Investigating Students’ Views Regarding the Effectiveness of Teaching-Learning Processes Developed for 9th Grade English Course

Abstract

Purpose: This study aims to investigate students’ views regarding the effectiveness of teaching-learning processes designed to achieve the objectives set in the 9th grade English curriculum. To this end, teaching-learning processes were prepared according to the objectives of the first four themes of the ninth grade English curriculum. Design/Methodology/Approach: This study adopted action research. Participants were selected through convenient sampling method. 52 ninth graders from two different classes were selected to implement teaching-learning processes. The implementation process lasted for 15 weeks. Semi-structured focus group interviews were conducted with 24 students, 12 from each class, in groups of six students after the implementations. The focus group interviews were conducted via semi- structured interview form prepared by the researcher. Data were analyzed through descriptive analysis using MAXQDA qualitative data analysis software. Findings: The data obtained through interviews showed that students were satisfied with the teaching-learning processes. Students believed that their speaking and writing skills improved the most and they stated that the presentations were of great importance in this improvement. Students’ listening comprehension skills improved more than their reading comprehension skills. Reading comprehension was the least improved skill, which can be attributed to the reading-focused instruction they received in the secondary school. Highlights: The results of the study revealed that in order to ensure high-quality and effective foreign language teaching, teachers should prepare their own teaching-learning process according to the objectives set in the curriculum rather than following the course books and materials provided to them. In this way, teachers not only free themselves from the limitations and shortcomings of course books and teacher's books but also teach more effectively with the teaching-learning processes designed according to the characteristics and needs of their schools and students.