Theses supervised by Dr. Öğr. Üyesi Halis Necmi Akşit
10 theses · İhsan Doğramacı Bilkent University
Eğitim dili İngilizce olan bir yükseköğretim kurumundaki birinci sınıf öğrencilerinin eleştirel düşünme eğilimleri
This thesis investigates the critical thinking dispositions of undergraduate students at an English medium foundation university in Türkiye. It examines the critical thinking dispositions of students enrolled in a first year English composition course and whether their critical thinking dispositions differ according to gender, age, high school attended, attendance of an English preparatory program, and CGPA and course grade previously received in the first semester English composition course, as well as whether there is a relationship between critical thinking dispositions and CGPA. This study adopts a quantitative case research methodology, employing a combination of survey, causal-comparative and correlational design. To this end, the University of Florida/Engagement, Cognitive Maturity, Innovativeness instrument was yes to collect data. The major findings of the study include that the students report to have high moderate levels of critical thinking. They were not found to differ significantly according to the demographic factors with the exception of Cognitive Maturity, which differed significantly according to grade received in a first year English composition course. In addition, there was no significant correlation between critical thinking dispositions and CGPA. Keywords: Critical thinking, critical thinking dispositions, English for academic purposes, English medium instruction
Konuşma odaklı görevlerin kültürlerarası iletişimsel gelişimdeki rolü: yabancı dil olarak İngilizce öğreten lise ders kitapları üzerinde nitel bir içerik analizi
Recent global events and instant communication have significantly increased cross-cultural interaction. Consequently, English is now spoken by individuals from a variety of cultural backgrounds. To achieve effective communication with their interlocutors, language teaching must present knowledge and perspectives on how individuals construct the image of others as well as develop their communicative competence. In this vein, textbooks play a crucial role in facilitating the language learners' communicative and intercultural communication skills. To this end, the present study analyzed the speaking strand in four English language textbooks used in Anatolian high schools in Türkiye, in order to investigate how these textbooks facilitate intercultural communicative competence (ICC) and communicative competence (CC). The learning objectives for developing ICC (Byram, 2021), the communicative competence model (Celce-Murcia, 2008), and Littlewood's (2004, 2013) "communicative continuum" categories were utilised in analyzing speaking-focused tasks. Additionally, the speaking strand objectives were examined according to the Revised Bloom's Taxonomy (Anderson & Krathwohl, 2001) and the functions of the language (Halliday, 1975). The results regarding ICC indicated that tasks lacked depth in content, and that the inclusion of other cultures was limited. Concerning CC, it was observed that tasks required modification to incorporate various strategies allowing for more meaning-focused, authentic tasks that simulate natural language use and effective communication. Finally, the results concerning the cognitive categories and language functions provided insights into the implications of these frameworks for future textbooks. Keywords: intercultural communicative competence, communicative competence, textbook
Yapay zekâ çağında yabancı dil olarak İngilizce yazma eğitimi için yönergeler: Yorumlayıcı bir meta-sentez
This study aimed to develop guidelines for writing instruction for instructors, particularly those teaching English as a Foreign Language (EFL) in higher education contexts, to address the challenges and opportunities in an increasingly AI-integrated educational landscape. To achieve this, an interpretive meta-synthesis approach was employed, focusing on empirical quantitative and qualitative studies published in academic journals that explore the use of AI and the development of writing skills and processes involved. The researcher analyzed and synthesized the purposes, results, and implications of these studies. Through qualitative analysis using open coding and axial coding, core categories were established through selective coding. These core categories were then considered as instructional guidelines, guiding the development of guidelines for writing instruction for educators developing writing skills in English. The framework also made connections with existing international competency standards, discussing alignment with current standards, emerging gaps that are arising, policy impacts, and future directions.
