Educational Research (ISSN: 2141-5161) Vol. 4(9) pp. 634-641, September, 2013
DOI: http:/dx.doi.org/10.14303/er.2013.119
Available online@ http://www.interesjournals.org/ER
Copyright © 2013 International Research Journals
Full Length Research Paper
The evaluation of private primary schools’ students’
perception about English language skills and
sufficiency
Murat Gökalp*, Senem Seda Şahenk Erkan and Mehmet Teyfur
*Education Faculty, Samsun 19 Mayıs University, Turkey
** Marmara Üniversitesi Yabancı Diller Yüksek Okulu.
*Corresponding Authors E-Mail: gokalpm@omu.edu.tr
Accepted 11 September, 2013
In this study, private primary schools’ students four basic skills ( listening, reading, writing and
speaking) has been searched and whether their level and skills sufficiency change or not according
to different variables. The samples of this study consists 400 students who attend 4th, 5th, 6th, 7th,
and 8th classes of primary schools at Kadıköy in İstanbul. The survey method has been used. Six
items are in the individual form. Scala has 20 items with 5 Likert type about private primary
schools’students perception about English language skills and sufficiency (listening, reading,
writing and speaking)
Keyword: English Education at Primary School, Private Primary School, Students for Basic Language
Proficiences.
INTRODUCTION
Language determines a person’s identity and personality.
It also helps to socialize a person (Köksal, 2000).
Language has a major significance to express a person’s
oneself and ıt provides to think.. So, first language
learned is said as mother language and second language
learned also is said as foreign language. A person
can learn with subconscious processes his/her
mother language. But foreign language can be only
learned by conscious processes. Learning a foreign
language needs as cultural and occupational. At
the same time, knowing a foreign language is
prior condition for international cooperation on diplomatic,
scientific, economic fields, etc. And ıt is a key to
realize these opportunities( Genç, 2004). In this day and
time, when it is said foreign language education
in Turkey, it is thought primarily education of
english, german and french languages from western
languages.
Nowadays, foreign language education and training
in our country, like all over the world, has been becoming
important increasingly. Knowing a foreign language in our
country provides an important advantage to be
sophisticated and to find a job. The general aims of
foreign language training in elementary education is
stated below (Demirel, 1999):
1) Within case, function, concept and structure given
in detail on special aims of foreign language programme;
a) Improving listening skills; b) Improving speaking skills;
c) Improving reading skills; d) Improving writing skills. 2)
Realizing of cultur values of countries speaking English,
German and French taught as language and culture, 3)
Looking with favour on different cultur and cultur values,
4) Being disposed to communicate in foreign language
(English, French, German). It should be appealed to
foreign language education in consequence of mental
and affective superiorities of children in elementary
education. It should be chosen appropriate foreign
language training method and techniques taking into
account cognitive, communicative and pedagogical
properties of children in foreign language education in
elementary education age (Anşin, 2006).
According to Göksoy (1988) primarily, foreign
language education is based on experiences the children
will join as base in elementary education. This experience
can be realized with activities like listening stories,
performing puppets, playing game, singing songs and
Gökalp et al. 635
etc. Learning will be more natural in a this type learning.
Interest and desire of foreign language learning
will increase on students naturally. So, ıt is extremely
important to be used with this type method in elementary
education level. It must be noticed those significant
points to run accomplishedly the foreign language
education and trainig in elementary education level:
ıt should be included group works, ıt should be tought
a lesson with music they like such as pop music, ıt
should be refered to sociable subjects such as sport
and media, ıt should be guided to drama and role
playing works, ıt should be benefited from different
learning style and strategies, ıt should be occured
interesting and sympathetic atmosphere, ıt should
be provided variety in lesson, ıt should be allowed
to move to students in lesson and ıt should be appealed
to Turkish in case of need (Ersöz, Çakır, Cephe,
Peker, Özkan, Büge ve Özmen, 2006). At first, foreign
language (English) lesson is obligated in 4. Class for
the first time in elementary education level on
2481 pages 1997 year of communiques magazine and
ıt is taken a decision to teach foreign language four
hours in 6. 7. and 8. classes and two hours in a week in
4. and 5. classes according to this programme.Foreign
language lesson is 3 hours in 4. and 5. classes and also
4 hours between 6.-8. classes in elementary schools with
renewal the decision number 111 and 04.06.2007 Date of
council of Education and Morality, weekly course
schedule of elementary schools going in effect with
decision number 192 and 14.07.2005 Date of council of
Education
and
Morality((http://www.turkegitimsen.org.tr/1mevzuatpdf/haf
talik_ders_cizelgesi_degisiklik.pdf).
