An action research on development of students' language skills and awareness of global issues through theme-based English teaching

The purpose of this study is to investigate how to improve higher education students' basic language skills and awareness of global issues with English teaching based on the theme-based model of the content-based language teaching approach and how to overcome problems that may be encountered during the implementation. In line with this general purpose, the views of students on the implementation of English teaching based on theme-based model were also searched. The study was designed as an action research, which is one of the qualitative research designs and was carried out in the spring term of 2015-2016 academic year with the second-grade students who were educated in Nevsehir Haci Bektas Veli University Vocational School of Tourism and Travel Management program. The research data were collected through semi-structured interviews, observation, student diaries, researcher diary, student products and achievement tests prepared in the form of quizzes. Prior to implementation, the themes to be studied in the course were determined as respecting diversities, gender equality and global warming through needs and interest questionnaires. To demonstrate the current situation in the classroom where the practice was carried out, the first achievement test as a quiz was conducted to measure the level of basic language skills and semi-structured interviews were executed to determine the level of awareness of global issues. In the application phase, the English lesson plans designed in the context of the theme-based model of the content-based language teaching approach were implemented at 22 lessons in an 11-week time period. The action research process was carried out based on cycles and the application phase of the lesson plan prepared for each theme was monitored in each cycle. Action plans were developed to solve the problems which arose in the process and the next cycle was passed after the problem was solved. While language improvement of students was measured through achievement tests, student products and observations; awareness development was monitored by semi-structured interviews, student products and researcher's diary. The students' diaries and researcher's diary were used to evaluate the action research process. The qualitative data were analysed with content analysis and descriptive analysis, whilst Wilcoxon signed rank test and t-test were performed on quantitative data collected by achievement tests. The results of the research revealed that English language teaching within the scope of theme-based language teaching approach had positive effects on the improvement of students' basic language skills. In the implementation process, it was found that the problems encountered in the improvement of language skills were related to the problem of self-confidence in pronunciation and speaking in public, using native language in the course, inappropriate word choice, not paying attention to formal writing rules and using translation applications and it was seen that these problems were solved in the process of action research with the measures taken. Positive results were gained regarding the awareness development on global issues in the study. It was determined that students developed in their perceptions of the concept of respect for diversities and the elements that make up the differences and increased the number and variety of examples that contrast with the principle of respect for diversity. While the concept of gender equality was generally limited to gender equality under the law prior to application, the scope of this concept was expanded to encompass both law and work, family and social life in many ways after the implementation. While the relationship between global warming and greenhouse effect was not established by most students prior to implementation, it emerged that this relationship was established in post-implementation interviews, and that students became more aware of the causes of global warming, possible effects, and measures to be taken against global warming. Moreover, it was observed that various expressions and behaviours of students that were incompatible with the principles of respect for diversities were also disappeared as a result of various activities designed in the process. It was concluded that English courses taught within the context of theme-based approach ensured awareness development such as students' being aware of their own prejudices and abandoning them, recognizing the adverse effects of the media on disseminating and maintaining gender inequality, critically evaluating what is imposed by the media, raising awareness of the individual's responsibilities in preventing or slowing down global warming and a better understanding of the importance of protecting nature and increased students' motivation towards the lesson, learning the language, taking a step for solution of global issues and doing research on global issues. Key words: Content-based language teaching approach, theme-based model, global education, global issues