American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2015, 3(9), 1085-1090
DOI: 10.12691/education-3-9-4
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Evaluation of Business English Courses According to The English Teachers’ Views Teaching at Girls’ Technical and Vocational High Schools

Sevil Büyükalan Filiz1, and Elif Anda2

1Education Sciences Department, Education Faculty, Gazi University, Ankara

2Curriculum and Instruction Department, Graduation Programme, Gazi University, Ankara

Pub. Date: August 24, 2015

Cite this paper:
Sevil Büyükalan Filiz and Elif Anda. Evaluation of Business English Courses According to The English Teachers’ Views Teaching at Girls’ Technical and Vocational High Schools. American Journal of Educational Research. 2015; 3(9):1085-1090. doi: 10.12691/education-3-9-4


In our world, being innovated together with developing technologies, the increase in global mobility brought along some differentiations in professional field. Today, together with becoming independent of individuals from their countries and participating in the global mobility, it is seen that the number of lingua franca speakers has been increasing. The necessity of lingua franca requires these foreign languages to be taught through learning objectives of individuals. Accordingly, vocational English courses, which were developed according to the modular education system, were included in the curricula of some vocational high schools in Turkey. This study aims to evaluate vocational English courses according to the views of English teachers working at Girls’ Technical and Vocational High Schools (GTVH), which train intermediate level subjects for tourism sector. The study was conducted through interviews with 20 teachers, working at 6 different GTVHs, located in 5 central districts of Ankara. Each teacher was interviewed twice and obtained data were analyzed with content analysis. According to obtained findings, found out that English teachers’ academic profiles weren’t built in accordance with teaching skills and necessary in-service trainings weren’t provided. Modules used during the courses are insufficient and thus teachers don’t adopt the modular curricula developed through individual learning principles.

Vocational English English Teachers Modular Education System

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