Examining 8th grade English course book and educational programme about vocabulary teaching - Teacher’s views

Oct 15, 2026

Uploaded by Mabel

The study investigates teachers’ views on the 8th grade English course book and the educational programme for vocabulary teaching. Using a qualitative case study design, interviews were conducted with 15 volunteer teachers from 11 schools in Odunpazarı-Eskişehir. Descriptive analysis showed vocabulary as a key language concept, while book activities were judged insufficient. Teachers reported that vocabulary teaching is essential for reading, writing, speaking, and listening, and that programme outcomes exceed students’ level, with neglect of communicational purposes.

LanguageEnglish

CategoryExam

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Introduction

Aim of the Study

Method

Research Design

Participants

Data Collection

Findings and Discussion

Suggestions

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Examining 8th grade English Course book and Educational Programme about Vocabulary teaching: Teacher’s Views Elif Çelebi Demir Eskişehir Osmangazi University, Educational Sciences Institute, [Turkey](Turkey celebi.elf@gmail.com)[ celebi.elf@gmail.com](Turkey celebi.elf@gmail.com) Asım Arı Prof., Eskişehir Osmangazi University, Turkey, [ari@ogu.edu.tr](ari@ogu.edu.tr) The aim of the study is to reveal the teachers’ view about 8th grade English Course book and educational programme about vocabulary teaching. The study is valuable for examining 8th grade English teaching programme and course book in terms of vocabulary teaching and revealing the current situation in the programme and the course book. Vocabulary is the first step of language teaching. For that reason, teachers’ presenting opinions to reveal problems or deficiencies as appliers of the programme and course book will contribute literature. Moreover, data about vocabulary teaching which affects communicative skills directly and is a main object of language teaching will be revealed. The research was carried out by the case study research design, one of the qualitative research methods. The research group isn’t identified, all secondary schools in city-centre of Odunpazarı-Eskişehir, were informed. 15 teachers from 11 different schools volunteered to take part in the study. Interview as a tool for collection of qualitative data was used for the study and the interview protocols presented to experts and the questions was revised according to their ideas. The collected data was examined by the descriptive analysis techniques, one of the qualitative analysis techniques. The categories and codes were formed after analysis. According to the results of the study, the teachers found the vocabulary as a key concept of language. The evaluation of the teachers shows that the book activities in vocabulary teaching are not sufficient. Vocabulary affects all four basic language skills; reading, writing, speaking, listening. When views about the learning outcomes in 8th grade English Language Teaching Programme examined, the outcomes are higher than level of students. Because of that High School Entrance Exam is applied at the end of 8th grade, communicational purpose of the program is neglected. The programme contents are not cohesive and progressive with the previous grades. While teaching 8th grade vocabulary contents, the teachers preferred the educational and digital games more than other teaching techniques and methods. As a result of the study, these suggestions are made: the teaching contents in course book should be increased, the learning outcomes in educational programme should be appropriate for the student’s level and progressive. The contents should be spreaded the previous grades and the course book should be supported by the digital tools. Keywords: secondary school, English language teaching programme, English course book, vocabulary teaching, EFL INTRODUCTION With developing technology, new necessities and habits have been occurred. Technology has opened the windows to other worlds and puts the language learning forward compared to recent years (Ünal &Özdemir) . Turkiye has an important geopolitical position and hosts so many tourists every year. That’s Citation: Demir, E. Ç ., & Arı, A. (2023) . Examining 8th grade English course book and educational programme about vocabulary teaching: Teacher’s views. Anatolian Journal of Education , 8(1), 207-216. [https://doi.org/10.29333/aje.2023.8114a](https://doi.org/10.29333/aje.2023.8114a) why; Turkiye is one of the countries that give an importance to the language teaching. Turkish Economic Policies Research Foundation (TEPRF, 2011), has shown that Turkey came in 43th among 44 countries in English Competence Index. These reasons have been shown for that failure; inadequate course books, teachers trying to teach English with material deficiencies, few lessons, starting to teach English in older ages.

FAQs

What is the aim of the study?

The study aims to reveal teachers’ views on the 8th grade English course book and the educational programme related to vocabulary teaching, focusing on the current situation and deficiencies.

How was the research conducted?

The research used a qualitative case study design. Data were collected through interviews, revised with expert feedback, and analyzed using descriptive analysis techniques with categories and codes.

What did teachers think about vocabulary teaching in the materials?

Teachers considered vocabulary a key language concept, but they evaluated the course book activities in vocabulary teaching as not sufficient.

What suggestions were proposed based on the results?

The study suggests increasing the teaching content in the course book, aligning learning outcomes in the educational programme with students’ level and ensuring progressiveness, spreading contents across previous grades, and supporting the course book with digital tools.

Oct 15, 2026

Uploaded by Mabel