Aysegul Bayraktar - Academia.edu (original) (raw)

Papers by Aysegul Bayraktar

Osmangazi Journal of Educational Research

The personal writing genre can provide valuable space for students to start from what they know b... more The personal writing genre can provide valuable space for students to start from what they know best, themselves. In this qualitative study, middle school students’ earliest memories and the kinds of remembered memories were tried to be investigated. Students’ earliest memories were analysed based on their written personal writings. In addition, how well students remembered the names of the objects shown to them in a short time was analysed. Thus, the study also aimed to investigate which objects were remembered by students in a quick learning activity. The participants of the study were 21 struggling middle school students participated into a summer project titled as “Let's Discover Our Thoughts: What Do I Know and How Do I Use My Knowledge?” Data was collected from students’ writings reflecting their earliest memories and lists of remembered items’ names. The study's findings yielded that the most remembered feeling was being sad. Other reflected emotions were feeling happ...

International journal of progressive education, Aug 8, 2021

In this study, children’s literature was defined according to a review of the related literature.... more In this study, children’s literature was defined according to a review of the related literature. The value and positive effects of children’s literature on children were discussed and opinions of 2nd grade elementary school students’ regarding their most and least favourite books were investigated. Participants consisted of 15 students enrolled in elementary school near the city centre of Ankara, Turkey. The research data were obtained from semi-structured interviews with participating students as well as students’ book scoring forms used to rate 25 books provided to them. First, students’ scoring forms were reviewed and analysed to determine their choices. Next, interviews were conducted with students regarding the reasons for their book selections. Data obtained from the student interviews were evaluated through content analysis. Finally, according to the students’ responses, the characteristics that made up their most and least favourite books were explained for the educators and parents. Students frequently mentioned internal features, especially the characters and plot of the story, as the primary reasons for determining their most and least favourite storybooks. Also, it was shown in the findings that having characters that were animals, good-hearted, and/or funny as well as having action and adventure within the stories made the storybooks the children’s most favourite. Whereas not having action, being boring, and/or having unsolved problems within the stories as well as being short or having unknown words and expressions made the storybooks the children’s least favourite.

Ana Dili Eğitimi Dergisi, Jan 28, 2019

Öz Sınıf öğretmenliği anabilim dalında öğrenim gören öğretmen adaylarının Türkçe öğretimi uygulam... more Öz Sınıf öğretmenliği anabilim dalında öğrenim gören öğretmen adaylarının Türkçe öğretimi uygulamalarına ilişkin görüşlerinin incelendiği bu araştırmada veriler 26 sınıf öğretmeni adayının Türkçe öğretimine ilişkin görüşlerini belirlemeye yönelik açık uçlu soruların yer aldığı bilgi formu ile toplanmıştır. Araştırmada elde edilen veriler betimsel çözümleme tekniği kullanılarak çözümlenmiş ve yorumlanmıştır. Araştırma bulguları öğretmen adaylarının Türkçe derslerinde dikkat çekme ve güdüleme için en çok; açık uçlu sorular kullandıklarını, görsellerden yararlandıklarını, konuyla ilgili kısa videolar izlettiklerini ve çocuk edebiyatından metinler okuduklarını göstermiştir. Türkçe derslerinde en fazla; soru-cevap, anlatım, drama, 5E öğrenme döngüsü ve tartışma yöntem ve teknikleri kullanılmıştır. Kullanılan metinlerin seçiminde öğrencilerin ön bilgileri, gelişim özellikleri, metnin ilgi çekiciliği, yazım ve içerik olarak uygun olması gibi özellikler dikkate alınmıştır. Öğretmen adaylarının Türkçe derslerinde; sınıf hâkimiyeti ve öğrenciyi derse katabilme, iletişim kurma ve öğrencilerin dikkatini çekme, soru-cevap yöntemini etkili kullanma ve etkinlikleri yönlendirme, vurgulu konuşma konularında kendilerini başarılı buldukları görülmüştür.

