Theses supervised by Dr. Öğr. Üyesi Aysun Dağtaş
14 theses · Çağ University
Investigating social-emotional language learning competencies of EFL learners in distance education
This study is aimed to investigate SEFLL competencies of university students studying in distance education. Zaimoğlu's (2018) "Social-Emotional Foreign Language Learning Scale" (SEFLLS) was used to identify students' SEFLL competencies in distance education. Additionally, this study examines whether there are significant differences in students' SEFLL competencies according to their demographic characteristics such as gender, age, English level, high school background, and department. Also, the study examines the relationship between SEFLLS subscales. The sample of this study consists of 126 preparatory students. The findings indicated that participants in distance education had a comparatively higher level of competency in social relations and decision-making than self-regulation. Moreover, the results indicated that the participants' gender, high school background, and department all impacted their SEFLL competencies. Furthermore, results illustrated that there is a significant, positive and strong correlation between subscales of the SEFLLS.
Exploring the awareness of university EFL lecturers on attention deficit hyperactivity disorder
Attention deficit hyperactivity disorder (ADHD) is a disorder whose effects can be observed from a very young age. Even people ranging in age from 1 to 4 can experience its symptoms. This may lead to the misperception that the disorder concerns only the individuals at a tender age. But in fact, ADHD is a life-long situation that changes and develops as the personages. In adults, hyperactivity may decrease, but symptoms such as impulsivity, restlessness, and difficulty concentrating may persist. For this reason, it is important that university EFL teachers have sufficient knowledge about ADHD in order to educate these students more efficiently. This study aims to investigate the awareness of EFL teachers on ADHD. 160 EFL teachers working at 3 private universities and 4 state universities in different regions of Turkey participated in the survey. The survey also reveals the effect of demographic characteristics on their level of knowledge about ADHD. In order to get in-debth information, semi-structured interviews were conducted with 8 English teachers selected among the participants. According to the Attention Deficit Hyperactivity Disorder Scale, teachers' average awareness level is moderate. Demographic variables such as gender, educational background, expert support, in-service training, books, pamphlets, handouts, teaching experience, and having students diagnosed with ADHD were found to be ineffective on EFL teachers' level of knowledge about this disorder. It has been determined that the ADHD training course, the number of students with ADHD, articles, TV programs and the internet are effective on teachers' ADHD knowledge. The results revealed that teachers need training to increase their theoretical and practical acquisitions in this field.
Exploring transactional distance in online language learning
Throughout history, no one has ever seen so many rapid changes in the world as they have encountered after the 3rd Industrial Revolution. Industrial developments have brought technological developments and innovations and introduced modern web tools in the 21st century. The tendency of change updated the outdated traditional educational system, and researchers started to question if online education may be integrated into the traditional educational system in the future or maybe successfully replace it. Recently, both in our country and in the world, because of the impact of the COVID-19 pandemic, this utopic idea has prevailed to be accurate and possible that distance education may replace the traditional education system. Technology and modern web 2.0 tools have been integrated into education and thus, proved to have so many advantages. However, it has brought so many disadvantages, too. One of the most disadvantageous and unfortunate ones is learners' Transactional Distance (TD) handicap, which means the deep feeling of isolation, dissatisfaction, and unwillingness while taking online lessons through web 2.0 tools. In this study, great attention is paid to the notion of TD and the relationship between Online Language Education (OLE) and TD. It is also attempted to find out if web 2.0 tools help reduce TD among learners or not. This study includes 211 high school students studying at a state school- Çukurova Electricity Vocational and Technical High School-ÇEMTAL, Çukurova, Adana and having taken online lessons through EBA and ZOOM applications during the 2020-2021 Educational Year. The study results indicate that student-student interaction has the highest effect on decreasing the TD levels of students. According to the results of demographic data by age and grades, there is no statistically significant difference in the total TD scale. However, the results indicate that especially ages of 15 and 18+ benefit more from the teacher. As the students get older, the interaction between them increases. Similarly, grade 2 students benefit less from the student-student interaction than grades 3 and 4. Related to the results of correlation analysis, all the sub-dimensions of the TD scale have a positive relationship with each other. Student-student and student-online program interaction sub-dimensions have a high positive relationship with the total TD. More investment in students and online programs will help decrease the TD level. Key Words: Online education, Online Learning, OLE, OLL, Transactional Distance, WEB 2.0 tools
Exploring language teachers' beliefs about inter-cultural competence and their cultural practices
Intercultural competence is one of the most important components of language learning today. Teachers bear the responsibility for educating intercultural competent individuals in the classroom. The purpose of this study is to determine the beliefs and practices of English as a Foreign Language [EFL] teachers regarding intercultural competence and their cultural practices in the classroom. It examines whether teachers' intercultural beliefs and classroom practices differ in line with variables such as gender, education level, school type, years of experience and erasmus experience. To answer these questions, the 'Intercultural Competence for Teachers' questionnaire developed by Sercu (2005) was used. 122 English teachers working in Mersin participated in the survey. The survey was conducted online. Descriptive statistics, t-tests and ANOVA were utilized.The results of the survey indicate that teachers are willing to incorporate intercultural competence into their teaching and that they understand the importance of intercultural competence in their English classes.
