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Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
open access

Published: 10 September 2021

Voices of Underrepresented Stakeholders: Parental Evaluation on 5th Grade ELT Curricula

Esin Dündar, Ali Merç

Mersin University (Turkey), Anadolu University (Turkey)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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Pages: 451-467

Keywords: Curriculum Evaluation, English Language Teaching, Parental Evaluation, Stakeholders


The opinions of parents as a school-based stakeholders on ELT curricula have been neglected by not only authorities but also the related literature. Except from their consent or demands’ being a prerequisite for the application of intensive curriculum for 5th graders, parents do not have a role for the development or application of English language curricula in Turkish education system. The present study is an attempt to hearken to their voices about the English language curricula implemented for 5th graders in Turkish middle schools. To this end, a cross-sectional survey study was designed and 116 parents of 5th graders were reached through ‘Parental Questionnaire on ELT Curriculum.’ The data were analyzed through Nvivo 12 and the results were supported with visual maps and direct quotations. The findings indicated that with high expectations from the curricula, the parents supported learning English based on the factors of providing long-term benefits and keeping up the new world order. Sharing their opinions on teaching material, content, class hours, assignments, and activities, participants gave suggestions on cognitive, affective, and practical aspects to improve the applications.


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