| Course Description |
|
| Course Name |
: |
Investigating Learners in EFL Classes |
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| Course Code |
: |
ELT 748 |
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| Course Type |
: |
Optional |
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| Level of Course |
: |
Second Cycle |
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| Year of Study |
: |
1 |
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| Course Semester |
: |
Spring (16 Weeks) |
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| ECTS |
: |
6 |
|
| Name of Lecturer(s) |
: |
Asst.Prof.Dr. EBRU ŞİRE KAYA
|
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| Learning Outcomes of the Course |
: |
Summarises and interprets language learning theories
Defines language learning strategies and styles
Defines and analyses positive and negative factors that may affect students´ learning in EFL classes
Learns about important scholars and their contributions to the field
Can use appropriate data collection tools
Develops a critical approach while conducting their studies and evaluating the studies of other people
|
|
| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
This course aims to investigate the factors that affect students´ learning and the characteristics of language learners in EFL Classes |
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| Course Contents |
: |
Language learning theories, learning strategies, learning styles, motivation, learner centered approach, Receptivity, |
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| Language of Instruction |
: |
English |
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| Work Place |
: |
R1 Classes and meeting room |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Learning Theories
Cognitive Load Theory |
Students will search about the topic and prepare a kind of presentation for the class |
Lecture and Discussion |
|
2 |
learning Theories (continued) |
Students will search about the topic and prepare a kind of presentation for the class |
Lecture and discussion |
|
3 |
Learning strategies and styles |
Students will search about the topic and prepare a kind of presentation for the class |
student presentation
power point |
|
4 |
Teacher roles
student roles |
students will find an article about the topic and analyse it to present it in the class |
Discussion
Group work |
|
5 |
Motivation
Individual Differences in EFL Classes
Psychological view of motivation
Cognitive view of motivation
Age, Self-esteem, Attention |
Students will search about the topic and prepare a kind of presentation for the class
students will find an article about the topic and analyse it to present it in the class |
group work |
|
6 |
Autonomy
Self directed learning
behavior of resistance
Awareness
autonomous activities |
Students will search about the topic and prepare a kind of presentation for the class
students will find an article about the topic and analyse it to present it in the class
|
Lecture
group work |
|
7 |
revising all the topics that have been covered |
Students revise all the topics that have been covered |
Question-answer |
|
8 |
Mid-term |
Students study for the exam |
Question-answer |
|
9 |
Receptivity Defensiveness
receptivity to the teacher as a person
receptivity to teachers´ way of teaching
receptivity to course content
receptivity to teaching materials
receptivity to being a successful language learner |
Students will search about the topic and prepare a kind of presentation for the class |
Question-answer
group work |
|
10 |
SS´ perceptions of classroom events
of teacher behavior
of their learning |
Students will search about the topic and prepare a kind of presentation for the class |
student presentation
lecture |
|
11 |
Learner centered approach to language teaching
students´ beliefs and attitudes about language learning
students´ informed choices
students´ self-handicapping strategies |
Students will read the assigned chapter before the class |
Lecturing
question-answer |
|
12 |
Defining data collection tools
Questionnaire
Interview
Observation
Analysing related articles
(Tutorial for the Project) |
students will read about the topic
They will prepare their research question and hypothesis for their projects |
Group work |
|
13 |
The contribution of individual student to the learning process
The learner control
Classroom climate
Ecological aspect
Individual perception of the environment
(Tutorial for the Project) |
Students will read the assigned chapter before the class
students will review the relevant literature for the project |
presentation
Group work |
|
14 |
Presentation and
Evaluation of the project |
students and the teacher discuss appropriate data collection tools and analysis techniques for the project |
presentation
Group work |
|
15 |
Presentation and
Evaluation of the project |
preparing a slide show to present the stages of the project |
presentation
Group work |
|
16/17 |
FINAL EXAM |
students will study for the exam |
Question-answer |
|
|
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Boud, D,. (1994). Developing student autonomy in learning. New York: Nichols Publishing
Chaudran, C. (1990). second language classrooms: Research on teaching and learning. CUP.
McLaughlin, B. (1989). Theories of second language learning. London: Edward Arnold.
Taylor, G. R. (2002). Using human learning strategies in the classroom. London: The Scarecrow Press.
Williams,M.& Burden, R.L. (1997). Psychology for language teachers: a Social Constructivist approach.CUP.
Arabski, J& Wojtaszek, A. (2011). Individual learner differences in SLA. Toronto:Multilingual Matters.
Brown, H. D. (1987). principles of language learning and teaching. San Francisco: Prentice hall
Dörnyei, z. (2005). The psychology of the language learner: Individual differences in second language acquisition. London: Lawrence Erlbaum Associates.
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| |
| Required Course Material(s) | |
|
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Creates more productive classroom environment through in-class research and solve problems. |
5 |
|
2 |
Uses their awareness of affective factors in classroom environment to create more productive educational environment. |
5 |
|
3 |
Uses theories about culture in second language teaching. |
5 |
|
4 |
Creates teaching syllabus and evaluate it. |
5 |
|
5 |
Benefits from first language acquisition theories in their practices. |
1 |
|
6 |
Reflect their knowledge about research methods in their thesis proposals and thesis writings. |
5 |
|
7 |
Knows and applies language teaching methods. |
5 |
|
8 |
Benefits from language teaching methods in specific purposes in classroom environment. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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