An Ex-Post Facto Study on the Affective Domain of the 5th Grade

Journal of Theoretical Educational Science, 14(3), 411-431, July 2021

Kuramsal Eğitimbilim Dergisi, 14(3), 411-431, Temmuz 2021

[Online]: http://dergipark.org.tr/akukeg

DOI number: http://doi.org/10.30831/akukeg.882400

ISSN: 1308-1659

An Ex-Post Facto Study on the Affective Domain of the 5

th

Grade

English Language Teaching Curriculum

*

Beşinci Sınıf İngilizce Öğretim Programının Duyuşsal Boyutu Üzerine

Bir Nedensel Karşılaştırma Çalışması

Murat GÜNGÖR

**

Merve GEÇİKLİ

***

Received: 17 February 2021 Research Article Accepted: 24 May 2021

ABSTRACT: The primary purpose of this study was to analyze the affective domain of the fifth-grade intensive

English curriculum. The study sample was 366 fifthgrade students from seven schools selected through convenience

sampling from 1803 students in 47 secondary schools in Iğdır. We used “The Scale of Affective Objectives of

Teaching English to Young Learners” developed by Şad (2011) to assess 5

th

grade English language teaching

curriculum in terms of the affective domain by comparing pilot schools and regular schools. Besides, “Foreign

Language Teaching Activities Scale” by Şad (2011) was the other data collection tool used to explore what sorts of

teaching activities, teacher or learner-centered, are used in schools to provide a deeper understanding of the affective

domain of the curriculum. The study results showed no significant difference between the students regarding four

dimensions of affective domain in terms of certain variables. Students in both pilot and regular schools had a high

level of positive attitude towards English language learning. Teacher-centered activities as teaching activities were

commonly used in schools. To conclude, the number of class hours did not seem to be a principal factor in changing

affective components of attitudes towards English language learning.

Keywords: Teaching English to young learners, affective domain, 5

th

-grade intensive English curriculum, ex-post

facto.

ÖZ: Araştırmanın temel amacı, yabancı dil ağırlıklı beşinci sınıf İngilizce öğretim programının duyuşsal alan

boyutunu, uygulama sonrasında uygulamaya tabi olan okullar ile tabi olmayan okulların karşılaştırılarak incelemektir.

Araştırmanın örneklemini, Iğdır ili Merkez ilçe sınırları içerisinde yer alan 47 ortaokulda eğitim gören 1803 öğrenci

arasından uygun örnekleme metodu ile 7 okul arasından seçilmiş olan 366 ortaokul 5. sınıf öğrencisi oluşturmaktadır.

Programın duyuşsal alan boyutunun incelenmesi için Şad (2011) tarafından geliştirilen “Çocuklara Yabancı Dil

Öğretiminin Duyuşsal Hedefleri Ölçeği” kullanılmıştır. Yabancı dil derslerindeki öğretim etkinliklerinin ne sıklıkla

yapıldığını ölçmek için ise yine Şad (2011) tarafından geliştirilen “Yabancı Dil Öğretim Etkinlikleri” ölçeği

kullanılmıştır. Araştırmanın bulguları, duyuşsal alan boyutunda, Yabancı Dil Ağrılıklı 5. Sınıf programının

uygulandığı okullar ile uygulanmayan okular arasında anlamlı bir farklılık olmadığını göstermektedir; öğrenciler

yabancı dil derslerine ve yabancı dil öğrenmeye yönelik yüksek düzeyde olumlu tutuma sahiptir. Yabancı dil

derslerinde yapılan etkinlikler incelendiğinde ise, daha çok öğretmen merkezli etkinliklerin yapıldığı sonucuna

varılmıştır. Bulgulardan hareketle, İngilizce dersine yönelik duyuşsal yönde öğrencilerin tutumunda ders saat

sayısındaki farklılığın belirleyici bir etken olmadığı sonucuna varılabilir.

Anahtar kelimeler: Çocuklara yabancı dil öğretimi, duyuşsal boyut, yabancı dil ağırlıklı 5. sınıf İngilizce ders

öğretim programı, nedensel karşılaştırma.

* This study was produced from the master's thesis of the first author under the supervision of the second author at

Ataturk University

** Corresponding Author: Lecturer, Yozgat Bozok University, Yozgat, Turkey, [email protected],

https://orcid.org/0000-0003-2299-4635

*** Asst. Prof. Dr., Atatürk University, Erzurum, Turkey, [email protected], https://orcid.org/0000-0002-

8619-5026

Citation Information

Güngör, M., & Geçikli, M. (2021). An ex-post facto study on the affective domain of the 5

th

grade English language

teaching curriculum. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science], 14(3), 411-431.

Murat GÜNGÖR & Merve GEÇİKLİ

412

Today, the welcoming position of English results in the spread of a common

belief that English competency is the first and foremost expected qualification for many,

including those whose native languages are different. Thus, the number of people

learning Englishincreases as they aim to be part of international communication. In this

regard, it is widely stated that English proficiency can empower students, and especially

teaching English at early ages can contribute more to this situation because young

learners are more curious and active in learning process (Nikolov, 2016). Besides the

effect of globalization, the other end widely emphasized concerning learning a foreign

language during childhood is affective factors. In planning foreign language education,

policymakers have started to care for affective domain, that is, moods, feelings, and

attitudes of learners based on social constructivist and humanistic paradigms. Şad

(2011) pointed out the importance of creating a positive learning environment in the

change of feelings and attitudes of young learners towards foreign language learning.

Thus, based on these facts, governments are to shape their policies of English language

teaching.

Since the beginning of attempts for the European Union membership,

policymakers in Turkey have been trying to adapt its curriculum in English language

teaching to European language education (Kirkgoz, 2007a). Thus, as a result of 4+4+4

system reform, the English language teaching curriculum of 2013 was designed to

include second and third graders. The curriculum of the following grades was

reconstructed based on the demands of the new policies (Ministry of National Education

[MoNE], 2013). With an early start of English language education from 6 years of age

(Güngör, 2017; Kirkgoz et al., 2016), this reform has oriented the curriculum toward

such an embracing system that, on the contrary to the curriculum of 2006 – in which

there was no emphasis on objectives related to the affective domain – the activities and

materials guiding teachers to make students become motivated and develop positive

attitudes toward English classes have been suggested (MoNE, 2006, pp. 37-39).

Besides, this curriculum reform also seems to be the first step for shifting from teacher-

centered teaching to student-centered communicative language teaching (Kirkgoz,

2007b). Followingly, in 2017, another policy change regarding the education of English

via communicative models through English Language Teaching Curriculum for 2

nd

-8

th

grades was done. For 5

th

grades of secondary schools, an intensive English language

study program was designed, which aimed to enable students to use at least a foreign

language fluently with improved methods and design for active learning in public

schools (MoNE, 2017). During 2017-2018 academic years, the curriculum was

implemented in 5

th

grades chosen as pilot schools.

