Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| APPROACHERS to ENGLISH LANGUAGE TEACHING II | ELT2215748 | Spring Semester | 2+0 | 2 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Merve OFLAZ |
| Name of Lecturer(s) | Assist.Prof. Merve OFLAZ |
| Assistant(s) | |
| Aim | This course aims to develop students’ critical and contextual understanding of contemporary English Language Teaching approaches by moving beyond method-based descriptions toward analysis, adaptation, and informed pedagogical decision-making. Through engagement with key theoretical discussions, including debates on the relevance of methods in modern classrooms, the course seeks to bridge the gap between ELT theory and classroom reality. Students will examine how approaches are interpreted and enacted in observed lessons and how they align with national educational frameworks, particularly the Türkiye Maarif Model. By designing and delivering approach-based mini teaching presentations, students will operationalise theoretical principles in practical classroom scenarios, reflecting on the affordances and limitations of each approach. The course further aims to foster reflective and professional awareness by encouraging students to link pedagogical approaches to practicum experiences and to articulate their teaching philosophy in professional contexts such as job interviews. Ultimately, the course aspires to support the development of context-sensitive, human-centred, and adaptable language teachers who can make principled decisions in diverse educational environments. |
| Course Content | This course contains; Overview of the course,Article: Bell (2007) “Do teachers think that methods are dead?”,From ELT Approaches to Classroom Reality: Approach-Based Analysis of Observed Lessons,ELT Approaches in National Context: Alignment with the Türkiye Maarif Model,Approach-Based Mini Teaching Presentation –- Round 1: Communicative Language Teaching (CLT) ,Approach-Based Mini Teaching Presentation - Round 2: Task-Based Language Teaching (TBLT) ,Approach-Based Mini Teaching Presentation - Round 3: Project-Based Learning (PBL),Approach-Based Mini Teaching Presentation - Round 4: Content and Language Integrated Learning (CLIL),Approach-Based Mini Teaching Presentation - Round 5: Blended Learning Approach,Approach-Based Mini Teaching Presentation - Round 6: Flipped Classroom Approach,Approach-Based Mini Teaching Presentation - Round 7: AI-Supported Language Teaching,Approach-Based Mini Teaching Presentation - Round 8: Dogme ELT (Unplugged Teaching) ,Reflection and Professional Practice: Linking approaches to practicum experience,ELT Approaches and Teacher Recruitment: Articulating Teaching Approaches in Job Interviews and Professional Contexts. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Examine the relationship between ELT theory and practice through the analysis of teaching decisions, classroom interaction, and instructional focus. | 10, 12, 23, 5, 9 | |
| Apply ELT approaches to the evaluation and adaptation of coursebooks and published teaching materials in relation to learner needs and contextual factors. | 10, 16, 9 | |
| Relate ELT approaches to national educational frameworks, including the Türkiye Maarif Model. | 12, 19, 23, 9 | |
| Evaluate the pedagogical role of artificial intelligence in ELT, recognising AI as a tool that supports human-centred pedagogy rather than replacing teacher judgement. | 12, 19, 20, 9 | |
| Critically reflect on practicum experiences to evaluate the appropriateness and effectiveness of different teaching approaches. | 12, 16, 9 | H |
| Develop and articulate a personal teaching approach informed by theory, classroom practice, and reflective analysis. | 9 | D, E, H |
| Analyse observed language lessons to explain how different ELT approaches are interpreted and enacted in real classroom contexts. | ||
| Identify and describe major English Language Teaching approaches and their underlying principles beyond method-based classifications. |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 23: Concept Map Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | D: Oral Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Overview of the course | Reviewing course information slides, reading syllabus, brief self-reflection. |
| 2 | Article: Bell (2007) “Do teachers think that methods are dead?” | Watching pre-lecture video; reading assigned article; preparing critical reflection notes. |
| 3 | From ELT Approaches to Classroom Reality: Approach-Based Analysis of Observed Lessons | Completing pre-class video task, preparing lesson analysis notes. |
| 4 | ELT Approaches in National Context: Alignment with the Türkiye Maarif Model | Completing pre-class video task, reviewing framework principles, noting alignment points. |
| 5 | Approach-Based Mini Teaching Presentation –- Round 1: Communicative Language Teaching (CLT) | Arranging micro teaching groups, self-reflection, group-reflection, group discussions, problem solving, interactive lessons, |
