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| Autor/inn/en | Akyildiz, Seçil Tümen; Semerci, Çetin |
|---|---|
| Titel | The Cognitive Coaching-Supported Reflective Teaching Approach in English Language Teaching: Academic and Permanence Success |
| Quelle | In: Educational Research and Reviews, 11 (2016) 20, S.1956-1963 (8 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1990-3839 |
| Schlagwörter | Foreign Countries; English (Second Language); Second Language Instruction; Reflective Teaching; Coaching (Performance); Pretests Posttests; College Second Language Programs; Academic Achievement; Instructional Effectiveness; College Students; Nonparametric Statistics; Statistical Analysis; Turkey |
| Abstract | This study aimed at investigating the effect of the cognitive coaching-supported reflective teaching approach in English language teaching on the academic success of students and on the permanence of success. It was conducted during the spring semester of 2013/2014 academic year at the School of Foreign Languages, Firat University, Elazig, Turkey. The study was conducted using pre-test/post-test control group design, which is one of the true score models, and it lasted 7 weeks. During this process, lectures were taught using some activities based on the cognitive coaching-supported reflective teaching approach in the experimental group, and the traditional approach was used in the control group. As a data collection method, a test developed by the researcher was applied. Three weeks after the ending of the experimental study, a permanence test was applied. According to the results obtained from this study, it can be stated that the cognitive coaching-supported reflective teaching approach in teaching of the English language is an effective method for increasing students' academic success and permanence of success compared to the current program. (As Provided). |
| Anmerkungen | Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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