As the policy change and implementation have been relatively new cases, it

would be of interest to investigate the relevant issues and explore, if there, further points

regarding the effectiveness of the process in terms of learning a foreign language. In this

regard, from a specific and significant point, the current study will focus on the affective

domain issue moving on the fact that studies put the importance of affective factors in

predicting the attitude of learners towards language learning (Cameron, 2001;

Demirezen, 2003; Fırat, 2009; Moon, 2000; Sümen, 2008; Şad, 2011). By the way,

especially in terms of tangible embodiment of affective domain, it would result in the

wonder of whether the curriculum implemented has resulted in any change in affective

components of learners’ attitudes towards English language learning. Thus the current

An Ex-Post Facto Study on the Affective Domain…

413

study will evaluate how affective domain has been dealt within the curriculum.

Although some studies focus on affective domain issues in foreign language learning

within the Turkish context, their number is low (e.g., Kardeşler, 2010; Şad, 2011;

Ulusoy, 2003). Moreover, no previous study of the new curriculum has been reported.

Thus, the main aim of this study is to determine whether 5th-grade students who have

got 5th grade English Language Teaching Curriculum score differently than the 5th-

grade students who have not regarding four dimensions -attitudes towards learning a

foreign language and English course; attitudes towards foreign people and cultures;

desire and effort to learn a foreign language; foreign language anxiety- of affective

domain in terms of certain variables.

Considering that foreign language learning is a life-long journey, we can

emphasize that children’s first experiences should focus on affective gains such as

motivation, attitude, and self-confidence before basic communication skills (European

Council, 2009, p. 5). When these desired affective goals cannot be achieved, the

negative emotions make it difficult for foreign language learners to communicate in the

target language (Gordon, 2007, p. 75). Moreover, suppose the child’s initial experiences

and impressions at the primary school level, which the child has met with foreign

language, is negative. In that case, the child may develop strong negative feelings

towards the foreign language in the next grade (Schindler, 2006, p. 8).

In general, developing positive attitudes towards learning foreign languages,

foreign people, and their cultures, particularly developing positive attitudes towards

foreign language lessons, is one of the affective goals of foreign language teaching

curricula (European Council, 2009). Encouraging students to learn a foreign language

and eliminating negative feelings such as foreign language anxiety, and enabling the

student to feel safe and comfortable with learning a foreign language or communicating

in a foreign language can also be shown as affective objectives (Komorowska, 1997).

Besides positive attitudes, student-centered learning tends to provide more opportunities

for increasing productivity and success and communicating compared to teacher-

centered learning. It is clear that the aim of foreign language teaching is not only to

teach students some grammar rules and vocabulary, but also how to use the knowledge

in practice to express or explain ideas. For teachers and academics, it would be helpful

to introduce this student-centered cooperative language learning method to the language

learning class (Zhang, 2010). In addition, parents also play a critical role in students’

foreign language learning by providing cognitive and emotional support to their

children at home (He et al., 2015). Families can positively influence their attitude and

motivation by encouraging their children to learn a foreign language (Nikolov, 2009).

Parents involved in their children’s education will better understand how their children

are more academically successful (Partin, 2017).

Chinese learners aged 7-12 years in primary school are very eager to learn

English in the study of their motivation to learn English as a foreign language (Liao,

2004). Corpus et al. (2009) have examined the change in the motivation of their 3

rd

-8

th

grade students to learn a foreign language. There is a positive correlation between

motivationand academic achievement in the study. Mostafavi and Vahdany (2016)

found that the learners, who have education on affective strategies, have a lower level of

anxiety in English classes. They also found that positive statements encourage the

learners. Highly successful students have stronger internal learning motivations, and

Murat GÜNGÖR & Merve GEÇİKLİ

414

they use more effective language learning strategies and experience more positive

feelings. Still, the students with low success have stronger external learning motivation,

use more effective language learning strategies, and get more negative feelings (Tan,

2016). MacIntyre and Vincze (2017) examined the effect of positive and negative

emotions on learning a second language in their study. The results show that positive

emotions are strongly associated with consistent and motivational variables. Atlı (2008)

aimed to determine students’ attitudes towards English and English lessons in primary

schools in Turkey. As a result of the study, most students have positive attitudes

towards English language skills, teaching materials, and activities, English language and

language skills have been developed and internally motivated. Şad (2011) conducted a

study to examine the level of primary education first grade English curriculum to realize

the affective objectives of teaching a foreign language to children in terms of some

variables. In his doctoral dissertation, he found that male students participating in the

study had more positive attitudes towards foreign language learning and English lessons

than their female students, and their foreign language concerns and foreign language

concerns were lower. In her master thesis, Kalipci (2015) found that affective variables

affected students’ success in foreign language learning. Results suggest that there is an

inverse relationship between the affective filter and academic achievement. Therefore,

teachers should minimize the situations that students may be anxious about in the

classroom environment. This study’s results might address this information gap by

looking into if there would be a question raised resulting from any disconnection

between theory and practice because of probable intervening variables such as teachers,

materials, etc.

On this basis, precisely, the following questions will guide the current study:

Research Question 1: What is the difference between 5

th

grade students who

have and have not got 5

th

grade English Language Teaching Curriculum to the

four dimensions of affective domain (attitudes towards learning a foreign

language and English course; attitude towards foreign people and cultures;

desire and effort to learn a foreign language; foreign language anxiety)?

Research Question 2: Is there a difference between 5th grade students who have

and have not 5th grade English Language Teaching curriculum in terms of

gender to the four dimensions of affective domain?

Research Question 3: Is there a difference between 5

th

grade students who have

and have not 5

th

grade English Language Teaching curriculum regarding

parental support to the four dimensions of affective domain?

Research Question 4: Is there a difference between 5th grade students who have

and have not 5th grade English Language Teaching curriculum in terms of

teacher-centered and student-centered activities?

Method

Moving on quantitative paradigm, we followed an ex post facto research design,

also called causal-comparative research, to examine the cause and consequences of

differences between or among the group of participants after any experiment or

instruction in the context (Fraenkel et al., 1993). Although this is not an experimental

study, an ex-post facto design would help us understand if the new curriculum creates a

difference in affective factors.

An Ex-Post Facto Study on the Affective Domain…

415

Research Setting and Participants

After the official permissions were taken from Iğdır Provincial Directorate of

National Education (numbered 19255454-44-E.5800971, dated 20.03.2018) in Turkey,

we learned the total number of students in Iğdır Province. The demographic data given

by the directorate showed that 920 male and 883 female students were studying in 47

different secondary schools. The study sample was 366 5

th

grade students from 7

schools selected through convenience sampling from 1803 students in 47 secondary

schools in Iğdır.

Table 1

Descriptive Statistics of Female and Male Students

Schools

Female Students

Male Students

Total Students

Pilot Schools

School 1

39

32

71

School 2

16

21

37

School 3

28

34

62

Total

83

87

170

Regular Schools

School 4

56

34

90

School 5

4

9

11

School 6

11

14

25

School 7

37

31

68

Total

108

88

196

Total

7 Schools

191

175

366

Six of the questionnaires were excluded from the study as the students did not

complete them. We involved all the responses from 366 students from 7 schools (See

Table 1).

Data Collection Tools and Process

To collect the quantitative data, we used two instruments developed by (Şad,

2011). “The Scale of Affective Objectives of Teaching English to Young Learners” was

used to measure the affective levels of children for the language education, and

“Foreign Language Teaching Activities Scale” was designed for measuring the

frequency of the instructional activities in classrooms.

