| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Fıeld Research | ELT 447 | 7 | 4 + 0 | 4 | 5 |
| Ön Koşul Dersleri | This course does not have any prerequisite course. |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | İngilizce |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Dr.Öğr.Üyesi MERVE SAVAŞÇI |
| Dersi Verenler | |
| Dersin Yardımcıları | Res. Assist. Seval KAYGISIZ |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | Language teachers need field work to improve themselves. And many have heard about action research (AR), either through formal courses of study, or in-service teacher education, and are interested in knowing more about it. This course aims to teach pre-service language teachers how to do action research in five steps: identifying the problem, devising a plan, acting to implement it, observing and collecting data, and reflecting and sharing. This course will provide the participants what they need about the areas related to AR, and a reader-friendly guidance to get themselves going along the AR pathway. |
| Dersin İçeriği | In this course, pre-service language teachers not only read sample texts and articles showing ways how to do action research but also brainstorm and carry out an action research collaboratively. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Lecture, Discussion, Drilland Practice, | Testing, Homework, Project / Design, | |
| 2 | The participants will be able to develop reserch questions and hypotheses in the field of ELT. | Lecture, Discussion, Drilland Practice, Group Study, Brain Storming, | Homework, Project / Design, Performance Task, |
| 3 | The participants will be able to choose the most appropriate research method. | Discussion, Group Study, Brain Storming, Self Study, Problem Solving, Project Based Learning, | Homework, Project / Design, Performance Task, |
| 4 | The participants will be able to comprehend the importance attached to the concepf of ethic and ethical issues. | Lecture, Discussion, Demonstration, Group Study, Brain Storming, | Homework, Project / Design, Performance Task, |
| 5 | The participants will be able to design a research project according to different styles (e.g. APA, MLA). | Lecture, Question-Answer, Discussion, Demonstration, Group Study, Brain Storming, Self Study, Project Based Learning, | Testing, Performance Task, |
| 6 | Lecture, Discussion, Brain Storming, | Testing, Homework, | |
| 7 | The participants will be able to prepare and present an effective research presentation. | Group Study, Self Study, | Performance Task, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Introduction | Course syllabus |
| 2 | Defining action research and its cycles | Burns, A. (2010, Ch.1). Doing Action Research in English Language Teaching: A Guide for Practitioners.Routledge |
| 3 | Plan – planning the action | Burns, A. (Ch.2). |
| 4 | Getting permission and covering ethical issues | Burns, A. (Ch.2). |
| 5 | Act – putting the plan into action | Burns, A. (Ch.3). |
| 6 | Data collection methods (interviews, observations, surveys) | Burns, A. (Ch.3). |
| 7 | Observe – observing the results of the plan | Burns, A. (Ch.4). |
| 8 | Analysing and synthesising qualitative data | Burns, A. (Ch.4). |
| 9 | Analysing and synthesising quantitative data | Burns, A. (Ch.4). |
| 10 | Reflect – reflecting and planning for further action | Burns, A. (Ch.5). |
| 11 | Sharing with others-writing a brief report | Burns, A. (Ch.5). |
| 12 | Citation techniques | |
| 13 | Action research presentations | |
| 14 | Action research presentations |
| Kaynaklar | |
|---|---|
| Ders Notu | Burns, A. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. Routledge |
| Ders Kaynakları | Burns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge University Press. |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | A graduate of the department is able to plan teaching processes. | ||||||
| 2 | A graduate of the department possesses the skill in organizing appropriate environments for English teaching. | ||||||
| 3 | A graduate of the department can evaluate materials and resources that are relevant to English teaching with a critical viewpoint. | ||||||
| 4 | A graduate of the department employs appropriate methods and techniques for English teaching. | ||||||
| 5 | A graduate of the department decides on the feasibility of software and other technological resources to be utilized in English teaching | ||||||
| 6 | A graduate of the department chooses the suitable learning strategies considering the personal traits of the students. | ||||||
| 7 | A graduate of the department develops writing, reading, speaking and listening skills of the students. | ||||||
| 8 | A graduate of the department uses measurement and assessment instruments in an effective way. | ||||||
| 9 | A graduate of the department generates solutions for the educational, social and economic problems of the society. | ||||||
| 10 | A graduate of the department questions to what degree s/he possesses the required qualifications of a teacher. | ||||||
| 11 | A graduate of the department follows the academic studies conducted in the field for his personal development. | ||||||
| 12 | A graduate of the department conveys his ideas on the significance of intercultural communication in the process of learning English as a foreign language. | ||||||
| 13 | A graduate of the department indicates the ways of digging up information that are compulsory for life-long learning. | ||||||
| 14 | A graduate of the department generates foreign language tests. | ||||||
| 15 | A graduate of the department designs original activities promoting the use of English in the daily life. | ||||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 40 |
| 1. Performans Görevi (Seminer) | 20 |
| 1. Performans Görevi (Uygulama) | 20 |
| 1. Ödev | 20 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 60 |
| 1. Final | 40 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 2 | 32 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 3 | 48 |
| Mid-terms | 1 | 1 | 1 |
| Final examination | 1 | 2 | 2 |
| Toplam İş Yükü | 83 | ||
| Toplam İş Yükü / 25 (Saat) | 3,32 | ||
| Dersin AKTS Kredisi | 5 | ||