Research Article
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English Language Education in a Vocational School: A Qualitative Case Study

Year 2023, Volume: 10 Issue: 2, 275 - 297, 30.03.2023
https://doi.org/10.17275/per.23.40.10.2

Abstract

The purpose of this study was to provide a comprehensive understanding of Vocational School students’ experiences of learning English at a state university in Türkiye. After the application of a pre-survey which aimed to reveal the background of the students, four students took part in an interview about their English learning experiences in Vocational School. Interviews were also conducted with two instructors to obtain information about their perspectives of the Vocational School students’ English language learning motivation and process. Observations were also carried out in the real language classrooms. In data analysis categorical aggregation is used in order to have patterns in the qualitative data. The study unearthed the challenges that the students experienced in language learning process which were insufficient English background of students, their lack of motivation to general education, disregard to English education, and feeling of inferiority accompanied with low self-esteem. Furthermore, physical problems (students who are full or part-time workers), discontinuity in curriculum and limited lesson hours were also among the problems. The study implicated that information transmission which is still prevalent in lessons should be supported with other methods of teaching, the students need consciousness raising in terms of the place of English in their work life and some improvements are needed in the English curriculum.

Thanks

This study was conducted as the partial fulfillment of the requirements of Qualitative Research: Theory and Methods course under the supervision of Prof. Dr. A. Cendel Karaman. We would like to express our gratitude and appreciation for Prof. Dr. A. Cendel Karaman for his guidance and support throughout the study. We would also like to thank Ebru Çakmak Polat for her assistance in data analysis procedure. This work was supported financially by The Scientific and Technological Research Council of Turkey (TUBITAK) since the authors were bursars of this institute during their postgraduate degree.