The first 35-item scale was formed by Şad (2011) by considering the previous

studies and the literature review. In the exploratory factor analysis part, 260 fourth and

fifth students answered the scale, and Şad (2011) shortened the item numbers from

thirty-five to seventeen in four factors. These factors are as follows: motivation, desire

and effort to learn a foreign language, attitude towards learning a foreign language and

English course, foreign language anxiety, and attitudes towards foreign people and

cultures. To test the four-factor scale, he carried out a confirmatory factor analysis with

366 fourth and fifth-grade students, and this analysis proved the four-factor construct of

the scale.

Murat GÜNGÖR & Merve GEÇİKLİ

416

The second scale, “Foreign Language Teaching Activities Scale”, was used to

analyze the frequencies of the activities in foreign language classes. For this scale, a 34-

item was formed in the item pool, and all items in the pool were taken to the scale by

referring to scientific sources, curricula, research articles, and theses. After exploratory

factor analysis, the number of the items decreased to 21 items out of 34 items in two

factors, namely student-centered activities and teacher-centered activities. To confirm

the hypothesis in the exploratory factor analysis, he carried out the confirmatory factor

analysis with 391 fourth and fifth grades students. The results confirmed the two-factor

construct of the scale.

In the original scales, the responses of the students were designed with three

smileys. Three smileys show that students totally/partially or never agree with the

statements. However, in this study, the participant group was just fifth graders. The

fifth-grade students are supposed to understand the 5-point Likert type scale, and this 5-

point Likert type scale might give us more detailed results in terms of the affective

levels of students. Therefore, the scale was adapted to a 5-point Likert type scale for

more sensitive results.

The reliability coefficients for “The Scale of Affective Objectives of Teaching

English to Young Learners”, was determined as .867, and the reliability coefficients

were .780, .778, .764 and .614 for the factors of desire and effort to learn a foreign

language, attitude towards learning a foreign language and English course, foreign

language anxiety, and attitudes towards foreign people and cultures respectively. The

reliability coefficients for “Foreign Language Teaching Activities Scale” was

determined as .892, and the reliability coefficients were .851 and .769 for the factors of

student-centered and teacher-centered foreign language teaching techniques

respectively. While Field (2009) takes the value of .80 as reliable, Büyüköztürk (2007)

consider .70 as a criterium to accept a scale as a reliable one. Considering these values,

both scales can be regarded as reliable. Among 47 schools, the researcher got in contact

with 7 secondary schools, in three which 5

th

grade English language teaching

curriculum was implemented, and in the other four schools, 3-hour English language

teaching curriculum was still going on. Then, students were asked for their consent to

participate in the study; 372 students voluntarily participated.

Data Analysis

Before starting the analysis and interpretation of quantitative data, normality

assumptions were analyzed for the variables to decide on whether parametric or non-

parametric tests were suitable for the data analysis. Skewness and Kurtosis values were

checked for the normality assumption (Field, 2013). Skewness values for the variables

ranged from .072 to -.481, and Kurtosis values were ranged between -.444 and -.695. As

the acceptable limits of ±2 were accepted by many researchers (Field, 2000, 2009;

George & Mallery, 2010; Gravetter & Wallnau, 2014; Trochim & Donnelly, 2006),

some also consider the acceptable range for Skewness and Kurtosis below +1.5 and

above -1.5 (Tabachnick & Fidell, 2013) and below +1 and above -1 (Şencan, 2005).

Following these researchers, the values for variables were accepted as normal, and

parametric tests were conducted for the data.

The second assumption is homogeneity of variances. To check the homogeneity

of variances, Levene’s test was used, and the results of the test were nonsignificant

An Ex-Post Facto Study on the Affective Domain…

417

(F=8.642; p=.003) for “The Scale of Affective Objectives of Teaching English to

Young Learners” and significant (F=.732; p=.393) for “Foreign Language Teaching

Activities Scale”. To sum up the assumptions, parametric tests were used in this study.

A t-test was used to determine the difference between two sample means from two

normally distributed populations with unknown variances. In addition to it, we

presented descriptive statistics to describe the frequencies, standard deviations,

percentages, and means.

Ethical Procedures

The researcher applied for the permission to collect data from schools on

14.03.2018, and Iğdır Provincial Directorate of National Education and the

Governorship of Iğdır approved the permission (numbered 19255454-44-E.5800971,

dated 20.03.2018). This decision was issued to the first author on 21.03.2018 with the

number of 19255454-44-E.5855135.

Results and Discussion

Affective Domain Level of the Students

The distribution of the t-test results that the students get from the Affective

Objectives Scale of Teaching English to Young Learners scale was given in Table 2.

When the data in Table 2 were examined, there was no statistically significant

difference between the schools in which the students study in terms of students’

attitudes towards learning a foreign language and English course [t(366)=.977, p=.329].

However, the students in the pilot schools had a higher attitude towards learning a

foreign language and English course. As the standard deviation was smaller (4.669), the

distributions of the students in the pilot schools were more homogeneous. In general,

students in normal schools had a close attitude towards learning a foreign language and

English course when compared to those in pilot schools.

When the findings related to the Desire and Effort to Learn a Foreign Language

are examined, there was not a statistically significant difference according to the school

types [t(366)=1.062, p=.289]. The average scores of students in pilot schools were

slightly higher than those in regular schools. Thus, it cannot be said that studying at the

pilot school has a significant influence on desire and effort to learn a foreign language.

When the findings related to Foreign Language Anxiety were examined, there was no

statistically significant difference according to the school types [t(366)=-.489, p=.625].

There was very little difference between the averages in favor of regular schools. In

light of this finding, the foreign language concerns of pilot and non-pilot school

students were similar. When the findings related to Attitude towards Foreign People and

Cultures were examined, there was no statistically significant difference according to

the types of schools [t(366)=.994, p=.321]. There was no significant difference between

the averages. That is, it can easily be said that their attitudes towards foreign people and

cultures were similar. Examining the students' average in all dimensions, we realized no

meaningful difference [t(366)=.857, p=.392]. The average of total score of students in

pilot schools was slightly higher than in normal schools.

Murat GÜNGÖR & Merve GEÇİKLİ

418

Table 2

T-Test Results in the Affective Domain Level between the Students of Pilot Schools and

Regular Schools

Dimensions

Pilot or

Regular

N

Mean

SD

df

t

p

Attitude towards Learning A

Foreign Language and English

Course

Pilot

170

19.55

4.669

363.240

.977

.329

Regular

196

19.05

5.144

Desire and Effort to Learn A

Foreign Language

Pilot

170

17.41

4.640

363.898

1.062

.289

Regular

196

16.85

5.443

Foreign Language Anxiety

Pilot

170

16.18

4.165

353.300

-.489

.625

Regular

196

16.39

4.036

Attitude towards Foreign People

and Cultures

Pilot

170

11.62

3.249

352.651

.994

.321

Regular

196

11.29

3.132

Total

Pilot

170

64.76

12.965

359.607

.857

.392

Regular

196

63.58

13.391

*p<.05

The pilot application was being implemented for the first time in 2018, making it

difficult to compare with any other study. Although there was no significant difference

between the pilot schools and the normal schools in terms of the affective areas of

students, the general tendency in Europe was to increase the time to pass for at least one

compulsory foreign language teaching, and, thus, to increase the age of commencement

of compulsory foreign language teaching (Eurydice, 2005). Foreign language teaching

can occupy European countries’ educational policies for many years and can be started

from an early age in Europe (Şevik, 2008). However, to achieve the desired success, the

number of learning outcomes in the preparatory class curriculum should be reduced and

students should be reviewed according to their level of preparation. For instance, Dincer

and Koc (2020) also confirmed that overloaded curriculum was one of the most

significant problems for teachers. In this case, it may be helpful if the content,

educational status, and test conditions are re-arranged. (Dilekli, 2018). There is no

reason for these results in the literature due to being a new application. Due to the new

implementation, the expected objectives for the implementation of the curriculum in

pilot schools may not have been achieved. English teachers can also get used to a new

curriculum in the progress of time. Failure to provide in-service training for teachers

involved in the preparatory practice may have prevented them from creating the desired

level of difference in pilot schools.

