Investigating College Instructors’ and Students’ Perceptions of Learning English in Terms of Learning Theories

Abstract

University students in Turkey are required to complete
\na one-year English preparatory education before starting
\ntheir education at their faculties. For some time, it has
\nbeen clear that students have difficulties in learning
\nEnglish in these preparatory programs. The reasons behind
\nthis have always been a hot topic in research areas. To
\nhave a deeper look and offer solutions, it is necessary to
\nunderstand how these students and their instructors perceive language learning first. Their perceptions reveal the
\nlearning theories that they have adopted, and these learning theories shape the way teachers teach and the students learn that language. In this framework, this study
\naims to reveal the underlying learning theories behind
\nstudents’ and instructors’ perceptions of learning English
\nin English preparatory programs. The phenomenology
\nmethod was used in this study among the qualitative
\nresearch methods. Ten students and ten instructors were
\ninterviewed during the study. Themes and codes were
\ncreated with the content analysis of the data. It was seen
\nthat there is not a single learning theory dominating students’ and instructors’ perceptions of learning English.