Akademik Veri Yönetim Sistemi
2. ULUSLARARASI DİL VE UYGULAMALI DİLBİLİM ÇALIŞMALARI KONFERANSI (ICOLALS 2024), Ankara, Türkiye, 11 Ekim 2024, ss.56-68, (Özet Bildiri)
Beliefs play a critical role in teaching and learning process. Therefore, it is important to investigate beliefs to provide insights into the creation of better teaching and learning environments. From this perspective, the purpose of this research was to discover the teacher candidates’ beliefs about grammar teaching in relation to their GPA scores. The present study was conducted at state university in Turkey. Second-grade students from the ELT department participated in this research. A quantitative research design was followed in this study to allow for the generalization of the results to the broader context. The research data were collected via a questionnaire, and the collected data were analyzed via SPSS 21 (Statistical Package for the Social Sciences). Descriptive statistics and ANOVA tests were used for each item in the questionnaire to analyze the research data. The participant students were categorized into high, medium, and poor groups based on their GPA scores, and their responses to the items were compared. Results showed that the participant students showed a tendency for explicit, teacher-led grammar instruction, often viewed as separate from reading and writing skills. Although grammar teaching was favored for older learners, there were doubts about its direct relation to fluency. Additionally, there was a preference for traditional grammar-focused instruction among the participant students; however, grammar teaching for young learners was not favored. Students with higher GPA scores did not indicate a statistically significant difference in their views regarding the role of teachers in error correction.