Input for Curriculum Design: Determining the Attitudes of Students towards English Courses

Autor/inn/en	Türkarslan, Dilek; Akdemir, Elif
Titel	Input for Curriculum Design: Determining the Attitudes of Students towards English Courses
Quelle	1 (2019), S.151-163 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Student Attitudes; Curriculum Design; Secondary School Students; Language Teachers; Gender Differences; Age Differences; Instructional Program Divisions; Family Influence; Teaching Styles; Student Interests; Turkey + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schülerverhalten; Lehrplangestaltung; Sekundarschüler; Language teacher; Sprachunterricht; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Lehrstil; Unterrichtsstil; Studieninteresse; Türkei
Abstract	As a result of the importance given to English which is the world's most common communication language in science and trade, English courses have taken place in the curriculum as elective or compulsory courses. Personal traits of the individuals are among the items which must be taken into consideration while designing curriculum. The purpose of this research is to determine the students' attitudes towards English courses in order to use them as input in curriculum design. Explanatory Research Design among the Mixed Research Designs was used in this research. The qualitative and quantitative data of the research were obtained from 977 secondary school students and 6 English teachers. Man Whitney U and Kruskal Wallis H tests were used for the data analysis. In the analysis of qualitative data, descriptive analysis method was used. At the end of the research, it was found out that the attitudes of the students towards English course didn't change according to gender, grade level and having a family member knowing English. Considering the sub-dimensions of the attitudes, it was found out that the female students' attitudes were more positive than the male students' attitudes regarding the general aspects and importance of the course; the male students' attitudes were more positive than the female students' regarding the interestingness of the subject and the teachers' teaching styles. While it was found out that the students' attitudes towards the general aspects and importance of the course, the interestingness of the subjects and the teachers' teaching styles didn't change according to grade levels. Other components which take role as input while designing curriculum should be investigated in future studies. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01