A Comparison between the Fifth Grade Intensive English Language Curriculum and the Fifth Grade English Language Curriculum: Students' Achievement in Speaking

Autor/in	Kaya, Suat
Titel	A Comparison between the Fifth Grade Intensive English Language Curriculum and the Fifth Grade English Language Curriculum: Students' Achievement in Speaking
Quelle	In: European Journal of Educational Research, 8 (2019) 4, S.921-933 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Foreign Countries; Elementary School Students; Grade 5; Second Language Learning; English (Second Language); English Curriculum; Curriculum Evaluation; Communicative Competence (Languages); Speech Skills; Achievement Tests; Failure; Turkey + Suchen Sie Ihr Suchwort? Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Mündliche Leistung; Sprachfertigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Türkei
Abstract	It is aimed, in this study, to compare the achievement level of the students taught with the fifth grade intensive English language curriculum (IELC) and the ones taught with the fifth grade English language curriculum (ELC) in terms of their speaking skills. With this aim, it is also intended to find out the failure behind the students' speaking skills. Sequential explanatory strategy, which is one of the mixed-methods research designs, was used for this study as the aim was to further explain the quantitative findings. There were two groups of participants in this study. The first group included 64 fifth grade students selected from two different schools though simple random sampling, while the second group consisted of the five teachers teaching the fifth grade IELC. Two instruments developed by the researcher were utilized to collect data. The first instrument was an achievement test developed to measure students' success in speaking skills, while the second instrument was a semi-structured interview schedule developed to collect data from the teachers implementing the fifth grade IELC. The quantitative data collected through the achievement test were analyzed with descriptive statistics including means and standard deviations and inferential statistics through independent samples t-test which was used to compare the two groups of students' achievement levels, while the qualitative data gathered through the semi-structured interviews were analyzed with content analysis. The findings indicated that only one objective was attained by the students, the results of independent samples t-test indicated that there was not a significant difference in the achievement levels of the students taught with the fifth grade IELC and the ones taught with the fifth grade ELC. The reasons behind this failure was found to be resulting from teacher-related, student-related, and Ministry of National Education (MoNE)-related factors referring to implementation problems rather than curriculum design. (As Provided).
Anmerkungen	Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@eu-jer.com; Web site: http://www.eu-jer.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01