Exploring the relationship between mindfulness and learner autonomy in EFL context
This study was conducted to explore the relationship between mindfulness and learner autonomy in EFL context. The study also examined the perceptions of the students in terms of mindfulness and learner autonomy. With these aims, the study was carried out in a state university in Elazığ, Turkey, with 155 preparatory class students. Adopting a mixed research design, the researcher employed both qualitative and quantitative data collection tools: two scales including Mindful Attention and Awareness Scale and Autonomy Perception Scale were administered to the students, and semi-structured interview was used to learn about students' perceptions related to the aforementioned issues. The quantitative data were analyzed using descriptive statistics, independent two samples t-tests, Pearson correlation and the qualitative data were analysed via content analysis. The results showed that there was a small correlation between mindfulness and learner autonomy. Additionally, the students were found to have a low level of autonomy and a moderate level of mindfulness. Females and males did not differ in terms of mindfulness while females turned out to be more autonomous than males. Qualitative data analysis also supported that the students did not perform mindful and autonomous behaviours adequately.
An investigation into motivation and job satisfaction levels of efl instructors
This study aimed to investigate the levels of motivation and job satisfaction experienced by EFL instructors employed at the School of Foreign Languages, and to reveal the correlation between these two concepts. Additionally, the current study also aimed to investigate whether the motivation and job satisfaction levels of EFL instructors vary based on their gender, age, educational background, and professional seniority. This study was carried out with 146 EFL instructors from 7 different universities using the convenience sampling method. The Teacher Motivation Scale by Polat (2010) and the Minnesota Job Satisfaction Scale by Baycan (1985) were used. As a result of the study, EFL instructors' motivation and job satisfaction levels were discovered to be high; and a significant, strong, and positive correlation was found between these two concepts. Considering the correlation between demographic variables and motivation, the current study found that the motivation level of EFL instructors varied significantly only depending on gender, and that female instructors had a higher motivation level than male instructors. Additionally, the motivation level of EFL instructors did not differ significantly difference depending on age, educational background, and professional seniority. Considering the correlation between demographic variables and job satisfaction, the results showed that the job satisfaction level of EFL instructors did not significantly vary according to gender, age, educational background, and professional seniority.
Exploring the relationship between 21st century skills and uncertainty management skills of efl learners
21st century's arrival has made important changes and necessitated the competency in new skills for everyone. In order to equip the students with 21st century skills, foreign language curriculum has been adjusted in the recent years. These skills have also caused a major uncertainty among the learners and teachers. Uncertain situations in foreign language classrooms may be interpreted differently by some students and sometimes these interpretations may be positive or negative. Emotions caused as a result of uncertain situations can support or hinder the language learning process and the development of 21st century skills unless they are managed properly. The goal of this study was to investigate relationship between the skill levels of 21st century and uncertainty management levels of high school foreign language learners in a school located in southeast region of Turkey. The data was collected with the application of two separate surveys and analyzed through descriptive, inferential and correlational tests. The results of these tests indicated that age is one of the key factors to determine the students' levels of 21st century skills and uncertainty management. It was also revealed that gender was not a determining factor in the students' 21st century skills. However, it affected the uncertainty management levels and frequency of the students managing their experiences of uncertainty greatly. The study also shed light upon the link between 21st century skills and uncertainty and showed that these two variables have a strong relationship and affected one another greatly.
