Recep Sahin Arslan | Pamukkale University (original) (raw)
Papers by Recep Sahin Arslan
This study reports on the experience of a group of pre-service teachers of English in a compulsor... more This study reports on the experience of a group of pre-service teachers of English in a compulsory writing course in the preparatory program of an English language teaching department in the Turkish context. This study specifically attempts to investigate to what extent the writing course contributes to the acquisition of basic conventions of written discourse in English when prospective teachers of English are involved in an extensive writing practice which is based upon integration of product, process and genre based approaches to writing. The study lasted for a period of 28 weeks with fifty-nine pre-service teachers of English who participated in the study. The participants studied the basic genre types which included expository writing such as classification, process, argumentation, opinion, cause and effect, compare and contrast, and narrative paragraphs and essays. The participants specifically received instruction as to the basic constituents of paragraph and essays writing; ...
Journal of Language and Linguistic Studies, 2013
This study reports on the experience of a group of pre-service teachers of English in a compulsor... more This study reports on the experience of a group of pre-service teachers of English in a compulsory writing course in the preparatory program of an English language teaching department in the Turkish context. This study specifically attempts to investigate to what extent the writing course contributes to the acquisition of basic conventions of written discourse in English when prospective teachers of English are involved in an extensive writing practice which is based upon integration of product, process and genre based approaches to writing. The study lasted for a period of 28 weeks with fifty-nine pre-service teachers of English who participated in the study. The participants studied the basic genre types which included expository writing such as classification, process, argumentation, opinion, cause and effect, compare and contrast, and narrative paragraphs and essays. The participants specifically received instruction as to the basic constituents of paragraph and essays writing; ...
International Journal of Assessment Tools in Education, 2020
Dil ve Dilbilimi Çalışmaları Dergisi, 2020
The present study aims to investigate Turkish pre-service English language teachers' competence i... more The present study aims to investigate Turkish pre-service English language teachers' competence in using lexical stress patterns as part of intelligible pronunciation in English prior to their professional lives. The participants of the study were fifty senior pre-service students, nine of whom received special training on stress patterns in English.The study is of descriptive nature with a self-perception questionnaire distributed to fifty pre-service teachers and of quasi-experimental nature with the treatment of nine pre-service teachers about stress patterns in words in English for a period of four weeks. The results of the study reveal that pre-service English language teachers lacked substantial knowledge as to the placement of lexical stress in English and needed remedial training.The experimental study with a group of nine pre-service teachers of English showed that Turkish prospective teachers of English attained a high level of competency in stress placement in words having been provided with ample practice.
Pamukkale Universitesi Egitim Fakultesi Dergisi, 2012
Turkish Online Journal of Educational Technology, 2014
International Online Journal of Education and Teaching, 2020
On the grounds that assessment stands for a mirror of teaching and learning practices, its value ... more On the grounds that assessment stands for a mirror of teaching and learning practices, its value cannot be ignored in teaching English as a Foreign Language (EFL) programmes as all those involved in foreign language teaching in non-native settings need constant feedback about the effectiveness of their ventures. Assessment of young learners of English has been also receiving rising attention as this group of language learners at the preliminary stages of learning a foreign language differ from adult learners in nature and thereby their assessment requires great care. While there exist continuous amendments in foreign language teaching policies nationally to improve the quality of EFL teaching and its assessment, it is significant to look inside the classrooms to realize whether the actual assessment practices reflect the performance outcomes expected by the policy documents. This paper, therefore, attempts to investigate the consistency between the ELT policy and EFL teachers’ in-cl...
This study aims to investigate and promote pre-service English language teachers' competence ... more This study aims to investigate and promote pre-service English language teachers' competence in basic elements of spoken communication. In the study a group of 64 non-native pre-service teachers of English in the Oral Communication Skills course in a pre-service English Language Teaching department at the tertiary level in Turkey specifically practised the segmental and prosodic features of English, connected speech, and spoken language conventions through a number of spoken communication activities and tasks. With the purpose of evaluating participants' English pronunciation prior to the course and also after the course, a student questionnaire was administered and focused on students' self-assessment in word pronunciation, word stress, sentence stress, accuracy, intonation, word linking, assimilation, elision, and contraction before and after the course as well as the effect of course activities. The data findings indicated poor or average competence in various compone...
