Dr. Öğr. Üyesi Gürcan Demirogları danışmanlığındaki tezler

2023

The effect of puppet-based instruction on English academic achievements, attitudes, and retention of 2nd grade young learners

The aim of this study is to examine the effect of puppet-based instruction on English academic achievement, learning attitudes, and retention levels of 2nd grade primary school students. A quasi-experimental model with a pre-test post-test control group was used to conduct the study. The Smiley Face Language Attitude Scale developed by Çelik (2015) and the Academic Achievement Test developed by the researcher were used as data collection tools. The study was conducted with 2nd grade students in two different classes at Hatice Karslıgil Primary School in Şahinbey district center of Gaziantep province in the 2022/2023 academic year. Since the classes were randomly assigned by the school administration at the beginning of the year, the experimental and control groups were determined by using random assignment. There were 60 students in the study, 30 students from class 3/D, the experimental group, and 30 students from class 3/F, the control group. The study lasted eight weeks in total. At the beginning of the study, the Smiley Face Language Attitude Scale was administered to the experimental and control groups as a pre-test. During a four weeks period, the experimental group was taught English with puppets whereas the control group was taught English using traditional methods. At the end of four weeks, the same attitude scale was applied to the students as a post-test. In addition, the Academic Achievement Test prepared by the researcher was applied as an immediate post-test. After a 3-week period, the same Academic Achievement Test was distributed to the students as a retention test. The data obtained from the research were analyzed using the SPSS (Statistical Package for Social Sciences) program. The Mann-Whitney U test was applied to the collected data to reveal the differentiation of academic achievement and attitudes of the students according to their groups (experimental/control). The Wilcoxon Signed Ranks test was applied to reveal the differentiation between the attitude scale pre-test and post-test of each group and the differentiation in the achievement test post-test and retention test. At the same time, the Mann-Whitney U test was used to determine the differentiation of the attitude scale post-test scores of the experimental group students according to gender. According to the findings obtained from the study, it can be concluded that the activities carried out within the scope of teaching English with puppets positively affect students' academic achievement, learning attitudes towards English, and retention skills.

Merve Ergin

2023

Techno pedagogy in ELT: A study on EFL instructors' techno pedagogy efficacy and perspectives in higher education

The use of technology in EFL classrooms has become more common., although instructors' readiness is still an obstacle to its efficient implementation. This study examines the significant relationship between the effectiveness of technology in teaching and the views of EFL instructors in higher education. This study utilized a mixed-method approach to examine the self-efficacy and perspectives of instructors in utilizing technology for language teaching. It also considered the distinction between data and the instructors' personal experiences. Quantitative data collected from 54 instructors using a validated TPACK scale demonstrated moderate to high efficacy levels, with excellent content and pedagogical competence. However, a gap in Technological Pedagogical Content Knowledge (TPACK) emerged, emphasizing the challenge of integrating technology, pedagogy, and content. Surprisingly, no major differences in efficacy were seen between gender, educational background, or age. However, teaching experience had a statistically significant impact, with instructors in their first five years exhibiting the highest levels. In-depth interviews with six instructors provided qualitative results that provided an extensive overview of their personal experiences and opinions. While accepting technology's potential to improve engagement, interactivity, and varied learning styles, different degrees of competency and confidence emerged. The study found factors that promote or prevent successful integration, such as the use of gamification, integration of authentic materials, integration of apps, and an ongoing demand for support in addressing issues and adapting to new technology. The results establish an outline for tailored professional development programs, questioning traditional perspectives on the integration of technology and highlighting the significance of personal use, continuous learning, and adaptability. In essence, by bridging the gap between theory and practice, increasing confidence and competence in technology integration, and eventually improving the learning environment for EFL students, this study supports both instructors and institutions.

Mehmet Serkan Balta

Social justice or injustice in efl: A comparative analysis of differences between private and state secondary schools

The objective of this study is to investigate the potential social injustices in English as a foreign language learning (EFL) classrooms resulting from inequalities in access to EFL learning resources arising from secondary school learners' socioeconomic background differences. Employing a qualitative research method, the study conducted two sequential data collection phases. The data was gathered through naturalistic observations and semi-structured interviews. Observational studies were performed on 120 participants in state school and 80 participants in private school. The differences and similarities in EFL learning opportunities between state and private schools and learners' overall willingness to engage in EFL learning activities were observed during three consecutive weeks. Following that, two semi-structured interviews titled "Learning Opportunities in EFL Context" with 11 open-ended questions and "Motivation in Language Learning and Willingness to Participate in Language Classrooms" with 7 open-ended questions were utilized with 5 participants from the state school and 5 participants from the private school. Content and descriptive analyses were applied in order to obtain rich and comprehensive results. Findings of the study underscored the presence of social injustice in accessing high quality EFL learning opportunities, both in and outside of school, between state school and private school learners. Learners from lower socioeconomic backgrounds at state schools have evidently limited access to additional and supportive EFL learning opportunities compared to their counterparts of higher SES at private schools. Remarkable disparities among secondary school learners of different SES were revealed regarding EFL course hours, quality of EFL course materials, diversity of extracurricular activities and parental support. The findings also highlighted that this inequality in the distribution of learning recourses resulted in fluctuation in learners' motivation to study EFL, especially in terms of integrative motivation. The results revealed that learners at private schools displayed a higher level of integrative motivation to participate in EFL studies. State school learners possess lower integrative motivation since they did not have international aims such as studying or living abroad. However both types of school learners demonstrated instrumental motivation to some extent. Findings of interview studies also highlighted the significance of instructor-learner relationship on learners' EFL learning motivation. Both private and state school learners mentioned that negative attitude demonstrated by their instructors during the classes dropped their motivation to engage in the classroom activities. In conclusion, the findings of this research hold significant implications for both policymakers and educators in the field of EFL education, especially in the framework of critical pedagogy (CP). This study also underlines the need for educational reforms referring this social injustice in the field of EFL education by providing higher quality of learning opportunities and learning environments for socioeconomically disadvantaged learners.

