Original article | Open Access
International Journal of Progressive Education 2018, Vol. 14(4) 15-25
A Qualitative Study to Determine Expectations of Students Studying at a Faculty of Tourism from Vocational English Course
pp. 15 - 25 | DOI: https://doi.org/10.29329/ijpe.2018.154.2
Publish Date: September 11, 2018 | Number of Views: 933 | Number of Download: 1817
Abstract
The aim of the research is to determine the expectations of the students studying at Faculty of Tourism from the Vocational English course. Qualitative research method, phenomenological design and convenient sampling technique were used in the research. Study group included the students who study at two departments, Tourism Management and Gastronomy and Culinary Arts, at a Faculty of Tourism in Turkey and who take Vocational English course for the first time. The study group was determined purposefully in that the researcher would teach Vocational English to the students in 2017-2018 fall semester. The students who attended the course in the first week of the semester participated in the study voluntarily. Data were analyzed by content analysis. The findings of the study showed that the expectations of students from vocational English course clustered around four main themes as objectives, content, teaching-learning process and assessment.
Keywords: Expectation, qualitative study, Faculty of Tourism, vocational English course.
APA 7th edition
Ozer, S. (2018). A Qualitative Study to Determine Expectations of Students Studying at a Faculty of Tourism from Vocational English Course. International Journal of Progressive Education, 14(4), 15-25. https://doi.org/10.29329/ijpe.2018.154.2
Harvard
Ozer, S. (2018). A Qualitative Study to Determine Expectations of Students Studying at a Faculty of Tourism from Vocational English Course. International Journal of Progressive Education, 14(4), pp. 15-25.
Chicago 16th edition
Ozer, Selda (2018). "A Qualitative Study to Determine Expectations of Students Studying at a Faculty of Tourism from Vocational English Course". International Journal of Progressive Education 14 (4):15-25. https://doi.org/10.29329/ijpe.2018.154.2
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