This thesis compares the use of technology, teacher attitudes, and vocabulary teaching in ELT in Turkey and Italy. English language education is essential for global communication and career development, and technology has become an essential tool in language teaching. Therefore, this study aims to investigate the differences and similarities between the use of technology in English Language Teaching in Turkey and Italy, the attitudes of English language teachers towards technology, and how the attitudes affect vocabulary teaching. The study adopts quantitative and qualitative data collection methods. Data is collected from a group of English language teachers in Turkey and Italy using an online survey with multiple questions. The survey examines technology use, the attitude of the teachers towards the use of technology in language teaching. The interview also explores the reasons behind the use of technology in the classroom, its effectiveness, and the challenges that teachers face when incorporating technology into their teaching. The findings of this study are expected to contribute to the understanding of the similarities and differences between English teacher attitudes in Italy and Turkey in different cultural contexts. Additionally, it is expected to provide insights into how technology can be used effectively in teaching vocabulary and how attitudes impact language learning outcomes. The study may inform future policies and practices in English language education in Turkey and Italy, and potentially other countries with similar contexts.
This thesis compares the use of technology, teacher attitudes, and vocabulary teaching in ELT in Turkey and Italy. English language education is essential for global communication and career development, and technology has become an essential tool in language teaching. Therefore, this study aims to investigate the differences and similarities between the use of technology in English Language Teaching in Turkey and Italy, the attitudes of English language teachers towards technology, and how the attitudes affect vocabulary teaching. The study adopts quantitative and qualitative data collection methods. Data is collected from a group of English language teachers in Turkey and Italy using an online survey with multiple questions. The survey examines technology use, the attitude of the teachers towards the use of technology in language teaching. The interview also explores the reasons behind the use of technology in the classroom, its effectiveness, and the challenges that teachers face when incorporating technology into their teaching. The findings of this study are expected to contribute to the understanding of the similarities and differences between English teacher attitudes in Italy and Turkey in different cultural contexts. Additionally, it is expected to provide insights into how technology can be used effectively in teaching vocabulary and how attitudes impact language learning outcomes. The study may inform future policies and practices in English language education in Turkey and Italy, and potentially other countries with similar contexts.
A Comparative Study of English Language Teaching (ELT) Practices: Insights from Teachers in Italy and Turkey
AYTEKIN, MELIKE
2023/2024
Abstract
This thesis compares the use of technology, teacher attitudes, and vocabulary teaching in ELT in Turkey and Italy. English language education is essential for global communication and career development, and technology has become an essential tool in language teaching. Therefore, this study aims to investigate the differences and similarities between the use of technology in English Language Teaching in Turkey and Italy, the attitudes of English language teachers towards technology, and how the attitudes affect vocabulary teaching. The study adopts quantitative and qualitative data collection methods. Data is collected from a group of English language teachers in Turkey and Italy using an online survey with multiple questions. The survey examines technology use, the attitude of the teachers towards the use of technology in language teaching. The interview also explores the reasons behind the use of technology in the classroom, its effectiveness, and the challenges that teachers face when incorporating technology into their teaching. The findings of this study are expected to contribute to the understanding of the similarities and differences between English teacher attitudes in Italy and Turkey in different cultural contexts. Additionally, it is expected to provide insights into how technology can be used effectively in teaching vocabulary and how attitudes impact language learning outcomes. The study may inform future policies and practices in English language education in Turkey and Italy, and potentially other countries with similar contexts.File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/78759