Four main skills required to gain or obtain in
language learning and teaching are listening, reading,
writing and speaking. It is speaking skill having obligation
to use, used more often in daily life from these skills. One
of general aims in foreign language teaching is to provide
to speak clearly language the students learn. So, it has
been gaining importance to be tought with communicative
methods of language and preparing convenient
environment so far as possible to gain speaking skill to a
person learning (Bright ve McGregor, 1983). Reading has
an important situation to improve general language skills,
to provide thinking english, to enrich vocabulary, develop
writing and speaking skills, in English.
The most significant factor providing to communicate
between people is surely a magic existence we call as a
tongue. This existence makes essential to learn of
“speaking – listening” and “listening comprehension”
skills for oral communications and also of “writing –
reading” and “reading comprehension” skills for written
communications. Acquiring these skills is prior condition
to learn our self mother language. In the same way, ıt is
also prior condition to learn any foreign language.
Individual differences such as emotional and social
developments, interest and abilities, foreign language
degrees of students play a significant role in reading skills
development process. Barnett (1988, 151).
It is possible improving language skills by utilisation
from programmes performed by European Commission.
These programmes are programmes providing to use of
all students, teachers, teaching assistants, director and
other staffs in field of training to higher education from
preschool (Ungan, 2006, 219).
If it is more precise, learning a language means to
communicate in that language gaining communicative
competence of that language. In other words, gaining
communicative competence means to comprehend both
creative skills like speaking-writing and also passive skills
like listening-reading namely communicative skills of that
language, separately to means to learn communicating
verbally and in written with that country’s people along
with ways of behaviour briefly sociolinguistics
(soziolinguistik) and pragmatic science provide
( like
learning to be spoken about what, where, when, with
whom, how, what circumstance) culture of country
spoken that language, life and behaviour (Edmonson /
House, 1993: 82).
It is defended to be a communication tool of firstly
language and to also need sociocultural and pragmatic
factors should be taught with four main skill of language
(listening, speaking, reading, writing) of grammer size in
itself of this tool in language teaching. (Neuner,
1995:186).
METHOD
Problem
Problem sentence of this research consists of those
questions:
-What is level the four basic language skill perceptions of
proficiency (Listening, reading, speaking and writing) in
english lessons of students studying in private
elementary schools.
Has the four basic language skill perceptions of
competence in english lessons of students studying in
private elementary schools been changing (sex, age,
class, English learning time, if the student knows or not
another foreign language except English and if another
person knows English or not in student’s family )
considering various specialities?
Sub problems
Base problems of this research consists of articles below
mentioned.
1. Has listening perceptions of competence in english
lessons of students studying in private elementary
schools been changing according to personal
characteristics?
636 Educ. Res.
2. Has reading perceptions of competence in english
lessons of students studying in private elementary
schools been changing according to their various
personal characteristics?
3. Has speaking perceptions of competence in english
lessons of students studying in private elementary
schools been changing according to their various
personal characteristics?
4. Has writing perceptions of competence in english
lessons of students studying in private elementary
schools been changing according to their various
personal characteristics?
The aim of research
The aim of this research determines the basic language
ability perceptions of competence in english lessons of
students studying in 4., 5., 6., 7., and 8. classes of private
elementary schools and ascertains situations of
differentiantion according to their various personal
characteristics of perception levels of competence four
basic language skills in english.