Sena Özönen

An investigation of LMS integration regarding formative assessment at tertiary level: Challenges and instructor-friendly solutions

The purpose of this research study is to investigate the attitudes of English as Foreign Language (EFL) preparatory school instructors regarding the practice of online assessment using a learning management system (LMS) and the challenges they encountered during the process. A qualitative research design based on a case study was implemented to reveal instructors' experiences before, during and after the COVID-19 Pandemic. A focus group was used to gather research data through interviews to present diverse and intricate aspects of online assessment. Preceding the pandemic, most instructors possessed limited knowledge and experience, mostly confined to personal experience or other educational contexts. Along with the pandemic, rapid migration to online education entailed significant challenges regarding technological challenges and the integrity and efficiency of assessment. The instructors faced challenges during exam preparation, such as connectivity problems, unfamiliarity with the LMS and system faults. These technical issues were accompanied by challenges during the administration of online exams, such as assessment challenges (e.g. grading open-ended questions). Moreover, difficulties regarding cheating and plagiarism detection, legal and academic consequences, and reliability of online assessment after assessing students online were covered. Nevertheless, instructors' technological advancements and adaptation of online assessment tools after the pandemic shutdown were highlighted. Still, increased instructor responsibilities remain concerning. The study underlines the need and importance of persistent support and development to make it efficient and reliable. Consequently, the study provides viewpoints into the complicated and evolving nature of online assessment in EFL education and highlights the need for ongoing support and improvement to enhance its usefulness.

Ali Kalli

Exploring English-speaking anxiety and foreign language enjoyment among secondary school students

English-speaking anxiety (ESA) is a feeling frequently encountered by students during English education in our country. It is a known fact that ESA is a negative emotion and has negative effects on language learning. Apart from this, the notion of Foreign Language Enjoyment (FLE), distinct from anxiety, constitutes a positive emotion in contrast. This inquiry centers on the correlational analysis between ESA and FLE within the educational context of secondary school learners. Additionally, the study explores the impact of several independent variables, including grade level, gender, and type of school, on secondary school students' levels of ESA and FLE. To investigate the correlation between ESA and FLE, a relational survey model, a well-established quantitative methodology, was chosen. The "English Speaking Anxiety Scale", designed by Orakçı (2018), was used to collect data. To assess students' FLE the study employed the well-established "Foreign Language Enjoyment Scale" developed by Dewaele and MacIntyre (2014). The data was analyzed using the SPSS software. The findings of this study revealed that secondary school students exhibit a moderate level of ESA, while concurrently demonstrating high levels of FLE. Moreover, it was observed that independent variables such as grade level, gender, and type of school could have an impact on ESA and FLE. Lastly, the findings reveal a weak negative correlation between ESA and FLE. The outcomes of this investigation emphasize the significance of acknowledging the array of emotions encountered by secondary school students throughout their English language learning endeavor.

Muhammed Alperen Kılıç

An investigation of high school students' attitudes towards English language learning by using literary texts

This qualitative study was conducted at a public high school in a rural area of Şanlıurfa province, Turkey, involving high school students with A2 proficiency level in English. The coursebooks used in their English lessons exceeded their language proficiency, which contributed to language acquisition challenges due to the artificial content and limited opportunities for the real-life usage of English. Consequently, students developed negative attitudes toward English lessons and the language learning process, leading to interruptions in their language development. In this study, literary texts selected based on the students' interests and needs, along with lesson plans aligned with the intended outcomes of these texts, were implemented with 36 students over a 7-week period. The aim of the study was to explore changes in students' attitudes toward English and the language learning process. After each lesson, students were asked to write their experiences and attitudes towards the literary texts and the lessons in their journals. At the end of the study, these journals were collected and analyzed through content analysis using a coding method. The findings indicated that incorporating literary texts into English lessons had a positive impact on students' attitudes toward English and the language learning process. Additionally, the study observed a positive increase in students' interest and attitudes toward literary texts throughout the implementation period.

