Theses supervised by Javanshir Shibliyev
18 theses · Eastern Mediterranean University
Gender Differences in Using Compliment Responses Strategies: A Case Study
This study intended to investigate the English compliment response strategies as used by gender groups, to find out if there are significant differences in responding to compliments according to gender variable. One hundred students (50 female, 50 male) from the undergraduate Arabic students of Eastern Mediterranean University (EMU) participated in the study. In order to collect the data of the study, a borrowed Discourse Completion Test (DCT) consisting of 10 situations was used as an instrument of data collection. Mainly, the situations of the DCT were designed to collect responses to compliments addressed by the same and the opposite gender of the respondents. The situations of the DCT covered two main compliment topics, appearance and performance. In order to answer the research questions: what are the most feaquent CR strategies used by male and female Arabic undergraduate student of EMU to respond to compliments addressed by the same and the opposite gender? And are there any significant gender-based differences in using CR strategies between Arabic undergraduate students of EMU? The collected responses were coded and classified according to Herbert’s (1986) taxonomy of Compliment Responses (CRs). Then, SPSS program was used to calculate the frequencies of the responses and a cluster of independent-sample t-tests were done in to order to find any significant statistical gender-based differences in using compliment responses. The findings of the study showed that both female and male Arabic students of EMU preferred to show agreement with compliments addressed by both the same and the opposite gender. Also, findings of the study showed that there are significant statistical gender-based differences among Arabic students of EMU in using CR strategies. Analyses showed a significant female superiority in the use of CR agreement strategies, and that females showed more acceptance to compliments on both appearance and performance than males did. On the other hand, male students used more disagreement in responding to compliments on appearance addressed by males. These findings can be taken in consideration by English as Foreign Language (EFL) teachers and syllabus developers in order to raise awareness of communicative language teaching and using. Keywords: Gender Differences, Compliment Speech Act, Compliment Responses.
The Role of Short Stories in Improving Vocabulary of Kurdish EFL Learners
The current study aimed to investigate the effects of short stories on vocabulary development of pre-intermediate Kurdish EFL leaners. To this end, 40 students enrolled in Raparin Non- Governmental Institute for Computer Science in Kurdistan region of Iraq, participated in this study. To determine the level of the participants, Oxford Placement Test was administered and the participants were randomly placed in two equal groups (control & experimental). A vocabulary proficiency test (pre-test) was also administered to the participants to see whether they were homogenous in terms of their vocabulary knowledge. During the study, the experimental group used the course book (Hughes, 2006) and short stories (Lost and Found, Anniversary Day, Act like the Others, A Secret Talent, and Online Dating and True Adventure Stories) as taching materials while the control group used only the course book. To see the difference between the control and experimental groups at the end of the course, the same vocabulary proficiency test was given to the participants in both groups as a posttest. The participants also completed the vocabulary learning strategy survey. Data collected through the aforementioned instruments were analyzed using independent samples a t-test to compare the mean scores of the control and experimental groups. Results indicated that the experimental group who were exposed to short stories out performed the control group in the posttest. Survey feedback analysis showed that students in both group used determination strategy more than the other four strategies.