References

  • Alkan, R. M., Suiçmez, M., Aydınkal, M. & Şahin, M. (2014). Meslek Yüksekokullarindaki mevcut durum: Sorunlar ve bazi çözüm önerileri [Current situation in Vocational Schools: Problems and some solutions]. Yükseköğretim ve Bilim Dergisi, [Journal of Higher Education and Science] 3, 133-140. Retrieved from https://dergipark.org.tr/en/pub/higheredusci/issue/61485/918059
  • Akyurt, N. (2009). Meslek yüksekokulları ve Marmara Üniversitesi sağlık hizmetleri meslek yüksekokulu öğrencilerinin genel profili [General profile of vocational schools and Marmara University health services vocational school students] . Fırat Sağlık Hizmetleri Dergisi [Fırat Journal of Health Services], 176-201.
  • Arslan, R., Özdemir, E., O'Mahony, P. A. T., Parsons, R., Di Bono, S., Battipaglia, A., & Muresan, S. S. (2013). A comparative study: challenges and opportunities for European Union dual vocational training systems. Journal of Cooperative Education & Internships, 47(1).
  • Bidav, D. (2021). Perceptions of students towards the implementation of performance- based assessment in vocational English Course [Unpublished masters thesis]. Bahçeşehir University.
  • Bildik, C., & Gürol, M. (2019). Mesleki İngilizce I dersinin süreç boyutunun katılımcı odaklı değerlendirme yaklaşımı ile değerlendirilmesi [Evaluation of the process dimension of the professional English I course with the participant-oriented assessment approach]. Turkish Studies-Educational Sciences.
  • Birks, M., Chapman, M., & Francis, K. (2008). Memoing in qualitative research: Probing data and processes. Journal of Research in Nursing, 13(1) 68–75. https://doi.org/10.1177/1744987107081254
  • Bedük, A., Eşmen, O., & Ay, H. M. (2016). Türkiye’de meslek yüksekokullarında kalite: Mevcut durum sorunları ve çözüm önerileri [Quality in vocational schools in Turkey: Current problems and solutions]. 5. Uluslararası Meslek Yüksekokulları Sempozyumu Bildiri Kitabı [Proceedings of the 5th International Vocational Schools Symposium], 2, 47-55.
  • Brunello, G. (2004). Stratified or comprehensive? Some economic considerations on the design of secondary education. CESifo DICE Report, 2(4), 7-10.
  • Chomsky, N. (1966). Linguistic theory. In R.G. Mead, Jr. (Eds.). Language Teaching: Broader Contexts. Northeast Conference on the Teaching of Foreign Languages: Reports of the Working Committees (43-9). New York: MLA Materials Center.
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Los Angeles: SAGE Publications.
  • Çelik, S. (2003). An investigation into students’ academic and occupational English language needs at Office Management and Secretarial Studies Departments of Niğde University’s Vocational colleges. (Unpublished master dissertation). Bilkent University, Ankara.
  • Davras, G. M., & Bulgan, G. (2012). Meslek yüksekokulu öğrencilerinin İngilizce hazırlık eğitimine yönelik tutumları: Isparta meslek yüksekokulu turizm ve otel işletmeciliği örneği [Attitudes of vocational school students towards English preparatory education: Isparta vocational school tourism and hotel management example]. Doğuş Üniversitesi Dergisi [Journal of Doğuş University], 13(2), 227-238.
  • Dörnyei, Z. (2005). The Psychology of the language learner: Individual differences in Second Language acquisition. London: Lawrence Erlbaum Associates, Inc.
  • Durucasu, R. R., Aydın, S., & Er, G. (2020). Meslek yüksekokulu öğrencilerinin İngilizceye yönelik tutumları: Anadolu Üniversitesi örneği [Attitudes of vocational school students towards English: Example of Anadolu University]. Journal of Management Theory and Practices Research, 1(1), 1-9.
  • Echternacht, G. (1976). Characteristics distinguishing vocational education students from general and academic students. Multivariate Behavioral Research, 477-492.
  • Euler, D. (2013). Germany's dual vocational training system: a model for other countries?
  • Gökçe, S. (2008). Attitudes and motivational intensity of foreign language learners at vocational high schools: A comparative study. (Unpublished master dissertation). Middle East Technical University, Ankara.
  • Günay, D., & Mahmut, Ö. Z. E. R. (2016). Türkiye’de meslek yüksekokullarının 2000’li yıllardaki gelişimi ve mevcut zorluklar [The development of vocational schools in Turkey in the 2000s and the current difficulties]. Yükseköğretim ve Bilim Dergisi [Journal of Higher Education and Science], (1), 1-12.
  • Heping, K. (2012, July). Reflection on the construction and application of online virtual training rooms in higher vocational schools. Paper presented at 2012 7th International Conference on Computer Science & Education (ICCSE) (pp. 1868-1875).
  • Hua, T. L., & Beverton, S. (2013). General or vocational English courses for Taiwanese students in vocational high schools? Students’ perceptions of their English courses and their relevance to their future career. Educational Research for Policy and Practice, 12(2), 101-120.
  • Hymes, D. (1971). Competence and performance in linguistic theory. In R. Huxley & E. Ingram (Eds.). Language Acquisition and Methods. New York: Academic Press.
  • İlgör, B. English Language Needs of Vocational and Technical Anatolian High School Students. Journal of Language Research, 3(1), 14-25.
  • Karakuş, C. (2013). Meslek yüksekokulu öğrencilerinin yaşam boyu öğrenme yeterlikleri [Lifelong learning competences of vocational school students]. Eğitim ve Öğretim Araştırmaları Dergisi [journal of Education and Learning Studies], 2(3), 26-35.