JOURNAL OF EDUCATION AND FUTURE, 2015

Immediately following birth, children begin to experience stimuli from their surroundings. Some s... more Immediately following birth, children begin to experience stimuli from their surroundings. Some stimuli that children experience introduces them to a world associated with reading and writing. As a result, when children reach preschool, it is beneficial if their teachers have a perspective which focuses on providing an adequate literacy environment; for example, effective use of classroom materials for literacy activities can increase children’s interest in reading and writing. Additionally, for teachers to increase their effectiveness in the classroom they should develop a thorough awareness and knowledge of early literacy practices. The aim of the study was to investigate preschool pre-service teachers’ levels of awareness and knowledge relating to early literacy skills. The participants for this study were thirty nine (n=39) 4 th year undergraduate students studying preschool education in the eastern Anatolian region of Turkey. Research data was collected from participants’ respo...

JOURNAL OF EDUCATION AND FUTURE, 2015

Resimli cocuk kitaplarinin, cocuklarin bilissel, dil ve kisilik gelisimleri icin onemi ve okuma a... more Resimli cocuk kitaplarinin, cocuklarin bilissel, dil ve kisilik gelisimleri icin onemi ve okuma aliskanliginin cocukluk doneminde edinildigi bilinmektedir. “Resimli kitap” adi her ne kadar basit oldugunu dusundurse de aslinda basit bir kitap degildir. Ayrica sadece resim iceren bir kitap da degildir. Resimli cocuk kitaplari genellikle cocuklarin ilk ve buyuk olasilikla en onemli deneyimleridir. Resimli cocuk kitaplari cocuklarin hayal gucunu, sozcuk bilgisini ve dil gelisimlerini de olumlu yonde etkilemektedir. Dolayisiyla, cocuklar icin bu kadar onemli olan ve dramatik bir deneyim saglayan resimli cocuk kitaplarinin seciminde icerik, bicim, dil ve anlatim bakimindan belirli ilke ve kurallarinin bulunmasi gerekmektedir. Alanyazin taramasinda, resimli cocuk kitaplarinin mevcut durumu, ya da ogretmen veya ailelerin kitap seciminde dikkat ettikleri olcutlerin neler oldugu ile ilgili arastirmalara siklikla rastlanmistir. Fakat 1-7 yas grubu cocuklar icin hazirlanan resimli cocuk kitapla...

This qualitative study investigates levels of knowledge and awareness regarding the use of scorin... more This qualitative study investigates levels of knowledge and awareness regarding the use of scoring rubrics among 40 Turkish language and literature teacher candidates enrolled in Ankara University’s Pedagogical Training Program. Study data was collected by analyzing teacher candidates’ responses to a researcher developed Information Form. Data was analyzed through descriptive analysis method. The findings concluded that a majority of these teacher candidates lacked knowledge regarding the types, shortcomings, and purposes of rubrics. The teacher candidates learned about rubrics over a short time in only one course and as a result are not sufficiently trained in preparing and applying rubrics.

Tarama modelinde betimsel olan bu arastirmanin amaci, Ankara Universitesi Egitim Bilimleri Fakult... more Tarama modelinde betimsel olan bu arastirmanin amaci, Ankara Universitesi Egitim Bilimleri Fakultesi Pedagojik Formasyon Egitimi Sertifika Programi’nda ogrenim goren Turk Dili ve Edebiyati Bolumu ogretmen adaylarinin (n=40) Dereceli Puanlama Anahtarlarina (DPA) iliskin bilgi ve farkindalik duzeylerini belirlemektir. Arastirmanin verileri ogretmen adaylarinin cevapladigi ve arastirmacilar tarafindan gelistirilen bilgi toplama formu araciligiyla toplanmistir. Verilerin analizinde betimsel analiz teknigi kullanilmistir. Sonuc olarak Turk dili ve edebiyati ogretmen adaylarinin buyuk bir bolumunun DPA’lar, turleri, sinirliklari, kullanim amaclari gibi konularda eksik bilgilere sahip olduklari, kisa zamanda bir dersin konusu olarak verilmesi nedeniyle cok fazla uygulama yapmadiklari, DPA hazirlama ve kullanma konusunda yetersiz olduklari gorulmustur.

