An investigation of project work implementation in a university EFL preparatory school setting

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buir.advisorWalters, JoDee
dc.contributor.authorKeleş, Selda Akkaş
dc.date.accessioned2016-01-08T18:02:03Z
dc.date.available2016-01-08T18:02:03Z
dc.date.issued2007
dc.departmentM.A. in Teaching English as a Foreign Languageen_US
dc.descriptionAnkara : The Department of Teaching English as a Foreign Language, Bilkent University, 2007.en_US
dc.descriptionThesis (Master's) -- Bilkent University, 2007.en_US
dc.descriptionIncludes bibliographical references leaves 118-121.en_US
dc.description.abstractThis study is aimed at investigating the effectiveness of an existing project work program through the perceptions of the teachers and the students in the preparatory classes at Muğla University School of Foreign Languages (MU SFL). In this study, the actual implementation procedure was compared to the relevant literature in order to find out the mis-matches between the literature, and the actual implementation at MU SFL. Then, the teachers and the students’ perceptions of project work were investigated. Data used in this study were collected through classroom observations, questionnaires, and interviews. Data collected with the questionnaire was analyzed by the use of descriptive statistics. For this purpose, SPSS, 11.0 (Statistical Programming for Social Sciences) was used to analyze the questionnaire. Data collected through observation and interviews were analyzed qualitatively. The results of the classroom observation revealed that there are mismatches in implementation between the literature and the preparatory classes at MU SFL. These results revealed that neither the students nor the teachers thought that the students benefited from project work to the extent claimed by the literature. The analysis of the interviews and the implementation procedures revealed that the level of the project tasks at MU SFL is above elementary level students, and that the students do not receive enough guidance during the process of conducting project work. The students felt that they were able to improve their vocabulary and grammar knowledge more than other language skills. In order to maximize the benefits of project work implementation in preparatory classes at Muğla University School of Foreign Languages, it is suggested that the tasks should be modified in accordance with the students’ proficiency level. In addition, the allotted time for project work in the curriculum should be increased in order to increase teachers’ ability to support project work. Finally, it is suggested that both the teachers and the students should be given training about the rationale of the project work and the implementation procedure of project work.en_US
dc.description.degreeM.A.en_US
dc.description.statementofresponsibilityKeleş, Selda Akkaşen_US
dc.format.extentxiii, 140 leaves, tablesen_US
dc.identifier.urihttp://hdl.handle.net/11693/14557
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectProject worken_US
dc.subjectproject based learningen_US
dc.subjectproject-based language learningen_US
dc.subject.lccP53.P67 K45 2007en_US
dc.subject.lcshLanguage and languages--Study and teaching.en_US
dc.subject.lcshProject method in teaching.en_US
dc.titleAn investigation of project work implementation in a university EFL preparatory school settingen_US
dc.typeThesisen_US

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M.A. in Teaching English as a Foreign Language - Master's degree