The comparison of Gazi University ELT freshmen's receptive and productive skill performances

This study investigates whether the freshmen?s education at the preparatory school affects their receptive and productive skills performances, and whether this effect leads to a meaningful difference between the freshmen?s performances who attend the preparatory programme and those who are exempt from this programme. In light of these questions, this study mainly aims to find out whether there are performance differences among ELT freshmen who have attended the preparatory class and those who have not in terms of receptive and productive skills.The quantitative research model is employed for this study. First, the problem was identified. Next, the main research question, and depending on it, six sub ? category questions were formed. Numerical data were collected by analysing ELT freshmen?s scores in English language skills (reading, writing, listening and speaking) courses in fall and spring terms in 2009 ? 2010 academic year. They were processed in Statistical Package for Social Sciences (SPSS 16.00) software. 40% of their mid- term exams and 60% of their final exams were calculated. Results were evaluated in accordance with these scores.The participants are 260 freshmen in total, 210 of whom are females, while 50 of them are males. While 122 of these freshmen are enrolled in the day programme, 138 of them are enrolled in the evening programme. Upon this admission to the ELT department all new students take an English proficiency exam. Those who got 60 out of 100 in this exam directly attend their freshman year at the ELT department. In our case, 148 students passed this exam. The rest, 112 learners, failed and attended the preparatory school for a year at Gazi University Preparatory School of Foreign Languages. The scores obtained from Gazi University Registrar?s Office were analyzedin terms of three dimensions: attendance at the preparatory school, gender and the programme type (day or evening programme). First of all, these dimensions were evaluated in terms of frequencies and percentages. Second, these data were illustrated in tables so that students can be compared in terms of each dimension. Third, the independent samples T test was used since there are independent variables in this study to see the differences between these variables.It is revealed that in fall and spring terms reading and writing skills, the freshmen who attended the preparatory school are found to be more successful than those who did not attend. Besides, attendance at the preparatory programme is a matter of fact in determining their success in the aforementioned skills. As for listening and speaking skills, the freshmen who attended and who did not attend the preparatory programme are found to be equally successful for both terms. In other words, the preparatory school does not have a crucial role in developing these learners? listening and speaking skills. Suggestions related to the syllabus followed in the preparatory programme, to instructors? effect on the freshmen?s performances and to the reliability and validity of the English proficiency exam are provided. Another alternative study may be that the comparison of learners? performances in receptive and productive skills can be carried out in all ELT preparatory programmes of Turkish universities.