The Use of the Linguistic Landscape of a University Campus for English Language Teaching and Learning Purposes
This study will give account on the possible use of the linguistic landscape of a university campus for pedagogical purposes. The study was conducted at the Department of Foreign Language Education (FLE), in the Eastern Mediterranean University (EMU), the only state university of the Turkish Republic of Northern Cyprus. Qualitative research has been used for the purpose of receiving direct reactions on the multilingual campus from prospective teachers of English language. 13 MA students from the department of FLE participated in the interview which revealed data on their reflections on signs used in the campus of EMU and their perceptions on the idea of including linguistic landscape into the language learning process. The findings of the study show that prospective teachers of English have positive perceptions about the use of linguistic landscape as a tool for pedagogical purposes, believe in its power and benefits, and are generally willing to include it into their own teaching. Furthermore, the results provide data on how signs are used in the campus of the university and how the participants interpret them. Signs have been categorized and analyzed with a focus on language use and language policy of the university. Moreover, several ways of integrating the linguistic landscape into language education have been summarized and presented in line with previous studies. The findings should make an important contribution to the field of sociolinguistics by demonstrating the usefulness of our surroundings and its benefit in language education and furthermore raise awareness of prospective language teachers. Keywords: Linguistic Landscape, EMU Campus, English Language Teaching, Language Learning, Signs
Functions of Code Switching: A Case Study
This is a case study which aims at delving into finding the reasons for code switching to Turkish, prevalent first language, in ELT classes as perceived by both teachers and students. It also aims at investigating whether there is a correlation between the students' and teachers' reported reasons. The study was conducted at the department of ELT, Eastern Mediterranean University (EMU), in Turkish Republic of Northern Cyprus. In the light of these aims, the study involved 50 Turkish speaking students from the first, second, third and fourth years studying in the bachelor program. In addition, 9 Turkish speaking teachers in the same program have participated to provide the information necessary for the study. Both quantitative and qualitative methods were employed to obtain the data for the study by utilizing a Likert-Scale questionnaire for students and semi-structured interviews for teachers. The study revealed that students and teachers reported different reasons for code switching to Turkish. By adopting Apple and Muyskn's (2006) model for functions of code switching, these reasons were categorized under different functions. According to the teachers' feedback in the interviews, they confirmed code switching for 6 functions: expressive, directive, referential, phatic, poetic and linguistic, whereas students reported code switching for 4 functions, based on the questionnaire: expressive, directive, referential, and poetic. By cross-checking the findings gained from the participants, there appeared to be significant consensus among the reasons for which they code switching. ÖZ: Bu örnek olay incelemesi, İngiliz Dili Eğitimi Bölümü’ndeki öğretmen ve öğrencilerin anadilleri olan Türkçe’de düzenek değiştirme nedenlerini bulmayı amaçlamaktadır. Bunun yanısıra bu çalışmada öğrenci ve öğretmenlerin sunduğu nedenler arasındaki bağlantı da incelenmiştir. Araştırma, Kuzey Kıbrıs Türk Cumhuriyeti, Doğu Akdeniz Üniversitesi, İngiliz Dili Eğitimi Bölümü’nde yapılmıştır. Bu amaçlar ışığında araştırmaya Lisans programının birinci, ikinci, üçüncü ve dördüncü sınıflarında okuyan ve Türkçe konuşan 50 öğrenci katıldı. Ayrıca, çalışma için gerekli bilgileri almak adına aynı programda olan ve Türkçe konuşan 9 öğretmen de katıldı. Araştırmada gerekli bilgilerin toplanması için Nitel ve Nicel metodlar kullanılmıştır, öğrenciler için Likert tipi anket ve öğretmenler için ise yarı yapılandırılmış görüşme kullanılmıştır. Araştırma öğrenci ve öğretmenlerin farklı nedenlerden dolayı Türkçe’de ‘düzenek değiştirme’ yaptığını ortaya koymuştur. Apple ve Muyskn’in (2006) düzenek değiştirme modelinin işlevlerini de ele alırsak, ortaya çıkan sebepleri farklı işlevler altında kategorize edebiliriz. Görüşmelerde, öğretmenlerin verdiği yanıtlara göre ‘düzenek değiştirme’yi 6 sebeple kullanıyorlar; etkilemek, direktif vermek, referans vermek, şiirsel ve dilbilimsel. Öğrenciler ise 4 nedeni rapor etmiştir; etkilemek, direktif vermek, referans vermek ve şiirsel. Katılımcılardan kazanılan fikirleri çapraz kontrol ettiğimizde ‘düzenek değiştirme’ için çok önemli bir fikir birliğinin ortaya çıktığını görebiliriz.