Yükseköğretim bağlamında üç dilli öğrencilerin kelime öğreniminde öz düzenleme kapasitesi
This study aimed to examine the self-regulating capacity in vocabulary learning among trilingual learners in higher education context. Focusing on students enrolled in a trilingual bachelor's program at a foundation university in Türkiye, this study investigated if the perceived overall use of self-regulating capacity in vocabulary learning differed among trilingual learners based on gender, type of high school, years of undergraduate education, achievement as measured by the CGPA, achievement in the core English language classes, and participation in English and French preparatory program. Utilizing a cross-sectional single site survey, data were gathered from 83 students using the Self-Regulatory Vocabulary Learning Capacity Scale (Tseng et al., 2006) questionnaire was administered. The findings reveal that among five facets of the instrument, Environmental Control strategies were the most commonly employed, while Metacognitive Control strategies were the least utilized. Achievement in the first core Freshman English course emerged as a significant factor regarding the employment of self-regulatory strategies in vocabulary learning. In contrast, factors such as gender, type of high school, students' CGPA scores, participation in English and French preparatory programs and lastly their achievement in the second core Freshman English course did not reveal any significant differences. Finally, the results showed, for all five-facets, achievement in the first core Freshman English course was a significant factor; additionally, it was found that English preparatory program participation plays a substantial role in the use of Emotion Control strategies among students when learning vocabulary.
Yabanci dil olarak ingilizce öğreten lise ders kitaplarindaki yazma görevlerinin incelenmesi: kültürlerarasi iletişimsel yeterlik üzerine nitel bir içerik analizi
The study explores to what extent writing tasks in EFL high school textbooks in Türkiye provide a platform for developing Intercultural Communicative Competence (ICC) as conceptualized by Byram (2021). Through a qualitative content analysis, four textbooks—Uplift (Grade 9), Count Me In (Grade 10), Spice Up (Grade 11), and Notifier (Grade 12)—were analyzed using multiple theoretical frameworks. For intercultural competence, Byram's (2021) ICC model, with a focus on the Knowledge domain, was employed. To assess communicative competence, the study applied Van Ek's (1986) model, Halliday's Language Functions (1975), Adam's eight Text Types (1985, as cited in Fludernik, 2000), and Bloom's Revised Taxonomy (Anderson & Krathwohl, 2001). The findings indicate that while the writing tasks in the textbooks include some elements supporting the development of communicative competence, there are notable gaps in developing intercultural competence. The analysis of writing tasks revealed limited representation of, or exposure to, intercultural contexts, and a need for a more systematic integration of key elements of both communicative competence and intercultural competence across all grade levels. Recommendations are made for curriculum developers and textbook writers to incorporate writing tasks that enhance both communicative competence and intercultural competence for better alignment with the needs of students in a globalized world.
İngilizce dili eğitiminde kuirleşme: Hizmet öncesi İngilizce öğretmenlerinin kuir algıları
This study aimed to explore the perceptions of pre-service teachers towards discussions of queer issues in English language classrooms and in teacher education programs in Turkey. The data were collected through pre- and post-questionnaires, queer sessions, and individual interviews with preservice teachers. The findings of the study show that pre-service teachers are mostly positive about queer inclusive pedagogy both in English language classrooms and in teacher education programs. Although the participants have some reservations about the negative feedback that might come from their students, parents and the administration, they would like teacher education programs to teach how to incorporate queer issues in English language classrooms. One pedagogical implication of the study is that professors in teacher education programs might incorporate queer pedagogies in their classes. Also, language teachers need a shift towards a non-heteronormative discourse in their classes ideally with the help of queer inclusive curricula.
Sanatçının Bir Genç Adam Olarak Portresi romanının öğretimi: Uluslararası Bakalorya Diploma Programı bağlamında eleştirel öğretim üzerine yorumlayıcı bir sentez
The purpose of this study is to explore studies focusing on a literary text conducive to providing critical content within the context of International Baccalaureate (IB) Language A: language and literature for preparing instructional guidelines built around the concept of identity. To this end, the researcher selected, analyzed and synthesized studies focusing on James Joyce's A Portrait of the Artist as a Young Man. The researcher first identified second-order interpretations derived from the PhD dissertations focusing on A Portrait of the Artist as a Young Man. Then, she used them to construct third-order constructs, and further categorized them around the concept of identity which is regarded as the essential conceptual component of studies in IB language and literature courses. These constructs in the form of lines of arguments were then used to prepare guidelines to inform critical literacy instruction.
