Prof. Dr. İsmail Hakkı Mirici danışmanlığındaki tezler
11 tez · Hacettepe University
The influence of conventional and distance flipped instruction on EFL learners' self-regulation skills and anxiety while teaching speaking skills
Flipped learning has emerged as an innovative approach and provided interactive opportunities for students who are rapidly adopting new technologies. In a flipped classroom, learners are required to do cognitively challenging and engaging tasks in class instead of trying to do this "heavy work" at home. With the spread of the COVID-19, a new concept has also appeared: distance or online flipped instruction, which basically refers to flipping synchronous online classes. To this end, the present study attempts to find out the possible influence of conventional flipped instruction along with online flipped instruction on EFL learners' self-regulated L2 learning strategy use and foreign language classroom anxiety while teaching speaking skills. Nearly 80 A2 level students at Middle East Technical University participated in the study. Four intact classes were randomly assigned to one of the two treatment groups: experimental and control. The experimental group students started to use Google Classroom application besides their regular classes. In the experimental group, students were required to watch videos and take notes on various topics before the actual lesson. The influence of the flipped learning model on learners' self-regulatory behaviours and foreign language classroom anxiety was analyzed by comparing control and experimental groups' survey results before and after the implementation of the flipped instruction. Finally, to get a deeper understanding, semi-structured interviews were conducted with ten students to explore the learners' views in the experimental group as well.
Analysis of speaking skill in high school English language curricula and coursebooks in Turkey
The aim of the current study is to investigate the distribution of the speaking skill in the English language curricula and the coursebooks of high schools in Turkey from the perspective of Bloom's revised taxonomy. The relationship and differences between the speaking outcomes in the high school English language curricula and the speaking activities in the high school English language coursebooks have been determined according to the cognitive process and knowledge dimensions in the taxonomy. Based on a mixed-method research design, document analysis has been chosen to collect data from the high school English language curricula and the coursebooks for the grades between 9th and 12th in Turkey. Data have been analyzed through content analysis and placed into the taxonomy table. Findings have been presented with their frequencies and percentages in tables. The interpretation of the findings has been made relating to the dimensions of Bloom's revised taxonomy. At the end of the study, it has been revealed that both the speaking outcomes in the curricula and the speaking activities in the coursebooks are mostly placed in the lower order categories according to the cognitive process dimension, in all the grades except for the 12th grade. Besides, it has been found that most of the outcomes and activities are based on conceptual knowledge and there are not any outcomes or activities aiming at metacognitive knowledge. The study presents suggestions to the curriculum designers, coursebook writers, and teachers.
Influence of the linguistic multi-competence on Turkish efl teachers' pronunciation of stress-timed rhythm in English
Linguistic multi-competence holds that the knowledge of more than one language in the L2 user's mind results in an overall system in which there is a constant state of inter-connectedness between cross-language components. The aim of this study is to investigate the influence of linguistic multi-competence on L2 speech rhythm through acoustic analysis. The study design comprised the criteria of L2 evidence, (outer) baselines, multiple-language evidence, and total system. The study was conducted online via audio-conferencing. The study group consisted of seven multi-competent Turkish EFL teachers, who have successively acquired English as their L2. Across three elicitation methods, read and spontaneous speech samples were collected from the multi-competent participants for both English and Turkish. The speech data, segmented by the researcher, were analysed using Praat, measuring rhythm metrics ΔC and %V, as well as articulation rate. The acoustic analysis has yielded that the type of rhythm in Turkish speech differs from that of English, highlighting rhythm as a language-specific property that needs to be accommodated in L2 acquisition. Furthermore, it was revealed that even highly proficient non-native teachers of English bear traces of their L1 in L2 speech rhythm, which could denote that it is nearly impossible to constrain the effects of knowing multiple languages in speech production. It was accordingly concluded that rhythm, affected by the idiosyncratic state of bi/multilingual cognition, is a suprasegmental feature that needs to be integrated into the L2 user's multi-competence as part of an inter-connected meaning-making system.
Türkiye'deki İngilizce kurslarında Avrupa Dilleri Öğretimi Ortak Çerçeve Programı odaklı ölçme ve değerlendirme uygulamaları
As an offspring of the negotiation on the accession of Turkey to the European Union, the Framework has been adopted as a basis for language education policies with related implementations in the field of language testing and assessment. Although there is a growing body of research on the CEFR and language teaching, testing and assessment in formal educational settings, there is a perceived gap in the literature regarding the CEFR oriented testing and assessment practices of English language schools serving as non-formal educational settings. Considering this research gap, the prevalent aim of this study is to scrutinize the appropriateness of the current testing and assessment practices of English language schools rendering non-formal education to some European guidelines together with the Framework. Grounded upon a mixed methods research design, this study embraces quantitative data gathered from English language teachers who are also test (-item) developers at 3 private institutions rendering non-formal English language education, which are renowned for quality with the highest course attendee capacity and branches in Turkey together with the qualitative data gathered from their directors and that of the Association of Private Educational Institutions and Study Centers in Turkey (ÖZ-KUR-DER). Accordingly, the results have yielded that English language schools do not apply European guidelines in language testing and assessment thoroughly as the Framework is not adequately covered in related practices. This study has several implications for research on the development of the CEFR oriented language testing and assessment practices, and feeds into the growing body of research on the utilization of the European standards in non-formal educational settings. To sum up, in this study, the current language testing and assessment practices in non-formal educational settings, as the arteries of Turkish education economy, have been discussed to improve the quality by the exploitation of the CEFR.