Reasons for and Attitudes towards Code-Switching: A Case Study
The present study intends to explore the reasons for code switching of a group of native speakers of the Azerbaijani language. It also examines their attitudes towards the use of code switching both inside and outside the classroom. The study was carried out at three Faculties of Eastern Mediterranean University (EMU)-an English medium tertiary institution in Northern Cyprus. The study used a mixed-method research design including both qualitative and quantitative methods (questionnaire, interviews and observation) to address the research questions. It involved 101 Azerbaijani students from the undergraduate and postgraduate degree programs at the Faculties of Tourism, Communication and Media Studies, and Business Administration and Economics. A Likert-based questionnaire was administered to the participants to explore their reasons for code switching, and an interview was conducted with 16 students to examine their attitudes towards code switching. In addition, the participants from the respective faculties were observed by using a checklist. The analysis of the questionnaire reports revealed that the Azerbaijani students employed code switching for various reasons, mainly to express themselves easily. Further, in the interviews most participants expressed a positive attitude towards code switching. Furthermore, the observations showed that the Azerbaijani students applied code switching very frequently in their daily life as well as in the classroom. The participants used all types of code switching, including „intra-sentential‟ switching, and instances of code switching involved not only their native language but also the Russian and Turkish languages. Thus, the Azerbaijani students in the context of the present study frequently employed code switching from English to the Azerbaijani, Turkish and Russian languages.
Perceptions of Instructors and Students Using Authentic Reading Materials in Teaching English Language
The aim of this study is to examine students’ and teachers’ perception on using authentic reading materials in teaching English language and to know the differences and similarities between students and instructors in terms of their perceptions of using authentic reading materials in teaching English language, in Eastern Mediterranean University. This case study follows a triangulation approach, and it is a mixed-method study in which quantitative and qualitative data were collected through student questionnaires and instructor interviews. The participants of the study are 60 first year students and 4 instructors in the Department of English at the EMU. The findings of the analysis reveal that students’ opinions are positive concerning using authentic reading materials in teaching English language and while almost of the instructors found it positive and useful. While the differences are most of the teachers are considering authentic materials as problems to their students due to their proficiency levels because some students may still find those texts difficult, and also their students’ ages but the students are not considering those problems at all, while the similarities are both the teachers and students are perceiving the use of authentic materials in learning and teaching as useful materials that will enhance their learning and teaching. Keywords: Reading skills, Authentic Materials, Vocabulary development, EFL learners, FLE classes.
Investigating the Communication Strategies of Arab Students When Speaking English at Eastern Mediterranean University
Communication Strategies (CSs) are tools used by speakers of English as a second (ESL) or foreign language (EFL) to cope with the communication collapses they may encounter. It includes several types that help learners decrease the pauses and interruptions, bridge the linguistic gap, or help the speaker to gain time while communicating. This study examines the Communication Strategies (CSs) used by Arab students at Eastern Mediterranean University (EMU). Its aims to investigate the most frequent CSs among Arab students and examine any possible correlation between these CSs and gender and proficiency level. The study adopted a quantitative research tool through a questionnaire. In total, there are 102 participants (61 males and 41 females), whose proficiency level is divided into three levels: basic (11), independent (60), and proficient (30). The results reveal that the Arab students prefer to use ‘simplification strategies’. Moreover, they prefer to depend on themselves rather than interlocutor or other people around in coping with their problems by using strategies such as ‘self-repair. The only assistance they frequently use that depend on the interlocutor is ‘confirming the meaning from the interlocutor’. In addition, the Arab English speakers tend to decrease the level of anxiety while speaking English through ‘feeling alright when taking risk while speaking’. The results also reveal that there is a significant difference between males and females in the use of CSs. Females tend to be more open for asking others than males and use more strategies that keep the communication move smoothly. One more remarkable finding is the significant relation between the level of English proficiency and the types of CSs. While the ‘basic’ speakers prefer ‘code switching’ and ‘guessing’, the proficient speakers tend to use ‘simplification’. Furthermore, the study found that the more proficient the speaker is, the less CSs they frequently use.
English Needs Analysis of Passport Control and Immigration Employees at Erbil International Airport
This study aimed to explore the English language needs of Passport Control and Immigration Department employees at Erbil International Airport in the North of Iraq. The study adopted a mixed-method approach in its design. A total of 85 employees were surveyed through a questionnaire and 11 employees were also interviewed. The survey consisted of three sections namely the extent of use of the four main skills, level of difficulty experienced in the four main skills, and the extent the participants need to use each skill for specific tasks. The data were analysed through the SPSS program and statistical values such as mean, frequency and percentage were obtained. The findings of the study revealed that the employees used the two main skills of speaking and listening more than the other two skills of reading and writing. The participants of the study also stated that they experienced the most difficulty in speaking and writing skills. Further, the results obtained through the interviews showed that the employees were well aware of the role of English in their jobs and how they managed to deal with the difficulties they experienced while communicating with foreign passengers and travellers. The study concluded with some implications for other contexts and for the current and future employees working at Erbil International Airport.