It is used a general survey method to indicate if
change or not according to their various personal
characteristics of this perception levels and perception
levels of competence four basic language skill in english
lessons of students studying in private elementary
schools in this research.
Premises
Premises of this research is indicated below.
1. Sources scanned is safe to form the conceptual
framework of the research and gives adequate
information.
2. Articles in data collection tool consists of perceptions
with subject of students regarding the foreign language
curriculums.
3. Sample universe acquired from research is adequate
to represent.
4. The students answer sincerely as objective by using
their self-informations and without being influenced.
5. The students are allocated enough time to reply the
data collection tool.
6. Findings acquired from search is generalisable to
persons having similar characteristic.
Limitednesses
Limitednesses of this research is indicated below.
1. This research is limited with 400 students (studying in
4., 5., 6., 7., and 8. classes) in 8 elementary school in
Kadıköy district in İstanbul.
2. This research is limited with survey applied to
students.
3. Answers the students give to articles is limited with
answers they give in data collection tool.
4- Personal details of students is limited with answers
they give in data collection tool.
Foreign Language Education in Private Elementary
Schools
Foreign language lesson are taught more intensely
according to public elementary schools ın private
elementary schools. Foreign language education is given
in preschool and elementary 1., 2., and 3. classes (in 5-6
age groups) ın private elementary schools.
It has been allowed to teach individual and mass
activities in 1. 2. 3. classes and to teach “foreign
language” (English, German, French) in 4. and 5. classes
ın private elementary schools since 1998-1999 school
year. 4.-8. classes are instructed italian as foreign
language and 6.-8. classes are also instructed german
lessons as second foreign language in 1999-2000 school
year (http://www.ingilish.com/hd6.htm).
The Importance of Foreign Language Education
When a student learning foreign language starts to
illuminate self-cultural existence, the person can make
comparisons between self-culture and foreign culture.
So this situation will provide a significant benefit in
personality formation process of youngers especially due
to different outlooks ıt will have (Sayın, 1993).
Knowing foreign language becomes prior condition of
living in multilingual and a multicultural world on the one
hand or a necessity supporting personality development
on the other hand.
Increasing of necessity needed to foreign language
learning causes to change of foreign language policies of
both world countries and our country. “(...) ıt is impossible
to ignore international two developments as Sevil (2004)
stated ın this change: It is Globalization and European
Union. English loaded with universal communicative
language function within the globalization is almost only
foreign language used in foreign language education.
Meanwhile, ıt is witnessed to foreign language
understanding reasoned multilingual and multicultural
person understanding of European Union in reaction to
idea converting only communicative tool English in
integration with modern world.”
Foreign language should be taught with a natural
method similar to learning stage of mother language.
Character and social progress of student should be
considered all the time during this teaching.
New approach and methods also should be improved in
Gökalp et al. 637
foreign language educatıon, especially philologists,
philosophers, sociologists and psychologists should
approach to mobilization to prepare an ideational
substructure in this subject (Önal, 2000).
Nowadays, foreign language education gains a
different importance. Knowing one foreign language is
inadequate any more. Knowing two and three
foreign language is necessary to find a job. This is a
basic truth. Therefore, a great deal of new methods and
reference books about foreign language education and
trainig emerge and foreign language education is taught
beginning from 1. level in public and private elementary
schools.
The Model of the Research
General survey model is used in search. General survey
model is research approaches purposing to describe with
present form a situation existing in past or present. A
person, object and case discussed in the research is tried
to describe in self-condition and as it is. Present
situations are determined with observation method
(Karasar, 2010).
Quantitative methods is applied in research.
The research is in descriptive research quality.
This method is used for researches trying to
describe and explain what cases, objects, existences,
institutions, groups and various areas are (Kaptan, 1998:
59). Separately, descriptive works are performed to
illuminate a situation given mostly, to carry out the
evaluations in parallel with the standards and to search
out possible connections among cases (Çepni, 2007: 34).