The effect of a visionary motivational program on learners' ideal L2 self
This study aimed to investigate the effect of a visionary motivational program on learners' Ideal L2. The study was conducted in the academic year of 2017-2018 at a state university, Central Anatolia, Turkey. 59 female and male Turkish EFL learners formed an experimental and a control group. While the experimental group attended a visionary motivational program, the control group attended a general program. Data were collected through a survey questionnaire, semi-structured interviews and an open-ended questionnaire. Quantitative data were analyzed by using a statistical analysis program and the findings were shown in tables and interpreted afterwards. Qualitative data were analyzed using the grounded theory and the constant comparative method. The findings were listed narratively and supported with the direct quotations from the data. The results showed that the Ideal L2 self of both groups increased, but the difference between them was not at a statistically significant level. The overall comparison of the quantitative data did not yield any significant difference between the experimental and the control group in nine domains. However, only in the domain of English anxiety, the control group had a significantly lower level of anxiety after the program. The results from the qualitative data, on the other hand, revealed that both groups found their programs effective and motivating for different reasons such as feeling an increase in their self-confidence, setting broader and concrete goals, understanding the crucial role of English and getting to know themselves.
The effect of a visionary motivational program on learners' ideal L2 self
This study aimed to investigate the effect of a visionary motivational program on learners' Ideal L2. The study was conducted in the academic year of 2017-2018 at a state university, Central Anatolia, Turkey. 59 female and male Turkish EFL learners formed an experimental and a control group. While the experimental group attended a visionary motivational program, the control group attended a general program. Data were collected through a survey questionnaire, semi-structured interviews and an open-ended questionnaire. Quantitative data were analyzed by using a statistical analysis program and the findings were shown in tables and interpreted afterwards. Qualitative data were analyzed using the grounded theory and the constant comparative method. The findings were listed narratively and supported with the direct quotations from the data. The results showed that the Ideal L2 self of both groups increased, but the difference between them was not at a statistically significant level. The overall comparison of the quantitative data did not yield any significant difference between the experimental and the control group in nine domains. However, only in the domain of English anxiety, the control group had a significantly lower level of anxiety after the program. The results from the qualitative data, on the other hand, revealed that both groups found their programs effective and motivating for different reasons such as feeling an increase in their self-confidence, setting broader and concrete goals, understanding the crucial role of English and getting to know themselves.
The effect of a visionary motivational program on learners' ideal L2 self
This study aimed to investigate the effect of a visionary motivational program on learners' Ideal L2. The study was conducted in the academic year of 2017-2018 at a state university, Central Anatolia, Turkey. 59 female and male Turkish EFL learners formed an experimental and a control group. While the experimental group attended a visionary motivational program, the control group attended a general program. Data were collected through a survey questionnaire, semi-structured interviews and an open-ended questionnaire. Quantitative data were analyzed by using a statistical analysis program and the findings were shown in tables and interpreted afterwards. Qualitative data were analyzed using the grounded theory and the constant comparative method. The findings were listed narratively and supported with the direct quotations from the data. The results showed that the Ideal L2 self of both groups increased, but the difference between them was not at a statistically significant level. The overall comparison of the quantitative data did not yield any significant difference between the experimental and the control group in nine domains. However, only in the domain of English anxiety, the control group had a significantly lower level of anxiety after the program. The results from the qualitative data, on the other hand, revealed that both groups found their programs effective and motivating for different reasons such as feeling an increase in their self-confidence, setting broader and concrete goals, understanding the crucial role of English and getting to know themselves.
The effects of action- oriented approach on teaching english to students with mild specific language learning difficulties
Students with Mild Specific Language Learning Difficulties have many difficulties in learning English language and learning a language takes considerably longer than their peers to achieve independent skills. In Turkey there are very limited studies on this area. Therefore, the aim of this study is to focus on the effects of An Action-Oriented Approach to teach English to secondary school students with Mild Specific Language Learning Difficulties. To achieve this aim a training programme via Action Oriented Approach prepared by the experts was conducted to 15 students with Mild Specific Language Learning Difficulties. As the quantitative data collection instruments, the study included Unit based Achievement Tests for four units and Classroom Observation Forms conducted to the students Mild Specific Language Learning Difficulties before and after the training programme. Quantitative data were analysed with using IBN SPSS 21statistical programme and R Programme version 3.2.5 . Semi structured interview form' was developed by the researcher which was conducted to 15 teachers of students with Mild Specific Language Learning Difficulties. The qualitative data collected from the interviews were analysed through 'content analysis'. The results indicated that students with mild language learning difficulties experience delayed learning, however, with appropriate teaching methods and techniques students with MSLLD experience a qualified learning process as much as their classmates. Unit based Achievement Test of students with MSLLD showed that they can even show more progress during the learning process than their normally developing classmates. Lastly, the study indicated that Action Oriented Approach is beneficial in teaching English process even to students with Mild Language Learning Difficulties. Keywords: action oriented approach, specific mild language learning difficulties, mixed research method, english teaching and learning, teacher training.
