firstname.lastname@example.org, Alanya Alaaddin Keykubat University
email@example.com, Alanya Alaaddin Keykubat University
Studies in the field of second language teaching, particularly English Language Teaching (ELT) have repeatedly reported that English levels of Turkish students are far behind the sufficient language and academic levels. The major contributing factors are instructional practices and materials used in ELT classes, which often fall behind the theoretical and methodological advances in the field. In an attempt to address these issues, a teaching framework including teaching materials for higher education ELT instruction has been designed and implemented at a state university. The framework is based on social-constructivist learning theories and adopts acquisition-oriented approach to learning reflecting inductive teaching methods in the presentation and organization of the tasks and activities. Rather than imposing traditional language teaching objectives and the graded and/or segmented language instruction designs, the tasks and the activities in the material pack are geared toward equipping learners with self-regulated strategies that can aid them in processing and using the continuous flow of information in their digital contexts. The examples and the explanations preceding the tasks guide and encourage learners to become aware of and improve academic skills required for their further education. The paper first introduces the framework by explaining each component. Secondly, it presents the results of the preliminary study conducted to identify students’ opinions and reflections on their learning experiences with the framework on the first year of implementation. The framework can contribute to the process of improving language teaching practices by presenting a practical guide to be discussed and improved in professional contexts.
Higher education, preparatory English teaching, English teaching framework, academic language skills, self-regulated language strategies