THE IMPORTANCE OF CREATING A STUDENT-CENTERED CLASSROOM ATMOSPHERE
Exercise 2 Question: Fill in the dialogue with the appropriate word
Jurgita: I have a toothache.
Zeynep: You should see a _________ immediately.
This exercise might have been seen more logical but it is not quite communicative.
Exercise 3 Question: Ask your classmate about three things he/she takes into consideration when buying a new clothes. This exercise can be considered as an example of an authentic material and a real life situation.
‘The aim of a communicative activity in class is to get learners to use the language they are to interact in a realistic and meaningful ways, usually involving exchanges of information or opinion. (Scrivener, 1994, p. 152) Not only exercises during the lesson but also assignments should be creative. Projects can be given to encourage students to brainstorm and have team work activities. At the end of the assignment students can use their speaking ability while presenting their work.
SUGGESTIONS FOR FURTHER RESEARCH
To sum up, on the basis of the data, not only students but also teachers should consider and renew their teaching and learning beliefs. To solve the Turkish students speaking problem, English teachers can be educated in a communicative way during their university education. The present study was carried out with a limited number of participants with a quantitative data collection. In the further studies, more participants from different universities can be involved and not only quantitative but also qualitative data can be used to analyse the subject in more detail.
REFERENCES
Brown, H.D. (2001). Teaching by Principles – An Interactive Approach to Language Pedagogy. New York, Longman Pearson Education.
Ellis, R. (1997). Second Language Acquisition. Oxford, Oxford University Press.
Weimer, M. (2002). Learner-Centered Teaching Five Key Changes to Practice. San Francisco, JOSSEY BASS Press.
Felder, R.M. & Brent, R. (2009). Active learning: An introduction. ASQ Higher Education Brief.
Hannafin, M.J. & Land, S.M. (1997). Instructional Science. Netherlands, Kluwer Academic Publishers.
Stern, H.H. (1983). Fundamental Concepts of Language Teaching. Oxford, Oxford University Press.
Appendix A
The Student’s Questionnaire
INTE 2015
Overview
This questionnaire is prepared to analyse the students’ learning needs and the effects of student-centered classroom atmosphere. Please fill in the information below about you and tick the most suitable answer for you.
Name-Surname:
Class:
Degree/Non degree:
Level:
0= Totally disagree 1=Disagree 2=Maybe 3=Agree 4=Absolutely agree
STATEMENTS
Totally Disagree
Disagree Maybe Agree Absolutely Agree
0 1 2 3 4
I can learn better when I join the lesson actively.
When I make a project with my classmates, I feel that I can learn new things.
I prefer peer correction instead of teacher’s correction because I feel more comfortable.
I feel bored when the teacher talks too much during the lesson.
When we create dialogues with role-plays I enjoy and use my English effectively.
I do not understand anything when the teacher writes the grammar rules directly on the board.
Ex: Present Continuous Tense: am/is/are +Ving
I should speak more than the teacher during the leson to improve my language.
I feel unprepared when the teacher starts the lesson directly. It is better do do some lead-in activities such as talking about daily life, listening a song, watching a short video or playing a game.
Before we start an exercise teacher should give clear instructions and should monitor us instead of involving directly.
INTE 2015
Teacher should give the Turkish meaning(s) of new vocabulary.
I can remember my prior knowledge when the teacher elicits answers from us.
When my teacher encourages me to speak, I feel more self-confidence.
Without speaking and just listening to the teacher I can learn more.
When the teacher points me and asks question(s) directly I may feel nervous.
When I interact and ask questions to my classmates, I feel more comfortable.
I like doing presentation because this boots up my self-confidence and I see that I can use the language.
Grammar is more important than speaking.
THANK YOU VERY MUCH FOR YOUR PARTICIPATION
The Teacher’s Questionnaire
INTE 2015
Overview
This questionnaire is prepared to analyse the teachers’ thougts about student-centered classroom atmosphere.
Please fill in the information below about you and tick the most suitable answer for you.
Name-Surname:
0= Totally disagree 1=Disagree 2=Maybe 3=Agree 4=Absolutely agree
STATEMENTS
Totally Disagree
Disagree Maybe Agree Absolutely Agree
0 1 2 3 4
Students learn better when they join the lesson actively.
When students make a project with their classmates, they can learn new things from each other.
Peer correction is better than teacher correction because the students feel more comfortable.
Students feel bored when the teacher talks too much during the lesson.
When the students create dialogues with role-plays they enjoy and use their English more effectively.
Students do not understand anything when the teacher writes the grammar rules directly on the board.
Ex: Present Continuous Tense: am/is/are +Ving Students should speak more than the teacher during the lesson to improve their language.
Students feel unprepared when the teacher starts the lesson directly. It is better to do some lead-in activities such as talking about daily life, listening a song, watching a short video or playing a game.
Before an exercise teacher should give clear instructions and should monitor the students’
participation instead of involving directly.
INTE 2015
Teacher should give the Turkish meaning(s) of the new vocabulary.
Teachers should elicit the answers from students to encourage them to use their prior knowledge.
When a teacher encourages the students to speak English, students feel more self-confident.
Without speaking and just listening to the teacher, students can learn more.
When the teacher points at the student and asks question(s) directly, the student may feel nervous.
When students interact and ask questions to each other, they feel more comfortable.
Students like doing presentations because this boots up their self-confidence and they see that they can use the language.
Grammar is more important than speaking.
THANK YOU VERY MUCH FOR YOUR PARTICIPATION