FIRE: Futuristic Implementations of Research in Education <p><strong>Futuristic Implementations of Research in Education (FIRE)</strong><strong>&nbsp;</strong>is an international academic journal that aims to provide an international academic platform for researchers involved in education and teaching practices from all around the world.&nbsp;The&nbsp;<strong>FIRE</strong> targets at discussing futuristic implementations in educational research with international significance, and it seeks to develop novel theoretical, conceptual or methodological insights into education and teaching. The <strong>FIRE&nbsp;</strong>also aims to investigate innovative policies, strategies, and programs within the global settings. It provides a medium where an overall process of education is considered including formal, informal and non-formal education.&nbsp;</p> en-US (Assist. Prof. Dr. Sezen ARSLAN) (Assist. Prof. Dr. Nurdan KAVAKLI (Publisher)) Tue, 27 Oct 2020 00:15:34 +0300 OJS 60 Reflections of English Language Teachers about the Effect of Using Songs on Pronunciation <p>It is widely acknowledged that making the classroom environment more relaxing and fun has a positive impact on the learning process of EFL learners. Considering a great number of students are fond of music, English teachers are likely to have good results by using it to teach pronunciation skills. It is also essential to choose the most efficacious songs in terms of its relevance to the teacher's aims and students' needs. Moreover, using English songs is purposeful in that correct pronunciation is demonstrated implicitly. This research sets for English teachers' views about this issue and reveals the general perception about it in Turkey. A questionnaire was implemented on in-service teachers and their responses were collected and analyzed with appropriate methods. The data was generated using IBM SPSS 20 program. It is highly suggested that song-based lessons have to be exemplified and encouraged in English language teaching departments. Besides, multiple- intelligence oriented and particularly productive skills-based training courses should be provided within the scope of state schools in Turkey.</p> Ilke Atilir, Ayfer Su-Bergil Copyright (c) 2020 Ilke Atilir, Ayfer Su Bergil Tue, 27 Oct 2020 00:00:00 +0300 A Four-Phase Approach to In-Service Training of Primary School Teachers: Emerging Lessons from Ethiopia <p>Although the field of in-service training is gaining international interest, little attention has been paid to the training approach. This article described the successful implementation of a possible in-service training approach to develop current primary school teaching practices and lessons learned for future in-service training in Ethiopia. This qualitative study explored the practices of primary school teachers, a kind of approach to in-service training, and the attitudinal changes that occurred through the training. Data were obtained from purposively selected participants such as teachers, supervisors, and the project team through observation, a semi-structured interview, and a review of documents. The findings indicate in-service training on ‘modern teaching of methods’ has a positive impact on the pedagogical knowledge, skills, and behavior of primary school teachers. More intensive cooperation between the different partners has led to an increase in the number of end-users and the quality of in-service training programs. The initiative followed a four-phase approach to in-service training and brought changes in teachers’ practices and attitudes. Finally, implications for future programs are discussed, and a four-phase approach to in-service training is proposed.</p> Tamirat Gibon Ginja, Xiaoduan Chen Copyright (c) 2020 Tamirat Gibon Ginja, Xiaoduan Chen Tue, 27 Oct 2020 00:00:00 +0300 Investigating Pre-Service EFL Teachers’ Perceptions of Online Education <p>This study sets out to investigate the pre-service EFL teachers’ opinions on online education. The participants were 3<sup>rd</sup> and 4th-grade students studying ELT departments in three different state universities. The quantitative research design was adopted for the current study. Data was gathered through a questionnaire. Having collected data, descriptive statistics, t-test, and ANOVA were conducted to analyze data. The results indicated that gender and grade level had an impact on participants’ attitudes. However, no significant difference was detected between participants’ opinions and their GPA.</p> Eylem Perihan Kibar, Zekiye Ozer Copyright (c) 2020 Eylem Perihan Kibar, Zekiye Ozer Tue, 27 Oct 2020 00:00:00 +0300 Synchronous and Asynchronous Online Learning: Perceptions of Students at a State University in Turkey <p>This case study explored English preparatory school students’ experienced perceptions of synchronous and asynchronous modes of distance education. Qualitative data from 24 participants, who study at a state university and experienced both modes, were collected via semi-structured interviews. Thematic analysis was conducted to analyze the data. The analysis included themes generated from the participant responses. The results showed that participants favored the flexibility aspect of both synchronous and asynchronous modes by repeatedly stating adjectives like easy and comfortable. Cybersecurity, technical problems, and interaction themes were stated as the major weaknesses of both modes. The results of this study can be taken into consideration to create a better distance learning environment for language learning and increase learner satisfaction with the courses.</p> Mehmet Gazan Copyright (c) 2020 Mehmet Gazan Tue, 27 Oct 2020 00:00:00 +0300 Assessment Strategies for Improving the Teaching-Learning Process for Quality Outcomes <p>Assessment of learning outcomes is a part of a whole of the instructional process at every educational institution. In the education system, the assessment of students' learning outcomes is the most veritable parameter that is used to ascertain the justification for the money and other resources expended in the education system. It is pertinent to mention that in recent times, stakeholders seem to attest to the fact that most students acquire knowledge well via individual involvements and by linking novel evidence or materials with what they previously believe or comprehend, and this is achieved when teaching strategies that promote students' involvement are used. However, it is not a gainsaying to stress that stakeholders need to acquire adequate knowledge of the three forms of teaching strategies in order to assess teachers' classroom strategies (teaching strategies and maintaining students' discipline) effectively. Therefore, this study makes a discourse on the forms of teaching strategies and the various ways of assessing teachers' classroom strategies.</p> Esther Durowoju , Adams O. U. Onuka, A. Adesoji Oni Copyright (c) 2020 Adesoji Oni, Esther Durowoju , A. O. U. Onuka Tue, 27 Oct 2020 00:00:00 +0300 EDITORIAL <p>EDITORIAL</p> Sezen Arslan, Nurdan Kavakli Copyright (c) 2020 Sezen Arslan, Nurdan Kavakli Tue, 27 Oct 2020 00:00:00 +0300