The Effectiveness of the dtefla course at busel: The extent to which the course changes teachers levels of knowledge skills, attitude, awereness and performance

Abstract

ABSTRACT Title: The effectiveness of the DTEFLA course at BUSEL; the extent to which the course changes teachers' levels of knowledge, skills, attitude, awareness and performance Author : Nezaket Özgirin Thesis Chairperson : Ms. Bena Gul Peker Bilkent University, MA TEFL Program. Thesis Committee Members: Dr. T. S. Rodgers, Dr. Susan D. Bosher, Bilkent University, MA TEFL Program. This study was designed to investigate the effectiveness of an in-service course - DTEFLA at Bilkent University School of English Language (BUSEL) ; the extent to which the training course promotes changes in trainees' levels of `knowledge`, `skills`, `attitude`, `awareness` and `performance`. Both qualitative and quantitative evaluation procedures were used to answer the question. The qualitative data were collected through direct interviews and observation/ interviews which were categorized and analyzed together. The quantitative data were gathered through four-item Likert-scale questionnaires which were administered to past, current and prospective trainees. Both process and product-oriented evaluation features were included and the evaluation model developed for this study was called `perceptual evaluation` b.ecause data collected relied mainly on trainees' self-evaluation/reporting skills. The subjects were 16 trainees who took the DTEFLA course between the 1993-94 and 1995-96 academic years, and 4prospective trainees that is to say those who were interested in doing the course in the next academic year. Data were collected from trainees, trainers and heads of units for the purpose of triangulat ion. The results of the data show that teachers think they changed in the focus areas of the study. Knowledge and awareness were the most improved areas, whereas attitude was the least improved. Some of the factors which affected the level of this change were teachers' motivational factors to do the course, their professional characteristics, and the written exam results (pass/fail) of the trainees. The most influential motivational factors for- trainees to do the DTEFLA course were professional development, personal development and better opportunities. People who do the course for professional development reported more change than the others in general and those motivated by professional development and personal development seem to benefit from the course more than the others. The common professional characteristics of DTEFLA people were reported as : willingness to try out new ideas, positive attitude to learn and strong expectations. Written exam results was another factor which affected teachers' perceived levels of change. There was a particular difference in trainees' perceptions of change in terms of different years and pass/fail rates. There were also common factors like environmental issues; conditions (time allowance... etc.), but these were not the issue of this study.In conclusion, the study confirmed that changes reported by trainees are affected by many variables and experienced in different ways and times. Although the course changes teachers' knowledge, skills, awareness and performance, attitude appears to be a different issue and is more influenced by factors not directly related to training. Trainees develop a more positive attitude towards students and teaching, but it is the area where trainees report the least change. The results show that the DTEFLA course given at BUSEL is both a training and a development program. By and large trainees feel the course to be worthwhile and that it achieves its aims.