EXTENDING LEARNING BEYOND CLASSROOM THROUGH PARENT EDUCATION VIA E-MAILS IN PRE-SCHOOL ENGLISH LANGUAGE EDUCATION

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dc.contributor.authorKahveci, Pinar
dc.date.accessioned2025-03-23T19:47:34Z
dc.date.available2025-03-23T19:47:34Z
dc.date.issued2016
dc.departmentSinop Üniversitesi
dc.description8th International Conference on Education and New Learning Technologies (EDULEARN) -- JUL 04-06, 2016 -- Barcelona, SPAIN
dc.description.abstractExtending learning beyond classroom is necessary in pre-school language education because very young learners learn and forget quickly. Involving parents in teaching process may be a good way to extend language learning beyond classroom. Therefore, this study aims to understand parents' attitudes towards parent education in teaching English to very young learners. The study is significant in the sense that the idea of educating parents in language learning through e-mails may be promising for increasing quality in teaching English to very young learners. Survey research method was used in the study. Survey on Attitudes Towards Parent Education in Teaching English to Very Young Learners developed by the researcher was used as the research instrument. The data were collected from eight parents who received instruction on English language teaching through e-mails during six months. The e-mails they received on a weekly basis contained the content of what their children have learned in the classroom and suggested language learning activities to be applied at home. The steps of the activities were simply outlined. Carefully selected language learning visuals and links for useful websites were also provided in the e-mails. The results indicated that parent education via e-mails generated a positive impact on parents' integration to teaching English. It was seen that parents were positive about the content of e-mails. They also found the suggested activities applicable at home. Similarly, they felt confident about continuing teaching English to their kids at home. In addition, parents' gender, education or English language proficiency did not have any significant effect on their attitudes towards parent education in teaching English to very young learners. Given these results, it is possible to suggest that pre-school language teachers, administrators and curriculum developers should integrate parent education into teaching English to very young learners programs.
dc.identifier.endpage1505
dc.identifier.isbn978-84-608-8860-4
dc.identifier.issn2340-1117
dc.identifier.scopusqualityN/A
dc.identifier.startpage1499
dc.identifier.urihttps://hdl.handle.net/11486/7376
dc.identifier.wosWOS:000402955901082
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.institutionauthorKahveci, Pinar
dc.language.isoen
dc.publisherIated-Int Assoc Technology Education A& Development
dc.relation.ispartofEdulearn16: 8th International Conference On Education and New Learning Technologies
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250323
dc.subjectEnglish language teaching
dc.subjectvery young learners
dc.subjectparent education
dc.titleEXTENDING LEARNING BEYOND CLASSROOM THROUGH PARENT EDUCATION VIA E-MAILS IN PRE-SCHOOL ENGLISH LANGUAGE EDUCATION
dc.typeConference Object

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