EDUCATIONAL TECHNOLOGY (ENGLISH, THESIS)
Master	TR-NQF-HE: Level 7	QF-EHEA: Second Cycle	EQF-LLL: Level 7

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
ELT5005	Teaching English as a Foreign Language and the Learner	Fall	3	0	3	8

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Departmental Elective
Course Level:
Mode of Delivery:	Face to face
Course Coordinator :	Dr. Öğr. Üyesi AYLİN TEKİNER TOLU
Recommended Optional Program Components:	None
Course Objectives:	Every classroom contains individuals who have diverse strengths, backgrounds, and learning approaches. Different classrooms, too, feature different student dynamics. ELT 5005 aims to aid the teacher in identifying these individual and group features and to equip him/her with tools to serve the students and to manage the classroom effectively.

Learning Outcomes

The students who have succeeded in this course;
Upon completion of the course, the student-teacher will be familiar with motivational and behavioral factors that affect academic performance in both individuals and groups. With this enhanced familiarity will come enhanced ability: the student-teacher will have the tools to create learning environments that encourage positive social interaction and active engagement in learning, which will be marked by higher degrees of learner autonomy.

Course Content

Brain-based learning, multiple intelligences, learning styles and strategies, communication techniques, classroom management strategies, learner autonomy, and learner training all represent important components of the course. Furthermore, the class borrows from educational psychology to address motivation, attitude, personality factors, and cognitive styles as they relate to the classroom. Assessment is measured both through students’ ability to demonstrate their understanding of the key themes as well as their ability to apply this knowledge to specific classroom situations.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Course introduction Needs Analysis Introduction to Learning Disabilities
2)	Individual Differences and Learning Disabilities
3)	Learner Differences and Learning Disabilities in ELT
4)	Brain-based learning
5)	Learning Styles
6)	Multiple intelligences
7)	Multiple Intelligences Theory and Second Language Learning
8)	Beliefs and Attitudes (in Language Learning and Teaching)
9)	Personality Factors in Language Learning
10)	Learner Autonomy
11)	Language Learning Strategies
12)	Stress and Anxiety in Language Learning and Teaching
13)	Motivation in Language Learning
14)	Action Research in ELT

Sources

Course Notes / Textbooks:	Armstrong, T. (2009). Muliple Intelligences in the Classroom (3rd Ed). Alexandria, Virginia: Association of Supervision and Curriculum Development. Cipani, E. (2004). Classroom Management for all Teachers, (2nd ed). Upper Saddle River, New Jersey: Pearson Prentice Hall.
References:

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	10	% 10
Homework Assignments	10	% 30
Presentation	1	% 20
Project	1	% 40
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Presentations / Seminar	1	10	10
Project	1	40	40
Homework Assignments	10	10	100
Total Workload			192

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications.
2)	To be able to comprehend the interdisciplinary interaction with which the field is related.
3)	To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field.
4)	To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines.
5)	To be able to solve the problems encountered in the field by using research methods.
6)	To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data.
7)	To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary.
8)	To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning.
9)	To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field.
10)	To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes.
11)	To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies.
12)	Being able to independently carry out a work that requires expertise in the field.
13)	To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility.
14)	Being able to lead in environments that require the resolution of problems related to the field.