Akademik Veri Yönetim Sistemi
PSYCHOLOGY IN THE SCHOOLS, cilt.1, sa.1, ss.1-12, 2024 (SSCI)
Abstract
This research examines classroom methodologies alignedwith the communicative approach, gauging the perspec-tives of English teachers working within vocational highschools (VHSs). The study, employing a qualitative casestudy research design, engaged 10 teachers from diversebackgrounds. The participants volunteered for the studyand were selected through a maximum diversity samplingtechnique, a purposeful sampling method. The researchmethodology encompassed data collection through inter-views, observations, and document analysis. Contentanalysis was applied to scrutinize interview data, whereasobservational and document‐based findings were subjectedto descriptive analysis techniques. The study revealed aprevalent utilization of teacher‐controlled activities and apredominant teacher‐centric classroom layout amongteachers. Notably, a considerable proportion of in‐classtime was allocated to grammar instruction, whereascomparatively lesser emphasis was placed on fosteringreading, speaking, writing, and listening skills. Moreover, itwas found that multiple‐choice tests and alternativeassessment formats such as performance evaluations andprojects were exclusively employed; using other alternativeassessment approaches like observations, interviews,Psychol Schs. 2024;1–22.wileyonlinelibrary.com/journal/pits© 2024 Wiley Periodicals LLC.|1learning diaries, and portfolios was rare. It is also found thatEnglish instruction in VHSs heavily relies on textbooks,supplemented by the occasional integration of audiovisualmaterials. Overall, teachers expressed a consensus thatthere exists a need for enhancement in curricular frame-works, teaching aids, as well as assessment and evaluationtools within the English instruction domain