The impact of teacher reflection via recording of EFL speaking classes on the quality of language teaching and acquisition (Turkish University prep-school students)
Başlık çevirisi mevcut değil.
- Tez No: 401207
- Danışmanlar: PROF. NATELA DOGHONADZE
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Video recording, video observation, reflective teaching, reflection, teacher self-assessment, reflective practice, speaking skills, teaching speaking, language acquisition
- Yıl: 2013
- Dil: İngilizce
- Üniversite: International Black Sea University
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 226
Özet
Özet yok.
Özet (Çeviri)
The tendency to prioritize the mastery of speaking is reflected in the tendency of society to make speaking skills as a measure of one's mastery of English. Speaking is of primary importance (no speaking means no communicative mastery of a language), and it is the basis of reading and writing skills. In fact, many students consider language fluency to communicate verbally with others as more important than the ability to read or write (Nazara, 2011). Speaking is regarded as the most important and difficult skill among Turkish students; it reflects the mastery of students in language acquisition. Realizing the high importance of speaking skill in EFL programs, it is very important to find and use the best instructional methods, materials, activities, media and other requirements that will help the learners master speaking skill (Nazara, 2011). Success is the development of speaking skills that largely depends on the teacher. Thus, the purpose of this study is to use video recording to improve teacher performance in speaking classes. Reflective teaching has already proved to be a successful method for individual practice of teachers, even though it has been used only the last few decades. Osterman (1990, p.134) wrote that reflection is“the mindful consideration of one's actions, specifically, one's professional action”(Hanson, 2011). In other words, it is the realization of self-observation and self-assessment which elevates the teacher to a self-critism. The reflective practice is the process of implementation of reflective thinking and teaching together. By the use of reflective practice, the teacher aims to achieve professional development and to extend this ability into the classroom. Video recording of classes is among the methods or approaches of reflective teaching which is used to 'stimulate reflective practice' (Wright, 2008, p. vi). Video-recorded reflection aims to provide an insight to the teaching methods of educators, and improve teacher methods. The video recording method also desires to motivate the teachers to develop their skills, classroom performance, and to evaluate themselves. The study focuses on teacher development and the role of teacher in the acquisition of speaking skills by students. In this respect, the thesis study envisages that video recording positively effects the quality of language teaching and acquisition. As an observational and experimental study, the thesis research is carried out in the Preparatory School of a Turkish university, and issues the Turkish case with three Turkish teachers and 56 students. Upon giving the theoretical framework of the speaking skills, reflective teaching and video recording of EFL classes in the first chapter, the study continues to the second chapter with the practical implementation of the video-enhanced-reflection. The third chapter gives the details about the observation and the experiment, the analysis, the results and the conclusion. The research methods used are the video observation comments, teacher inquiry, peer comments, teacher and student questionnaires, student exam results. With this research study, I intend to prove the practicality, success and impact of video recording for teacher reflection and language acquisition in EFL speaking classes. The findings of this study suggests that video recording is a beneficial, less time-consuming, and a motivating tool for Turkish ELT teachers as well as foreign / second language teachers worldwide to achieve self-assessment leading to better performance. It is a meaningful alternative to old methods of self-assessment that again Turkish teachers need to adopt.
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