Investigating College Instructors’ and Students’ Perceptions of Learning English in Terms of Learning Theories

Q2 Social Sciences

Journal of College Reading and Learning Pub Date : 2023-07-03 DOI:10.1080/10790195.2023.2214190

Begüm Ihtiyaryer, S. Altun

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引用次数: 0

Abstract

ABSTRACT University students in Turkey are required to complete a one-year English preparatory education before starting their education at their faculties. For some time, it has been clear that students have difficulties in learning English in these preparatory programs. The reasons behind this have always been a hot topic in research areas. To have a deeper look and offer solutions, it is necessary to understand how these students and their instructors perceive language learning first. Their perceptions reveal the learning theories that they have adopted, and these learning theories shape the way teachers teach and the students learn that language. In this framework, this study aims to reveal the underlying learning theories behind students’ and instructors’ perceptions of learning English in English preparatory programs. The phenomenology method was used in this study among the qualitative research methods. Ten students and ten instructors were interviewed during the study. Themes and codes were created with the content analysis of the data. It was seen that there is not a single learning theory dominating students’ and instructors’ perceptions of learning English.

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从学习理论角度考察高校教师和学生的英语学习观

摘要：土耳其的大学生必须完成为期一年的英语预备教育，然后才能进入学院接受教育。一段时间以来，很明显，学生在这些预备课程中学习英语有困难。这背后的原因一直是研究领域的热点。为了深入了解并提供解决方案，有必要首先了解这些学生和他们的导师是如何看待语言学习的。他们的认知揭示了他们所采用的学习理论，这些学习理论塑造了教师和学生学习该语言的方式。在这个框架下，本研究旨在揭示学生和教师在英语预备课程中学习英语的基本理论。本研究在定性研究方法中采用了现象学方法。研究期间采访了10名学生和10名教师。主题和代码是通过对数据的内容分析创建的。研究表明，没有一种单一的学习理论主导着学生和教师对英语学习的看法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of College Reading and Learning Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.