| 6 | Approach-Based Mini Teaching Presentation - Round 2: Task-Based Language Teaching (TBLT) | Watching videos, self-reflection, flipped learning, reading assigned chapters, group discussions, problem solving, interactive lessons, hands-on exercises, project work, individual assignments. |
| 7 | Approach-Based Mini Teaching Presentation - Round 3: Project-Based Learning (PBL) | Watching videos, self-reflection, flipped learning, reading assigned chapters, group discussions, problem solving, interactive lessons, hands-on exercises, project work, individual assignments. |
| 8 | Approach-Based Mini Teaching Presentation - Round 4: Content and Language Integrated Learning (CLIL) | Completing pre-class video task, reviewing key principles, group mini teaching preparation. |
| 9 | Approach-Based Mini Teaching Presentation - Round 5: Blended Learning Approach | Completing pre-class video task, reviewing key principles, group mini teaching preparation. |
| 10 | Approach-Based Mini Teaching Presentation - Round 6: Flipped Classroom Approach | Completing pre-class video task, reviewing key principles, group mini teaching preparation. |
| 11 | Approach-Based Mini Teaching Presentation - Round 7: AI-Supported Language Teaching | Completing pre-class video task, reviewing key principles, group mini teaching preparation. |
| 12 | Approach-Based Mini Teaching Presentation - Round 8: Dogme ELT (Unplugged Teaching) | Completing pre-class video task, reviewing key principles, group mini teaching preparation. |
| 13 | Reflection and Professional Practice: Linking approaches to practicum experience | Completing pre-class video task; preparing practicum-linked reflection notes. |
| 14 | ELT Approaches and Teacher Recruitment: Articulating Teaching Approaches in Job Interviews and Professional Contexts | Completing pre-class video task; drafting teaching philosophy statement. |
| Resources |
| Required Text Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press. Required Scholarly Reading Bell, D. M. (2007). Do teachers think that methods are dead? ELT Journal, 61(2), 135–143. |
| Supplementary Readings / Destekleyici Okumalar Demirel, Ö. (2017). Yabancı dil öğretimi: İlkeler, yöntemler, teknikler (6. baskı). Pegem Akademi. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 6 | 3 | 18 | |||
| Resolution of Homework Problems and Submission as a Report | 8 | 4 | 32 | |||
| Term Project | 1 | 2 | 2 | |||
| Presentation of Project / Seminar | 4 | 4 | 16 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 15 | 15 | |||
| Performance Task, Maintenance Plan | 5 | 5 | 25 | |||
| Total Workload(Hour) | 146 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(146/30) | 5 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| APPROACHERS to ENGLISH LANGUAGE TEACHING II | ELT2215748 | Spring Semester | 2+0 | 2 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Merve OFLAZ |
| Name of Lecturer(s) | Assist.Prof. Merve OFLAZ |
| Assistant(s) | |
| Aim | This course aims to develop students’ critical and contextual understanding of contemporary English Language Teaching approaches by moving beyond method-based descriptions toward analysis, adaptation, and informed pedagogical decision-making. Through engagement with key theoretical discussions, including debates on the relevance of methods in modern classrooms, the course seeks to bridge the gap between ELT theory and classroom reality. Students will examine how approaches are interpreted and enacted in observed lessons and how they align with national educational frameworks, particularly the Türkiye Maarif Model. By designing and delivering approach-based mini teaching presentations, students will operationalise theoretical principles in practical classroom scenarios, reflecting on the affordances and limitations of each approach. The course further aims to foster reflective and professional awareness by encouraging students to link pedagogical approaches to practicum experiences and to articulate their teaching philosophy in professional contexts such as job interviews. Ultimately, the course aspires to support the development of context-sensitive, human-centred, and adaptable language teachers who can make principled decisions in diverse educational environments. |
| Course Content | This course contains; Overview of the course,Article: Bell (2007) “Do teachers think that methods are dead?”,From ELT Approaches to Classroom Reality: Approach-Based Analysis of Observed Lessons,ELT Approaches in National Context: Alignment with the Türkiye Maarif Model,Approach-Based Mini Teaching Presentation –- Round 1: Communicative Language Teaching (CLT) ,Approach-Based Mini Teaching Presentation - Round 2: Task-Based Language Teaching (TBLT) ,Approach-Based Mini Teaching Presentation - Round 3: Project-Based Learning (PBL),Approach-Based Mini Teaching Presentation - Round 4: Content and Language Integrated Learning (CLIL),Approach-Based Mini Teaching Presentation - Round 5: Blended Learning Approach,Approach-Based Mini Teaching Presentation - Round 6: Flipped Classroom Approach,Approach-Based Mini Teaching Presentation - Round 7: AI-Supported Language Teaching,Approach-Based Mini Teaching Presentation - Round 8: Dogme ELT (Unplugged Teaching) ,Reflection and Professional Practice: Linking approaches to practicum experience,ELT Approaches and Teacher Recruitment: Articulating Teaching Approaches in Job Interviews and Professional Contexts. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Examine the relationship between ELT theory and practice through the analysis of teaching decisions, classroom interaction, and instructional focus. | 10, 12, 23, 5, 9 | |