Bu makale edebiyat tabanli elestirel dusunce programinin uygulanmasinin universite duzeyinde olan... more Bu makale edebiyat tabanli elestirel dusunce programinin uygulanmasinin universite duzeyinde olan onemi ve uygulanan programin ogrencilerin elestirel dusunce becerileri uzerindeki etkisini ogretmenlerin ve ogrencilerin edebiyat ogretimi hakkindaki gorusleriyle beraber incelemektedir Calismada 34 Ingiliz dili ve edebiyati son sinif ogrencisi tek gruplu on test son test modeli cercevesinde yedi hafta boyunca edebiyat tabanli elestirel dusunce programina tabi tutulmustur Var olan elestirel dusunce ortami ve uygulanan program sonrasi olusan degisimle ilgili veriler anket mulakat gozlem ve Cornell Elestirel Dusunce Testi yoluyla toplanmistir T test ogrencilerin on ve son test elestirel dusunce seviyeleri arasinda anlamli bir fark oldugunu gostermistir Bulgular sonucunda edebiyat tabanli elestirel dusunce programinin ogrencilerin elestirel dusunce seviyelerini gelistiren daha ogrenci merkezli ve yaratici edebiyat ogretimini mumkun kildigi da belirlenmistir Anahtar Kelimeler: Bloom sinifla...
The aim of this study is to investigate a group of prospective English language teachers’ compete... more The aim of this study is to investigate a group of prospective English language teachers’ competency as to the application of sentential stress patterns in English prior to their graduation from an English Language Teaching (ELT) department in the Turkish context. In the study fifty senior pre-service students completed a self-perception questionnaire, and nine of them received training on sentential stress patterns in English for four weeks. Pre-study self-perception questionnaire results showed that prospective English language teachers in this particular context needed to learn more about sentential stress patterns in English. The experimental study which was conducted to this end with a group of nine pre-service teachers of English proved positive contributions to their competency in sentential stress patterns in English.
Turkish Online Journal of Educational Technology, 2013
The purpose of this study is to investigate the effect of blogging and portfolio keeping on a gro... more The purpose of this study is to investigate the effect of blogging and portfolio keeping on a group of pre-service teachers’ writing skill in a compulsory writing course at a tertiary level English language teaching (ELT) programme in Turkey. The study specifically looked into to what extent receiving feedback from course instructor and peers created ownership in writing and also to what extent giving feedback to peers’ writing through blogging and portfolios contributed to a group of prospective English language teachers’ writing skill. The study lasted two academic terms (28 weeks) with two groups; namely, portfolio group (30 student teachers) and blog group (29 student teachers). The blog group posted all their written work on personal blogs while the portfolio group kept personal portfolios for their written work. As part of blogging and portfolio keeping both groups also received feedback from course instructor and peers as well as providing feedback to other peers’ writing. Re...
International Conference of Foreign …, 2007
Journal of Turkish Science Education
This article investigates the effect of application of theme-based model of Content-Based Instruc... more This article investigates the effect of application of theme-based model of Content-Based Instruction (CBI) on a group of science students learning English at a preparatory program at the tertiary level in Turkey. In this study, course materials based upon the theme-based model of CBI were applied in order to teach academic English language skills. With a purpose to determine the language needs in the program, questionnaires including structured interview questions were distributed to a number of 97 students of Physics, Chemistry and Biology departments and also 19 students who specifically studied thematic units completed a questionnaire as to the effect of such an application. The majority of students reported that they needed to learn English for academic reasons in order to pursue future courses taught in English. Those students who studied science related thematic units argued that their motivation to learn English increased as they were able to improve their academic language skills through content they received and the activities they were involved in. Data findings may also indicate that if the theme-based model of CBI is applied in the preparatory program widely, it can meet language needs since such a practice involves learners in science English, equipping them with necessary academic language skills.
This study reports on the experience of a group of pre-service teachers of English in a compulsor... more This study reports on the experience of a group of pre-service teachers of English in a compulsory writing course in the preparatory program of an English language teaching department in the Turkish context. This study specifically attempts to investigate to what extent the writing course contributes to the acquisition of basic conventions of written discourse in English when prospective teachers of English are involved in an extensive writing practice which is based upon integration of product, process and genre based approaches to writing. The study lasted for a period of 28 weeks with fifty-nine pre-service teachers of English who participated in the study. The participants studied the basic genre types which included expository writing such as classification, process, argumentation, opinion, cause and effect, compare and contrast, and narrative paragraphs and essays. The participants specifically received instruction as to the basic constituents of paragraph and essays writing; namely, organization, process, unity, coherence, word choice, language use, grammar, and mechanics which were further put into 49 observable competencies. Data were collected through an analytic assessment rubric applied to participants' pre-study and post-study essays. In addition, participants were distributed a pre-study and a post-study self-perception questionnaire in order to evaluate any possible improvements in their writing competence. The results of the study suggest that exposing pre-service teachers of English to various genres by involving them in an extensive writing practice adds to their writing competency positively in learning the process of writing practice, organizing the text, including relevant content in the text, using language appropriately, producing correct grammar, coming up with relevant vocabulary, and following correct mechanical conventions.