Bu arastirmanin amaci Erasmus koordinatorlerinin, programin olumlu yanlari ve programin uygulanma... more Bu arastirmanin amaci Erasmus koordinatorlerinin, programin olumlu yanlari ve programin uygulanmasinda yasanan gucluklere yonelik gorusleriyle programin daha etkili olmasi icin onerilerini belirlemektir. Nitel arastirma yonteminin kullanildigi tarama modelindeki bu arastirmanin calisma grubunu Ankara Universitesi’nde Erasmus koordinatoru olarak gorev yapan 10 ogretim uyesi olusturmustur. Arastirmacilar tarafindan gelistirilen, yapilandirilmis gorusme formu ile elde edilen veriler dokuman incelemesi yoluyla analiz edilmistir. Erasmus Programinin olumlu yanlari incelendiginde gelen ogrenciler acisindan en cok dile getirilen yarari kulturler arasi kaynasmayken; giden ogrenciler acisindan evrensel bakis acisi kazanma ve bireysel kazanimlardir. Erasmus programinin uygulanmasinda karsilasilan gucluklere iliskin gorusler incelendiginde, Ingilizce acilan ders sayilarinin sinirli olmasi ve dil seviyeleri en sik dile getirilen gucluklerdir. Koordinatorler programin daha etkili olabilmesi ici...

Dil Dergisi, 2021

Okulöncesi dönemden başlayarak öğretimin her aşamasında çocukların farklı sanatlarla buluşturulma... more Okulöncesi dönemden başlayarak öğretimin her aşamasında çocukların farklı sanatlarla buluşturulması çocuğun sanat eğitimi süreci açısından önemli ve gereklidir. Çocuğun farklı sanatlarla buluştuğu ortamlardan biri de çocuk edebiyatı ürünleridir. Bu nitelikteki ürünler görsel ve dilsel metinler yoluyla çocukları öteki sanatlarla buluşturur, doğal kurgusu içinde bu sanatların önemini ve gerekliliğini duyumsatır ve böylece çocukların bütüncül bir sanat eğitiminden geçmesine katkıda bulunur. Çocuk edebiyatı ürünleri gerek içerik ve tasarım özellikleri açısından gerekse başka açılardan birçok çalışmanın konusu olmuş; ancak bu nitelikteki ürünlerin çocuğu öteki sanatlarla buluşturma işlevini ortaya koymak amacıyla gerçekleştirilen bir çalışmaya rastlanmamıştır. Bu çalışmanın amacı, çocuk edebiyatı adı altında çok satılan kitaplarda çocukları sanatın farklı dallarıyla buluşturacak, onlara bu sanatların önemini duyumsatacak anlatımların olup olmadığını belirlemektir. Araştırma, nitel araştı...

TED EĞİTİM VE BİLİM, 2021

* Bu makale Emine Kılınçcı'nın Dilek Acer ve Ayşegül Bayraktar danışmanlığında yürüttüğü "Etkileş... more * Bu makale Emine Kılınçcı'nın Dilek Acer ve Ayşegül Bayraktar danışmanlığında yürüttüğü "Etkileşimli ve geleneksel kitap okuma yöntemlerinin okul öncesi dönem çocuklarının öyküleme ve resimleme becerilerine etkisi" başlıklı yüksek lisans tezinden üretilmiştir.

Ana Dili Eğitimi Dergisi, 2019

Sınıf öğretmenliği anabilim dalında öğrenim gören öğretmen adaylarının Türkçe öğretimi uygulamala... more Sınıf öğretmenliği anabilim dalında öğrenim gören öğretmen adaylarının Türkçe öğretimi uygulamalarına ilişkin görüşlerinin incelendiği bu araştırmada veriler 26 sınıf öğretmeni adayının Türkçe öğretimine ilişkin görüşlerini belirlemeye yönelik açık uçlu soruların yer aldığı bilgi formu ile toplanmıştır. Araştırmada elde edilen veriler betimsel çözümleme tekniği kullanılarak çözümlenmiş ve yorumlanmıştır. Araştırma bulguları öğretmen adaylarının Türkçe derslerinde dikkat çekme ve güdüleme için en çok; açık uçlu sorular kullandıklarını, görsellerden yararlandıklarını, konuyla ilgili kısa videolar izlettiklerini ve çocuk edebiyatından metinler okuduklarını göstermiştir. Türkçe derslerinde en fazla; soru-cevap, anlatım, drama, 5E öğrenme döngüsü ve tartışma yöntem ve teknikleri kullanılmıştır. Kullanılan metinlerin seçiminde öğrencilerin ön bilgileri, gelişim özellikleri, metnin ilgi çekiciliği, yazım ve içerik olarak uygun olması gibi özellikler dikkate alınmıştır. Öğretmen adaylarının...