Gender and Parental Support on the Fours Dimensions of Affective Domain

When the data in Table 3 and 4 were examined, students’ Attitude towards

Learning A Foreign Language and English Course differed statistically significantly

according to the gender of the student in pilot schools [t(170)=3.771, p<.05]. When

arithmetic averages were examined, female students’ attitudes towards learning a

foreign language and English course (X

̄

=20.87) were more positive than male students’

An Ex-Post Facto Study on the Affective Domain…

419

(X

̄

=18.29). In regular schools, no difference can be seen with the pilot schools

[t(196)=4.348, p<.05]. When we look at the previous studies, Japanese female students

have superiority over male students in their attitudes towards learning English

(Kobayashi, 2002). Karahan (2007) found that the female students had a more positive

attitude towards the English language. Şad (2011) also found that girls’ attitude scores

were higher than males’. On the other hand, Atlı (2008) found no differences in terms of

gender in terms of attitudes. Therefore, it can be said that female learners mostly show

more positive attitudes towards learning a foreign language and English course. The

male and female students had a high positive attitude towards foreign language learning

and English lessons. However, female students’ attitudes towards learning foreign

languages and their English courses were more positive than male students. There was a

statistically significant difference between them.

The female students’ desire and effort points for learning foreign languages ere

higher, and the male students were at the intermediate level. According to this, female

students were more desirous of learning a foreign language than male students, and they

make more efforts, and there was a statistically significant difference between them.

Male and female students participating in the study did not have a high level of

foreign language anxiety. Female students’ foreign language concerns are higher than

male students, but there was no statistically significant difference between them. The

students who participated in the study did not have a high level of positive attitude

towards foreign people and cultures, but female students had a higher level of positive

attitude than male students, and there was a statistically significant difference between

them. This confirms the social orientation of females and their positive attitudes and

greater motivation towards learning a foreign/second language (Baker & MacIntyre,

2000).

Table 3

The T-Test Results of the Level of Having Affective Characteristics According to the

Gender of the 5

th

Grade Students in Pilot Schools

Dimensions

Gender

N

Mean

SD

df

t

p

Attitude towards Learning A Foreign

Language and English Course

Female

83

20.87

3.540

151.373

3.771

.000

Male

87

18.29

5.254

Desire and Effort to Learn A Foreign

Language

Female

83

18.99

3.875

163.261

4.597

.000

Male

87

15.91

4.829

Foreign Language Anxiety

Female

83

16.51

4.165

167.621

.990

.324

Male

87

15.87

4.165

Attitude towards Foreign People and

Cultures

Female

83

12.54

2.539

154.765

3.766

.000

Male

87

10.75

3.606

Total

Female

83

68.90

10.797

162.414

4.291

.000

Male

87

60.82

13.669

*p<.05

Murat GÜNGÖR & Merve GEÇİKLİ

420

Table 4

The T-Test Results of the Level of Having Affective Characteristics According to the

Gender of the 5

th

Grade Students in Regular Schools

Dimensions

Gender

N

Mean

SD

df

t

p

Attitude towards Learning A Foreign

Language and English Course

Female

108

20.45

4.412

165.842

4.348

.000

Male

88

17.32

5.468

Desire and Effort to Learn A Foreign

Language

Female

108

18.03

5.228

183.863

3.432

.001

Male

88

15.41

5.381

Foreign Language Anxiety

Female

108

16.80

3.981

184.368

1.552

.122

Male

88

15.90

4.071

Attitude towards Foreign People and

Cultures

Female

108

11.75

2.952

177.362

2.275

.024

Male

88

10.73

3.269

Total

Female

108

67.03

12.076

174.470

4.099

.000

Male

88

59.35

13.773

*p<.05

There was a statistically significant difference according to the gender of the

student when the findings related to the Desire and Effort to Learn A Foreign Language

sub-dimension were examined in pilot schools [t(170)=4.597, p<.05]. Similar to the

previous sub-dimension, female students showed a higher level of desire and effort to

learn a foreign language than male students. The answers of the students in non-

preparatory schools gave almost the same results [t(196)=3.432, p<.05]. Atlı (2008) and

Şad (2011) found that female students were more motivated to learn foreign languages

than male students. Ataman (2017), although no significant difference by gender among

students’ overall level of motivation, stated that the average was higher than female

students.

In contrast to the other sub-dimensions, when the Foreign Language Anxiety

sub-dimension findings were examined, there was a statistically significant difference

according to the gender of the students in pilot schools [t(170)=.990, p=.324]. As in the

previous sub-dimensions, the same results were observed in both school types. There no

statistically significant difference according to the gender of the students in regular

schools [t(196)=1.552, p=.122]. It can be said that female students were a bit more

worried than male students, but it was not a clear difference. It can be said that foreign

language concerns exist in both genders. Sertçetin (2006) concluded that, in general,

and in the comparison of the two classes of male and female students, the girls tend to

be concerned about their friends’ thoughts and thus fear being judged more negatively

than male students. However, the situation was the opposite in terms of exam anxiety

and attitude towards foreign language. Şad (2011) stated that male students’ foreign

language concerns were greater than female students.

When the findings related to Attitude towards Foreign People and Cultures were

examined, in pilot schools, there was a statistically significant difference according to

the gender of the student [t(170)=3.766, p<.05]. The same results were found in the

An Ex-Post Facto Study on the Affective Domain…

421

other school type [t(196)=2.275, p<.05]. By looking at their average, it can be said that

female students’ attitudes are more optimistic than male students. According to

Wright’s research, there is a hypothesis that foreign language learning has beneficial

effects on students’ attitudes towards foreigners. In his study, girls had a more positive

attitude towards foreign language and culture than male students against French

language and culture (Wright, 1999). Considering the overall scores in pilot schools, we

found a statistically significant difference according to the gender of the students

[t(170)=4.291, p<.05]. In regular schools, there was also a statistically significant

difference according to the gender of the students [t(196)=4.099, p<.05]. If examined in

total, female students were more likely to have affective objectives than male students.

The average of female students was considerably higher than that of male students.

According to the findings of Bernat and Lloyd (2007), who investigated the effect of

gender on language teaching, men and women generally had similar beliefs about

language learning. In a study of 149 students in Iran, the findings show a significant

gender difference in the use of language learning strategies as a whole. Female students

also tend to use general language learning strategies more frequently than men. It uses

women’s social/emotional strategies more than male students (Zeynali, 2012).