Journal of Turkish Science Education
This article investigates the effect of application of theme-based model of Content-Based Instruc... more This article investigates the effect of application of theme-based model of Content-Based Instruction (CBI) on a group of science students learning English at a preparatory program at the tertiary level in Turkey. In this study, course materials based upon the theme-based model of CBI were applied in order to teach academic English language skills. With a purpose to determine the language needs in the program, questionnaires including structured interview questions were distributed to a number of 97 students of Physics, Chemistry and Biology departments and also 19 students who specifically studied thematic units completed a questionnaire as to the effect of such an application. The majority of students reported that they needed to learn English for academic reasons in order to pursue future courses taught in English. Those students who studied science related thematic units argued that their motivation to learn English increased as they were able to improve their academic language skills through content they received and the activities they were involved in. Data findings may also indicate that if the theme-based model of CBI is applied in the preparatory program widely, it can meet language needs since such a practice involves learners in science English, equipping them with necessary academic language skills.
Journal of Language and Linguistic Studies , 2020
This study aimed at investigating the effectiveness of planned focus on form method in the acquis... more This study aimed at investigating the effectiveness of planned focus on form method in the acquisition of target language forms in English. The study specifically examined the planned focus on form method and the teaching model in the textbook of the 5 th graders in terms of the attainment of the objectives of the target unit 'Health'. The participants of the study were 5 th grade learners (n= 60) studying at a state secondary school in Milas in the district of Muğla province in Turkey. The research was a quasi-experimental research design in which two intact 5 th grade classes were assigned as experimental and control groups. The data collected from pre-test, progress achievement tests, and the post-test were analysed using the SPSS 17.0 statistical programme. The progress achievement test scores and post-test scores of the subjects were analysed through independent samples t-test in order to analyse which instructional treatment was more effective in reaching the objectives of the unit. Repeated measures ANOVA test was also administered in order to measure the effects of the treatment in time, which indicated that both treatment types were effective in increasing the learners' scores from pre-test to post-test. The statistical analysis of data indicated that planned focus on form was significantly more effective than the regular instruction according to the results of the progress achievement tests [t(58)= 2.67; p=0.010]. The results of the post-test did not indicate a statistically significant difference between the two groups [t(58)=-1.058: p= 0.294], the experimental group (M=60.86) performed better than the control group (M=55.06) in the post-test, though.
International Online Journal of Education and Teaching, 2020
On the grounds that assessment stands for a mirror of teaching and learning practices, its value ... more On the grounds that assessment stands for a mirror of teaching and learning practices, its value cannot be ignored in teaching English as a Foreign Language (EFL) programmes as all those involved in foreign language teaching in non-native settings need constant feedback about the effectiveness of their ventures. Assessment of young learners of English has been also receiving rising attention as this group of language learners at the preliminary stages of learning a foreign language differ from adult learners in nature and thereby their assessment requires great care. While there exist continuous amendments in foreign language teaching policies nationally to improve the quality of EFL teaching and its assessment, it is significant to look inside the classrooms to realize whether the actual assessment practices reflect the performance outcomes expected by the policy documents. This paper, therefore, attempts to investigate the consistency between the ELT policy and EFL teachers' in-class practices of assessment of young learners in middle schools in the Turkish context. The study was conducted at the end of the spring term of 2017-2018 academic year with 152 EFL teachers working in middle schools in the central districts of Denizli province. The study employed both quantitative and qualitative research methods: the quantitative method provided information about EFL teachers' preferences of item types in terms of traditional and alternative assessment types with the help of a questionnaire while the qualitative method provided information about how frequently EFL teachers assessed four skills through exam papers they used in their classrooms. Results showed inconsistency between the policy and assessment practices of EFL teachers in the study: EFL teachers tended to design traditional paper and pencil tests based on language structures and vocabulary rather than the assessment of learners' communicative competence or language skills through alternative assessment methods.