Ana Dili Eğitimi Dergisi, 2016

Bu çalışmanın genel amacı, performans ödevlerini hazırlarken Derecelendirilmiş Puanlama Anahtarı ... more Bu çalışmanın genel amacı, performans ödevlerini hazırlarken Derecelendirilmiş Puanlama Anahtarı (DPA) kullanan ortaokul öğrencileriyle kullanmayan öğrencilerin başarıları arasında fark olup olmadığını belirlemektir. Çalışma grubu, aynı Türkçe öğretmeninden ders alan ve Türkçe dersindeki akademik başarıları birbirine denk iki 6. sınıf öğrencisinden (n=44) oluşmaktadır. Bu gruplardan birisi rastlantısal atama yoluyla deney grubu (n=22), diğeri ise kontrol grubu (n=22) olarak belirlenmiştir. Araştırmanın verileri öğrencilerin performans ödevlerinden aldıkları puanlardan toplanmıştır. Çalışmanın ilk aşamasında öğrencilerin düzeyine ve Türkçe Öğretimi Programı'nın 6. sınıf kazanımlarına uygun bir performans ödevi hazırlanmıştır. Daha sonra bu ödevin nasıl yapılacağını açıklayan ve her iki gruptaki öğrencilere de verilen ayrıntılı bir yönerge ile alanyazın taraması, uzmanların görüş ve öneriler i doğrultusunda dokuz boyutu olan çözümleyici (analitik) bir DPA hazırlanmıştır. Ayrıntılı yönerge her iki gruba, DPA ise yalnızca deney grubuna verilmiştir. Öğrencilerin hazırladıkları ödevler bu DPA'nın belirlenen dokuz boyutuna göre deneyimli iki Türkçe öğretmeni tarafından değerlendirilmiştir. Shapiro-Wilk testine göre dağılımların normal olduğu belirlenmiş, bu nedenle Pearson korelasyon katsayısı hesaplanmış ve değerlendi riciler arasındaki tutarlılık .77 olarak belirlenmiştir. Bu değer .05 düzeyinde anlamlı olup, aynı zamanda iki puanlayıcı uyumu için yeterli düzeydedir. İki grubun performans ödevlerindeki başarı puanları arasında fark olup olmadığına Mann-Whitney U testi ile bakılmış; sonuçta yalnızca dil ve a nlatım boyutlarında deney grubu öğrencilerinin lehine anlaml ı bir fark olduğu görülmüştür.

International Journal of Assessment Tools in Education

In this study, the aim was to both develop a valid and reliable measurement tool for determining ... more In this study, the aim was to both develop a valid and reliable measurement tool for determining teachers’ attitudes as well as to determine their opinions towards design and skill workshops (DSW). In addition, the researchers aimed to determine how teachers rank design and skill workshops based on their importance. Since an attempt was made to describe the existing situation at just one point in time, a cross-sectional survey model was used. Teachers working at schools with DSW located in the cities of Ankara and Istanbul, Turkey were chosen as participants. Criterion sampling method, which is a purposeful sampling method was used for determining the sample of this study. A total of 123 teachers working at four primary schools in Ankara as well as 99 teachers working at three secondary schools, one primary school, and two high schools in Istanbul during February 2019 participated to this current study. As a result of interviews with the teachers and members of the General Directora...

International Journal of Contemporary Educational Research, 2021

The aim of this study was to compare reading strategies and habits in terms of reading achievemen... more The aim of this study was to compare reading strategies and habits in terms of reading achievement of select age-group participants from the Programme for International Student Assessment (PISA) 2009 and the International Assessment of Adult Competencies (PIAAC) 2015 within Turkey. A cohort design was utilised because it was assumed that reading literacy from PISA and PIAAC were comparable as well as that participants from PISA 2009 would be in the age range of participants at the time of PIAAC in 2015. The participant population selected from PISA 2009 for the current study consisted of 4719 Turkish students (2334 girls, 2385 boys) aged 15 years-old, while those chosen from PIAAC 2015 consisted of 308 Turkish individuals (141 men, 167 women) aged 20-22 years-old. Data analysis was conducted through latent class analysis based on participants’ gender, the number of books in the home, and reading achievement. Results revealed that female participants were more successful than male pa...