According to a study examining students’ strategies for learning English in China,

gender played an essential role in gender-related strategies, and female students used

compensation and affective strategies more frequently than male students (Goh &

Foong, 1997).

The findings indicated that the help of the parents of their children in foreign

language lessons was not a determining variable in terms of the sub-dimensions.

Students whose parents always or sometimes had not helped or helped foreign language

courses had a high level of positive attitude towards learning a foreign language and an

English course. There is no statistically significant difference between them. From this

point of view, it can be said that parental support does not affect students’ learning

foreign languages and attitudes towards English course. Likewise, students whose

parents had always or sometimes not helped or helped foreign language courses had a

high level of positive attitude towards desire and effort to learn a foreign language, and

there is no statistically significant difference between them. Regardless of parental

support, all students experienced a lower level of foreign language anxiety than usual.

In other words, it can be said that parental support does not have any effect on foreign

language anxiety. Similarly, all students with or without parental support had a negative

attitude towards foreign people and cultures. To summarize, parental support had a

significant effect on students. The previous studies do not support this finding. Families

can positively influence their attitude and motivation by encouraging and encouraging

their children to learn a foreign language (Nikolov, 2009). Parents who are involved

with the education of their students will better understand the ways in which their

children are more academically successful (Partin, 2017). However, English is a specific

course that parents cannot help if they are not good at English. Considering the claims

that Turkish people cannot use English accurately and fluently due to the long years of

instruction, and the family and the media are the primary models in learning a foreign

language (Bodur & Arikan, 2017), the lack of statistical differences in the whole scale

might be the low English level of parents. The influence of parents on the child can be

both passive and active, and active promotion means better language learning. Parents’

Murat GÜNGÖR & Merve GEÇİKLİ

422

attitudes play a significant role for their children. They can actively participate in

various ways at home and school, reflecting their positive attitudes towards language

learning. Still, they need to be very careful about pushing their children instead of

encouraging and praising their efforts (Rosenbusch, 1987). We do not live in an

English-speaking environment in Turkey; therefore, only a small number of parents can

speak English or help their children improve their English at home. As a result, children

do not have the chance to practice English outside the classroom (Tavil, 2009). Because

of the lack of English in parents and the inability of their children to provide the

necessary support in language learning, the effect of parental support on foreign

language teaching may not be as high as expected in this research.

When the data in Table 5 and 6 were analyzed, no statistically significant

difference was found between the students’ Attitude towards Learning A Foreign

Language and English Course according to the frequency of helping parents with

foreign language lessons in pilot schools [F(169)=.646, p=.525]. In Table 6, no

statistically significant difference was found in regular schools [F(195)=1.068, p=.346].

This result revealed that whether parents help students did not affect students’ attitudes

towards learning a foreign language and English course.

Table 5

The Level of Affective Characteristics according to the Frequency of the Parents’ Help

in the Foreign Language Lessons in Regular Schools

Dimensions

Parental

Support

N

Mean

SD

df

F

p

Attitude towards Learning A Foreign

Language and English Course

Never

94

18.51

5.496

195

1.068

.346

Sometimes

68

19.69

4.473

Always

34

19.24

5.377

Desire and Effort to Learn A Foreign

Language

Never

94

16.31

5.837

195

1.069

.345

Sometimes

68

17.13

4.917

Always

34

17.79

5.296

Foreign Language Anxiety

Never

94

16.43

4.307

195

.065

.937

Sometimes

68

16.26

3.839

Always

34

16.56

3.743

Attitude towards Foreign People and

Cultures

Never

94

11.29

3.198

195

.080

.923

Sometimes

68

11.21

2.990

Always

34

11.47

3.305

Total

Never

94

62.53

14.326

195

.589

.556

Sometimes

68

64.29

11.830

Always

34

65.06

13.806

*p<.05

When the findings related to the Desire and Effort to Learn A Foreign Language

sub-dimension were examined, there was no statistically significant difference between

An Ex-Post Facto Study on the Affective Domain…

423

the parents’ frequency of helping the child in foreign language lessons of pilot schools

[F(169)=.958, p=.386]. The same result was found for the other school type

[F(195)=1.069, p=.345]. The children of the parents who always help their children’

foreign language classes had higher levels of desire and effort to learn a foreign

language than those who sometimes help and never helpers. However, the difference

between the variables is not significant enough in terms of the rate of explanation of

variance. Therefore, it cannot be interpreted that parental assistance has a clear and

significant effect on the desire and effort to learn a foreign language.

When the findings related to the Foreign Language Anxiety subscale were

examined, there was not a statistically significant difference between the parent’s

frequency of helping the child’s foreign language lessons [F(169)=.648, p=.524]. The

difference between the groups is not large enough. Therefore, it can be said that the help

of parents does not have a clear effect on foreign language anxiety. Also, there is not a

statistically significant difference in regular schools [F(195)=.065, p=.937].

Table 6

The Level of Affective Characteristics according to the Frequency of the Parents’ Help

in the Foreign Language Lessons in Pilot Schools

Dimensions

Parental

Support

N

Mean

SD

df

F

p

Attitude towards Learning A Foreign

Language and English Course

Never

46

18.91

5.210

169

.646

.525

Sometimes

75

19.91

4.001

Always

49

19.59

5.103

Desire and Effort to Learn A Foreign

Language

Never

46

16.61

4.933

169

.958

.386

Sometimes

75

17.65

3.818

Always

49

17.80

5.447

Foreign Language Anxiety

Never

46

16.76

4.078

169

.648

.524

Sometimes

75

15.88

4.165

Always

49

16.10

4.273

Attitude towards Foreign People and

Cultures

Never

46

11.43

3.436

169

.130

.878

Sometimes

75

11.75

2.824

Always

49

11.61

3.707

Total

Never

46

63.72

13.849

169

.204

.815

Sometimes

75

65.19

11.386

Always

49

65.10

14.515

*p<.05

When the findings related to the Attitude towards Foreign People and Cultures

sub-dimension were examined, there was not a statistically significant difference

between the parents’ frequency of assisting the child in foreign language lessons

[F(169)=.130, p=.878]. The difference is also not big enough to demonstrate a

statistically significant difference in regular schools [F(195)=.080, p=.923].

Murat GÜNGÖR & Merve GEÇİKLİ

424

When Table 5 and 6 were examined as a whole, there was not a statistically

significant difference between the parents’ frequency of helping the child in foreign

language lessons [F(169)=.204, p=.815]. The same results can be seen in Table 6

[F(195)=.589, p=.556]. These findings indicate that the parents’ frequency of helping

the child was not a determinant variable in foreign language courses in terms of Attitude

towards Learning A Foreign Language and English Course, Desire and Effort to Learn

A Foreign Language, Foreign Language Anxiety and Attitude towards Foreign People

and Cultures.

Teacher- or Student-Centered Activities in Pilot and Regular Schools

Domain

When the results were analyzed as a whole, more teacher-centered activities

were done in the classes, and student-centered activities were not practiced sufficiently.