A Case Study of Requests in English Emails of Iraqi Arab University Students in North Cyprus
The present study aimed to identify the pragmatics of politeness with reference to the head act of email request strategies used by the Iraqi postgraduate students in an academic setting at Eastern Mediterranean University, Near East University, Cyprus International University and Girne American University in theTurkish Republic of Northern Cyprus (TRNC). Two research questions were asked. The first aimed to investigate the strategies preferred by Iraqi post-graduate students while performing requests in e-mails, whereas the second aimed to find out the role of learners’ native language transfer in performing requests. The research was conducted as a qualitative and a quantitive case study.Discourse Completion Test (DCT) was used to collect data from three different groups; namely, Iraqi postgraduate students (IPGSs) as the research group, and British-English native speakers (BENSs) and Iraqi-Arab native speakers (IANSs), both representing the baseline groups.This completion task mainly focused on student-professor email request communication. The findings of the study showed that both IPGS and BENS groups preferred to use the conventionally indirect strategies to request in emails. The results pointed out that the IPGS performedrequestsin using formulations different from the baseline group BENS. This indicated that they didn't do same as the target or native pragmatic norms all the time, but they were engaged in the creative construction process in interlanguage pragmatic development . In light of the result, such study involves pedagogical implications that point of the need of Iraqi English teachers to improve their students’ level of pragmatic competence in order to avoid pragmatic failure in email communication, especially in request strategy. Finally, the present study grants other useful areas for more investigation by focusing on the natural data of request strategy performed by EFL learners that may cause pragmatic transfer. Keywords:Pragmatic variations, Pragmatic transfer,Linguistic politeness strategy, Interlanguage pragmatics.
EFL Instructors’ Attitudes Towards Burn-out and Job Satisfaction: TRNC Evidence
Teaching profession can be accepted as one of the stressful occupations since teachers are playing a prominent role at shaping the future of the nations. Furthermore, it could be mentioned that English Foreign Language teachers are experiencing intensive stress when compared to their colleagues from different fields since they should update their knowledge. The fundamental goal of the current study is to explore the main factors which lead to teacher burn-out and job dissatisfaction and create better understanding regarding burn-out and job satisfaction of the EFL teachers who are working at public and private schools in TRNC. The present study was conducted with 203 EFL teachers. Besides of these, the study also aimed to test the significance between socio-demographic variables such as gender, age, academic status, marital status, salary, previous work experience and overall work experience in terms of burn out and job satisfaction and investigate the relationship between burn out and job satisfaction. Maslach Burn out Inventory (MBI) and Minessota Job Satisfaction Questionnaire (MSQ) were implemented to collect the data from the participants. Moreover, the study employed mean analysis, parametric and non-parametric analysis and lastly Pearson Momentum Correlation Coefficient analysis to reveal the findings. The results showed that no statistical difference was occurred on gender on the basis of burn-out and job satisfaction whereas status, age, academic status (level of education), marital status, previous work experience and lastly overall work experiences were found to be statistically significant in terms of burn-out and job satisfaction. The study also revealed that emotional exhaustion and depersonalization are inversely linked with job satisfaction whereas personal accomplishment and job satisfaction have proportional relationship. Keywords: English Language, EFL teachers, TRNC, Burn-Out, Job Satisfaction, Pearson Momentum Correlation Coefficient
The Correlation between Brain Dominance and Language Learning Strategy Use of English Preparatory School Students
The vitality of learning strategies is clearly evident since there are many studies and books published in this area. This study aims at investigating the correlation between brain dominance and language learning strategies used by the non-native English speakers learning English in English Preparatory School at Cyprus International University. The sample of the study consisted of 187 English preparatory school students. The participants’ hemispheric dominance was determined by the “Brain Dominance Inventory” (BDI) which was re-arranged by Davis (1994) and was translated into Turkish by Kök (2005). To identify the strategic preferences of the participants, “Strategy inventory for language learning” (SILL) was used. This inventory was designed by Oxford (1990) to identify the strategies that EFL learners use to improve their language learning. The inventory was translated into Turkish by Cesur and Fer (2007). Bonferroni test was used in order to investigate differences among all possible pairs of means. The study concluded that left-brained participants use social and metacognitive strategies more than right and whole-brained participants. However, no other significant differences were found between any of the pairs in the study. It is inevitable that learners with different brain dominances are present in language classrooms. In this respect, identifying learners’ brain dominance is crucial since it is believed to be influential on the preference of strategy use. For effective language learning, strategies could be taught to language learners, and if it is done in accordance with brain dominance type, it is expected to be more efficient way of teaching strategies. Keywords: Brain dominance, language learning strategies, EFL students.