Journal of Education and Future, 2019

This study examined the questioning styles of preservice teachers along with the frequency and ty... more This study examined the questioning styles of preservice teachers along with the frequency and types of feedback provided according to students’ responses. This was a pre-experimental design study with a one-group pre-post-test design. The questioning ways of 13 preservice teachers who taught in two public primary schools in Ankara, Turkey was investigated. The study data were obtained by the video recording of 26 hours of classroom instruction. Moreover, chi-square analysis was conducted to determine relationships between wait time, cognitive level and type of question. According to the results, it was determined that preservice teachers, both before and after training, preferred to use redirecting questions more frequently than creating new questions. It was also observed that preservice teachers frequently asked questions which measured lower level cognitive competencies and that there was an increase for all types of response feedback following the training. However, there was n...

JOURNAL OF EDUCATION AND FUTURE, 2014

Children's picture books are known to play an important role in a child’s cognitive, language... more Children's picture books are known to play an important role in a child’s cognitive, language, and personality development. Also, it is well known that a person’s reading habits are most often obtained during childhood. Children’s picture books can also aid in increasing their levels of imagination, vocabulary and language development, as well as, provide a dramatic experience for children. As a result, certain principles and rules in terms of content, form, language, and expression in the selection of children’s picture books should be followed. A review of related literature established the current state of children's picture books, as well as, what criteria parents and teachers should pay attention too when choosing appropriate children’s books. However, there were no studies identified which outlined the necessary qualities of children's picture books for the ages of one to seven. Therefore, the purpose of this study was to determine the recommended qualities of chil...

Pegem Journal of Education and Instruction, 2021

In this qualitative study, the aim was to examine early literacy materials used by teachers in pr... more In this qualitative study, the aim was to examine early literacy materials used by teachers in preschool classrooms as well as teachers' practices that were related to early literacy instruction. The participants of this qualitative study were 52 preschool teachers working in 22 public schools in the city of Uşak, Turkey. The Early Literacy Material Control Form was used to examine materials in the classrooms and one-toone interviews were made with a semi-structured interview form to understand the practices of teachers. Results indicated that the preschool classes were lacking a sufficient amount and type of early literacy materials as well as activities chosen to stimulate early literacy skills development among children. There were shortcomings in effective literacy environment, book variety and the inclusion of diverse and interesting visuals in classroom. It was determined that teachers generally do mathematical activities and asked children to engage in drawing lines for their early literacy skills development. The most used method in the implementation of activities was the use of books and/or worksheets. Based on these findings, alternative ways to support early literacy skills and carrying out training programs which place more emphasis on early literacy materials and classroom practices are recommended.

Eurasian Journal of Educational Research, 2013

Problem Statement: Within Language Arts instruction the use of teacherstudent writing conferences... more Problem Statement: Within Language Arts instruction the use of teacherstudent writing conferences is accepted as an effective strategy for teaching writing. The writing conference allows for an individual one-onone teacher-student conversation about the students’ writing or writing process and provides the student an audience in terms of revising or sharing purposes (McAndrew & Reigstad, 2001; Newkirk, 1989; Sperling, 1991). Although there is more than one way to label writing conferences, their process and purpose is consistently defined. Teacher-student writing conferences have purpose, follow predictable structure, and put students in a position of being partners in collaboration (Anderson, 2000). Several studies purport that writing conferences make students better writers (Bell, 2002; Eickholdt, 2004; Haneda, 2000; Hewett, 2006; Koshik, 2002; Martone, 1992; Steward, 1991; Wong, Butler, Ficzere, & Kuperis,1996), help them learn better and increase their achievement (Corden, 2007...