Based on the quantitative findings, it was observed that the most frequently applied

activity of the teachers was asking students to translate English-Turkish words or

phrases. Translation helps students understand what the translation reads based on their

performance in responding to reading comprehension questions (Tsagari & Floros,

2013). The translation is important not only because it allows us to talk to each other, or

because each of us allows us to read what the other writes, sometimes because we find it

difficult to talk to each other, and especially provides insight into what we like or

understand (Bell, 1991). However, the common belief in language teaching is the use of

student-centered activities rather than a teacher-centered translation method. Student-

centered learning is the 21st-century concept that applies technology and a new

curriculum using the students’ abilities to achieve higher standards than traditional

learning styles (Zmuda, 2009). Bell (2010) has defined student-centered teaching as the

foundation of the curriculum, not an additional activity to support learning. The main

reason for more frequent use of teacher-centered activities is that it is easier for teachers

than student-centered activities (Nikolov, 2009). Instead of changing the students’

behavior with a teacher-centered approach in the education process; With the help of a

student-centered approach, the emphasis is placed on developing the student’s mental

skills and structuring knowledge (MoNE, 2004, p. 13). In the student-centered learning

approach, contrary to traditional education, information is not memorized. How to

obtain it, where and how it will be used in life, how to learn from information is taught.

So, it is essential to produce more than memorizing information (Kuran, 2005). Aslan

(2008) defines the class in which student-centered activities are carried out: mutual

social relations, independent research and studies, creativity in the forefront, and rich

learning experiences in its structure.

Şad (2011) also stated that the 4th and 5th grade elementary school students who

participated in the study did not sufficiently conduct student-centered activities in

foreign language courses, literature, and the course curriculum. On the other hand, it is

stated that teacher-centered activities that are not pedagogically preferred in the

literature and the course curriculum is intensively taught. In a study conducted by Bulut

(2008) in Diyarbakır, in order to determine the views of teachers about the student-

centered practices foreseen in the new primary education curriculums, the current

educational environment, the recognition and implementation of the curriculum, and the

views of the curriculum were examined in terms of gender, class level, seniority, and

An Ex-Post Facto Study on the Affective Domain…

425

class size variable. According to this, teachers did not find the learning environment

where the teaching curriculums are applied sufficient for student-centered applications.

Based on such a conclusion, it can be stated that the educational environment of primary

schools is not enough to carry out student-centered activities. It is understood that the

physical facilities of schools are insufficient for student-centered activities. For

example, although there are many listening activities in the curriculum, some schools do

not have any materials that allow teachers to do these activities.

The students’ answers show that the teachers did not bring the picture cards to

the class. Similarly, teachers did not bring puppets to the class as English-speaking

activity. Although time was allocated for playing games, solving puzzles, and watching

movies, drama and role-playing activities were not carried out enough. The students’

answers in the study showed that there was not enough time for any student-centered

activities in the courses. According to the students’ answers, the most used activity of

teachers in English lessons was translation. The other most frequent activities in the

classroom were memorization, question-answer teaching method and drills. The results

of the study show the dominant use of teacher-centered activities in foreign language

courses.

Table 7

T-Test Results According to the School Where the Teaching Activities Are Applied

Dimensions

Pilot or

Regular

N

Mean

SD

df

t

p

Student-centered

Activities

Pilot

170

28.44

9.452

364

-2.940

.067

Regular

196

32.26

11.382

Teacher-centered

activities

Pilot

170

33.21

7.435

364

-1.834

.001

Regular

196

34.82

9.114

Total

Pilot

170

61.64

15.278

364

-2.940

.003

Regular

196

67.08

19.459

*p<.05

When the data in Table 2 were analyzed, there was no statistically significant

difference between the points given by the students to the Student-Centered Activities

sub-scale [t(364)=-2.940, p=.067], and there was a statistically significant difference

between the points given by the students to the Teacher-centered Activities sub-

dimension of the scale [t(364)=-1.834, p<.05]. This can be interpreted as giving more

places to teacher-centered activities in schools. In pilot schools, fewer teacher-centered

activities were observed than in regular schools. For this reason, students in pilot

schools may have higher attitudes towards learning a foreign language and English

course than other students.

Conclusion

Based on the findings from the quantitative results of this study, the students had

a high level of positive attitude towards foreign language learning and English lessons.

Murat GÜNGÖR & Merve GEÇİKLİ

426

Therefore, students generally like to learn foreign languages, and they find it enjoyable.

Even they want to learn other foreign languages. In this context, English lessons are

enjoyable for them, but it is not their favorite course. In contrast to this general positive

attitude towards learning a foreign language, both positive and negative attitudes

towards the English course were observed. The most important reasons for students’

negative attitudes towards the English course were the lack of sufficient student-

centered fun activities, which they enjoyed in the lessons. On the contrary, they were

exposed to teacher-centered activities, and they did not prefer them because they found

those activities boring.

Students were observed not to have a high level of positive attitude towards

foreign people and cultures. In other words, students do not want to know different

cultures, meet foreign people and talk to them when they meet. As a result of the

students’ motivation to learn foreign languages, they tried to repeat what they had

learned in the lessons at home and showed a high level of desire to go to a private

course to learn better English. However, children’s desire and efforts remain neutral

when they want to study English in their leisure time, to work on English even on

holidays, and to speak English with their friends or family.

The foreign language anxiety level of the students was not high. Students feel

comfortable in foreign language courses in general. Their level of anxiety about

learning and using foreign languages was not high. In other words, students were not

worried about speaking or reading in front of the class, not responding to the teacher’s

questions, taking exams, taking low grades, not understanding the lesson, giving the

teacher a minus, and being angry with the teacher.

Both groups had a high level of positive attitude towards foreign language

learning and English lessons. The attitudes of students in pilot schools towards foreign

language learning and English classes were more positive than the students in regular

schools. However, there was no statistically significant difference between them. The

scores of students’ desire and effort to learn a foreign language were higher than the

regular school students. This means that pilot school students are more desirous of

learning a foreign language than regular school students, and they make more efforts.

However, this difference was not a considerably enough amount. For this reason, it

cannot be claimed that the students studying in the pilot school have a greater desire and

effort to learn foreign languages. Pilot school students and regular school students who

participated in the study did not have high level of foreign language anxiety. In this

respect, it cannot be said that studying at a pilot school had any positive effect on

reducing foreign language anxiety. The students, who participated in the research, had

an approximately negative attitude towards foreign people and cultures.

According to the results of the study, there was no significant difference between

the pilot schools and the normal schools in the students’ attitude to the course. This

might indicate that the instructional strategies, methods, and techniques were not

sufficiently reflected in the practice. In order to achieve the desired success, we need to

re-evaluate the number of objectives of the preparatory class studies, and check the

readiness levels of the students. Arranging content, educational situations, and test cases

might be useful (Dilekli, 2018). The reason why the students do not reach enough

affective features adequately might be related to the lack of student-centered activities.

Another reason might be the anxiety levels of students. This result shows that the

An Ex-Post Facto Study on the Affective Domain…

427

teaching strategies, methods and techniques designed in the curriculum did not reflect

on practice. As a solution, foreign language teachers can try to develop themselves in

the professional sense by following the related literature, especially the course

curriculum because the curriculum of the course was giving explanations about what

they should do to avoid negative situations.

It is evident that the cultural, social, and economic patterns of societies are

constantly changing and evolving. It is imperative to keep up with these changes.

