2. Mühendislik Eğitimi Uluslararası Konferansı
19.07.2013

2ndInternational Engineering Education Conference (IEEC2012)
"New Trends and Expectations"
October 31 - November 3, 2012, Club Hotel Sera, 07160 Lara, Antalya, TURKEY
http://meuk2012.atilim.edu.tr/?lang=en
 

The following is the short account of the event I joined.
The topic was :
Channeling Student Attitudes Towards Language Learning
The following text is the abstract to give you a general idea.

Abstract
English-language courses play a key role in universities where the medium of instruction is English. Good command of English both in productive and receptive skills (listening, reading, writing and speaking) is essential for engineering students’ academic development and future career advancement. Observations show that students’ motivation and attitudes towards learning English affect their language achievements. There are various studies analyzing college students’ attitudes towards English language learning in non-English speaking countries from different perspectives. The purpose of this study is to investigate the relation between attitudes towards English language learning and achievement of engineering students at Atılım University, Turkey, and to look for ways to improve their learning. It is also aimed to make suggestions to augment effective learning and teaching. The results of this study are expected to provide English teaching professionals with ideas to improve learning and teaching environments depending on the attitudes and behaviors of engineering students.
Key words: Motivation, attitude, language learning, effective learning, success

It was a wonderful experience to cooperate and share views with many engineering educators. I would like to share the conclusion of the presentation with you thinking that the suggestions will look very familiar to ELT applications. There is also link to a self evaluation for instructors we advise to the colleagues which might interest you too.


  1. Conclusion And Suggestions
The fact that learning and effective use of English as a foreign language is essential in the globalized 21st century and it is of vital importance in the international arena in many fields. In the age of communication and technology, in order to catch up with new developments, interact with counterparts, cope with challenging academic and professional situations it is almost unavoidable. In Atılım University great care and attention are devoted to teaching and learning English. However, students’ achievement results are not at the desired level, which is B2 or C1 according to described and expected national international competencies. One of the reasons is thought to be low attitude levels on the part of the students, as this study reveals after the analysis of the survey. Low attitude levels naturally lead to lower motivation levels.

The results of the survey show that there is a significant relationship between students’ achievements on English courses and student attitudes. It may mean that relatively low level student achievement in English stems from low levels of attitudinal behavior. Therefore if students have positive attitudes they will be more motivated, and achievement levels may rise. Helping students develop positive attitudes is not an easy job but it will be easier if students also believe that they learn better and will be more successful if and when they are motivated. Meanwhile instructors can help students to develop and maintain positive attitudes by creating various motivating conditions and learning opportunities. Alderman, (2008) argues that it is the duty of instructors to help students develop positive attitudes towards language learning and sustain it.

In this context Brophy states (2004) “One way to get students motivated to learn is through engagement. The lesson needs to be within the zone of proximal development, and teachers need to use scaffolding so students feel the lesson is obtainable and worth their time’’ Therefore instructors should help students to have positive attitudes and motivate themselves .In the light of the results of the study, below are some suggestions for the instructors to help students develop positive attitudes towards learning English. They can be grouped in categories. These ideas are supported by ideas of veterans and experts gathered from various ELT circles and sources. They are believed to be useful not only in ELT but in other learning situations as well.
Classroom environment: Instructors should put students at ease in class. They need to create a peaceful and inclusive classroom environment. If the classroom is a caring, supportive place where everyone is valued, respected and included, students will be eager to participate more fully in the process of learning.
Short-term goal setting :Instructors should clarify the purpose of specific tasks when introducing them to students so that students can have a clear understanding of what is expected of them. As Stipek (1988) said, instructors should help students set goals by being a good model.

Task dimension: ‘’Instructors should provide tasks that are challenging but achievable’’ Lepper, (1988) says, as cited in Lumsden (1994).They should keep in mind thatsome student’s motivation to learn may increase when they are challenged, while others students will feel motivated to learn if they know they can do it at the beginning of the task.

Relevance & contextualizing learning. Instructors should help students to see how skills can be applied in the real world (Lepper, 1988) cited in Lumsden,1994, Instructors should provide tasks, which involve learning skills, and knowledge that will be relevant and useful for students in their everyday lives.

Scaffolding. Instructors should emphasize students existing knowledge and build new things on them. Students will be more motivated to learn about topics that are relevant, important or interesting to them.

Teaching- learning styles.Instructors should use a variety of presentation modes (e.g. lecturing, videos, group discussion etc.) to help maintain students interest in learning and serve all different types of learning styles.
Expressing clear expectations. Instructors should ensure that students know exactly what is expected of them, how they will be evaluated and what ‘success’ at a task will mean. In this context use of rubrics as teacher-student agreement documents are of great value.
Providing clear feedback. Feedback can act as an adequate reward and an incentive for students to increase their efforts To act as an effective facilitator, instructors must provide clear, concise feedback given immediately after a student’s performance based on rubrics prepared collectively in advance.
Increasing the value and availability of extrinsicmotivators. Students must value incentives that are used to motivate them; grades, praises, special tasks and projects etc.
Brophy (2004) suggests a checklist for instructors to develop motivational strategies for students in order to channel students’ attitudes towards learning. Below is a link to a sample checklist used in education circles not only in ELT (http://www.calvin.edu/admin/provost/teaching/instructional/tools/documents/instructorself-eval.doc). As a final comment it can be said that instructors in the whole teaching community should help each other and the students to channel them towards success and sustain it using various strategies for better results and excellence.


The full text is published in the conference proceedings and also cited in EBSCO ……

FGUVEN