Cavide Demirci, Nesrin Gümüş


The purpose of this study is to observe outcomes of utilizing from active learning strategies in Advanced English courses with 6 university students coming from different countries. After completing the course which is presented in detail in the methodology section, students were asked to compare the course and the process with previous ordinary courses and evaluate it. 


Article visualizations:

Hit counter



active learning strategies, multicultural class


Açıkgöz, K. Ü. (2009). Aktif öğrenme. İzmir: (11. Baskı) Biliş Yayınları

Akşit, F. (2007). Coğrafya Öğretiminde Aktif Öğrenmenin Akademik Başarı ve Tutum Üzerine Etkisi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü (Yayımlanmamış Doktora Tezi), Ankara.

Amran, R., Yokoyama, F., & Nishino, K. (2016). Development of Active Learning Methods of English in Japanese High Schools to Support Student Activities in Group Discussions. Procedia Computer Science, 96, 1471-1478.

Bates, R. &Townsend, T. (2007). The Future of teacher education: challenges and opportunities. Townsend, T. &Bates, R. (Eds.).Handbook of teacher education: globalization, standards and professionalism in times of change. P.O.Box 17, 3300 AADordrecht, the Netherlands.

Bellanca, J. A. (2008). 200+ active learning strategies and projects for engaging students' multiple intelligences. (Second edition).California: Corwin Press

Berg, Bruce L. Qualitative Research Methods for the Social Sciences. 6th Edition. San Francisco: Pearson Education, Inc., 2007.

Bonwell, C. C. & Eison, J. A. (1991). Active learning: creating excitement in the classroom (1st ed.) Washington: The George Washington University

Creswell, John W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 3rd Edition. Los Angeles: Sage Publications, Inc., 2009.

Demirci, C. (2003). Etkin öğrenme yaklaşımının erişiye etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25(25).

Demirci, C. (2006). Fen bilgisi öğretiminde etkin öğrenme yaklaşımının bilgi düzeyi erişiye etkisi. Eğitim ve Bilim, 31(139), 10-18.

Denzin, Norman K., and Yvonna S. Lincoln. Handbook of Qualitative Research. Thousand Oaks: Sage Publications, Inc., 2000.

Fleming, D. S. (2000). A Teacher's Guide to Project-Based Learning, Scarecrow Education, Attn: Sales Department, 15200 NBN Way, P.O. Box 191, Blue Ridge Summit, PA 17214.

Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.

Michael, J. A. & Modell, H. I. (2003). Active learning in secondary and college science classrooms: a working model for helping the learner to learn. London: Lawrence Erlbaum associates press

Miller, C. J., & Metz, M. J. (2014). A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers. Advances in physiology education, 38(3): 246-252.

Niemi, H. (2002). Active learning—a cultural change needed in teacher education and schools. Teaching and Teacher Education 18:763-780.

Niemi, H., & Nevgi, A. (2014). Research studies and active learning promoting professional competences in Finnish teacher education, Teaching and Teacher Education, 43: 131-142.

Park, E. L., & Choi, B. K. (2014). Transformation of classroom spaces: traditional versus active learning classroom in colleges. Higher Education, 68(5): 749-771.

Rotgans & Schmidt Henk G. (2011). The role of teachers in facilitating situational interest in an active-learning classroom. Teaching and Teacher Education, 27: 37-42.

Sivan, Atara, Leung, Roberta, Wong, Woon, Chi-ching, Kember, David (2000) “An implementation of active learning and its effect on quality of student learning”, Innovations in Education and Training International, 37(4): 381-389

Ünver, Gülsen (2002). Öğretmen Adaylarının Öğrenci-Merkezli Öğretimi Planlama, Uygulama ve Değerlendirme Becerilerini Geliştirme. Yayınlanmamış Doktora Tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü.

Vural, Birol (2004). Öğrenci Merkezli Eğitim ve Çoklu Zeka. Hayat Yayıncılık, İstanbul



  • There are currently no refbacks.

Copyright (c) 2018 Cavide Demirci, Nesrin Gümüş

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).