As ıt tries to describe what cases are with these type
works, ıt is intended interaction among situations
considering the connections with previous event and
situations of present event. What is situation in
researches connected this method. Where and which
way do we need to go? How do we go there? These
questions are searched answers based on datas in
present period of time.
Population and Sample
System of this research is generated by students in
4., 5., 6., 7. and 8. classes of private elementary
schools in Kadıköy district in İstanbul. Sample of
this research is also generated by 400 students in
total inclusive students in 4., 5., 6., 7. and 8.
classes (Private Bilfen Track elementary School,
Private Bilfen Çamlıca elementary school, Private Bilfen
Ataşehir elementary school, Private Rıver elementary
school, Private Princeling elementary school, Private
Erenköy Light elementary school, Private Wısh Peace
elementary school, Private Wısh Acıbadem elementary
school) in 8 elementary school in Kadıköy district in
İstanbul.
Data Collection and Evaluation
Data collection tool in research has been prepared
with cooperation (by Asst. Prof. Dr. Murat GÖKALP
and Instructor Dr. Senem Seda ŞAHENK ERKAN).
Personal information form ( sex, age, class, about if
students know or not another foreign language except
english, their learning time to english, about if another
person knows or not english in their family) has 6 articles.
“Perceptions scale of proficiency on english language
skills of students studying in private elementary schools”
have also ( (5) agree exactly, (4) agree, (3) agree a little,
(2) disagree, (1) disagree at all ) 20 articles in five point
likert type.
An expert opinion is asked for structure validity
of survey, besides factor analysis is done, faktör loading
low 5 articles are caused to remove from survey. Total
correlation low 5 articles are caused to remove in
survey and it is researched with total 20 articles. It
is obtained KMO value of measured articles in a result
of factor analysis as 0.87 and as 1568,714 (p<0,0001)
in a result of the Bartlett's Test,. Cronbach Alpha value
is calculated to define coefficient of internal consistence
of scale taking its final form with factor analyze. Cronbach
Alpha of scale 91 indicates that it has high safety of
scale . Results of structure validity indicate that it has 4
factor structure explainig 63,065 percent of total variance
of scale. It is applied Kolmogorov-Smirnov test
to determine if datas show or not normal distribution
of datas belonging to each base problem first of all in
analysis of datas. Kolmogorov Smirnov test is a test
defining if datas show a normal distribution of datas.or
not in cases sample size is greater than 50 (Köklü, 2006).
Both two groups also need to provide normality
condition in distribution of measures concerning
dependent variable to indicate a normal distribution of
datas.
Man Whitney U test being non parametric test is
used in comparisons of averages of couple groups.
Kruskal Wallis H test corresponding nonparametric of one
way Anova test is used in comparison of more groups
than two and in the case of nondefining a normal
distribution on dependent variable of each groups. It is
considered 0.05 as significance level in analysises.
Cronbach Alpha reliability coefficient of scale developed
in survey appears 92, ıt is removed from survey 3 articles
being low than 0.50 factor load in factor analysis done for
structure validity.
FİNDINGS
The findings of this study is shown in the tables below.
638 Educ. Res.
Table 1. First and Second Foreign Language Lessons Weekly Course Hours in Weekly Course Schedule of
Private Turkish and Foreign Elementary Schools.
Foreign language lesson in
private elementary schools.
1.Foreign Language
2.Foreign Language
1.class
7
-
2.clas
s
7
-
3.class
4.clas
s
8
2
7
-
5.clas
s
8
2
6.clas
s
9
2
7.clas
s
9
2
8.clas
s
8
-
The first foreign language education is taught 7 hours in 1, 2 and 3. classes, 8 hours in 7, 4 and 5. classes, 9
hours in 6 and 7. classes and 8 hours in 8. classes, the second foreign language lesson is also taught 2 hours in
4-5-6-7. classes in every part of private elementary schools in schedule 2.
Table 2. Students’ percentages and
frequences
Gender
Erkek
Kız
Total
Frequences
239
161
400
%
59,8
40,3
100,0
Table 2 239 of the students are male
and 161 famale.