  • Keskin, N., Koraltan, A., & Öztürk, Ö. (2010). Pamukkale Üniversitesi Buldan MYO öğrenci profili [Student profile of Pamukkale Univesity Buldan vocational school]. MYO-ÖS 2010- Ulusal Meslek Yüksekokulları Öğrenci Sempozyumu [National Vocational Schools Student Symposium], (p. 1-10).
  • Larsen, D. & Freeman, M. A. (2011). Techniques and principles in language teaching. Oxford University Press.
  • Liu, C. (2020). Motivators for demotivators affecting EFL learners in Chinese secondary vocational school. English Language Teaching, 13(4), 41-51.
  • Liu, H. J., & Chen, C. W. (2015). A Comparative Study of Foreign Language Anxiety and Motivation of Academic-and Vocational-Track High School Students. English Language Teaching, 8(3), 193-204.
  • Liu, K.S. (2009). Workplace needs and uses of business English: Taiwanese vocational college perspectives. (Doctoral dissertation). Retrieved from UMI (3374765)
  • MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situated model of confidence and affiliation. Modern Language Journal, 82, 545–562.
  • Ministry of Education (1999). National education in the year 2000. Ankara: Ministry of Education.
  • Ministry of National Education (2012). Vocational Education and Training in Turkey. Ankara: Ministry of Education.
  • Muliyah, P., & Aminatun, D. (2020). Teaching English for specific purposes in vocational high school: teachers' beliefs and practices. Journal of English Teaching, 6(2), 122-133.
  • Nasihin, A. (2022). The impact of using English curriculum design based on industry needs in English teaching on Vocational School to improve students’ English skill for industry standard working communication. Education Quarterly Reviews, 5(1).
  • Nouwen, W., Clycq, N., Struyf, A., & Donche, V. (2022). The role of work-based learning for student engagement in vocational education and training: an application of the self-system model of motivational development. European Journal of Psychology of Education, 37(3), 877-900.
  • Olkun, S. (1995). A qualitative assessment of school-to-work transition from the perspectives of graduates and employers: the Case of Balgat industrial and technical lycee. (Unpublished Master’s Thesis). Middle East Technical University, Ankara.
  • Özer, M. (2020a). The contribution of the strengthened capacity of vocational education and training system in Turkey to the fight against Covid-19. Yükseköğretim Dergisi[Journal of Higher Education], 10(2), 134-140.
  • Özer, M. (2020b). Türkiye’de mesleki eğitimde paradigma değişimi [Paradigm change in vocational education in Turkiye]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi [Journal of Gazi University Gazi Faculty of Education], 40(2), 357-384.
  • Person, H. S. (1909). The ideal organization of a system of secondary schools to provide vocational training. The School Review, 404-416.
  • Sarkmaz, Ö. (2011). Technical and vocational high school students’ attitudes to language learning in Iskenderun. (Unpublished master dissertation). Çukurova University, Adana.
  • Sincer, G. H. (2017). Inquiring What to Teach and How to Teach in EVP Classes: A General Overview on English Teaching for Vocational Purposes in Turkey. International Journal of Curriculum and instruction, 9(2), 39-48.
  • Simsek, H.&Yildirim, A. (2000). Vocational schools in Turkey: an administrative and organizational analysis. International Review of Education, 46(3), 327-342.
  • Sun Spencer, C.-H.T. (2008). Understanding English language education in Taiwanese vocational institutions through students’ voices. (Doctoral dissertation). Retrieved from UMI (3316769)
  • Suna, H. E., & Özer, M. (2021). The impact of school tracking on secondary vocational education and training in Turkey. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Journal of Hacettepe University Faculty of Education], 36(4), 855-870.
  • Teachman, J. D. (1987). Family background, educational resources, and educational attainment. American Sociological Review, 548-557.
  • Valles, M. C. (2012). Integrated skills: an approach for strengthening the Technical and Vocational Education Program (STVEP) in the Philippines. OECD Local Economic and Employment Development (LEED) Working Papers, (12), 71.
  • Van Houtte, M. (2005). Global self-esteem in technical/vocational versus general secondary school tracks: A matter of gender?. Sex Roles, 53(9), 753-761.
  • Van Houtte, M., & Van Maele, D. (2012). Students' sense of belonging in technical/vocational schools versus academic achools: the mediating role of faculty trust in students. Teachers College Reports , 1-36.
  • Wang, Y.H., Chao, C. Y., & Liao, H.-C. (2011). Poststructural feminist pedagogy in English instruction of Vocational and Technical Education. Higher Education, 109-139.
  • Wen, Z. (2010). Needs analysis of English language competences in vocational senior secondary education in mainland China: A mixed methods inquiry. (Doctoral dissertation) Retrieved from UMI (348903)
  • Yıldırım, A. & Şimşek, H. (2001). A Qualitative assessment of the curriculum development process at secondary vocational schools in Turkey. Journal of Career and Technical Education, 1-17.
  • Young, S. S. C. (2003). Integrating ICT into second language education in a vocational high school. Journal of Computer Assisted Learning, 19(4), 447-461.
  • Zorlu, S., & Ünver, G. (2022). Predictive roles of self-regulatory learning strategies and self-efficacy beliefs on English language learning achievement. Turkish Journal of Education, 11(2), 74-92.
Year 2023, Volume: 10 Issue: 2, 275 - 297, 30.03.2023
https://doi.org/10.17275/per.23.40.10.2