Exploring the role of self-efficacy beliefs of EFL teachers on their job crafting behaviours
The purpose of this research is to investigate how the self-efficacy beliefs of English as Foreign Language (EFL) teachers relate to their job crafting behaviours and to what extent self-efficacy beliefs predict job crafting behaviours. Additionally, the study examines the differences in these constructs based on demographic factors including age, professional experience, educational background, and institution type. 131 EFL teachers in Kayseri took part in the research, and data was gathered using the "Job Crafting Scale" (JCS) and the "Teachers' Self-Efficacy Beliefs Scale" (TSES). Descriptive analysis, Pearson correlation analysis, one-way ANOVA, independent samples t-tests and simple linear regression analyses were used to analyze data. The results revealed an important affirmative relationship between EFL teachers' self-efficacy beliefs and their job crafting behaviours. Regression analysis displayed that self-efficacy beliefs considerably estimated job crafting behaviours, indicating that higher self-efficacy beliefs lead to higher engagement in job crafting behaviours. ANOVA results indicated remarkable differences in self-efficacy beliefs and job crafting behaviours based upon years of experience and educational background, while no significant differences were observed based on gender and age. The findings underline the significance of fostering self-efficacy beliefs via targeted professional improvement programs to enhance teachers' job crafting behaviours. Designing in-service training programs to develop teachers' professional skills is advised in this situation. The study offers insightful information that helps teachers become more proficient in the area of English Language Teaching (ELT) and raise student accomplishment.
Exploring the effect of social justice on cultural sensitivity among middle school English teachers
This research investigates how social justice and cultural sensitivity are related within the framework of critical pedagogy in secondary schools in Şanlıurfa, Türkiye, a city famous for its rich cultural diversity. The study is based on the principles of critical pedagogy and examines how English language teachers' ideas about social justice affect their cultural sensitivity in classrooms filled with multicultural dynamics. The research also sheds light on how demographic factors such as educational qualifications, professional development, age, and educational experience affect cultural sensitivity practices of social justice. In this research, a quantitative approach was used with validated measurement tools for cultural sensitivity and social justice. Descriptive, inferential, correlational and regression statistical analyses were used to determine the perceptions of participants, differences between demographic variables, and the effect of social justice perception on cultural sensitivity. The findings, which showed a strong predictive relationship between feelings of social justice and cultural sensitivity, emphasized how important it is for educational environments to be equitable and inclusive. This study aims to contribute to the growing literature on inclusive education by considering cultural sensitivity and social justice within the broader context of critical pedagogy. It also provides important insights for teacher training programs, curriculum reforms, and educational policy development.
Exploring Turkish EFL teachers' perceptions and classroom practices regarding intercultural communicative competence
The ability to utilize a foreign language effectively in linguistic, sociolinguistic, and pragmatic circumstances is known as Communicative Competence (CC). By incorporating cultural awareness into communication, Intercultural Communicative Competence (ICC) builds upon CC. This study investigates the viewpoints and instructional strategies of English language instructors in Turkish public schools with relation to incorporating ICC into their curricula. The survey created by Sercu (2005) was used to gather information from 127 educators in the province of Niğde. Descriptive analysis, t-tests, Kruskal-Wallis H, and Mann-Whitney U tests were among the statistical techniques used. The results show that instructors generally have a positive view of the benefits of ICC, although classroom activities are still primarily conducted in an instructor-led environment. Experiences with Erasmus+ and eTwinning were found to have a considerable impact on ICC practices, but not beliefs. Teachers' views and practices were also greatly influenced by their desire to interact with people from other cultural backgrounds. The study's conclusion highlights the need for more research in this field and offers pedagogical implications for curriculum designers and language teachers.
Exploring the digital competences of EFL teachers according to the European digital competence framework
This thesis examines the digital competence levels of English language instructors working at the Schools of Foreign Languages in Turkish universities, based on the European Digital Competence Framework for Educators (DigCompEdu). The study investigates how instructors integrate digital technologies into their teaching practices and whether their competence levels differ according to gender, age, teaching experience, educational background, and type of university. Employing a mixed-methods research design, quantitative data were collected using the DigCompEdu scale and analysed through statistical methods, while qualitative data were obtained through semi-structured interviews and analysed using content analysis. The findings reveal that participants are generally at the B1 (Integrator) level, indicating that while instructors can integrate digital tools at a basic level, they face limitations in advanced and creative uses. The results highlight the importance of professional development programs aimed at enhancing instructors' digital pedagogical competencies.
Exploring the relationship between teachers' innovative behaviour and artificial intelligence – technological pedagogical content knowledge (AI-TPACK)
This study explores the relationship between English as a Foreign Language (EFL) teachers' Artificial Intelligence-Technological Pedagogical Content Knowledge (AI-TPACK) and their innovative teaching behaviors in the Çukurova Region of Türkiye. Utilizing a quantitative, correlational research design, data were collected from 152 in-service EFL teachers through AI-TPACK and Innovative Work Behavior (IWB) scales, along with demographic information. The results revealed a generally high level of AI-TPACK proficiency and a moderately high level of innovative work behavior among participants. Statistically significant differences in AI-TPACK scores were observed based on educational attainment, school type, and age, with younger, more educated, and private school teachers reporting higher AI-TPACK levels. However, demographic factors such as gender, age, and teaching experience showed no significant differences in innovative behavior levels. Importantly, a positive and statistically significant correlation was found between AI-TPACK knowledge and innovative work behavior.
Exploring the perceptions of EFL teachers towards using mobile applications as instructional tools
The current study investigated English as a Foreign Language (EFL) teachers' perceptions of using mobile applications as instructional tools and whether that perception differed based on age, gender, teaching experience, or school level. The study was conducted in public schools in Siirt, Turkey, with 159 EFL teachers from different demographic backgrounds. A descriptive, cross-sectional design was used, and data were collected by the Mobile Learning Perception Scale (MLPS). Potential differences were determined using parametric tests (T-test and ANOVA). The results showed that teachers generally viewed mobile applications positively and recognized their potential to enhance the language learning process beyond the traditional classroom context. In addition, no statistically significant differences were found according to the demographic factors, which suggests that positive perceptions transcend age, gender, experience, and school level. Overall, the findings of this study provide evidence supporting that EFL teachers perceive the emerging applications of mobile education as a valuable resource for instruction and highlight how the use of mobile-set strategies for this purpose has the potential for enriching and diversifying language education.
Applying the role critical pedagogy in elt through art and drama
This study explores the role of critical pedagogy in English Language Teaching (ELT) through the mediums of art and drama, drawing on Paulo Freire's principles of fostering critical consciousness among learners. By integrating the challenging and thought-provoking artworks of Mona Hatoum, this research aims to delve into how art and drama can enhance critical thinking, cultural awareness, and social justice in ELT settings. The methodological approach is quantitative and qualitative, situated within the interpretive research paradigm, and focuses on the experiences, beliefs, and interpretations of 18 participants aged 23 to 24 enrolled in an ELT program. These participants were purposively selected for their interest in art as a medium for language learning and their willingness to engage in reflective practices, with a diversity of linguistic and cultural backgrounds considered to enrich the interpretive depth of the study. Data collection methods include critical pedagogy principles scale, reflective journals, semi-structured interviews, and participant observations during workshops and discussions. These instruments are designed to capture the participants' reflective processes and interpretations of Hatoum's artworks, their emotional and cognitive responses, and the impact of these experiences on their language learning and critical thinking skills. The study also examines how engagement with art and drama influences participants' understanding of cultural and social issues. Through thematic analysis of the collected data, the research aims to identify recurring themes, patterns, and insights that emerge from the participants' reflections and interpretations. This analysis is guided by principles of reflexivity to ensure an accurate representation of participants' experiences. Ethical considerations, including informed consent and confidentiality, are rigorously adhered to, with approval obtained from the institutional review board. The inclusion of art analysis, drama workshops, and reflective sessions is intended to provide participants with a comprehensive understanding of critical pedagogy and Mona Hatoum's art, enhancing their analytical skills and fostering a deeper, experiential comprehension of socio-political issues. This study contributes to the field of ELT by demonstrating the potential of art and drama to facilitate a more engaging, reflective, and transformative learning experience, aligned with the goals of critical pedagogy.