in 8th grade 13-14 years old. They were chosen according to their cumulative grade point average GPA in English lessons the previous year. All of the students had a standardized achievement pretest and posttest. The data were supported by a parental questionnaire which was prepared by taking an expert opinion. At the end of the study, it was observed that there is a significant difference between the previous and current achievements of the students. Moreover, according to the parents interview forms, it was understood that there has been a positive change in the attitudes of students toward English lessons and learning English.

Makale detayları

The Effect of Action-Oriented Approach on Low-Performing Students’ Achievements

Yazarlar:

Ismail Hakkı Mirici | Şeyda Sarı Yıldırım | Tugba Gürhan

Yayıncı:

Bartin University

Ana Başlıklar:

Linguistics (Other)

Dergi:

Bartın University Journal of Faculty of Education Vol.12 Issue 4, pp.762-775

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001298557

pISSN:

1308-7177

Action Oriented Approach

CEFR

Low Performing Students

Sayı

Makale detayları

The Effect of Action-Oriented Approach on Low-Performing Students’ Achievements

Yazarlar: Ismail Hakkı Mirici | Şeyda Sarı Yıldırım | Tugba Gürhan

Yayıncı: Bartin University

Ana Başlıklar: Linguistics (Other)

Dergi: Bartın University Journal of Faculty of Education Vol.12 Issue 4, pp.762-775

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001298557

pISSN: 1308-7177

Action Oriented Approach

CEFR

Low Performing Students

Sayı

Yazarlar:

Ismail Hakkı Mirici | Şeyda Sarı Yıldırım | Tugba Gürhan

Yayıncı:

Bartin University

Ana Başlıklar:

Linguistics (Other)

Dergi:

Bartın University Journal of Faculty of Education Vol.12 Issue 4, pp.762-775

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001298557

pISSN:

1308-7177