This study reports on the experience of a group of pre-service teachers of English in a compulsor... more This study reports on the experience of a group of pre-service teachers of English in a compulsory writing course in the preparatory program of an English language teaching department in the Turkish context. This study specifically attempts to investigate to what extent the writing course contributes to the acquisition of basic conventions of written discourse in English when prospective teachers of English are involved in an extensive writing practice which is based upon integration of product, process and genre based approaches to writing. The study lasted for a period of 28 weeks with fifty-nine pre-service teachers of English who participated in the study. The participants studied the basic genre types which included expository writing such as classification, process, argumentation, opinion, cause and effect, compare and contrast, and narrative paragraphs and essays. The participants specifically received instruction as to the basic constituents of paragraph and essays writing; ...
Journal of Language and Linguistic Studies, 2013
This study reports on the experience of a group of pre-service teachers of English in a compulsor... more This study reports on the experience of a group of pre-service teachers of English in a compulsory writing course in the preparatory program of an English language teaching department in the Turkish context. This study specifically attempts to investigate to what extent the writing course contributes to the acquisition of basic conventions of written discourse in English when prospective teachers of English are involved in an extensive writing practice which is based upon integration of product, process and genre based approaches to writing. The study lasted for a period of 28 weeks with fifty-nine pre-service teachers of English who participated in the study. The participants studied the basic genre types which included expository writing such as classification, process, argumentation, opinion, cause and effect, compare and contrast, and narrative paragraphs and essays. The participants specifically received instruction as to the basic constituents of paragraph and essays writing; ...
International Journal of Assessment Tools in Education, 2020
Dil ve Dilbilimi Çalışmaları Dergisi, 2020
The present study aims to investigate Turkish pre-service English language teachers' competence i... more The present study aims to investigate Turkish pre-service English language teachers' competence in using lexical stress patterns as part of intelligible pronunciation in English prior to their professional lives. The participants of the study were fifty senior pre-service students, nine of whom received special training on stress patterns in English.The study is of descriptive nature with a self-perception questionnaire distributed to fifty pre-service teachers and of quasi-experimental nature with the treatment of nine pre-service teachers about stress patterns in words in English for a period of four weeks. The results of the study reveal that pre-service English language teachers lacked substantial knowledge as to the placement of lexical stress in English and needed remedial training.The experimental study with a group of nine pre-service teachers of English showed that Turkish prospective teachers of English attained a high level of competency in stress placement in words having been provided with ample practice.
Pamukkale Universitesi Egitim Fakultesi Dergisi, 2012
Turkish Online Journal of Educational Technology, 2014
International Online Journal of Education and Teaching, 2020
On the grounds that assessment stands for a mirror of teaching and learning practices, its value ... more On the grounds that assessment stands for a mirror of teaching and learning practices, its value cannot be ignored in teaching English as a Foreign Language (EFL) programmes as all those involved in foreign language teaching in non-native settings need constant feedback about the effectiveness of their ventures. Assessment of young learners of English has been also receiving rising attention as this group of language learners at the preliminary stages of learning a foreign language differ from adult learners in nature and thereby their assessment requires great care. While there exist continuous amendments in foreign language teaching policies nationally to improve the quality of EFL teaching and its assessment, it is significant to look inside the classrooms to realize whether the actual assessment practices reflect the performance outcomes expected by the policy documents. This paper, therefore, attempts to investigate the consistency between the ELT policy and EFL teachers’ in-cl...
This study aims to investigate and promote pre-service English language teachers' competence ... more This study aims to investigate and promote pre-service English language teachers' competence in basic elements of spoken communication. In the study a group of 64 non-native pre-service teachers of English in the Oral Communication Skills course in a pre-service English Language Teaching department at the tertiary level in Turkey specifically practised the segmental and prosodic features of English, connected speech, and spoken language conventions through a number of spoken communication activities and tasks. With the purpose of evaluating participants' English pronunciation prior to the course and also after the course, a student questionnaire was administered and focused on students' self-assessment in word pronunciation, word stress, sentence stress, accuracy, intonation, word linking, assimilation, elision, and contraction before and after the course as well as the effect of course activities. The data findings indicated poor or average competence in various compone...