Table 3.
frequences
Age
9-11
12-14
Total
Students’ age and
Frequences
174
226
400
Table 4. Students’
frequences
Class
4th.class
5th.class
6th.class
7th.class
8th.class
Total
%
43,5
56,5
100,0
classes
Frequences
10
76
220
44
50
400
and
%
2,5
19,0
55,0
11,0
12,5
100,0
Table 5. Mann-Whitney U Test Results According to Age Variable of Listening
Perceptions of Proficiency as English of Students Studying in Private Elementary
Schools
Age
N
9-11 age
12-14 age
174
226
Total
400
Line
Average
167,72
225,74
Line total
29182,50
51017,50
U
Z
p
13957,500
-5,387
.000
When Mann-Whitney U test results indicated on table 5 are examined, among averages of
listening perceptions of proficiency in english according to age groups of students is
determined statistically a significant difference. ( U= 13957,500; p<0,05). Students between
12-14 age are seen higher listening perceptions of proficiency in english according to students
between 9-11 age in consideration of Line averages.
Gökalp et al. 639
CONCLUSION AND DISCUSSION
It is tried to be determined reader, reading text and
effects of measuring techniques being 3 main faktors in
english reading-understanding teaching studies in a study
done by Uçkun (2001). English preparatory class
students in Gaziantep University form sample group of
this survey. It is practiced with 264 students in this study.
Various reading texts and reading techniques is
determined to be useful of using both together for the
purpose of progress reading skill in result of this survey.
Teachable writing studies are examined in foreign
language lessons in a study prepared by Başaran (2003).
Sample of this survey is formed by total 535 students
being second class students in yildiz technical university.
3 types questionnaire and interview technique as data
collection tools are applied in this survey. According to
results of this study, students aren’t sufficient to write. At
the same time students believe that writing skills lesson
instructed isn’t prepared correctly. Separately, students
want to learn electronic mail and letter writing methods in
this lesson.
Its aim, content, teaching-learning process and test
statuses of english curriculum are evaluated in
elementary 4. and 5. class in a study done by Er (2006).
Total 593 elementary english teachers and 535
elementary inspectors working in 7 geographical regions
in turkey form sample of this survey. It is applied two
different scale forms in five point likert type as data
collection tools When it is considered four main language
skills in english of elementary students unlike my survey
in results of this survey, students have problem in
pronunciation according to fourth class teachers and also
have in dialogue studying according to fourth class
inspectors.
Effect of visual and written and visual teaching
materials and student opinions to gain speaking skill to
students are determined as subject in english teaching in
study prepared by Ertürk ve Üstündağ (2007). Sample of
this survey is formed by total 41 students in elementary
seventh class in private bee school in Ankara. It is used
experimental method and model with pretest-posttest
control group in this survey. Speaking Rubric and
interview forms are applied beside pretest-posttest forms
as data collection tools. It is determined that speaking
skill of students is impressed with visual and written
materials more than visual materials in result of this
survey. According to opinions of students, they like these
studies, speakings become understandable, grammer
rules can be practiced easier to speakings and they is
provided to speak fluently improving vocabulary
knowledge.
The aim of study done by Şad (2009) is to analyzes
how adequate they find themselves about teaching
practices/activities related foreign language teaching of
class teacher candidates and what level they are
disposed from the point of various variables to realise
these practice and activities in future receiving required
educations. The research is a descriptive work based on
screening model. Working group of research consists of
88 final year students studying in class teaching
programme faculty of education Malatya İnönü University
in spring semester 2009-2010 academic year. It is used
“proficiency and willingness scale of foreign language
teaching to children” developed for this research by
researcher and consisting of practice and activity being in
need of an effective teacher to accomplish foreign
language teaching time to children and acquired
scanning result of field article with the purpose of
collecting data. Teacher candidates attended to research
from findings acquired from analysises made find
adequate undermedium themselves on doing practices
and activities with foreign language teaching to children
but it is concluded that they are more willing reasonably
on realization of these practice and activities receiving
necessary education in future, their perceptions of
proficiency play an important role for increasing of their
willingness levels and their foreign language levels of
competence are also a significative factor in increasing of
perceptions of proficiency. It is found having higher level
of competence women participants according to men
participants, students graduating from secondary schools
(anatolian high school, foreign language intensive high
schools, super high schools) giving foreign language
education more intensely according to students
graduating from general high schools, students studying
in evening education according to students studying in
daytime education and students perceiving well foreign
language level of competence according to perceivers
weakly and reasonably, students also perceiving
reasonably according to perceivers weakly.
