Designing Units with the Ubd Framework to Teach English as a Foreign Language: Benefits and Challenges

Gülşah Çelikman Hanratty; Evrim Eveyik Aydın

Makale detayları

Designing Units with the Ubd Framework to Teach English as a Foreign Language: Benefits and Challenges

Yazarlar:

Gülşah Çelikman Hanratty | Evrim Eveyik Aydın

Yayıncı:

Sakarya University

Ana Başlıklar:

Other Fields of Education

Dergi:

Sakarya University Journal of Education Vol.13 Issue 3, pp.435-455

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001306165

pISSN:

2146-7455

Anahtar kelimeler:

Özet:

 This study aims to explore English language teachers and English department heads perspectives on the benefits and challenges of designing and delivering units using Understanding by Design UbD framework to teach English as a Foreign Language EFL. UbD is a unit and curriculum design framework which aims for student understanding and its transfer into real life context through three stages: identifying the desired results, determining the assessment evidence, and planning learning activities. Data was collected through open-ended questionnaires from 39 English language teachers and five department heads, and semi-structured focus group interviews with seven teachers. The content and thematic analysis of the qualitative data revealed that the teachers who implemented UbD within the context of their school perceived it as a design process with benefits on students academic achievement and English language skills through its focus on the development of understandings and transfer. The findings also uncovered perceived challenges caused by institutional, instructional, teacher related and learner related factors. Teachers also found UbD implementations challenging due to the characteristics of online education during the global pandemic. These findings suggest that although UbD is not commonly used at schools in the Turkish EFL context, it can be offered as an alternative unit design practice if teachers professional knowledge of its underlying principles is increased with regular in-service trainings on its proper implementation.

 This study aims to explore English language teachers and English department heads perspectives on the benefits and challenges of designing and delivering units using Understanding by Design UbD framework to teach English as a Foreign Language EFL. UbD is a unit and curriculum design framework which aims for student understanding and its transfer into real life context through three stages: identifying the desired results, determining the assessment evidence, and planning learning activities. Data was collected through open-ended questionnaires from 39 English language teachers and five department heads, and semi-structured focus group interviews with seven teachers. The content and thematic analysis of the qualitative data revealed that the teachers who implemented UbD within the context of their school perceived it as a design process with benefits on students academic achievement and English language skills through its focus on the development of understandings and transfer. The findings also uncovered perceived challenges caused by institutional, instructional, teacher related and learner related factors. Teachers also found UbD implementations challenging due to the characteristics of online education during the global pandemic. These findings suggest that although UbD is not commonly used at schools in the Turkish EFL context, it can be offered as an alternative unit design practice if teachers professional knowledge of its underlying principles is increased with regular in-service trainings on its proper implementation.

 This study aims to explore English language teachers and English department heads perspectives on the benefits and challenges of designing and delivering units using Understanding by Design UbD framework to teach English as a Foreign Language EFL. UbD is a unit and curriculum design framework which aims for student understanding and its transfer into real life context through three stages: identifying the desired results, determining the assessment evidence, and planning learning activities. Data was collected through open-ended questionnaires from 39 English language teachers and five department heads, and semi-structured focus group interviews with seven teachers. The content and thematic analysis of the qualitative data revealed that the teachers who implemented UbD within the context of their school perceived it as a design process with benefits on students academic achievement and English language skills through its focus on the development of understandings and transfer. The findings also uncovered perceived challenges caused by institutional, instructional, teacher related and learner related factors. Teachers also found UbD implementations challenging due to the characteristics of online education during the global pandemic. These findings suggest that although UbD is not commonly used at schools in the Turkish EFL context, it can be offered as an alternative unit design practice if teachers professional knowledge of its underlying principles is increased with regular in-service trainings on its proper implementation.

 Bu calısma Ingilizceyi yabancı dil olarak ogreten Ingilizce ogretmenlerinin ve bolum baskanlarının ünite tasarlarken kullandıkları Anlama Odaklı Tasarım UbD şablonu hakkındaki goruslerini kesfetmeyi hedeflemektedir. Anlama Odaklı Tasarım ogrencilerin kendi anlamalarını gelistirmelerine ve bunları gercek hayatta uygulamalarına odaklanan 3 asamalı bir unite ve mufredat tasarımı aracıdır. Bu 3 asama istenilen sonucları belirleme, anlama kanıtlarını saptama ve ogrenme aktivitelerini planlama adımlarından olusmaktadır. Veri 39 ogretmen ve 5 bolum baskanı ile yapılan acık uclu sorulardan olusan anketler ve sonrasında 7 ogretmenle yapılan yarı yapılandırılmıs odak grup gorusmeleri aracılıgıyla toplanmıstır. Datanın tema ve içerik analizi okullarında UbD uygulayan öğretmenlerin UbDyi öğrencilerin akademik ve İngilizce dil gelişimine katkı sağlayan bir tasarım süreci olarak algıladıklarını göstermiştir. Çalışmanın sonuçları kurum, öğretim, öğretmen ve öğrenci kaynaklı hissedilen bazı zorlukları ortaya çıkarmıştır. Öğretmenler küresel pandemi sırasında UbD uygulamayı zorlayıcı bulduklarını ifade etmiştir. Aynı zamanda bu çalışma UbDnin İngilizcenin yabancı dil olarak öğretilen bağlamlarda yaygın olarak kullanılmamasına rağmen, bu tasarım modelinin öğretmenlere yeterli hizmet içi eğitim olanakları sağlayarak profesyonel gelişimlerinin desteklendiği takdirde geleneksel ünite tasarımına alternatif bir şablon olarak kullanabileceğini ortaya koymuştur.

Makale detayları

Designing Units with the Ubd Framework to Teach English as a Foreign Language: Benefits and Challenges

Yazarlar:

Gülşah Çelikman Hanratty | Evrim Eveyik Aydın

Yayıncı:

Sakarya University

Ana Başlıklar:

Other Fields of Education

Dergi:

Sakarya University Journal of Education Vol.13 Issue 3, pp.435-455

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001306165

pISSN:

2146-7455

Understanding by Design (UbD)

English curriculum design

unit design in EFLAnlama Odaklı Tasarım (UbD)

İngilizce müfredat tasarımı

İngilizce ünite tasarımı

Sayı

Makale detayları

Designing Units with the Ubd Framework to Teach English as a Foreign Language: Benefits and Challenges

Yazarlar: Gülşah Çelikman Hanratty | Evrim Eveyik Aydın

Yayıncı: Sakarya University

Ana Başlıklar: Other Fields of Education

Dergi: Sakarya University Journal of Education Vol.13 Issue 3, pp.435-455

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001306165

pISSN: 2146-7455

Understanding by Design (UbD)

English curriculum design

unit design in EFLAnlama Odaklı Tasarım (UbD)

İngilizce müfredat tasarımı

İngilizce ünite tasarımı

Sayı

Yazarlar:

Gülşah Çelikman Hanratty | Evrim Eveyik Aydın

Yayıncı:

Sakarya University

Ana Başlıklar:

Other Fields of Education

Dergi:

Sakarya University Journal of Education Vol.13 Issue 3, pp.435-455

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001306165

pISSN:

2146-7455