Bu makale edebiyat tabanli elestirel dusunce programinin uygulanmasinin universite duzeyinde olan... more Bu makale edebiyat tabanli elestirel dusunce programinin uygulanmasinin universite duzeyinde olan onemi ve uygulanan programin ogrencilerin elestirel dusunce becerileri uzerindeki etkisini ogretmenlerin ve ogrencilerin edebiyat ogretimi hakkindaki gorusleriyle beraber incelemektedir Calismada 34 Ingiliz dili ve edebiyati son sinif ogrencisi tek gruplu on test son test modeli cercevesinde yedi hafta boyunca edebiyat tabanli elestirel dusunce programina tabi tutulmustur Var olan elestirel dusunce ortami ve uygulanan program sonrasi olusan degisimle ilgili veriler anket mulakat gozlem ve Cornell Elestirel Dusunce Testi yoluyla toplanmistir T test ogrencilerin on ve son test elestirel dusunce seviyeleri arasinda anlamli bir fark oldugunu gostermistir Bulgular sonucunda edebiyat tabanli elestirel dusunce programinin ogrencilerin elestirel dusunce seviyelerini gelistiren daha ogrenci merkezli ve yaratici edebiyat ogretimini mumkun kildigi da belirlenmistir Anahtar Kelimeler: Bloom sinifla...
The aim of this study is to investigate a group of prospective English language teachers’ compete... more The aim of this study is to investigate a group of prospective English language teachers’ competency as to the application of sentential stress patterns in English prior to their graduation from an English Language Teaching (ELT) department in the Turkish context. In the study fifty senior pre-service students completed a self-perception questionnaire, and nine of them received training on sentential stress patterns in English for four weeks. Pre-study self-perception questionnaire results showed that prospective English language teachers in this particular context needed to learn more about sentential stress patterns in English. The experimental study which was conducted to this end with a group of nine pre-service teachers of English proved positive contributions to their competency in sentential stress patterns in English.
Turkish Online Journal of Educational Technology, 2013
The purpose of this study is to investigate the effect of blogging and portfolio keeping on a gro... more The purpose of this study is to investigate the effect of blogging and portfolio keeping on a group of pre-service teachers’ writing skill in a compulsory writing course at a tertiary level English language teaching (ELT) programme in Turkey. The study specifically looked into to what extent receiving feedback from course instructor and peers created ownership in writing and also to what extent giving feedback to peers’ writing through blogging and portfolios contributed to a group of prospective English language teachers’ writing skill. The study lasted two academic terms (28 weeks) with two groups; namely, portfolio group (30 student teachers) and blog group (29 student teachers). The blog group posted all their written work on personal blogs while the portfolio group kept personal portfolios for their written work. As part of blogging and portfolio keeping both groups also received feedback from course instructor and peers as well as providing feedback to other peers’ writing. Re...
International Conference of Foreign …, 2007
Journal of Turkish Science Education
This article investigates the effect of application of theme-based model of Content-Based Instruc... more This article investigates the effect of application of theme-based model of Content-Based Instruction (CBI) on a group of science students learning English at a preparatory program at the tertiary level in Turkey. In this study, course materials based upon the theme-based model of CBI were applied in order to teach academic English language skills. With a purpose to determine the language needs in the program, questionnaires including structured interview questions were distributed to a number of 97 students of Physics, Chemistry and Biology departments and also 19 students who specifically studied thematic units completed a questionnaire as to the effect of such an application. The majority of students reported that they needed to learn English for academic reasons in order to pursue future courses taught in English. Those students who studied science related thematic units argued that their motivation to learn English increased as they were able to improve their academic language skills through content they received and the activities they were involved in. Data findings may also indicate that if the theme-based model of CBI is applied in the preparatory program widely, it can meet language needs since such a practice involves learners in science English, equipping them with necessary academic language skills.
This study reports on the experience of a group of pre-service teachers of English in a compulsor... more This study reports on the experience of a group of pre-service teachers of English in a compulsory writing course in the preparatory program of an English language teaching department in the Turkish context. This study specifically attempts to investigate to what extent the writing course contributes to the acquisition of basic conventions of written discourse in English when prospective teachers of English are involved in an extensive writing practice which is based upon integration of product, process and genre based approaches to writing. The study lasted for a period of 28 weeks with fifty-nine pre-service teachers of English who participated in the study. The participants studied the basic genre types which included expository writing such as classification, process, argumentation, opinion, cause and effect, compare and contrast, and narrative paragraphs and essays. The participants specifically received instruction as to the basic constituents of paragraph and essays writing; namely, organization, process, unity, coherence, word choice, language use, grammar, and mechanics which were further put into 49 observable competencies. Data were collected through an analytic assessment rubric applied to participants' pre-study and post-study essays. In addition, participants were distributed a pre-study and a post-study self-perception questionnaire in order to evaluate any possible improvements in their writing competence. The results of the study suggest that exposing pre-service teachers of English to various genres by involving them in an extensive writing practice adds to their writing competency positively in learning the process of writing practice, organizing the text, including relevant content in the text, using language appropriately, producing correct grammar, coming up with relevant vocabulary, and following correct mechanical conventions.