Scientific and technological developments require new skills (Rogers, 2009). Thus,

MoNE can organize comprehensive in-service training to support their teachers with

these skills and knowledge. Since this is a new curriculum, there may be some problems

in the curriculum. To eliminate these problems, the new curriculum can be re-arranged

based on the views of students and teachers. Foreign language teachers should try to

develop themselves professionally in terms of how they can make the lessons more fun

and suitable for the student’s level by following the related literature, especially the

course curriculum. The fact that foreign language education consists of theories,

methods, and materials, the new Turkish curriculum and materials should be considered

the most important component of foreign language education to increase its success

(Işık, 2008).

In language learning, anxiety plays a debilitating role (Na, 2007). Taking into

account the foreign language anxiety of the students in this study, we should focus on to

use process-oriented evaluation methods and techniques effectively. The primary

objective of English teaching should be to make students love the language, so students’

exam anxiety should be minimized.

We cannot disregard the contribution of families. It is clear that families have an

essential role in their children’s positive attitude towards foreign language, and they can

persuade their children of the importance of speaking a second language. Considering

the effect of parents on their children’s attitudes towards language learning (Bartram,

2006), teachers collaborate with parents in their students’ learning adventure.

Certainly, the current research also has some limitations. To ensure consistency

of the findings nationally or internationally, the study should be replicated with different

participants. In addition, the schools selected in this study do not represent the whole of

Turkey.

Conflicts of Interest

There are no conflicts of interest in this study.

Statement of Responsibility

Murat Güngör; methodology, resources, data collection, validation, analysis,

writing – original draft, writing – review & editing. Merve Geçikli; methodology,

resources, validation, analysis, supervision.

Murat GÜNGÖR & Merve GEÇİKLİ

428

References

Aslan, N. (2008). Dünyada erken yaşta yabancı dil öğretimi uygulamaları ve

Türkiye’deki durum. Çukurova Eğitim Fakültesi Dergisi, 35(3), 1-9.

Ataman, O. (2017). Üniversite hazırlık sınıfı öğrencilerinin İngilizce öğrenmeye yönelik

motivasyon düzeyleri ve tutumları ile hazırlık sınıfı başarı puanları arasındaki ilişki

(Unpublished master’s thesis). Sakarya University, Sakarya, Turkey.

Atlı, I. (2008). Young language learners’ attitude towards English lessons in Turkish

elementary schools (Unpublished master’s thesis). Ondokuz Mayis University,

Samsun, Turkey.

Baker, S. C., & MacIntyre, P. D. (2000). The role of gender and immersion in

communication and second language orientations. Language Learning, 50(2), 311-

341.

Bartram, B. (2006). An examination of perceptions of parental influence on attitudes to

language learning. Educational Research, 48(2), 211-221.

http://doi.org/10.1080/00131880600732298

Bell, R. T. (1991). Translation and translating. London: Longman.

Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The

Clearing House, 83(2), 39-43. http://doi.org/10.1080/00098650903505415

Bernat, E., & Lloyd, R. (2007). Exploring the gender effect on EFL learners’ beliefs

about language learning. Australian Journal of Educational & Developmental

Psychology, 7, 79-91.

Bodur, G. Y., & Arikan, A. (2017). Why can’t we learn English? : Students’ opinions at

Akdeniz University. Gaziantep Üniversitesi Eğitim Bilimleri Dergisi, 1(1), 1-7.

Bulut, İ. (2008). Yeni ilköğretim programlarında öngörülen öğrenci merkezli

uygulamalara ilişkin öğretmen görüşleri (Diyarbakır ili örneği). Kuram ve

Uygulamada Egitim Yönetimi Dergisi, 14(4), 521-546.

Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı (7

th

ed.). Ankara:

PegemA Yayıncılık.

Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge

University Press.

Corpus, J. H., McClintic-Gilbert, M. S., & Hayenga, A. O. (2009). Within-year changes

in children’s intrinsic and extrinsic motivational orientations: Contextual predictors

and academic outcomes. Contemporary Educational Psychology, 34(2), 154-166.

http://doi.org/10.1016/j.cedpsych.2009.01.001

Demirezen, M. (2003). Yabancı dil ve anadil öğreniminde kritik dönemler. TÖMER Dil

Dergisi, 118, 5-15.

Dilekli, Y. (2018). Ortaokul İngilizce hazırlık sınıfı programı pilot uygulamasının

öğretmen görüşlerine göre değerlendirilmesi. Uluslararası Toplum Araştırmaları

Dergisi, 15, 1401-1425. http://doi.org/10.26466/opus.445713

Dincer, A., & Koc, H. K. (2020). The implementation of an intensive English language

program in the fifth grade in Turkey: A qualitative evaluation. Kuramsal

Eğitimbilim Dergisi [Journal of Theoretical Educational Science], 13(1), 25-43.

https://doi.org/10.30831/akukeg.532955

European Council. (2009). Common European Framework of Reference for Languages:

Learning, teaching, assessment (10

th

ed.). Cambridge: Cambridge University Press.

An Ex-Post Facto Study on the Affective Domain…

429

Eurydice. (2005). Key data on teaching languages at school in Europe. Brussels:

Eurydice European Unit.

Fırat, A. (2009). Çocukların İngilizce öğrenimine yönelik tutumlarının incelenmesi

üzerine bir çalışma (Unpublished master’s thesis). Cukurova University, Adana,

Turkey.

Field, A. (2000). Discovering statistics using SPSS for windows. London: Sage.

Field, A. (2009). Discovering statistics using SPSS. London: Sage.

Field, A. (2013). Discovering statistics using IBM SPSS statistics. London: Sage.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate

research in education (7

th

ed.). New York: McGraw-Hill.

George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and

reference, 17.0 update (10

th

ed.). Boston: Pearson.

Goh, C., & Foong, K. P. (1997). Chinese ESL students’ learning strategies: A look at

frequency, proficiency, and gender. Hong Kong Journal of Applied

Linguistics, 2(1), 39-53.

Gordon, T. (2007). Teaching young children a second language. USA: Praeger

Publisher.

Gravetter, F., & Wallnau, L. (2014). Essentials of statistics for the behavioral sciences

(8th ed.). Belmont, CA: Wadsworth.

Güngör, F. (2017, May). Injecting TEYL courses into the curriculum of primary school

education programs. Paper presented at The International Conference on Teaching

Languages to Young Learners, Efes, İzmir.

He, T. H., Gou, W. J., & Chang, S. M. (2015). Parental involvement and elementary

school students’ goals, maladaptive behaviors, and achievement in learning English

as a foreign language. Learning and Individual Differences, 39, 205-210.

https://doi.org/10.1016/j.lindif.2015.03.011

Işık, A. (2008). Yabancı dil eğitimimizdeki yanlışlar nereden kaynaklanıyor?. Journal

of Language and Linguistic Studies, 4(2), pp-15.

Kalipci, M. (2015). The effect of drama activities on affective filter in teaching English

as a foreign language to young adult learners (Unpublished master’s thesis).

Erciyes University, Kayseri, Turkey.

Karahan, F. (2007). Language attitudes of Turkish students towards the English

language and its use in Turkish context. Journal of Arts and Sciences, 7, 73-87.

