A COMPARATIVE ANALYSIS OF TEACHERS' BELIEFS ABOUT THE ASSESSMENT OF 4TH GRADE-EFL STUDENTS IN TURKEY, ITALY AND FINLAND

Autores/as

  • Nilay Ceylan Çakır İznik İlçe Milli Egitim Mudurlugu, Turkey
  • Zübeyde Sinem Genç Bursa Uludag University, Turkey

DOI:

https://doi.org/10.46827/ejfl.v5i6.4104

Palabras clave:

assessment, learners of English as a foreign language, teachers’ beliefs, Turkey Finland, Italy

Resumen

The aim of this study is to find out the beliefs of the foreign language teachers about the ways and types of assessment tools, assessment activities and exercises used for 4th grade-EFL students in Turkey, Italy and Finland. A total of 170 English language teachers (89 in Turkey, 40 in Italy and 41 in Finland) constituted the sample of the study. For data collection, a questionnaire with two parts was used. The quantitative data collected through the questionnaire were analyzed using descriptive statistics (frequency, percentage, mean, standard deviation) and one-way ANOVA. The results of the study revealed important points about assessing foreign language skills at primary school level. Turkish, Italian and Finnish teachers believed that more student-centered and formative-based assessment procedures should be used for 4th grade-students who learn English as a foreign language. The results also showed that teachers’ beliefs about the types of assessment, the content/skills-focus and the need for different kinds of exercises to assess 4th-graders did not differ significantly in terms of the country. However, teachers’ general beliefs about the assessment of 4th-grade students’ foreign language differed significantly in terms of the country. The post-hoc analysis showed that Italian teachers’ general beliefs about the assessment procedures for 4th grade students’ foreign language was significantly higher than Finnish and Turkish teachers’ general beliefs.

 

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Biografía del autor/a

  • Nilay Ceylan Çakır, İznik İlçe Milli Egitim Mudurlugu, Turkey
    Nilay Ceylan Çakır, is an English Language Teacher with 11 years of experience and she has been working as a project coordinator in İznik District Directorate of National Education for 4 years. Her bachelor degrees are English Language Teaching (ELT) in Uludag University, Sociology in Anadolu University and Web Design and Coding in Anadolu University. Her master’s degree is English Language Teaching in Uludag University. Her main interest is writing and impelementing local, national and international projects and has participated in several EU-funded projects. She was the project manager in TÜBİTAK 4007- The Gate From Tradition to Future; İznik Science Fest held in 17-18-19th June 2021. Currently, she is the project manager in Erasmus+ Ka201 Strategic partnership project on “Enhancing Creative and Innovative Teaching Skills Through Training and Observation”.
  • Zübeyde Sinem Genç, Bursa Uludag University, Turkey
    Zübeyde Sinem Genç is a full professor at the Department of English Language Teaching, Bursa Uludağ University in Turkey. She has Ph.D. degree in TESOL and Composition from Indiana University of Pennsylvania, USA. She has been teaching undergraduate and graduate courses on foreign language teaching. She also taught academic English at the Language Center, IUP, and graduate courses at MA in Applied Linguistics program at Southern Illinois University. Her professional interests include pre- and in-service language teacher education, second language acquisition and technology in foreign language teaching and learning. She has been involved in research projects and published articles, book chapters and books on foreign language teacher education, second language acquisition, and teaching English as a foreign language. Currently, she is the Head of the Department of Foreign Languages Education at Bursa Uludağ University.

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Publicado

2022-01-06

Número

Vol. 5 Núm. 6 (2021)

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