Journal of Turkish Science Education
This article investigates the effect of application of theme-based model of Content-Based Instruc... more This article investigates the effect of application of theme-based model of Content-Based Instruction (CBI) on a group of science students learning English at a preparatory program at the tertiary level in Turkey. In this study, course materials based upon the theme-based model of CBI were applied in order to teach academic English language skills. With a purpose to determine the language needs in the program, questionnaires including structured interview questions were distributed to a number of 97 students of Physics, Chemistry and Biology departments and also 19 students who specifically studied thematic units completed a questionnaire as to the effect of such an application. The majority of students reported that they needed to learn English for academic reasons in order to pursue future courses taught in English. Those students who studied science related thematic units argued that their motivation to learn English increased as they were able to improve their academic language skills through content they received and the activities they were involved in. Data findings may also indicate that if the theme-based model of CBI is applied in the preparatory program widely, it can meet language needs since such a practice involves learners in science English, equipping them with necessary academic language skills.
Journal of Language and Linguistic Studies , 2020
This study aimed at investigating the effectiveness of planned focus on form method in the acquis... more This study aimed at investigating the effectiveness of planned focus on form method in the acquisition of target language forms in English. The study specifically examined the planned focus on form method and the teaching model in the textbook of the 5 th graders in terms of the attainment of the objectives of the target unit 'Health'. The participants of the study were 5 th grade learners (n= 60) studying at a state secondary school in Milas in the district of Muğla province in Turkey. The research was a quasi-experimental research design in which two intact 5 th grade classes were assigned as experimental and control groups. The data collected from pre-test, progress achievement tests, and the post-test were analysed using the SPSS 17.0 statistical programme. The progress achievement test scores and post-test scores of the subjects were analysed through independent samples t-test in order to analyse which instructional treatment was more effective in reaching the objectives of the unit. Repeated measures ANOVA test was also administered in order to measure the effects of the treatment in time, which indicated that both treatment types were effective in increasing the learners' scores from pre-test to post-test. The statistical analysis of data indicated that planned focus on form was significantly more effective than the regular instruction according to the results of the progress achievement tests [t(58)= 2.67; p=0.010]. The results of the post-test did not indicate a statistically significant difference between the two groups [t(58)=-1.058: p= 0.294], the experimental group (M=60.86) performed better than the control group (M=55.06) in the post-test, though.
International Online Journal of Education and Teaching, 2020
On the grounds that assessment stands for a mirror of teaching and learning practices, its value ... more On the grounds that assessment stands for a mirror of teaching and learning practices, its value cannot be ignored in teaching English as a Foreign Language (EFL) programmes as all those involved in foreign language teaching in non-native settings need constant feedback about the effectiveness of their ventures. Assessment of young learners of English has been also receiving rising attention as this group of language learners at the preliminary stages of learning a foreign language differ from adult learners in nature and thereby their assessment requires great care. While there exist continuous amendments in foreign language teaching policies nationally to improve the quality of EFL teaching and its assessment, it is significant to look inside the classrooms to realize whether the actual assessment practices reflect the performance outcomes expected by the policy documents. This paper, therefore, attempts to investigate the consistency between the ELT policy and EFL teachers' in-class practices of assessment of young learners in middle schools in the Turkish context. The study was conducted at the end of the spring term of 2017-2018 academic year with 152 EFL teachers working in middle schools in the central districts of Denizli province. The study employed both quantitative and qualitative research methods: the quantitative method provided information about EFL teachers' preferences of item types in terms of traditional and alternative assessment types with the help of a questionnaire while the qualitative method provided information about how frequently EFL teachers assessed four skills through exam papers they used in their classrooms. Results showed inconsistency between the policy and assessment practices of EFL teachers in the study: EFL teachers tended to design traditional paper and pencil tests based on language structures and vocabulary rather than the assessment of learners' communicative competence or language skills through alternative assessment methods.