Theses supervised by Prof. Dr. Şehnaz Şahinkarakaş
38 theses · Çağ University
Intercultural competence and foreign language teachers: a case study of three teachers in a Turkish high school
The aim of this study is to examine the language teachers of English who are positively disposed to intercultural competence teaching. The study was designed as a collective case study and the participants of the study were three language teachers of English who work at a high school in Erdemli, Mersin. As data collection instruments, the Foreign Language and Intercultural Competence teacher questionnaire, interviews, narrations, and a focus group interview were conducted. In order to analyze data, descriptive technique for the questionnaire; a priori coding technique for the interviews, narrations, and the focus group interview were used. As a conclusion of the study, it was seen that in spite of their clear positive disposition towards intercultural competence teaching, these three teachers are not quite able to conceptualize and integrate it into their teaching practices.
An investigation of freshman students' attitudes towards English at a Turkish university
This thesis investigated Bozok University freshman students' attitudes towards English in terms of English in general, the current English education policies of Turkey and the purposes for learning English. In addition, it purposed to find out whether there is any significant difference in the attitudes of students towards English in respect to three attitude domains according to some factors such as having and not having optional English preparatory education, having native or non-native English teachers, faculty type, having English intensive high school education and parents' education, and to understand whether these factors have an effect on their attitudes. The research was conducted with 226 freshman students at Bozok University in Yozgat utilising a survey design with a 6-point Likert type attitude questionnaire. The quantitative data were analysed via descriptive statistics, Independent Samples T- test and one-way ANOVA using SPSS. The results reveal that students have positive attitudes towards English in terms of English in general and the purposes for learning English, whereas they have neutral attitudes towards English in terms of the current English education policy in Turkey. The findings also suggest that studying in optional preparatory classes and having a native speaker of English teacher do not have an effect on freshman students' attitudes towards English in terms of English in general, while these factors have an effect on their attitudes towards English when their attitudes are examined with regard to the current English education policies of Turkey and the purposes for learning English. This research further finds that faculty type is not a factor on students' attitudes towards English regarding English in general and the purposes for learning English, whereas it is a factor on their attitudes towards English in respect to the current English education policies of Turkey. It is also understood that having an education at an English intensive high school does not affect students' attitudes towards three attitude domains. Finally, students' attitudes towards English in terms of English in general differ according to their parents' educational background; however, their attitudes towards English regarding the current English education policy in Turkey and the purposes for learning English do not change. The study has some implications for policy makers and English teachers and several suggestions are made for further research.
The impact of the implementation of dynamic assessment in raising students' metasyntactic awareness
Dynamic Assessment is an alternative way of testing students' abilities in language. Taking its roots from L.S Vygotsky's socio-cultural theory of cognitive development, the instruction and the assessment are unified in Dynamic Assessment. As Luria (1979) state that this unification of assessment and unification takes its roots from Vygotsky's understanding of development. Dynamic Assessment allows students to be a part of their learning process and also it allows teachers to gain insights into students' cognitive abilities. Students gain a kind of control over their mental abilities through being a part of their learning process. In terms of teachers, as they gain insight into students' learning process, Dynamic Assessment provides them to give feedback or prepare new materials in accordance with students' needs. Through Dynamic Assessment students' awareness towards language can be raised. One of them is the metasyntactic awareness. Therefore, this study, offering an alternative way of testing students' metasyntactic abilities, was conducted to observe the impact of the implementation of Dynamic Assessment in raising students' metasyntactic awareness. Quizzes, assessment tasks, reflective questionnaire, researcher journal, interview and tabulation of scores were used to collect data. Also the transcriptions of the mediation processes were used. The results of the study showed that the implementation of Dynamic Assessment had positive effects on raising students' metasyntactic awareness.