Code Switching in ELT Classrooms: A Case Study
The study is done to find out the functions of code switching and attitudes towards code switching of Turkish M.A. and PhD. students and teachers in ELT classrooms. More specifically, it aims to investigate what kinds of code switching students and teachers use in classrooms and what students and teachers’ attitudes towards code switching in ELT classrooms are. The study was conducted at the department of Foreign Language Education (FLE), Eastern Mediterranean University (EMU), in Turkish Republic of Northern Cyprus. The participants of the study are, 15 M.A and PhD level Turkish ELT students in total and 3 Turkish speaking teachers who teach M.A and PhD level classes. There are 30 PhD and MA students in total who are from Turkey and North Cyprus. However, in the study 15 of them included because it was done on voluntary basis. There are 4 Turkish male and 11 Turkish female students in this study and they have been chosen according to their convenience, availability and their volunteering. These students are studying at Department of Foreign Language Education in the MA and PhD levels. 6 students are from PhD level and 9 students are from MA level. In addition to these, there are 5 Turkish speaking teachers who teach PhD and MA level classes in the Department of FLE, but only 3 of them can participate in this study because of their availability and volunteering. The mixed method was used to collect data for the study by using questionnaires for both students and teachers and semi-structured interview for instructors. This case study demonstrates that students and instructors are using code switching to Turkish for various functions. These reasons were categorized under different functions by adopting code switching model which belongs to Apple and Muysken (2006). Based on the results of the questionnaire and interview which are about functions of code switching, both students and teachers use code switching for expressive functions, poetic functions, directive functions and referential functions. On the other hand, the second questionnaire that is about attitudes of code switching, students have positive attitude while teachers have neutral attitude towards it. Keywords: code switching, functions of code switching, ELT classrooms, attitude toward code-switching
The Linguistic Needs of Engineering Students: A Case Study
The aim of this study is to discover whether the materials being used in Engineering Faculty fit the learners‟ needs in terms of language skills and learning strategies related to language skills or not. The rationale behind the choice of this topic is based on our observations at Eastern Mediterranean University (EMU) which is one of the universities where English is used as a language of instruction. Most of the students who are enrolled at the university come from various native language backgrounds, hence, English is not their native language. Although these students come to their relevant departments after acquiring the certain level of English proficiency, they may still have problems concerning the use of English. Moreover, most of the departments offer General English (GE) rather than English for Specific Purposes (ESP). The participants of this study are the students and instructors of the Faculty of Engineering. The students are 120 first year students who registered in Communication in English courses in 2015 academic year and three English Language instructors teaching English. Communicatin in English course books are EAP courses, and are taught under the name of ENGL 191 and ENG 192 course in the Engineering Faculty, EMU University. The aims of ENG 192 course are to improve and develop English language siklls and knowledge within an academic context, to imrprove and develop academic study skills and knowledge of academic convention, to improve and develop critical thinking skills, to develop interest in and knowledge of a wide range of academic issue across the curriculum, and to develop an understanding of interdisplinary links, to develop an autonomous and self-directed approach to learning, and to develop skills in exploiting computer both as a study iv resource and as tool for producing professionally presented work. While the aims of ENG 191course are to improve English language skills (speaking , reading , writing) in an academic context, to engage students with high-interest reading and lively activities to help them develop vocabulary and reading skillsand strategies that can be used in their writing, to improve different reading skills and strategies, to enhance students speaking skills throughtout pre- and post reading group discussions, to allow students to hone their writing skills befor produce their own reading through writing models and writing skills practice, to lead students step-by-step through the writing process with the help of the writing assignment, to improve critical and refelective thinking skills, to develop an autonomous and self-direct approach to learning, and to develop skills in exploiting computers both as study resource and as a tool for producing academic work. The researcher used the triangulation method to increase the reliability of the data. In other words, three sources of data were used: questionnaire for students, interviews with the ESP teachers, and classroom observations. The obtained data were analyzed to discover the perceptions of the students toward their needs and teachers‟ perceptions toward students‟ needs.The researcher used SPSS to process the data to obtain descriptive statistic. Also, the qualitative methods were used to describe the data. The findings of the study revealed that although the used materials did not include some activities, they met the learners‟ needs. Finally, the study presented pedagogical implication, limitation, and recommendation for further research. Keywords: ESP, EAP, EOP, learning strategies (LS), Need analysis
