1 / 11

Areas of Common Concern & Possible Solutions

Our approach at FOCITEPE University focuses on addressing common concerns and implementing practical solutions in English language learning for beginner students. We emphasize integration of skills, learner autonomy, motivation, and setting achievable goals. Our program offers flexibility, individualized learning, and a strong connection with academic life. Join us and excel in your English language journey!

sade
Download Presentation

Areas of Common Concern & Possible Solutions

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Areas of Common Concern&Possible Solutions What we would do

  2. Essential Issues • Realistic Goals for Zero Beginners • Division of levels • Integrating the skills • Learner autonomy / Ways of Learning Outside the Classroom / Motivation • Students focused on exit exam • Students Being Removed from Academic Life • Repeating students

  3. What we would do as… FOCITEPE UNIVERSITY

  4. Realistic Goals for Zero Beginners • Integration of English learning with academic freshman classes • Realistic goal: B1 after 1 year • Hours per week: 20, with more projects online individual might more efficient • B1 at end of English prep program, B2 at end of freshman year (With Proper support during freshman year: Close collaboration between Eng prep teachers & professors)

  5. Realistic Goals for Zero Beginners • Utilize writing skills also done in Turkish & practice in both languages: • Note-taking skills • Writing: summarizing, organizing essay, paraphrasing, quoting • Letter-writing / email-writing • Graphs, tables, charts

  6. Division of levels • Clear distinction between levels with realistic objectives for each level • Program flexibility for various student levels (students decide how much time they need to meet objectives)

  7. Integrating the skills • Integrate – but also integrate assessment • Assessment: • No mechanical questions • Error correction / rewriting • Grammar in writing or reading (difficult rubrics required – this is the difficult part) • Spot mistake, fill in the blank (guess from context), open-ended questions

  8. Learner autonomy / Ways of Learning Outside the Classroom / Motivation • Linked to being removed from academic life • Introduction to academic life: guest speakers, writing reflections • Location of classrooms / mixing with upper-level students • Program flexibility for various student levels (students decide how much time they need to meet objectives) • Hours per week: 20, with more projects online individual might more efficient

  9. Learner autonomy / Ways of Learning Outside the Classroom / Motivation • L1 use: acceptable for all levels at teacher’s discretion • Discussion in L1 or L2, presentation in English • Direct translation of complex terms • Direct translation to check meaning • Attendance: not required – 5% of grade based on attendance / grade given every month

  10. Students focused on exit exam • Value the process: grades, tests, Portfolio • Design own tests that reflect what students will do as freshmen • Proficient exam not only requirement for admission to university. Others: performance during course – tested by grades, tests, portfolio, group work & pair work

  11. Repeating students • One class reviewing (not repeating), assessing own work from previous class • Exemption from proficiency exam (80% in coursework) • Bridge semester

More Related