| ENGLISH LANGUAGE EDUCATION (ENGLISH, THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ELT5007 | Syllabus Design and Evaluation in Language Education | Fall | 3 | 0 | 3 | 8 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assist. Prof. ALİ ÖZTÜFEKÇİ |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course delves into the theory, methods, and application of syllabus design and evaluation in English Language Teaching (ELT). Students will explore various syllabus models, critique existing syllabi, and propose innovative approaches tailored to diverse learner needs and educational contexts. Through a blend of theoretical study, practical projects, and research-based assignments, students will develop expertise in designing, adapting, and assessing syllabi for ELT programs. Emphasis will be placed on aligning syllabus content with learning objectives, integrating language skills, and promoting learner autonomy. |
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The students who have succeeded in this course; By the course's conclusion, students will possess the skills and confidence to craft effective language curricula that enhance language learning outcomes and contribute to the advancement of ELT practices. |
| Key topics include needs analysis, goal setting, content sequencing, task-based learning, and assessment methodologies. Students will analyze scholarly articles and theses that evaluate existing syllabi, proposing new ones based on empirical research and pedagogical principles. Teaching Methods and Techniques Used in the Course -Project -Technology-Enhanced Learning -Collaborative Learning -Lecture -Reading -Discussion -Individual Study |
| Week | Subject | Related Preparation |
| 1) | Introduction | |
| 2) | Overview of Syllabus + Class Profile + Needs Assessment | |
| 3) | Introduction to Syllabus Design | |
| 4) | Historical Perspectives & Analysis of Existing Syllabi | |
| 5) | Top-Down & Bottom-Up Approaches to SD | |
| 6) | A Systems Approach to Syllabus Design-1 | |
| 7) | A Systems Approach to Syllabus Design-2 | |
| 8) | Introduction to Language Assessment | |
| 9) | Designing Assessment Tools | |
| 10) | Evaluation Criteria | |
| 11) | Coursebook Analysis | |
| 12) | Integrating Technology | |
| 13) | Virtual Learning Environment & Designing a Technology-Enhanced Syllabus | |
| 14) | Presentations |
| Course Notes / Textbooks: | •Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Boston, MA: Heinle & Heinle. •Graves, K. (Ed.). (1996). Teachers as course developers. New York: Cambridge University Press. •Richards, J,C. (2001) Curriculum Development in Language Teaching. NY: CUP •Nunan, D. (1988) Syllabus Design. Oxford: OUP •Krahnke, K. (1987) Approaches to Syllabus Design for Foreign Language Teaching. NJ: Prentice Hall, INC. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 40 |
| Project | 1 | % 40 |
| Paper Submission | 1 | % 20 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 14 | 4 | 56 |
| Project | 1 | 40 | 40 |
| Homework Assignments | 1 | 40 | 40 |
| Paper Submission | 1 | 20 | 20 |
| Total Workload | 198 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Possessing theoretical and factual knowledge in the field of language education | 2 |
| 2) | Understanding key concepts related to English language teaching and second language acquisition, as well as the relationships between these concepts | 1 |
| 3) | Following current scientific developments in the field of educational sciences | 1 |
| 4) | Understanding and evaluating curricula, strategies, approaches, methods, and techniques related to foreign language teaching | 5 |
| 5) | Acquiring and developing practical skills related to language education | 3 |
| 6) | Effectively presenting scientific data both orally and in writing | |
| 7) | Utilizing academic resources effectively in the field of foreign language teaching, including digital tools such as CALL and MALL | 1 |
| 8) | Applying teaching strategies, methods, and techniques appropriate to students' proficiency levels and individual differences | 5 |
| 9) | Developing suitable instructional materials based on students’ needs | 5 |
| 10) | Effectively utilising scientific theories and methods in the professional field | 4 |
| 11) | Sharing knowledge related to language education and participating in academic discussions | |
| 12) | Understanding how scientific knowledge is produced in the field of foreign language teaching and discussing relevant methodologies | |
| 13) | Sustaining professional development and acquiring lifelong learning skills | |
| 14) | Adapting teaching processes according to existing conditions and effectively implementing assessment and evaluation methods | 5 |
| 15) | Conducting independent research in educational sciences and foreign language teaching and taking responsibility accordingly |