The analysis of writing lesson's curriculum in Celal Bayar University, school of foreign languages

The aim of this study is to determine the opinions of teachers and students about the writing skills course in Celal Bayar University School of Foreign Languages (MCBU SFL). For this purpose, the opinions of teachers and students about preparatory classes, writing skills course curriculum which are being applied in 2016-2017 academic year, their opinions on the elements of the program, and suggestions for making the program efficient and effective were determined. The research is a descriptive survey model for direct learning of teacher and student views. Mixed method was used in the research and both quantitative and qualitative data were used. The population of the study consists of the teaching staff working in MCBU YDYO and the students who are studying in the preparatory classes. Focus group interviews were conducted with all the teaching staff (n = 22), while all of the students (n = 318) were surveyed. Therefore, the sample selection was made only for focus group interviews (n = 21) with the students after the surveys. Before the data collection tool was developed, the changes in the higher education structure were examined, the literature about the program development and evaluation was scanned, information about the program elements was collected and expert group opinion was obtained. After the feedback of the expert group, the necessary corrections were made and the questionnaire forms were finalized. Student questionnaires consist of four sections: personal information, questions about the elements of the program, suggestions and ideas. The SPSS 17.0 package program was used to analyze the quantitative data. Frequency, percentage and arithmetic means were found for each item. The qualitative data obtained from the interviews and the answers they gave to the open-ended part of the questionnaire were analyzed using descriptive analysis. sub-problems are presented in relation to each sub-problem together with quantitative data. In the presentation of the findings, the quotations are given and the quotations are presented with the coding system used to define the teachers and students (such as Participant 6 = K6, Participant 1 = K1) and evaluated within the scope of qualitative data analysis. As a result, most of the students think that the goals are at an accessible level and therefore they have not had difficulty in achieving the objectives. The students think that the subjects are suitable for their level, but also that the subjects are boring. They agreed that the content was cooperative and coherent to achieve its objectives. The lecturers stated that the books used and the extra materials given were not consistent with each other and that they had difficulty in following the course. The students stated that the writing section questions in the exams were appropriate for the subjects and levels of the course. The teaching staff stated that they did not find the evaluation of the writing sections in the exam very fair. Some students stated that writing should not be forced and should be elective. The lecturers stated that the course was very useful and that the students benefited from the writing skills course in the light of the feedback of the former students. The students stated that they generally feel more confident about writing in a foreign language and that they generally like to produce something in a foreign language. Key Words: Second Language Teaching, Curriculum, University Preparatory Education.