A Model for Determining Students’ and Teachers’ Perspectives on the Turkish 11th Grade English Language Curriculum in Terms of Achieved Learning Outcomes
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Date
2021
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Publisher
Journal of Educational Issues
Abstract
In the current study, it was aimed to evaluate the Turkish 11th grade English language
curricula implemented in Turkey in terms of achieved learning outcomes. In the study, case
study model was employed. The data were obtained from 20 11th grade high school students
and an English language teacher in the spring term of 2018-2019 academic year. “Learning
Outcomes Questionnaire for Students” was prepared by the researchers in order to obtain data
from the students to determine their self-efficacy perceptions about achieving the Turkish 11th
grade English curriculum learning outcomes. The second data collection tool was “Learning
Outcomes Questionnaire for Teachers”. This questionnaire was also prepared by the
researchers for the teachers to determine teachers’ opinions about the degree that students
achieved the learning outcomes. Open-ended questions were prepared and asked to the
teacher to obtain the qualitative data Moreover, classroom observations were carried out
during four weeks, and one class hour of observation was made per week. The findings of the study showed that the students’ self-efficacy perception on “Pronunciation” skill was at
highest level ( = 3.68) while their perception on “Reading” skill was at lowest ( = 2.94).
Similarly, the teacher’s mean score was at highest level for “Pronunciation” skill while it was
lowest for “Reading” skill.
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Keywords
Curriculum, English language, Evaluation