The opinions of Yıldız Technical University, foreign languages department English preparatory school students` on the quality of education they are provided with

The purpose of this research is to identify the strengths and weaknesses of the syllabus in YTU School of Foreign Languages, Department of Basic Languages (English Preparatory School) via the opinions of the students on the quality of instruction they were provided with in the 2002-2003 academic year. The universe of the research is the students of YTU Preperatory School and the sample which has been randomly selected, consists of a group of 259 (16.1%) students during the second term. The survey method has been used in this study and the data gathered through a 47- question questionnaire which was developed by the researcher. The questionnaire has questions related to different areas of the syllabus; that is, there are 7 questions related to general characteristics of the syllabus, 7 questions related to the objectives, 28 questions on content and 5 questions on assessment and evaluation. To determine the reliability of the questionnaire, Wilcoxon and Kappa tests have been applied; and to determine the internal consistency of the questionnaire The Cronbach Alpha test has been applied and according to test results, the questionnaire has been found to have a high level of reliability and internal consistency. The data obtained was evaluated in terms of percentage and frequency by the SPSS statistics program. According to findings of this study, students, within the limitations of the general characteristics of the syllabus, are seen to be satisfied with the duration of the education and with the time allocated for the 'Course Book' and 'Writing' lessons; however, they do not find the time allocated for 'Grammar' and 'Reading' lessons, enough. Students believe that mandatory attandance to lessons is essential for language learning. The majority of the students believe that, within the limitations of instructional material, they have gained enough competency in reading and writing in English, but they are not sure about their competency in listening and speaking. They do not think the English they have learned will enable them to use academic sources but it will certainly form a basis for the Advanced Level Engligh lessons in their university education. According to students, books used in the instruction of The Main Course (Course Book) and 'Reading' lessons almost fail to fulfill their learning expectations, and not enough audio- visual material is used in the syllabus. However, books used for the instruction of 'Grammar' and 'Writing' lessons and worksheet studies are found to be quite effective. VStudents seem to believe that their teachers have some inadequacy in the areas of class management and instructional skills. Students find the asssessment and evaluation process satisfactory in terms of content, mark allocation, and exam frequency. However, they are doubtful about its efficacy in evaluating their level of knowledge. According to research findings, it is essential that both the materials and the books are examined taking the students' needs into consideration and the lessons have to be supported by audio-visual material. The communicative approach and learner-centered teaching methods have to be emphasized in the instruction in order to enable students to gain listening and speaking competencies. Teachers have to be provided with in-service training more often to enable them to foster their efficacy in class management and instruction. VI