Abstract

References

  • Alkan, R. M., Suiçmez, M., Aydınkal, M. & Şahin, M. (2014). Meslek Yüksekokullarindaki mevcut durum: Sorunlar ve bazi çözüm önerileri [Current situation in Vocational Schools: Problems and some solutions]. Yükseköğretim ve Bilim Dergisi, [Journal of Higher Education and Science] 3, 133-140. Retrieved from https://dergipark.org.tr/en/pub/higheredusci/issue/61485/918059
  • Akyurt, N. (2009). Meslek yüksekokulları ve Marmara Üniversitesi sağlık hizmetleri meslek yüksekokulu öğrencilerinin genel profili [General profile of vocational schools and Marmara University health services vocational school students] . Fırat Sağlık Hizmetleri Dergisi [Fırat Journal of Health Services], 176-201.
  • Arslan, R., Özdemir, E., O'Mahony, P. A. T., Parsons, R., Di Bono, S., Battipaglia, A., & Muresan, S. S. (2013). A comparative study: challenges and opportunities for European Union dual vocational training systems. Journal of Cooperative Education & Internships, 47(1).
  • Bidav, D. (2021). Perceptions of students towards the implementation of performance- based assessment in vocational English Course [Unpublished masters thesis]. Bahçeşehir University.
  • Bildik, C., & Gürol, M. (2019). Mesleki İngilizce I dersinin süreç boyutunun katılımcı odaklı değerlendirme yaklaşımı ile değerlendirilmesi [Evaluation of the process dimension of the professional English I course with the participant-oriented assessment approach]. Turkish Studies-Educational Sciences.
  • Birks, M., Chapman, M., & Francis, K. (2008). Memoing in qualitative research: Probing data and processes. Journal of Research in Nursing, 13(1) 68–75. https://doi.org/10.1177/1744987107081254
  • Bedük, A., Eşmen, O., & Ay, H. M. (2016). Türkiye’de meslek yüksekokullarında kalite: Mevcut durum sorunları ve çözüm önerileri [Quality in vocational schools in Turkey: Current problems and solutions]. 5. Uluslararası Meslek Yüksekokulları Sempozyumu Bildiri Kitabı [Proceedings of the 5th International Vocational Schools Symposium], 2, 47-55.
  • Brunello, G. (2004). Stratified or comprehensive? Some economic considerations on the design of secondary education. CESifo DICE Report, 2(4), 7-10.
  • Chomsky, N. (1966). Linguistic theory. In R.G. Mead, Jr. (Eds.). Language Teaching: Broader Contexts. Northeast Conference on the Teaching of Foreign Languages: Reports of the Working Committees (43-9). New York: MLA Materials Center.
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Los Angeles: SAGE Publications.
  • Çelik, S. (2003). An investigation into students’ academic and occupational English language needs at Office Management and Secretarial Studies Departments of Niğde University’s Vocational colleges. (Unpublished master dissertation). Bilkent University, Ankara.
  • Davras, G. M., & Bulgan, G. (2012). Meslek yüksekokulu öğrencilerinin İngilizce hazırlık eğitimine yönelik tutumları: Isparta meslek yüksekokulu turizm ve otel işletmeciliği örneği [Attitudes of vocational school students towards English preparatory education: Isparta vocational school tourism and hotel management example]. Doğuş Üniversitesi Dergisi [Journal of Doğuş University], 13(2), 227-238.
  • Dörnyei, Z. (2005). The Psychology of the language learner: Individual differences in Second Language acquisition. London: Lawrence Erlbaum Associates, Inc.
  • Durucasu, R. R., Aydın, S., & Er, G. (2020). Meslek yüksekokulu öğrencilerinin İngilizceye yönelik tutumları: Anadolu Üniversitesi örneği [Attitudes of vocational school students towards English: Example of Anadolu University]. Journal of Management Theory and Practices Research, 1(1), 1-9.
  • Echternacht, G. (1976). Characteristics distinguishing vocational education students from general and academic students. Multivariate Behavioral Research, 477-492.