| Apply ELT approaches to the evaluation and adaptation of coursebooks and published teaching materials in relation to learner needs and contextual factors. | 10, 16, 9 | |
| Relate ELT approaches to national educational frameworks, including the Türkiye Maarif Model. | 12, 19, 23, 9 | |
| Evaluate the pedagogical role of artificial intelligence in ELT, recognising AI as a tool that supports human-centred pedagogy rather than replacing teacher judgement. | 12, 19, 20, 9 | |
| Critically reflect on practicum experiences to evaluate the appropriateness and effectiveness of different teaching approaches. | 12, 16, 9 | H |
| Develop and articulate a personal teaching approach informed by theory, classroom practice, and reflective analysis. | 9 | D, E, H |
| Analyse observed language lessons to explain how different ELT approaches are interpreted and enacted in real classroom contexts. | ||
| Identify and describe major English Language Teaching approaches and their underlying principles beyond method-based classifications. |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 23: Concept Map Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | D: Oral Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Overview of the course | Reviewing course information slides, reading syllabus, brief self-reflection. |
| 2 | Article: Bell (2007) “Do teachers think that methods are dead?” | Watching pre-lecture video; reading assigned article; preparing critical reflection notes. |
| 3 | From ELT Approaches to Classroom Reality: Approach-Based Analysis of Observed Lessons | Completing pre-class video task, preparing lesson analysis notes. |
| 4 | ELT Approaches in National Context: Alignment with the Türkiye Maarif Model | Completing pre-class video task, reviewing framework principles, noting alignment points. |
| 5 | Approach-Based Mini Teaching Presentation –- Round 1: Communicative Language Teaching (CLT) | Arranging micro teaching groups, self-reflection, group-reflection, group discussions, problem solving, interactive lessons, |
| 6 | Approach-Based Mini Teaching Presentation - Round 2: Task-Based Language Teaching (TBLT) | Watching videos, self-reflection, flipped learning, reading assigned chapters, group discussions, problem solving, interactive lessons, hands-on exercises, project work, individual assignments. |
| 7 | Approach-Based Mini Teaching Presentation - Round 3: Project-Based Learning (PBL) | Watching videos, self-reflection, flipped learning, reading assigned chapters, group discussions, problem solving, interactive lessons, hands-on exercises, project work, individual assignments. |
| 8 | Approach-Based Mini Teaching Presentation - Round 4: Content and Language Integrated Learning (CLIL) | Completing pre-class video task, reviewing key principles, group mini teaching preparation. |
| 9 | Approach-Based Mini Teaching Presentation - Round 5: Blended Learning Approach | Completing pre-class video task, reviewing key principles, group mini teaching preparation. |
| 10 | Approach-Based Mini Teaching Presentation - Round 6: Flipped Classroom Approach | Completing pre-class video task, reviewing key principles, group mini teaching preparation. |
| 11 | Approach-Based Mini Teaching Presentation - Round 7: AI-Supported Language Teaching | Completing pre-class video task, reviewing key principles, group mini teaching preparation. |
| 12 | Approach-Based Mini Teaching Presentation - Round 8: Dogme ELT (Unplugged Teaching) | Completing pre-class video task, reviewing key principles, group mini teaching preparation. |
| 13 | Reflection and Professional Practice: Linking approaches to practicum experience | Completing pre-class video task; preparing practicum-linked reflection notes. |
| 14 | ELT Approaches and Teacher Recruitment: Articulating Teaching Approaches in Job Interviews and Professional Contexts | Completing pre-class video task; drafting teaching philosophy statement. |
| Resources |
| Required Text Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press. Required Scholarly Reading Bell, D. M. (2007). Do teachers think that methods are dead? ELT Journal, 61(2), 135–143. |
| Supplementary Readings / Destekleyici Okumalar Demirel, Ö. (2017). Yabancı dil öğretimi: İlkeler, yöntemler, teknikler (6. baskı). Pegem Akademi. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |