Theses supervised by Doç. Dr. Safiye İpek Kuru Gönen
10 theses · Anadolu University
Hizmet öncesi İngilizce öğretmen eğitimi bağlamında bir Derlem Tabanlı Dil Öğretimi (DTDÖ) eğitim programının tasarlanması ve uygulanması
The present study implemented a 20-hour, 9-week systematic Corpus-based Language Teaching (CBLT) Training involving pre-service English teacher candidates with the use of corpora and investigated their perceptions before and after the training regarding the use of corpora in EFL classrooms and the CBLT training. Initially, quantitative and qualitative data were obtained from 102 participants through the Corpus Background Survey on familiarity and awareness of available corpora. Following the training, qualitative data were collected from the 20 participants of the CBLT Training via reflective logs, post-teaching reflective logs, and semi-structured interviews. Descriptive analysis was employed for the quantitative data, while the qualitative data were analyzed qualitatively by using the Constant Comparative Method (CCM). The findings revealed that the participants had very low prior familiarity and knowledge regarding corpora. The results highlighted the benefits (e.g., enhancing vocabulary and grammar instruction and error correction) and drawbacks (e.g., difficulties in finding appropriate language items, technical problems with different concordancers) of corpora use for language teaching. The participants also pointed out some benefits (e.g., raising their language awareness, creating a reflective and collaborative learning environment) and weaknesses (e.g., too much workload on production, need for more corpora practice) of the CBLT training. Finally, the results were discussed in the context of relevant literature, presenting pedagogical implications and suggestions for future research.
İngilizcenin dijital ortamda informal öğrenimi: Yabancı dil olarak İngilizce öğrenen Türk öğrenciler üzerine bir çalışma
This study aims to investigate the Informal Digital Learning of English (IDLE) practices of Turkish EFL learners and design a guideline to enhance language learning through IDLE. The study mainly focuses on examining IDLE practices of Turkish EFL learners, designing guidance for IDLE, and analysing IDLE practices and perceptions of Turkish EFL learners after implementing the guidance program. EFL students studying at English preparatory programs of two universities in Turkey participated in this study. The study used an embedded mixed-method design consisting of quantitative and qualitative data collection tools. Firstly, the IDLE Questionnaire was administered to 209 participants to find out Turkish EFL learners' practices related to IDLE. Based on these results and the relevant literature, the IDLE Model was developed, and the IDLE Guidance Program (IDLE GP) was designed. A sub-sample of participants was given IDLE GP throughout 12 weeks, and reflective journals were collected during this process. Additionally, the Guidance Evaluation Questionnaire was administered, and semi-structured interviews were held at the end of IDLE GP. The findings of the study showed that Turkish EFL learners mostly use social networking platforms and teacher's guidance has great importance on the participants' decisions related to IDLE practices which highlights the crucial role of IDLE GP. A close examination of data demonstrated learners gained IDLE awareness after IDLE GP and participants expressed the program influenced their IDLE practices positively in various ways. Furthermore, learners suggested IDLE GP's integration into formal educational settings. In the light of these findings, certain implications were explained and suggestions for further studies were shared.
Uluslararası İngilizce ders kitaplarında İngilizce'nin ortak dil (ODİ) olarak yansıtılması ve Türkiye'de bir öğretim ortamında İngilizce öğretmenlerinin (ODİ) odaklı pedagoji farkındalığı üzerine görüşleri
Increasing recognition and conceptualisation of English as a Lingua Franca (ELF) worldwide should be reflected in language teaching at multiple levels. To that end, this present study was conducted in a Turkish higher education context to look into the ELF paradigm from three different angles, including its representation in international English coursebooks, Turkish EFL instructors' awareness of ELF, and their views on implementing ELF-oriented activities in their teaching context. To that end, coursebooks used in the research context were analysed, a questionnaire was administered to 42 Turkish EFL instructors working in the research context to investigate awareness of ELF. The quantitative data obtained from the coursebooks revealed that they failed to incorporate an ELF-oriented perspective into language teaching. Quantitative data gathered from the questionnaire showed that Turkish EFL instructors had unclear attitudes towards ELF. In line with the findings of the first two research questions, a five- week ELF-oriented teacher training was designed and conducted with seven participants. Qualitative data collected during and after the training via reflective journals and semi- structured interviews revealed some benefits (e.g., learners' gains such as increased awareness, motivation, self-confidence, participation, tolerance for different accents and cultures, enriched learning context, enhanced language learning) and various challenges (e.g., time constraints, programme of the school, focus of ELF on spoken interaction, learners' negative attitudes towards non-native accents). Lastly, results of the study were discussed in light of the relevant literature, putting forward pedagogical implications and suggestions for future research. Keywords: English as a lingua franca, Teacher education, Coursebooks
Yabancı dil olarak İngilizce öğreten anadili İngilizce olan ve olmayan İngilizce öğretmenlerinin yabancı dilde öğretme kaygısının incelenmesi
Although Foreign Language Teaching Anxiety (FLTA) has been an essential aspect of the native and non-native EFL teachers teaching Turkish EFL students, studies on FLTA among both groups are scarce. As a result, the current study aimed to investigate the FLTA levels of native and non-native EFL teachers, identify the sources of FLTA, and explore the strategies to deal with their FLTA. For this purpose, 220 participants (118 native and 112 non-native EFL teachers) completed the Foreign Language Teaching Anxiety Scale (Aydın & Uştuk, 2020a). Additionally, 12 EFL teachers, six native and six non-native, agreed to participate in the semi-structured interviews. Employing a convergent parallel design method (Creswell, 2015), the study revealed moderate levels of FLTA for both groups. The qualitative analysis also revealed several sources of FLTA, such as sources related to teaching, personalities, English proficiency and other sources, and coping mechanisms to deal with their FLTA, such as strategies related to self-improvement, teaching preparation and other strategies. Finally, the study has outlined the implications, including cultural orientation programs, English proficiency workshops, pedagogical trainings and mindfulness techniques. Despite several limitations, the current study suggests that a bigger sample size, different EFL contexts, longitudinal studies, and other factors affecting FLTA could be investigated in the future.
Otomatik yazma becerisi değerlendirme sisteminin yabancı dil olarak İngilizce öğretilen ortamlarda kullanılması: Sistemin etkinliği ve öğretmenler ile öğrencilerin görüşleri
In order to help teachers reduce their workload and provide students instant feedback, automated writing evaluation (AWE) tools, which score papers and provide feedback immediately, have been used. To better understand the potential and limitations of these tools, this study has four main objectives: (1) to examine how AWE scores agree with instructors' scores given for students' essays (2) to investigate the effectiveness of AWE feedback in the context of error reduction (3) to explore how students and (4) the instructors view the use of AWE tools. To achieve these objectives, a mixed-method approach was adopted. The quantitative analyses were carried out to explore the correlation between the seven instructors' scores and AWE scores. To explore the effectiveness of AWE feedback in error correction, the changes in errors of the experimental group (n=18), receiving AWE feedback, and the control group (n=20), receiving teacher feedback, were analyzed. Moreover, written reflection reports of students and semi-structured interviews conducted with both students and the instructors were analyzed using the Constant Comparison Method. The results indicated that there was a positive and highly significant correlation between AWE scores and the instructors' scores. Both AWE feedback and teacher feedback were effective in reducing errors in 11 categories, whereas the AWE feedback might be more effective in reducing errors in mechanics and usage categories. Finally, it was revealed that both students' and teachers' views on the use of AWE were positive, albeit there were minor limitations expressed.
İngilizce öğretmenlerinin video aracılıklı etkileşimde jest kullanımlarının amaçları ve dizisel düzeni üzerine bir çalışma: Konuşma çözümlemesi yaklaşımı
The purpose of this study is to provide a detailed description of how English as a Foreign Language (EFL) teachers deploy gestures during online synchronous video-mediated interaction (VMI) in an EFL preparatory school from a microanalysis perspective of Conversation analysis (CA). The main aim of this study is to reveal the functions of EFL teachers' gesture use during online synchronous VMI in a higher education setting. The secondary aim is to unfold the features of the sequential organizations of EFL teachers' gesture use in online synchronous VMI. To achieve these purposes, a qualitative research method was adopted. The qualitative data gathered from video-mediated second language (L2) teaching interaction in an English preparatory school at a state university in Turkey were analyzed using CA. The analyses demonstrated that the teachers mainly use several online classroom gestures for language explanation and interaction management. Furthermore, a close examination of the data also displayed that the EFL teachers deploy their gestures to explain vocabularies and grammar structures. Besides, it was observed that the teachers' gestures were also utilized to manage the online classroom interaction and give instruction. Finally, these findings were discussed in the light of relevant previous studies, and pedagogical implications for in-service and pre-service teachers were explained, followed by suggestions for further studies.
Sınıf dışı bir okuma programına harmanlanmış öğrenmenin dahil edilmesi üzerine bir çalışma: İngilizce öğrenen üniversite öğrencilerin üzerindeki etkisi
The current study integrated blended learning into extensive reading (ER) and implemented a blended ER program with 14 EFL learners studying in an English preparatory program at a private university in Turkiye. The primary aim of the current study was to trace any changes in the participants' attitudes towards reading in English and to unearth their views of the blended ER program. To investigate the change in the participants' reading attitudes, quantitative data were collected through a pre- and post- test. Qualitative data were obtained from weekly reflective logs and semi-structured interviews after the blended ER program to explore their views. Based on the quantitative results, the participants' attitudes towards reading in English changed significantly throughout the blended ER program. As for the qualitative findings, the participants greatly appreciated the blended ER program, and their reading experiences were enhanced. The qualitative results also supported the positive change in the participants' reading attitudes. The participants also stated some challenges and weaknesses of the blended ER program, such as the design of the program, digital reading, and language difficulties. The findings of the study would shed light on the effects of the blended ER program on EFL learners. Pedagogical implications and suggestions for further studies are presented. Keywords: Blended extensive reading, Digital reading, Extensive reading in EFL, Reading attitudes in L2.
İngilizce öğretmen adaylarının sınıf içi etkileşime yönelik algıları ve yansıtmaları
This study aims to unveil perceptions and reflections of the pre-service EFL teachers on classroom interaction, factors affecting classroom interaction and the ways to improve classroom interaction. For this aim, a qualitative research design was used. A total of 110 pre-service EFL teachers took part in the study and filled a perception questionnaire regarding their perceptions and reflections on classroom interaction. Besides, a group of seven pre-service teachers were also asked to write self-reflection reports and peer reflection reports regarding classroom interaction right after their teaching practices during practicum for four weeks. Field notes were also taken by the researcher during practicum and finally, semi-structured interviews were conducted with those seven pre-service teachers. The qualitative data gathered were analyzed by using the Constant Comparison Method. The findings revealed that classroom interaction has positive effects on language learning environments in many ways according to the pre-service teachers. Besides, it was indicated that they were aware of the factors affecting classroom interaction and provided detailed information about them. Lastly, the participants stated plenty of ideas concerning the ways to develop interaction in the classroom. The findings of the study were discussed by referring to the relevant literature and various implications were drawn as well as providing suggestions for further research.
İngilizceyi yabancı dil olarak öğreten öğretim elemanlarının dil öğretiminde derlem kullanımına yönelik bakış açılarının araştırılması
The purpose of this study was twofold: to explore EFL university instructors' familiarity with corpus use and to investigate their views on the use of corpora in language teaching based on firsthand experiences during a seven-week training program on corpus-based language teaching. In the initial phase of the study, quantitative data were collected from 89 EFL university instructors via a background questionnaire on corpus use. As for the second phase of the study, qualitative data were obtained from 10 EFL university instructors who took part in the training developed for the research context through reflective logs and semi-structured interviews. The quantitative data were analyzed descriptively, and the qualitative data were analyzed using the Constant Comparative Method. Based on the findings, it was found out that the university instructors' familiarity with corpora was low. In the second phase of the study, the findings revealed the importance of implementing in-service training as the university instructors gained awareness, knowledge, and skills required for corpus use in language pedagogy. The findings also pointed out some benefits (e.g., effectiveness in error correction, usefulness in vocabulary instruction, helpful for accessing authentic/reference source) and drawbacks (e.g., difficulties in material preparation, difficulties in students' interaction with corpora, impracticality with low proficiency level) of using corpora in language teaching. Finally, these findings were discussed in the light of the relevant literature, and pedagogical implications were presented along with suggestions for further studies.
Çokmodlu mobil destekli dil eğitimi sınıf uygulamaları: Öğretmen adayı eğitimi üzerine bir çalışma
In the field of language education, mobile technologies enable ubiquitous and multimodal opportunities for learners to access, share, and construct knowledge. However, it has been observed that although integrating the recent mobile technologies into teaching is positively accepted by many EFL teachers, still they have a lack of guidance on how to implement them in teaching. Therefore, the current study is designed to develop and offer a training model for EFL pre-service teachers on multimodal mobile assisted language learning. Furthermore, this study aims to understand EFL pre-service teachers' views on integrating multimodal mobile technologies into teaching English by providing them opportunities for actual teaching experiences. A total of 16 fourth-grade pre-service teachers enrolled in the Teaching Practice course in the ELT Department in a state university in Turkey participated in this study. Designed as mixed method research, both quantitative and qualitative data were collected over 12 weeks. Participants were given training on Multimodal Mobile Assisted Language Learning (M-MALL) through eight weeks and were asked to implement M-MALL in their lessons with high school EFL learners at their practice schools. In order to understand their views on the training they received, they were asked to write a reflective diary after the completion of the training period. Furthermore, to investigate their views on M-MALL through their actual teaching experience, data-led reflective diaries were collected weekly from the participants who wrote reflections both for their own lessons and their peers' lessons with M-MALL integration. In order to identify the EFL pre-service teachers' perceptions towards mobile-learning MLPS scale was implemented at the beginning and the end of this process. Finally, to better understand participants' views on the whole process semi-structure interview was conducted in the end. The results of this study showed that participants found M-MALL training contributive to their teaching and rich in content. Similarly, they indicated that using M-MAL in the lessons was contributive to both EFL learners' learning and to EFL lessons. PSTs expressed that they experienced positive feelings during M-MALL integration and indicated some prerequisite conditions for M-MALL to be implemented successfully in the EFL lessons. Finally, they highlighted some problems they faced and offered some possible solutions. The participants' perception levels towards M-learning increased positively at the end of the study. In the light of these findings, certain implications on EFL teacher education on M-MALL integration and precautions to eliminate deficiencies in MALL were shared.