Reading Research Quarterly

Osmangazi Journal of Educational Research

International journal of progressive education, Aug 8, 2021

Ana Dili Eğitimi Dergisi, Jan 28, 2019

JOURNAL OF EDUCATION AND FUTURE, 2015

Dil Dergisi, 2021

TED EĞİTİM VE BİLİM, 2021

Ana Dili Eğitimi Dergisi, 2019

Ana Dili Eğitimi Dergisi, 2016

International Journal of Assessment Tools in Education

International Journal of Contemporary Educational Research, 2021

Journal of Education and Future, 2019

JOURNAL OF EDUCATION AND FUTURE, 2014

Pegem Journal of Education and Instruction, 2021

Eurasian Journal of Educational Research, 2013

Reading Research Quarterly

Every literacy event helps learners improve their behaviors and knowledge for developing their la... more Every literacy event helps learners improve their behaviors and knowledge for developing their language use and reading skills. During literacy activities, students have influence and power over the conversations, express their likes and dislikes, inform the teacher whether they understand the text or not. In this study, researchers will observe the total of 25 pre-service teachers’ teaching practices in K-2 classroom settings; 12 in kindergarten, 6 in first-grade and 7 in second-grade classrooms. Each observation will last approximately 30-40 minutes. During the observations, attention will be paid to the reading practices (oral reading, shared reading, silent reading, vocabulary development instructions, pre-service teachers’ language modeling practices, as well as who dominates the classroom talk). The study will also try to answer the following research questions: a) Do pre-service teachers’ include students into classroom discussions and make them more active in learning process? b) Do students have options to choose which literacy activities to engage in? c) How and how often pre-service teachers deliver feedback to the students? d) Do pre-service teachers make connections with printed text and students’ real lives? e) Do pre-service teachers make the text clearer to comprehend? and f) Do pre-service teachers emerge love of reading in students?

The study of early literacy development has learned a great deal about children’s development as ... more The study of early literacy development has learned a great deal about children’s development as literacy learners. There is an interrelationship between language and literacy. Research has found that oral language plays a key role in building a foundation for reading. In general, children who possess well-developed oral language skills are more likely to become successful readers (Snow, Burns & Griffin, 1998). Instruction to oral language should be especially strong in the early grades. Starting in pre-kindergarten and continuing throughout the primary grades, oral language instruction and practice should happen every day through the regular use of common rhymes, poems, chants and songs to provide children a way to access rich contextual language. This exposure helps children make meaningful connections to the structure and meaning of their home language (Watson, 2002).

In this qualitative study, the data were collected from classroom observations of 20 pre-service teachers’ teaching practices in K-2 classroom settings; 10 in kindergarten, 5 in first-grade and 5 in second-grade classrooms. These pre-service teachers were video-taped while they were teaching various topics during language arts blocks. Duration of classroom observations ranged from approximately 20 minutes to 60 minutes. During the observations, the authors paid attention to not only the reading, writing, listening, and speaking practices but also whether these pre-service teachers followed the learning paradigm rather than sole instruction paradigm (Barr & Tagg, 1995; Ornstein & Lasley II, 2004). The study also tried to answer the following research question: Do pre-service teachers make learning fun for their students in language arts activities?

Teachers who follow instructional paradigm focus on their teaching content. These teachers isolate their students while determining their goals and preparing lesson plans. These teachers are not worried about the children’s interests and needs while delivering their lessons. Instructional paradigm teachers keep students engaged in working on worksheets or workbooks without really observing whether their students grasp the intended outcomes. Majority of teachers follow the instructional paradigm (Stevenson & Stigler, 1992).

Very few teachers follow learning paradigm. While delivering their lessons, instructional paradigm teachers act as facilitators and observe each student whether they are able to follow the lesson or not. They worry about how students learn and what they can do to better assist students’ learning. They also work on making the learning process meaningful for their students.

Teacher who can make learning and fun go together provide different kinds of learning activities that help students to regain their attention and interest. They also keep students active during the instruction and try not to dominate the classroom talk for students not to be bored or become passive. Teachers’ question asking practices allow students to participate the classroom talk and be more active. For all students to be able to think about the possible answers of the questions, they need a sufficient time to formulate an answer. Unfortunately, the related research shows that teachers do not wait more than a second to redirect the question to another student or asking another question (Hiebert &Wearne, 1993).

In order to make learning fun and easier, teachers use several materials except the classroom books. Choosing appropriate materials is very important but correctly presenting these materials is even more crucial for students to grasp the content and activities. Thus, teachers should a) make sure that the material is relevant to students’ learning and provide extra practice; b) explain how and with what purpose the materials will be used; and c) analyze whether materials can take students attention (Ornstein & Lasley II, 2004).

Bringing picture books to classrooms helps students learn and have fun. Because these materials are brief and focused; are written in a simple way and are easy to follow by students; and have illustrations that make the text easier to comprehend (Norton, 1999; Sutherland & Arbuthnot, 1991). Listening is not an easy task especially for young learners but reading an engaging and interesting picture book helps students to improve their listening skills as well and listening becomes not a passive activity (Templeton, 1997).

In this study, findings are reported concerning two outcomes: a) Mainly the pre-service teachers focused so much on their lesson plan preparations and did stick with the plan without considering whether the lesson took students’ attention b) it was promising to observe that the pre-service teachers used technology, several text outside the textbooks, different techniques and materials for making learning fun.