The effects of action- oriented approach on teaching english to students with mild specific language learning difficulties
Students with Mild Specific Language Learning Difficulties have many difficulties in learning English language and learning a language takes considerably longer than their peers to achieve independent skills. In Turkey there are very limited studies on this area. Therefore, the aim of this study is to focus on the effects of An Action-Oriented Approach to teach English to secondary school students with Mild Specific Language Learning Difficulties. To achieve this aim a training programme via Action Oriented Approach prepared by the experts was conducted to 15 students with Mild Specific Language Learning Difficulties. As the quantitative data collection instruments, the study included Unit based Achievement Tests for four units and Classroom Observation Forms conducted to the students Mild Specific Language Learning Difficulties before and after the training programme. Quantitative data were analysed with using IBN SPSS 21statistical programme and R Programme version 3.2.5 . Semi structured interview form' was developed by the researcher which was conducted to 15 teachers of students with Mild Specific Language Learning Difficulties. The qualitative data collected from the interviews were analysed through 'content analysis'. The results indicated that students with mild language learning difficulties experience delayed learning, however, with appropriate teaching methods and techniques students with MSLLD experience a qualified learning process as much as their classmates. Unit based Achievement Test of students with MSLLD showed that they can even show more progress during the learning process than their normally developing classmates. Lastly, the study indicated that Action Oriented Approach is beneficial in teaching English process even to students with Mild Language Learning Difficulties. Keywords: action oriented approach, specific mild language learning difficulties, mixed research method, english teaching and learning, teacher training.
The effects of action- oriented approach on teaching english to students with mild specific language learning difficulties
Students with Mild Specific Language Learning Difficulties have many difficulties in learning English language and learning a language takes considerably longer than their peers to achieve independent skills. In Turkey there are very limited studies on this area. Therefore, the aim of this study is to focus on the effects of An Action-Oriented Approach to teach English to secondary school students with Mild Specific Language Learning Difficulties. To achieve this aim a training programme via Action Oriented Approach prepared by the experts was conducted to 15 students with Mild Specific Language Learning Difficulties. As the quantitative data collection instruments, the study included Unit based Achievement Tests for four units and Classroom Observation Forms conducted to the students Mild Specific Language Learning Difficulties before and after the training programme. Quantitative data were analysed with using IBN SPSS 21statistical programme and R Programme version 3.2.5 . Semi structured interview form' was developed by the researcher which was conducted to 15 teachers of students with Mild Specific Language Learning Difficulties. The qualitative data collected from the interviews were analysed through 'content analysis'. The results indicated that students with mild language learning difficulties experience delayed learning, however, with appropriate teaching methods and techniques students with MSLLD experience a qualified learning process as much as their classmates. Unit based Achievement Test of students with MSLLD showed that they can even show more progress during the learning process than their normally developing classmates. Lastly, the study indicated that Action Oriented Approach is beneficial in teaching English process even to students with Mild Language Learning Difficulties. Keywords: action oriented approach, specific mild language learning difficulties, mixed research method, english teaching and learning, teacher training.
The effects of action- oriented approach on teaching english to students with mild specific language learning difficulties
Students with Mild Specific Language Learning Difficulties have many difficulties in learning English language and learning a language takes considerably longer than their peers to achieve independent skills. In Turkey there are very limited studies on this area. Therefore, the aim of this study is to focus on the effects of An Action-Oriented Approach to teach English to secondary school students with Mild Specific Language Learning Difficulties. To achieve this aim a training programme via Action Oriented Approach prepared by the experts was conducted to 15 students with Mild Specific Language Learning Difficulties. As the quantitative data collection instruments, the study included Unit based Achievement Tests for four units and Classroom Observation Forms conducted to the students Mild Specific Language Learning Difficulties before and after the training programme. Quantitative data were analysed with using IBN SPSS 21statistical programme and R Programme version 3.2.5 . Semi structured interview form' was developed by the researcher which was conducted to 15 teachers of students with Mild Specific Language Learning Difficulties. The qualitative data collected from the interviews were analysed through 'content analysis'. The results indicated that students with mild language learning difficulties experience delayed learning, however, with appropriate teaching methods and techniques students with MSLLD experience a qualified learning process as much as their classmates. Unit based Achievement Test of students with MSLLD showed that they can even show more progress during the learning process than their normally developing classmates. Lastly, the study indicated that Action Oriented Approach is beneficial in teaching English process even to students with Mild Language Learning Difficulties. Keywords: action oriented approach, specific mild language learning difficulties, mixed research method, english teaching and learning, teacher training.