Functions of Code-Switching and Attitudes toward Them: A Case Study
Code-switching is a prevalent fact in English medium classes in countries where English language is a foreign language. The principle in English language institutions requires from their instructors using only English in the classroom, when the practical observation could differ. Students’ insights and attitudes are worthy of consideration and should be taken into account. This study is a trial to go behind the functions of code-switching at an English medium university in Kazakhstan. It also seeks to investigate the instructors’ attitudes toward their use of code-switching in the class and their students’ attitudes toward it. To achieve these goals, the data was collected through the questionnaire, which was distributed to 200 students and 50 teachers. The questionnaire was designed based on Hymes’ (1962) framework. The data was analysed via software programme SPSS 20. The data analysis result revealed that the majority of the instructors’ attitude toward code-switching in the class is negative. Most of the students have negative or neutral attitudes toward their teachers’ code-switching in the class. In addition, the teachers claim they try not to code-switch in the class. However, when they code-switch they identify that they do it mainly to translate and clarify difficult vocabulary and terminology. Therefore, the main function employed by the teachers is metalinguistic. Moreover, native language, gender, teaching experience and year of study had a considerable effect on attitudes toward code-switching. In general, the teachers fulfil their students’ needs. Keywords: code-switching, code-mixing, native language, attitude toward code-switching, functions of code-switching, English medium of instruction.
English Language Teachers’ Perceptions of Online Teaching During the Covid-19 Pandemic Period: A Case Study
The fundamental goal of the present study is to explore English language teachers’ perceptions of online language learning who are working at Eastern Mediterranean University (EMU) Foreign Languages and Preparatory School (FLEPS) in TRNC. This study also investigated participants’ awareness of contemporary technologies, their perceptions of Information Communication Technology (ICT) and their attitudes regarding the use of computer technology in classroom environments. The current study is an embedded single-case study, which employs correlation analysis using descriptive statistics to identify English language teachers’ perception of online language teaching, specifically during the Covid-19 pandemic period. In this study, mixed method research was used in order to ensure triangulation, by combining both qualitative and quantitative research methods. More specifically, a Likert-based online questionnaire was conducted with 91 in-service English teachers, and face-to-face semi-structured interviews were conducted with 17 English teachers. In this study, non-probability sampling technique was used in order to select participants. More specifically, the researcher benefited from snowball sampling as well as purposive sampling methods to add new respondents who had experienced emergency remote teaching during the coronavirus pandemic period. It is observed that the perceptions of the respondents regarding ICT, computers in general and the use of computer technology in educational context, especially in classroom environments are highly positive. However, they are somewhat hesitant of online language instruction. The participants agreed that the use of computer technology in education is considered as beneficial. Furthermore, they believe that computer technology can improve the quality of the language learning and teaching. However, based on the results of the quantitative analysis, it was revealed that they do not strongly support online language teaching and learning, that is almost half of the participants (45,1%) prefer traditional face-to-face education for language instruction instead of online language teaching. Based on the qualitative data analysis, it was revealed that the sudden instructional shift from traditional education into fully online language teaching resulted in decrease of the quality of the courses delivered. Therefore, teachers believe that online courses should be prepared carefully and systematically before they are conducted. Keywords: Emergency Remote Teaching, Online Language Teaching, Distance Education, English Preparatory School, English Language, ICT, Embedded Sing-case Study, Snowball Sampling, Mixed Methods Research, Covid-19, Pandemic