Türk dili ve edebiyatı müfredatında eleştirel düşünce yaklaşımı: Bir içerik analizi
This study first intends to explore the philosophical stance of the Turkish Language and Literature curriculum, which was redesigned in 2018, to assess extent to which it is conducive to development of critical thinking skills. Then, it aims to analyse its approach to developing critical thinking skills. To these ends, the researcher primarily used the curriculum ideologies as conceptualised by Schrio (2013), and the notion of critical thinking as conceived by Davies and Barnett (2015) as lenses. The researcher used content analysis to answer the research questions, and based on analysis, the researcher first discusses the philosophical stance of the Turkish Langue and Literature curriculum in relation to in relation Schiro's four ideologies: Scholar Academic, Social Efficiency, Learner Centered and Social Reconstruction. Then, the researcher discusses the results in relation to three movements as put forward by Davies and Barnett (2015).
Türkiye'de Anadolu lisesi bağlamında yabancı dil olarak okutulan İngilizce ders kitaplarındaki görevlerin incelenmesi
This study was an attempt to investigate tasks in four English as a Foreign Language (EFL) textbooks designed by the Ministry of National Education (MoNE) and studied in the Anatolian high schools in Turkey in the 2020-2021 education year. Specifically, the study sought to identify task characteristics the activities possess, determine task types, and explore task complexity dimensions in the selected textbooks. The study also aimed to compare and contrast the grade levels with one another regarding these issues. In line with the research purposes, three checklists were generated, drawing from relevant frameworks for task characteristics (Ellis, 2011; Ellis & Shintani, 2014), task types (Ellis, 2003, 2011) and task complexity dimensions (Robinson, 2001a, 2001b, 2003, 2007, 2008, 2011, 2015; Skehan & Foster, 2001). Then, the activities in the textbooks were analysed through content analysis. The results demonstrated that only a small part of the activities in the textbooks qualify for a task, most of them failing to satisfy the "gap" and "outcome" criteria of taskness as defined by Ellis (2009, p. 223) and Ellis and Shintani (2014, p. 135). The findings related to the task types revealed that the sequencing of the task types across the grade levels, and therefore, proficiency levels, is not in line with the recommendations by Ellis (2020). Similarly, no systematic progression from simple to complex tasks as prescribed in the SSARC model by Robinson (2015) was detected within the textbooks. Implications of the study can be considered for practice and further research on task-based language teaching.
Eğitim dili İngilizce olan bir yükseköğretim kurumunda birinci sınıf öğrencilerinin dil öğrenme stratejileri
The purpose of this study is to investigate the language learning strategies of first-year students at a foundation university in Türkiye where the medium of instruction is English. More specifically, the study aimed to explain what direct and indirect strategies, and accompanying strategy sets, were used by the students. It also examined any potential differences in the strategy used based on gender. This study used a single-case design, shifting attention to a particular and less-explored context, incorporating cross-sectional survey, and causal-comparative designs. The researcher collected the data through a survey within the framework of Strategy Inventory for Language Learning (SILL, Version 7.0) tool and 82 first-year students voluntarily participated in the study. The findings indicated that the direct strategies were preferred more than the indirect strategies. More specifically, within Direct strategies, Compensatory strategies are highly favored; in contrast, Metacognitive strategies are moderately favored across Indirect strategies. As for the least used strategies, Memory strategies as one of the groups in the Direct strategies, and Affective strategies within the Indirect strategies are favored the least. Additionally, female first-year students preferred to use direct strategies more than male first-year students although the observed difference is not statistically significant. More specifically, when Direct strategies are considered, Compensatory strategies are highly favored by both female and male first-year students, but female students use them more frequently. Similarly, among Indirect strategies, male participants highly favor Social strategies, while female participants moderately favor Metacognitive strategies the most. Finally, in relation to two strategies under the Cognitive strategies, statistically significant results favoring female students were observed. Keywords: Language learning strategies, Strategy inventory for language learning, English medium instruction, English as a foreign language, gender