Kardeşler, Z. (2010). The effects of humanistic activities on the affective domain of the

learners in English language classes (Unpublished master’s thesis). Karadeniz

Technical University, Trabzon, Turkey.

Kirkgoz, Y. (2007a). English language teaching in Turkey: Policy changes and their

implementations. RELC Journal, 38(2), 216-228. doi: 10.1177/0033688207079696

Kirkgoz, Y. (2007b). Language planning and implementation in Turkish primary

schools. Current Issues in Language Planning, 8(2), 174–191.

https://doi.org/10.2167/cilp114.0

Kirkgoz, Y., Çelik, S., & Arikan, A. (2016). Laying the theoretical and practical

foundations for a new elementary English curriculum in Turkey: A procedural

analysis. Kastamonu Education Journal, 24(3), 1199-1212.

Kobayashi, Y. (2002). The role of gender in foreign language learning attitudes:

Japanese female students' attitudes towards English learning. Gender and

Education, 14(2), 181-197. https://doi.org/10.1080/09540250220133021

Murat GÜNGÖR & Merve GEÇİKLİ

430

Komorowska, H. (1997). Organisation, integration and continuity. In P. Doyé & A.

Hurrell (Eds.), Foreign language learning in primary schools (pp. 51-62).

Strasbourg: The Council of Europe.

Kuran, K. (2005). Bir değişim ve gelişim süreci olarak eğitimde toplam kalite yönetimi

aktif öğrenme ilişkisi. Çağdaş Eğitim, 317, 14-22.

Liao, D. (2004). Children’s EFL motivation: An investigation of 7-12 year old students

in training schools in China (Unpublished master’s thesis). Edith Cowan

University, Perth, Australia.

MacIntyre, P. D., & Vincze, L. (2017). Positive and negative emotions in motivation for

second language learning. Studies in Second Language Learning and Teaching, 7,

61-88. https://doi.org/10.14746/ssllt.2017.7.1.4

Ministry of National Education (MoNE). (2004). İlköğretim Türkçe dersi (1-5. sınıflar)

öğretim programı ve kılavuzu. Ankara: Devlet Kitapları Müdürlüğü Basım Evi.

Ministry of National Education (MoNE). (2006). İlköğretim İngilizce dersi (4, 5, 6, 7 ve

8. sınıflar) öğretim programı. Ankara: Milli Eğitim Basımevi.

Ministry of National Education (MoNE). (2013). İlköğretim kurumları (ilkokullar ve

ortaokullar) İngilizce dersi (2, 3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara:

Milli Eğitim Basımevi.

Ministry of National Education (MoNE). (2017). Ortaokul 5. sınıflarda yabancı dil

ağırlıklı eğitim uygulaması. Retrieved from https://tegm.meb.gov.tr/www/ortaokul-

5-siniflarda-yabanci-dil-agirlikli-egitim-uygulamasi/icerik/471

Moon, J. (2000). Children learning English. Oxford: Macmillan Heinemann.

Mostafavi, F., & Vahdany, F. (2016). The effect of explicit affective strategy training on

Iranian EFL learners’ oral language proficiency and anxiety reduction. Advances in

Language and Literary Studies, 7(4), 197-210.

Na, Z. (2007). A study of high school students’ English learning anxiety. The Asian

EFL Journal, 9(3), 22-34.

Nikolov, M. (Ed.). (2009). Early learning of modern foreign languages: Processes and

outcomes. Bristol: Multilingual Matters.

Nikolov, M. (2016). Trends, issues, and challenges in assessing young language

learners. Assessing Young Learners of English: Global and Local Perspectives, 1,

1-18. https://doi.org/10.1007/978-3-319-22422-0

Partin, D. (2017). The effect of parental valuation of education on student

achievement. (Doctoral dissertation). Carson-Newman University, Tennessee,

USA.

Rogers, K. M. A. (2009). A preliminary investigation and analysis of student learning

style preferences in further and higher education. Journal of Further and Higher

Education, 33(1), 13-21. https://doi.org/10.1080/03098770802638234

Rosenbusch, M. H. (1987). Foreign language learning and children: The parental

role. Washington, DC: ERIC Clearing House on Languages and Linguistics, Center

for Applied Linguistics.

Schindler, A. (2006). Channeling children’s energy through vocabulary activities.

English Teaching Forum, 44(2), 8-12.

Sertçetin, A. (2006). Classroom foreign language anxiety among Turkish primary

school students (Unpublished master’s thesis). Uludağ University, Bursa, Turkey.

An Ex-Post Facto Study on the Affective Domain…

431

Sümen, G. (2008). An evaluation of the new English course book of the fourth grade of

state schools in Turkey and preparing supplementary materials in reference with

the new English curriculum. (Unpublished master’s thesis). Gazi University,

Ankara, Turkey.

Şad, S. N. (2011). İlköğretim birinci kademe İngilizce öğretim programının çocuklara

yabancı dil öğretiminin duyuşsal hedeflerini gerçekleştirme düzeyi (Doctoral

dissertation). Inonu University, Malatya, Turkey.

Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenirlilik ve geçerlilik. Ankara:

Hüner Şencan.

Şevik, M. (2008). Avrupa ülkelerinde ilköğretim birinci kademe zorunlu yabancı dil

öğretiminin karşılaştırılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi

Dergisi, 41(1), 133-160.

Tabachnick, B., & Fidell, L. (2013). Using multivariate statistics: International edition.

Pearson.

Tan, J. (2016). Relationships between achievement emotions, motivation and language

learning strategies of high, mid and low English language achievers. ICLLS 2, 236-

245. https://www.doi.org/10.17265/2159-5836/2017.06.014

Tavil, Z. M. (2009). Parental attitudes towards English education for kindergarten

students in Turkey. Kastamonu Education Journal, 17(1), 331-340.

Trochim, W. M., & Donnelly, J. P. (2006). The research methods knowledge base (3

rd

ed.). Cincinnati, OH: Atomic Dog.

Tsagari, D., & Floros, G. (2013). Translation in language teaching and assessment.

Cambridge, UK: Cambridge Scholars Publishing.

Ulusoy, D. (2003). The opinions of students regarding goals in affective domain in 4th

and 5th class social studies programme in elementary school and the comparison

of these in three different regions (Unpublished master’s thesis). Hacettepe

University, Ankara, Turkey.

Wright, M. (1999). Influences on learner attitudes towards foreign language and culture.

Educational Research, 41(2), 197-208.

https://www.doi.org/10.1080/0013188990410207

Zeynali, S. (2012). Exploring the gender effect on EFL learners’ learning

strategies. Theory & Practice in Language Studies, 2(8), 1614-1620.

https://doi.org/10.4304/tpls.2.8.1614-1620

Zhang, Y. (2010). Cooperative language learning and foreign language learning and

teaching. Journal of Language Teaching and Research, 1(1), 81-83.

https://doi.org/10.4304/jltr.1.1.81-83

Zmuda, A. (2009). Leap of faith: Take the plunge into a 21st century conception of

learning. School Library Monthly, 26(3), 16-18.

This is an Open Access article distributed under the terms of the Creative CommonsAttribution-

NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0). For further information, you can

refer to https://creativecommons.org/licenses/by-nc-sa/4.0/