With regard to pragmatic, authentic, and functional use of language, the Council of Europe developed a syllabus for learners based on theoretical and functional concepts of language use in order to satisfy the language needs of their citizens, an increasing group of immigrants, and guest workers in Europe. This syllabus is called the Common European Framework of Reference (CEFR) and it is accepted by forty-three member states, including Turkey. CEFR provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks. It is a very important structure for country's language education because it provides the practitioners a comprehensive way about what language learners have to learn to do in order to use a language for communicative purposes and what knowledge and skills they have to develop so as to be able to use effectively. Together with these aspects, the report also covers the cultural context in which language is located. The Framework also defines levels of proficiency which allow learners' progress to be measured at each stage of learning and on a life-long base such as A1, A2, B1, B2, C1, C2, from beginner to proficient (CoE, 2001). 

                In this study, the target population included all A1 (elementary) level students who are taking English courses at universities in Ankara. Accessible population consisted of all freshman students who are taking A1 (Elementary) level English course at a university in Ankara. There were 10 A1 level classes in the school. Each class had 30 students on average. Since the population was just too large that it was impossible to include every individual; thus, one of A1 level classes easily accessible to the researcher was selected by means of convenience sampling.  The students included in this study are 32 freshman students who came from different high schools such as Anatolian High School, Anatolian Teacher Training High School, and Social Sciences High School. Although they entered university having taken English courses for 9 years, they were still at the basic level even incapable of introducing themselves or talking about their daily routines. Therefore, they were given a placement test at the beginning of 2014-2015 academic year and took averagely 10 out of 100 and placed into A1 level classes.

The key problem is that as opportunities for practicing English language skills outside the school environment are limited, learners usually experience difficulty in developing their level of proficiency unless they are individually motivated (Büyükkantarcıoğlu, 2004).        

      The rationale behind this curriculum development study comes out of a common educational problem with regard to the inoperative use of technology in the classroom in Turkey. It is confirmed by the research that technology use in language teaching has a significant positive effect on motivation of the students. Moreover, it helps the students create language learning autonomy which is another decisive characteristic for enhancement of language teaching. Therefore, this study aimed to develop an English language curriculum based on integrated and communicative approaches as supported with technological devices such as laptop (for each student), computer, LCD television, power-point slides intranet, internet, and modular object-oriented dynamic learning environment (MOODLE).

Council of Europe (2001). Common European framework of reference for languages: Learning teaching, assessment. Cambridge, England: Cambridge University Press. Büyükkantarcıoğlu, N. (2004). A sociolinguistic analysis of the present dimension of English as a foreign language in Turkey. International Journal of the Sociology of Language, 165, 33-58. Aykaç, M.(2005). Students’ and teachers’ attitudes towards the use of computer-mediated communication voice & text chat as an instructional resource to improve speaking skill. Master's Thesis. Bilkent University, Ankara. Büyükyavuz, O. & İnal, S. (2012). A transition from coursebook-based language instruction towards technology- enhanced classrooms: Opinions of teachers and students regarding interactive whiteboard technology in an EFL context. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2(33), pp.193-210. Kılıçkaya, F. (2007). The effect of computer assisted language learning on Turkish learners‘ achievement on the TOEFL Exam. Teaching English with Technology, 7(1). Saran, M., Seferoglu, G., & Cagiltay, K. (2008). Mobile Assisted Language Learning: English Pronunciation at Learners' Fingertips. Eurasian Journal of Educational Research, 34, pp.97-114.