The aim of study done by İlter (2010) is to determine
effect to success of attitudes intended to english lesson
of elementary students. Attitudes of students are
analysed with regards to sex, their present class,
residences and pass mark in study. This research used
scanning model is in descriptive quality. It is used
personal information form and attitude scale intended
english lesson as data collection tool in research. Survey
sample is formed by 5-8. class students. It is found
statistically significant relationship among attitude marks,
sexes and pass marks of students according to findings
acquired and in positive level the attitudes of students.
Generally ıt is seen to success in english lesson of
students having positive attitudes and to increase also
their success rates if attitude level increases in survey.
It is dealed effect of teacher’s speaking in language
learning processes of students in study done by İnceçay
(2010). Sample of this research is formed by 16 students
and one teacher. It is applied sound recordings recorded
in period as data collection tools and speaking evaluation
scale forms in five point likert type. It is proved to benefit
correcting of teacher carefully on a limited scales
speakings of students when appropriate, mentioning to
640 Educ. Res.
feedback in speaking studies in foreign language
teaching in result of this research.
It is analysed improvement of reading-understanding
skills in line with cognitive mechanisms in reading
strategies students use in english in study prepared by
Kök (2010). Sample of this research is formed by fortyman student group studying in preparatory class in 20082009 school year. It is set up control and experiment
groups for twenty each persons in this study and ıt is
performed pretest-posttest applications. It is applied
reading strategies scale, cognitive and behavioral attitude
scale, vocabulary knowledge and reading-understanding
test forms as data collection tools. It is searched that
different learning strategies don’t cause to differentation
in reading-understanding studies in result of this
research. At the same time, ıt is confirmed that readingunderstanding skills of students develop more
successfully in lessons taught considering cognitive
mechanisms of students.
It comes to conclusions below mentioned in research.
1. Girl students are different considerably listening,
reading, writing and speaking proficiency perceptions in
english according to boy students studying in private
elementary schools.
2. Listening, reading, writing and speaking proficiency
perceptions of students knowing another foreign
language except english in english are high according to
students unknowing.
3. Students learning in their family to english are more
successful.
4. Learners to english in long time are more successful in
proficiency perceptions four basic language skills
(Listening, reading, writing and speaking).
5. Interest against english changes according to classes
students study.
RECOMMENDATIONS
Suggestions numbered below can be given ın result of
research.
1-It should be taken precautions increasing the learning
perceptions against foreign language (specially english)
of boy students. 2- It should be searched causes why
learning perceptions against foreign language (specially
english) of boy students is low. 3- Families of students
learning foreign language (specially english) should be
leaded about need to know foreign language for them4Inabilities about knowing foreign language of families of
students learning foreign language (specially english)
should be searched 5- Need about repetition,
enhancement and exercising a long time to foreign
language (specially english) should be emphasized.
6- Persons should be informed to learn foreign language
(specially english).
7- It should be used to be changed of foreign language
(specially english) learning perceptions widespread
media.
It can be brought forward a proposals ranged below
intended to other researchers ın results of research.
1. Proficiency perceptions on four basic language skills of
students studying in public elementary schools should be
researched.
2. Students studying in private elementary schools with
students studying in public elementary schools should be
compared the proficiency perceptions on their four basic
language skills in english.
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How to cite this article: Gökalp M, Erkan SSS and Teyfur M
(2013). The evaluation of private primary schools’ students’
perception about English language skills and sufficiency.
Educ. Res. 4(9):634-641