Investigating the Effectiveness of Reflective Teaching Activities in Secondary English Classes

Autor/inn/en	Aydogmus, Mevlüt; Kurnaz, Ahmet
Titel	Investigating the Effectiveness of Reflective Teaching Activities in Secondary English Classes
Quelle	In: Athens Journal of Education, 9 (2022) 3, S.487-506 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Comparative Analysis; Grade 5; Elementary School Students; Student Attitudes; Secondary School Students; Thinking Skills; Academic Achievement; Retention (Psychology); Private Schools; Foreign Countries; Teaching Guides; Reflective Teaching; Turkey + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Schülerverhalten; Sekundarschüler; Denkfähigkeit; Schulleistung; Merkfähigkeit; Private school; Privatschule; Ausland; Lehrerhandbuch; Türkei
Abstract	The aim of this study is to investigate the effects of reflective thinking-based teaching activities on academic achievement, retention and attitude towards English course in secondary school English classes. The research was carried out with pre-test-post-test design with experimental-control groups. The study was carried out in a private secondary school for 8 weeks in Konya, in 2016-2017 academic year. The study included a total of 35 students in the fifth grade, which included 18 students in the experimental group and 17 in the control group. In the experimental group, reflective teaching activities were used and in the control group the activities on the teacher's guide book based on the current curriculum were used. There was a significant difference between the post-test and retention scores of the experimental and control groups. However, experimental teaching practices did not lead to a significant difference in students' attitudes towards the course. It was found that reflective teaching practices had an impact on students' success and retention in secondary school English lessons. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01