Merve Demiröz

The implementation of drama in language teaching: Exploring its effects on EFL learners' attitudes and self-efficacy at the high school level

Drama, a form of artistic expression with roots in antiquity, is frequently utilized in educational contexts for diverse purposes and is widely regarded as a means to enhance students' learning experiences. This study investigates the potential impact of drama-based activities on high school students' attitudes toward learning English and their self-efficacy beliefs regarding English language acquisition. Employing a mixed-methods research design, the study integrates both quantitative and qualitative approaches. Quantitative data were collected through the administration of two pre-test and post-test questionnaires: one measuring attitudes toward learning English as a foreign language and the other evaluating self-efficacy beliefs across the four language skills. Qualitative data were gathered using face-to-face semi-structured interviews, student diaries, and observation forms, aiming to explore how drama-based activities influence the attitudes and self-efficacy beliefs of the experimental group. A purposive sampling method was used to select 36 students from a private high school, who were subsequently divided into experimental and control groups. The intervention spanned an eight-week period. The quantitative results indicate that drama-based activities positively influence high school students' attitudes and self-efficacy beliefs toward English language learning when comparing the experimental and control groups. However, within the experimental group, while improvements in attitude levels were observed between pre-test and post-test measurements, these changes were not statistically significant. In contrast, the qualitative findings derived from semi-structured interviews and student diaries reveal overwhelmingly positive perceptions of drama-based activities among participants. In summary, the findings suggest that drama-based activities can foster a positive transformation in students' attitudes and self-efficacy beliefs regarding English language learning. The study highlights the potential of drama as an effective pedagogical tool in language education, advocating its inclusion in curricula to enhance learning outcomes.

Mazlum Çankaya

Empowering teachers as agents of change: English language teachers' proactive personality through job crafting

This study was conducted to examine the role of EFL teachers' proactive personality through their job crafting considering their levels of work engagement. The data of this study obtained from the teachers working in the Schools of Foreign Languages at foundation and state universities in Çukurova Region, Türkiye, was carried out in accordance with mixed methods. Through data collection, three questionnaires, measuring EFL teachers' proactive personality, job crafting, and levels of work engagement, in the quantitative dimension of the study, and following the quantitative dimension, semi-structured interviews in the qualitative dimension were carried out. Within the scope of research questions in this study, descriptive, correlational, and simple linear regression analyses were performed to analyse the quantitative data, and content-based and descriptive analyses were conducted to analyse the qualitative data. The findings of this study primarily showed that EFL teachers' proactive personality significantly predict their job crafting; however, their proactive personality has no significant role as a predictor for their levels of work engagement in the quantitative dimension of the study since there is no significant relationship between EFL teachers' proactive personality and work engagement. On the contrary, the qualitative dimension of the study revealed that the teachers' proactive personality impacts their work engagement through job crafting. To conclude, the results of this study were discussed within the framework of previous research conducted in the literature.

Nuşin Ekinci

Echoes across borders: A study on the interplay between international posture and personality traits among english translation and interpreting students

This study investigates the relationship between international posture and personality traits among undergraduate students enrolled in a translation and interpreting program at a university located in the Mediterranean region of Türkiye. The sample consisted of 147 students from Çağ University who participated by completing an online survey, which included the International Posture Scale (Yashima, 2009) and the Big Five Inventory-2 (Soto, C. J., & John, O. P., 2017). Additionally, a demographic information form was used to analyze the influence of contextual variables. The findings revealed that personality traits such as openness to experience and extraversion are significant positive predictors of international posture. Hierarchical regression analyses also indicated that while certain demographic factors (e.g., school year, parental education) have limited predictive power, personality traits offer a stronger explanatory framework for understanding students' global orientations. These results underline the importance of fostering personality development and intercultural awareness in translator training programs. However, the study is limited by its reliance on self-report instruments and its focus on a specific student population. Future research could adopt longitudinal or mixed-method designs to explore how international posture evolves over time in response to educational interventions. The study highlights the need for integrating global communication competencies into language and translation education to cultivate internationally minded professionals.

İnci Akkuzu

Human or machine? A study on the role of ai and teacher feedback in writing instruction for EFL learners

This study examines the impact of AI-generated feedback through ChatGPT on the writing progression of students learning English as a Foreign Language (EFL). The research took place during the Spring 2025 semester with students in the School of Foreign Languages at Necmettin Erbakan University and utilized a mixed-methods approach to record both quantitative and qualitative data to investigate the improvement of writing and student beliefs. 24 B1 level preparatory students took part in the study, receiving AI generated feedback through ChatGPT on a writing assignment. Writing performance was assessed through pre-tests and post-tests. Additionally, student reflections and interviews provided insight into their experiences with each feedback type. The results showed that while both forms of feedback contributed to students' writing development, AI-supported feedback appeared to enhance student motivation and writing quality in some cases. However, students still valued teacher feedback for its clarity, personal tone, and instructional depth. Overall, the findings suggest that ChatGPT can be an effective supplementary tool in writing instruction, especially when used alongside traditional teacher feedback.

Ali Yasin Yılmaz