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The study addresses existing programme deficiencies and expands the elective offerings, aiming to reveal preferred electives among 1093 EFL teachers. A two-phased mixed-method sequential exploratory design guides an initial identification of current trends and a later syllabus development using teacher educator input.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-analysis-of-the-content-knowledge-elective-courses-of-the-elt-departments-suggested-syllabus/602918/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-analysis-of-the-content-knowledge-elective-courses-of-the-elt-departments-suggested-syllabus/602918.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What changes did CoHE implement for ELT elective courses in 2018?","Question",{"text":112,"@type":113},"CoHE updated the programme by addressing deficiencies in the existing system and increasing the proportion of elective courses up to 25%. It also proposed thirteen Content Knowledge electives while allowing universities to add six more on demand.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted across its two phases?",{"text":117,"@type":113},"The research used a two-phased mixed-method sequential exploratory design. The first phase identifies favored electives among 1093 EFL teachers and determines current trends, while the second phase consults teacher educators to design and refine a targeted syllabus.",{"name":119,"@type":110,"acceptedAnswer":120},"What topic emerged as the main concern in the syllabus design phase?",{"text":121,"@type":113},"After open-coding responses from 62 teacher educators, the theme “technology integration” was identified as their main concern and used as a basis for the topic-based syllabus, fine-tuned through expert input.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602918,1792167794,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","An Analysis of the Content Knowledge Elective Courses of the ELT Departments: A *  \nSuggested Syllabus  \nMelis ŞENOL 1  \nCanakkale Onsekiz Mart University  \nKürşat CESUR2  \nCanakkale Onsekiz Mart University  \nAbstract  \nThis research study took its sprouts from the reform implemented by the Council of Higher Education (CoHE), Turkey in 2018. The recent update has focused not only on the deficiencies of the existing programme but also enhancing the number of the elective courses up to 25 per cent. Correspondingly, CoHe suggested thirteen “Content Knowledge” electives along with granting authorization to universities to add six more electives on demand. Originated with these decision-making exigencies, this two-phased study was planned to disclose the favoured elective of 1093 EFL teachers in the first phase while the focus on the second phase changed direction to a syllabus design on the relevant elective with the guidance of teacher educators. The first phase of the research exploits a mixed method sequential exploratory design involving qualitative and quantitative research paradigms revealing “Current Trends in ELT” as the most favoured elective course, consequently. In the following phase, a further step was taken, and 62 teacher educators were consulted regarding the content of the course. Having analysed the responses by open-coding technique, the theme‘technology integration’ was found out to be teacher educators’main concern. Based on this data, the targeted topic-based syllabus was designed around the suggested sub themes of technology integration and ultimately fine-tuned through the lenses of two experts. The study also presented a compilation of teacher educators’ responses which should carefully be scrutinized and utilized by the policy makers and decision-making parties.  \nKeywords: Current Trends In ELT, Elective Courses, Content Knowledge Courses, Syllabus Design.  \nDOI: 10.29329/epasr.2020.373.16  \n*The article is based on a MA thesis supervised by the second and written by the first author.  \n1 Lecturer, School of Foreign Languages, Canakkale Onsekiz Mart University, Canakkale, Turkey, ORCID: 0000-0003- 2726-3786  \n[Correspondence](Correspondence: mel@comu.edu.tr)[: mel@comu.edu.tr](Correspondence: mel@comu.edu.tr)  \n2 Assoc. Prof. Dr., Faculty of Education, Canakkale Onsekiz Mart University, Canakkale, Turkey, ORCID: 0000-0001-5091-  \n9793, [Email: kursatcesur@comu.edu.tr](Email: kursatcesur@comu.edu.tr)  \nIntroduction  \nElective courses in ELT enable students to receive more versatile content focusing on global awareness, critical thinking skills, communication skills, or else those electives contribute to their personal development by cultivating their interests. These courses provide invaluable understanding in many areas and give way to knowledge in a specialized area while developing personal skills. Without serving a specific purpose, they could even just satisfy a curiosity about a certain topic. In 2018, CoHe increased the percentage of the elective courses in the degree programs up to 25 per cent along with overviewing and revising the defective points in the system. In addition to suggesting an elective course list, they granted authorization to universities to be able to determine almost 25 percent of the courses except for the obligatory ones (Akbay & Cesur, 2019) . As a consequence of this flexibility, English Language Teaching Departments have now been facing a decision-making process in terms of determining which electives to be added into their curriculum. Derived from the reality, this study is in an endeavour to throw light upon students’ choices of content knowledge electives. In addition to pointing at the most preferred elective, it gains another dimension by suggesting a new syllabus.  \nLiterature Review  \nGlobalization has become one of the greatest identifiers of the twenty-first century by influencing the changing face of communication, media, international commerce, social life, and ","cbCaidW6VTMBgEW0","https://ap.wps.com/l/cbCaidW6VTMBgEW0","pdf",286815,"English","# Introduction\n# Literature Review","[{\"question\":\"What changes did CoHE implement for ELT elective courses in 2018?\",\"answer\":\"CoHE updated the programme by addressing deficiencies in the existing system and increasing the proportion of elective courses up to 25%. It also proposed thirteen Content Knowledge electives while allowing universities to add six more on demand.\"},{\"question\":\"How was the study conducted across its two phases?\",\"answer\":\"The research used a two-phased mixed-method sequential exploratory design. The first phase identifies favored electives among 1093 EFL teachers and determines current trends, while the second phase consults teacher educators to design and refine a targeted syllabus.\"},{\"question\":\"What topic emerged as the main concern in the syllabus design phase?\",\"answer\":\"After open-coding responses from 62 teacher educators, the theme “technology integration” was identified as their main concern and used as a basis for the topic-based syllabus, fine-tuned through expert input.\"}]","An Analysis of the Content Knowledge Elective Courses of the ELT Departments - Suggested Syllabus | PDF",1792095444]