The analysis of effective instructional strategies in teaching English as a foreign language (Case study)

This study aimed to analyze the effective instructional strategies in 5th grade in English lesson and to consider school internal stakeholders' opinions about foreign language education in a school. In the study, qualitative aopproach was carried out by using holistic single case study method. The study was implemented in a state school in Adana. The participants of the study were 22 students at 5th grade, 2 english teacher, 4 school administrators and researcher. The data sources collected in this study were interviews, observation, questionnaires, document analysis and researcher's journal. Descriptive and content analysis were used to analyze the data. While school administrators explained problems in foreign langugae teaching as a education systems, teacher difficulty, lack of material and reginal diversity, teacher expressed as a curriculum difficulty, teaching insgihts have full knowledge of grammar rules and lack of material ın the end of study with respect to the firs problem situation. In the interview, students explained that they liked English lesson because of communicating with somebody and learning new langugae. They expressed that the best learning ways of English lesson are "repeating, practices, homework, visual material and classroom environment". With regard to second problem situaiton of the study, "nonlinguistic representations and cooperative learning" mainly were seen in the document analysis. In respect to third problem situation of the study, ıt was understood that teachers didn't receive education about effective teaching strategies in their undergraduate study and they used visual materials, body language and adopted student-centered learning for effective teaching. With reference to fourth problem situation of the study, ıt was understood that teachers used different effective teaching strategies in another way. Also, ıt was observed that teachers didn't use only "summarizing-note taking, cooperative learning and tsting hypotheses from effective teaching strategies.