  • Euler, D. (2013). Germany's dual vocational training system: a model for other countries?
  • Gökçe, S. (2008). Attitudes and motivational intensity of foreign language learners at vocational high schools: A comparative study. (Unpublished master dissertation). Middle East Technical University, Ankara.
  • Günay, D., & Mahmut, Ö. Z. E. R. (2016). Türkiye’de meslek yüksekokullarının 2000’li yıllardaki gelişimi ve mevcut zorluklar [The development of vocational schools in Turkey in the 2000s and the current difficulties]. Yükseköğretim ve Bilim Dergisi [Journal of Higher Education and Science], (1), 1-12.
  • Heping, K. (2012, July). Reflection on the construction and application of online virtual training rooms in higher vocational schools. Paper presented at 2012 7th International Conference on Computer Science & Education (ICCSE) (pp. 1868-1875).
  • Hua, T. L., & Beverton, S. (2013). General or vocational English courses for Taiwanese students in vocational high schools? Students’ perceptions of their English courses and their relevance to their future career. Educational Research for Policy and Practice, 12(2), 101-120.
  • Hymes, D. (1971). Competence and performance in linguistic theory. In R. Huxley & E. Ingram (Eds.). Language Acquisition and Methods. New York: Academic Press.
  • İlgör, B. English Language Needs of Vocational and Technical Anatolian High School Students. Journal of Language Research, 3(1), 14-25.
  • Karakuş, C. (2013). Meslek yüksekokulu öğrencilerinin yaşam boyu öğrenme yeterlikleri [Lifelong learning competences of vocational school students]. Eğitim ve Öğretim Araştırmaları Dergisi [journal of Education and Learning Studies], 2(3), 26-35.
  • Keskin, N., Koraltan, A., & Öztürk, Ö. (2010). Pamukkale Üniversitesi Buldan MYO öğrenci profili [Student profile of Pamukkale Univesity Buldan vocational school]. MYO-ÖS 2010- Ulusal Meslek Yüksekokulları Öğrenci Sempozyumu [National Vocational Schools Student Symposium], (p. 1-10).
  • Larsen, D. & Freeman, M. A. (2011). Techniques and principles in language teaching. Oxford University Press.
  • Liu, C. (2020). Motivators for demotivators affecting EFL learners in Chinese secondary vocational school. English Language Teaching, 13(4), 41-51.
  • Liu, H. J., & Chen, C. W. (2015). A Comparative Study of Foreign Language Anxiety and Motivation of Academic-and Vocational-Track High School Students. English Language Teaching, 8(3), 193-204.
  • Liu, K.S. (2009). Workplace needs and uses of business English: Taiwanese vocational college perspectives. (Doctoral dissertation). Retrieved from UMI (3374765)
  • MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situated model of confidence and affiliation. Modern Language Journal, 82, 545–562.
  • Ministry of Education (1999). National education in the year 2000. Ankara: Ministry of Education.
  • Ministry of National Education (2012). Vocational Education and Training in Turkey. Ankara: Ministry of Education.
  • Muliyah, P., & Aminatun, D. (2020). Teaching English for specific purposes in vocational high school: teachers' beliefs and practices. Journal of English Teaching, 6(2), 122-133.
  • Nasihin, A. (2022). The impact of using English curriculum design based on industry needs in English teaching on Vocational School to improve students’ English skill for industry standard working communication. Education Quarterly Reviews, 5(1).
  • Nouwen, W., Clycq, N., Struyf, A., & Donche, V. (2022). The role of work-based learning for student engagement in vocational education and training: an application of the self-system model of motivational development. European Journal of Psychology of Education, 37(3), 877-900.
  • Olkun, S. (1995). A qualitative assessment of school-to-work transition from the perspectives of graduates and employers: the Case of Balgat industrial and technical lycee. (Unpublished Master’s Thesis). Middle East Technical University, Ankara.
