Yabancı dil olarak İngilizce öğretilen sınıflarda yönerge verme uygulamaları

Instructions given for learning tasks or activities are as noteworthy as the activities or the whole lesson since the quality of given instructions determines the efficiency of a learning task or activity. While low quality of instructions may lead to failure of the activity or the whole lesson (Anderson, 2004; Scrivener, 2005; Sowell, 2017), properly delivered instructions encourage student participation (Somuncu & Sert, 2019), foster learning process (Slavin, 1995) and promote independent learner activity (Ur, 1991). Despite the great importance of instruction giving, it is a teacher skill being ignored in teacher education (Sowell, 2017). Hence, it is significant to observe classroom practices of activity instructions. The aim of the study is to explore how activity instructions are given and checked in EFL classrooms, to identify which techniques are utilized and to gather the instructors' ideas about the techniques they use while giving and checking instructions, which also enables to compare the instructors' views and actual practices. Furthermore, with the outbreak of Covid-19, most of the schools around the world have been closed temporarily or have begun online education. Most of the foundation universities in Turkey have started the hybrid model; both online and face-to-face classes since the beginning of the academic year of 2020-2021. With all these in mind, this current situation allows to compare different applications of giving and checking instructions regarding face-to-face and online lessons. In this respect, the current study aims to find out instruction giving practices in both face-to-face classrooms and online sessions. Regarding this, the current study was conducted with seven EFL instructors in a foundation university. Eight hours of lessons of each instructor (four face-to-face and four online lessons) were recorded and transcribed by the researcher. The 56-hours of transcribed lessons were analyzed using content analysis. After the observation of each lesson of the instructors, in order to collect the instructors' opinions and increase the reliability of the results, interviews were conducted with the instructors. The interviews were also transcribed and analyzed using content analysis. One of the findings of the study was that there were 6 different techniques to give instructions: reading the original instruction in the coursebook, paraphrasing, L1 translation, demonstration, making one student read aloud, and reading the instructions individually. On the other hand, the instructors used four techniques to check instructions: asking display questions, asking referential questions, L1 display questions, and getting summary from students. Their choices differentiated based on different reasons: activity-based factors, medium of teaching, student-based factors, instruction-based factors, time management factors, and instructor-based factors. Due to being one of the main aims of the study, medium of teaching was found effective in both instruction giving and checking styles of the instructors. Based on the views of instructors, the study sheds light on the reasons behind instructors' behaviors in instruction giving and checking practices.