Attitudes towards Trilingual Education in Kazakhstan: A Case Study
The research focused on teacher and student attitudes towards trilingual education and its implementation in Kazakhstan. In addition, the purpose of the study was to investigate attitudes towards multilingual situation in Kazakhstan. The present study was conducted in Nazarbayev Intellectual School that practices trilingual education by teaching subjects within three languages: Kazakh, Russian, and English. It also attempted to investigate if there is correlation between teachers’ and students’ attitudes. Finally, the study aimed to find out whether gender affects the students’ attitudes. In the study, qualitative and quantitative methods were implemented. The participants involved 110 students from 9th, 10th, and 11th grades and 10 teachers of science subjects. All of the participants were non-native English speakers. The study employed triangulation: questionnaire, teacher interviews, and classroom observations. The results revealed that participants have positive or at least, neutral attitudes towards trilingual education and multilingual situation in Kazakhstan. Generally, students demonstrated more positive attitudes than their teachers. However, no statistically significant differences were found between teachers’ and students’ attitudes. Moreover, gender did not have a considerable effect on attitudes towards trilingual education as well as multilingual education.
Students’ and Instructors’ Perceptions of Teaching Culture in EFL Classes: A Case Study
The aim of the current study is to explore students’ and instructors’ opinions about teaching culture along with the language in the classroom. More specifically, the aim is to discover whether English Language Teaching Department in Shaqra University in Saudi Arabia includes teaching culture while teaching English language. Moreover, this study tries to discover whether the materials used in language courses enhance cultural awareness of the students. For these purposes, the adopted version of Gutsul’s (2012) questionnaire and semi-structured interview were given to the students; and for the instructors, an adapted version of Hui (2009) questionnaire is administered as well. The sample consists of 55 ELT students and 5 instructors from the ELT Department in Shaqra University. The results of the study show that students perceive teaching culture negatively in teaching English, while instructors found it positive and useful. It should also be mentioned that students’ low proficiency level influenced the findings of this study. Instructors’ opinions were considered positive, and they showed high awareness of the benefits of including culture into teaching English in EFL context. The findings of this study showed that the materials used in English language courses include cultural content, and the culture used was American culture. The results of the current study have educational implications. It is thought that the results may raise students’ awareness and give them general idea about including the target culture into the teaching of the target language. The study helps to discover the differences between students’ and instructors’ opinions of teaching culture. Keywords: Opinions, Teaching culture, Case study, materials, English Language Teaching, Implications.
Evaluation of the Content Validity of the English Language Test in Erbil Governorate Schools
This study aims to evaluate English language tests of seventh grade at basic schools in Erbil governorate-general directorate in terms of their content validity. More specifically, it tries to find out to what extent the content validity of the tests relate to English language content areas in terms of grammar, vocabulary and pronunciation, and four language skills such as listening, reading, writing and speaking. Hughes (1989) pointed out among the validity types the most relevant one is content validity since it is a means to check the attainment of objects of each content the syllabus of a certain domain. For the research design, a qualitative method is used and the data was collected through 160 summative test samples for the purpose of this study from the schools. The findings of the study revealed that grammar covers the most part of the tests; whereas both vocabulary and pronunciation were less focused in a manner that they take the second and third places, respectively. Concerning the language skills, it was found that the test developers focused mostly on writing, and reading stayed at the second stage. However, both speaking and listening skills were totally ignored in the tests. Overall, it can be concluded that both grammar and vocabulary, as two basic language areas, were mostly reflected the content validity of the English language tests used in the schools of Erbil; whereas, pronunciation was rarely reflected the content validity. Moreover, although both reading and writing skills were adequately reflected the content validity of the tests, other language skills like speaking and listening were fully ignored.