  • Özer, M. (2020a). The contribution of the strengthened capacity of vocational education and training system in Turkey to the fight against Covid-19. Yükseköğretim Dergisi[Journal of Higher Education], 10(2), 134-140.
  • Özer, M. (2020b). Türkiye’de mesleki eğitimde paradigma değişimi [Paradigm change in vocational education in Turkiye]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi [Journal of Gazi University Gazi Faculty of Education], 40(2), 357-384.
  • Person, H. S. (1909). The ideal organization of a system of secondary schools to provide vocational training. The School Review, 404-416.
  • Sarkmaz, Ö. (2011). Technical and vocational high school students’ attitudes to language learning in Iskenderun. (Unpublished master dissertation). Çukurova University, Adana.
  • Sincer, G. H. (2017). Inquiring What to Teach and How to Teach in EVP Classes: A General Overview on English Teaching for Vocational Purposes in Turkey. International Journal of Curriculum and instruction, 9(2), 39-48.
  • Simsek, H.&Yildirim, A. (2000). Vocational schools in Turkey: an administrative and organizational analysis. International Review of Education, 46(3), 327-342.
  • Sun Spencer, C.-H.T. (2008). Understanding English language education in Taiwanese vocational institutions through students’ voices. (Doctoral dissertation). Retrieved from UMI (3316769)
  • Suna, H. E., & Özer, M. (2021). The impact of school tracking on secondary vocational education and training in Turkey. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Journal of Hacettepe University Faculty of Education], 36(4), 855-870.
  • Teachman, J. D. (1987). Family background, educational resources, and educational attainment. American Sociological Review, 548-557.
  • Valles, M. C. (2012). Integrated skills: an approach for strengthening the Technical and Vocational Education Program (STVEP) in the Philippines. OECD Local Economic and Employment Development (LEED) Working Papers, (12), 71.
  • Van Houtte, M. (2005). Global self-esteem in technical/vocational versus general secondary school tracks: A matter of gender?. Sex Roles, 53(9), 753-761.
  • Van Houtte, M., & Van Maele, D. (2012). Students' sense of belonging in technical/vocational schools versus academic achools: the mediating role of faculty trust in students. Teachers College Reports , 1-36.
  • Wang, Y.H., Chao, C. Y., & Liao, H.-C. (2011). Poststructural feminist pedagogy in English instruction of Vocational and Technical Education. Higher Education, 109-139.
  • Wen, Z. (2010). Needs analysis of English language competences in vocational senior secondary education in mainland China: A mixed methods inquiry. (Doctoral dissertation) Retrieved from UMI (348903)
  • Yıldırım, A. & Şimşek, H. (2001). A Qualitative assessment of the curriculum development process at secondary vocational schools in Turkey. Journal of Career and Technical Education, 1-17.
  • Young, S. S. C. (2003). Integrating ICT into second language education in a vocational high school. Journal of Computer Assisted Learning, 19(4), 447-461.
  • Zorlu, S., & Ünver, G. (2022). Predictive roles of self-regulatory learning strategies and self-efficacy beliefs on English language learning achievement. Turkish Journal of Education, 11(2), 74-92.
There are 52 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Nuriye Karakaya Yıldırım 0000-0001-5942-1924

Nur Gedik Bal 0000-0001-6115-137X

Publication Date March 30, 2023
Acceptance Date March 10, 2023
Published in Issue Year 2023 Volume: 10 Issue: 2

Cite

APA Karakaya Yıldırım, N., & Gedik Bal, N. (2023). English Language Education in a Vocational School: A Qualitative Case Study. Participatory Educational Research, 10(2), 275-297. https://doi.org/10.17275/per.23.40.10.2