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Research data from a researcher-developed listening and speaking achievement test are analyzed through dependent-samples t-tests, with effect sizes (Cohen’s d) calculated. 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Effect of ECRIF Taxonomy in Foreign Language Teaching on Academic Achievement\u003Cbr>Büşra Dalkıran1, Çetin Semerci2* \u003Cbr>1Department of Educational Sciences, Institute of Educational Sciences, Bartın University, Bartın, Turkey 2Department of Educational Sciences, Faculty of Education, Bartın University, Bartın, Turkey Corresponding Author : Çetin Semerci, E-mail: [ctnsem@gmail.com](ctnsem@gmail.com) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>The aim of this study is to determine the effect of ECRIF taxonomy in foreign language teaching on academic achievement. For this purpose, this study has been carried out with 56 students at 4th grade of primary education in 2018–2019 academic years. In the research, pretest posttest control group design of experiment method has been used. This study covered a period of 5 weeks and the unit of “Cartoon Characters” in English lesson. As data collection tool, achievement test for listening and speaking which was developed by the researcher was used. In the analysis of data, pretest and posttest scores were compared by using t-test for dependent groups. In addition, to explain power of relation, effect size (Cohens’ d) values were calculated. As a result of study, it was stated that ECRIF taxonomy provided significant differences in students’ academic success in favour of the experimental group. |\n| Article history\u003Cbr>Received: May 03, 2020\u003Cbr>Accepted: July 17, 2020\u003Cbr>Published: August 31, 2020\u003Cbr>Volume: 11 Issue: 4\u003Cbr>Advance access: August 2020 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Education,\u003Cbr>ECRIF Taxonomy, Teaching Foreign Language, Academic Achievement, Primary Education |  |\n\nINTRODUCTION  \nThe Industrial Revolution, which brought economic and technical developments, and the increase of trade and transportation opportunities have been influential in considering foreign language as a mean of communication, as well as spreading foreign language teaching (Dinçer, 2013) . Knowing a foreign language has an important role in communicating with other nations. Countries need people who speak foreign languages to take their international relations a step further in social, political, economic, educational and cultural fields. Therefore, multilingualism is encouraged intoday’s world. The aim of foreign language teaching in our country is not to enable Turkish citizens who have the same native language communicate with each other, but to communicate with the citizens of other countries. In this way, the aim of foreign language teaching is to facilitate increasing of our country’s level in political, scientific, military, economic and social fields (Tok & Arıbaş, 2008, 206) . For this reason, developed or developing countries are aware of the necessity of knowing foreign languages and they include foreign language courses in their curriculum (Er, 2006, 4) . There are many studies in the literature on foreign language teaching (Abrejo, Sartaj & Memon, 2019; Arung, Rafli & Dewanti,  \n2019; Edwards & Burns, 2016; Phan, 2018; Thomas, 2019; Walker, 2019) . Among these, there are only a few studies that examined new approaches in foreign language teaching.  \nQualified foreign language teaching has always been a subject of Turkish education system. In the curriculum, it is seen that language consists of four skills (speaking, listening, writing and reading) which are based on comprehension and narration, and it is emphasized that these skills are acquired in a way that will bring the students to the center (Dinçer, 2013) .  \nOne of the new approaches thought to facilitate foreign language teaching is ECRIF Taxonomy. When the stages of ECRIF Taxonomy are considered, it is thought that it can be effective in foreign language teaching on students’ academic achievement.  \nKurzweil and Scholl (2007, 86) developed ECRIF which can be an alternative in teach","cbCaip6iADFgX7JD","https://ap.wps.com/l/cbCaip6iADFgX7JD","pdf",422641,"English","# Abstract\n# Article history and metadata\n# Keywords\n# Introduction\n## Foreign language teaching goals and multilingualism\n## ECRIF taxonomy as a student-centered approach\n## Definitions and rationale for ECRIF\n## ECRIF stage sequence and taxonomy structure","[{\"question\":\"What does the study investigate about ECRIF taxonomy?\",\"answer\":\"It examines the effect of ECRIF taxonomy in foreign language teaching on students’ academic achievement.\"},{\"question\":\"How was the experiment designed?\",\"answer\":\"A pretest–posttest control group experimental design was used with 56 primary education fourth-grade students.\"},{\"question\":\"What results were reported regarding student achievement?\",\"answer\":\"ECRIF taxonomy produced significant differences favoring the experimental group’s academic success.\"}]","The Effect of ECRIF Taxonomy in Foreign Language Teaching on Academic Achievement - Research article | PDF",1792068630,15]