PLT (Program of Training Lecturer) Research Asssistants' Opinions about Domestic and Outland Language Training

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PEGEM EGITIM VE OGRETIM DERGISI, vol.2, no.4, pp.55-70, 2012 (ESCI) identifier

  • Publication Type: Article / Article
  • Volume: 2 Issue: 4
  • Publication Date: 2012
  • Doi Number: 10.14527/c2s4m5
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.55-70
  • Hacettepe University Affiliated: Yes


The purpose of this study is to determine PLT (Program of Training Lecturer) research assistans' views about domestic and outland language training. Accordinglythe opinions were obtained from 10 PLT research assistants, who had domestic language training, and 11 PLT research assistants, who had outland language training, with 5 open-ended questions semi-structured interview formby having face to face interview. In data analysis the content analysis was used. The results of the study revealed that PTL research assistants had expectations of general and academic English from domestic language education. Most of research assistants noted that domestic language education didn't meet those expectations. The most important problems faced by research assistants were housing and exam-business anxiety in language education. Also research assistants stated that they had not found an effective language education. Finally PTL research assistants have made some suggestions both CHE (the Council of Higher Education) and other PTL research assistants. On the other hand it is concluded that PTL research assistants', who had outland language training, most important expectations are to improve their ability in speaking, writing an article and giving a presentation. In addition the research assistants had some problems about housing, teachers'qualifications and the Turkish students in a class and had not solved this problems. It is seen that they don't find the training program effective and further it was not satisfy their expectitons. Accordingly it is seen that, the most important things are prefering the countries, have native speakers like USA, UK, Canada, reducing the Turkish student in a class and being in the academic environment like universities instead of courses.