effective use of the epostl by student teachers of english – efueste 10-15 april 2015, antalya,...
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EFFECTIVE USE OF THE EPOSTL BY STUDENT TEACHERS OF ENGLISH – EFUESTE
10-15 APRIL 2015, ANTALYA, TURKEY
STUDENT TEACHERS’ AND ACADEMICS’ VIEWPOINTS ON
THE USE OF EPOSTL IN ELT
Funda ÖLMEZKadriye AKSOYElif AYBEREce AFŞARLI
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CONTENT
• Introduction• Literature Review• Methodology• Findings• Conclusion
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1. Introduction
• Curriculum change in Education Faculties in 2006 (Ozoğlu, 2010).
- the increase of the general courses, - the possibility of choosing 25% of the whole
program
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• The new program was designed in line with:- Common European Framework of Reference
(CEFR) (European Council, 2002)- European Portfolio of Student Language
Teachers (EPOSTL), - The criteria of foreign language teacher
education programs- Education faculties (Hismanoglu, 2012).
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• Assessment (Hismanoglu, 2012).
• According to the new program, performance-based assessment should be used, and this is best accomplished by using “portfolio”
• Teacher educators:• never used portfolio assessment (31.9%) • rarely used (61.1%) • always used (6.9%) according to 72 student
teachers of foreign language education departments.
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2. Literature Review• Cakir and Balcikanli (2012)to understand the views of ELT student teachers’ and
teacher trainers’ views on the use of the EPOSTL in Turkey
the EPOSTL was implemented as a reflection tool for the second semester of 2010.
25 student teachers and 4 teacher trainers
RESULTS: EPOSTL beneficial in terms of reflection, self-assessment and awareness.
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• Okumus and Akalın (2015)
to determine the pre-service teachers’ views on the role of the EPOSTL in increasing the effectiveness of methodology course
a pilot study in which the EPOSTL was used in Methodology course for 16 weeks.
semi-structured interviews with 8 student teachers
RESULTS: EPOSTL increased the effectiveness of the Methodology course since it provided more feedback, self-assessment and reflection.
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Aim of the study• To find out the views of student teachers and academics on the use of
EPOSTL in Turkey
• Research Questions1. What are the attitudes of student teachers towards the use of
EPOSTL?2. What are the attitudes of academics towards the use of EPOSTL?3. Is there a significant difference between the attitudes of student
teachers and academics towards the use of EPOSTL?4. What are the attitudes of student teachers towards self-assessment?5. What are the attitudes of academics towards self-assessment?6. Is there a significant difference between the attitudes of student
teachers and academics towards self assessment?
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3. Methodology
a. Participants• 27 student teachers • 21 academics
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3. Methodology b. Instrument: A questionnaire
A. Demographic information 7 items
B. General views on self-assessment19 items
C. General views on the EPOSTL21 items
D. Descriptors in the EPOSTL 26 items
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c. Data CollectionQuestionnaire: administered onlined. Data Analysis • Statistical analysis via SPSS 20• Descriptive analysis and Mann-Whitney U Test
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4. Findings
R.Q. 1. What are the attitudes of student teachers towards the use of EPOSTL?
Section Student Teachers’ Viewpoints on the EPOSTL
n M SD
Content 7 3.71 .61
Use and Practicality 5 3.80 .24
Assessment 5 4.05 .54
Self Reflection 5 4.05 .44
Dossier 5 4.00 .46
Descriptors 5 4.51 .31
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• R.Q.2. What are the attitudes of academics towards the use of EPOSTL?
Section Academics’ Viewpoints on the EPOSTL
n M SD
Content 10 4.34 .53
Use and Practicality 10 4.12 .64
Assessment 10 4.02 .64
Self Reflection 10 4.47 .41
Dossier 10 4.52 .43
Descriptors 10 4.48 .36
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R.Q.3. Is there a significant difference between the attitudes of student teachers and academics towards the use of EPOSTL?
Section Student Teachers Academics
U p
n Mean RankSum of Ranks n Mean Rank
Sum of Ranks
Content 6 4.42 26.50 9 10.39 93.50 5.500 .01
Use and Practicality 5 6.40 32.00 10 8.80 88.00 17.000 .318
Assessment 5 8.30 41.50 10 7.85 78.50 23.500 .852
Self Reflection 5 5.70 28.50 10 9.15 91.50 13.500 .15
Dossier 5 6.20 31.00 10 8.90 89.00 16.000 .26
Descriptors 5 8.10 40.50 10 7.95 79.50 24.500 .951
A significant difference between STs’ and As’ viewpoints only in terms of content according to the results of Mann-Whitney U test (p < .05).
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R.Q.4. What are the attitudes of student teachers towards self-assessment?
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• R. Q. 5. What are the attitudes of academics towards self-assessment?
Section Academics’ Viewpoints
n M SD
Self Assessment 13 4.12 .60
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• R.Q.6. Is there a significant difference between the attitudes of student teachers and academics towards the use of EPOSTL?
Section Student Teachers Academics
U p
nMean Rank
Sum of Ranks n
Mean Rank
Sum of Ranks
Self Assessment 23 19.28 443.50 13 17.12 222.50 .131.50
0
.553
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5. Conclusion
1) EPOSTL: not examined by most of the participants
2) Both STs and As: positive attitudes towards the use of the EPOSTL in Turkey-No significant difference between STs and As except for the content of the EPOSTL
3) Both STs and As: positive attitudes towards self-assessment-No significant difference between STs and As
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5. Conclusion
• Viewpoints: POSITIVE• Yet, the implementation of the EPOSTL needs
to be promoted.• For those who are not familiar with the
EPOSTL:-a need to introduce the EPOSTL to STs and As-a need to implement the EPOSTL effectively for self-assesment
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References
• Cakir, A., & Balcikanli, C. (2012). The Use of the EPOSTL to Foster Teacher Autonomy: ELT Student Teachers’ and Teacher Trainers’ Views. Australian Journal of Teacher Education, 37(3), 1-16.
• Hismanoglu, S. (2012). Prospective EFL teachers’ views on English language teacher training program. Journal of Research in Education and Teaching, 1(2), 330-341.
• Okumus, K. & Akalın, S. (2015). Incorporating EPOSTL (European Portfolio for Student Teachers of Languages) into methodology course. International Journal on New Trends in Education and Their Implication. 6(1), 76-83.
• Özoğlu, M. (2010). Türkiye’de Öğretmen Yetiştirme Sisteminin Sorunları. Seta Analiz, 17, 1- 37.
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Thank you!