The impact of institutional tests on teachers' teaching methodologies
The aims of this study were twofold. The primary aim was to investigate the washback effects of institutional progress tests on teachers' teaching methodologies. The secondary aim of the study was to explore the role of teachers' pedagogical beliefs and their perceptions of the tests in the mediation of washback. Taking into account the critical role of contextual factors in the generation of washback, a qualitative multiple case study approach was adopted. The study was conducted in the English preparatory school of a university in Turkey, and the participants consisted of 3 teachers working at the given institution. Data were collected in three interrelated stages using the repertory grid technique, classroom observations and in-depth semi-structured interviews. The repertory grid data were analyzed using cluster analysis. The classroom observation and interview data were analyzed using content analysis. The results revealed that the tests exerted washback effects on the teachers' teaching methodologies as well as on teaching content. However, it was found that the tests themselves were not the primary cause of washback. Instead, the results indicated that washback occurred as a result of a complex interplay between the teachers' perceptions of the tests, contextual factors and the teachers' pedagogical beliefs.
The relationship among motivation, metacognition and academic achievement of university preparatory school students
This thesis investigated the relationship among preparatory school students' motivation levels, metacognition levels and academic achievement in English. In addition, the probable relationship between the participants' motivation, metacognition, and departments was examined. In order to collect data, two questionnaires, specifically the Metacognitive Awareness Inventory (MAI) and Motivation/Attitudes Questionnaire (MAQ), were used together with a demographic information form. Also, participants' end-of-year grades were used to determine their English achievement levels. A total of 136 students studying English at the Foreign Language School of Mardin Artuklu University participated in the study. Descriptive statistics, Frequency analyses, One-Way ANOVA, Pearson Product Moment Correlation were employed using SPSS. The findings revealed that students have a high level of general language learning motivation and instrumental motivation but a moderate integrative motivation. Their metacognition and its sub-constructs (knowledge about cognition and regulation of cognition) were also found to be at a moderate level. In the study, it was also found that there is a statistically significant relationship between participants' motivation and departments while there is not a statistically significant difference between their metacognition level and departments. Lastly, the results showed that there is a statistically significant positive relationship among motivation, metacognition and academic achievement in English. The study has some implications for students and English teachers, and several suggestions are made for further research.
The dynamic development of student immunity in language learning
Many foreign language (FL) learners are struggling to continue their learning journey despite the numerous damaging factors which can have an effect upon their desire to learn. Some of these students have the ability to cross over these hurdles via their own self-motivation and self-organizing strategies, while others find themselves inadequate to deal with such problems possibly because they are unaware of their sense of self and identity. The other area which is open to a question is that whether this concept can raise students' consciousness and make the necessary transformative change on their motivation so that it redevelops more productively to carry on their language learning journey despite its adversity. To do this, a data-driven case study was designed to investigate whether there is the emergence of any stages which can be termed as "student immunity" (the coping strategies students acquire in time) through the lens of complexity theory (CT) and discuss its contribution to understand their sense of self and identity by means of the self-organization process and also to examine whether it is possible to redevelop any overprotective, negative immunity into a more desirable and productive one through raising consciousness to carry on learning a foreign language despite its overexertion. The qualitative interview data suggested that an emergent outcome, student immunity, was developed in return for disturbances which were confronted by the subject students in their school-life experiences. The new emergent outcome became visible to function as a defense system to be able to sustain on an ongoing basis to deal with relatively ongoing academic difficulty.
Developing a scale for social-emotional foreign language learning in university contexts
A growing body of research lays emphasis on the necessity of enhancing the social and emotional skills of students for their successful cognitive and behavioral development (CASEL, 2012; Durlak, Weissberg, Dymnicki, Taylor, & Schellinge, 2011). In line with this, researchers have developed numerous instruments to assess students' social and emotional competences. However, these instruments have been generally designed for children in primary, secondary and high schools, where social and emotional skills are often seen as part of the learning process, not for the young adults at the university level particularly learning a foreign language. From this point of view, the current study tries to fill this gap by developing an appropriate instrument to assess university students' social and emotional competences while learning a foreign language. Data was gathered using four different samples of 1613 preparatory school students from a university in total. Principal component analysis of the Social-Emotional Foreign Language Learning Scale (SEFLLS) yielded a three-factor structure: Self-regulation, Social Relations and Decision-Making. In accordance with confirmatory factor analyses, it was observed that the model fit indices were acceptable. Limitations and directions for future research are discussed.
Creating a dialogic space in an EFL classroom environment
This study seeks to substantiate Mikhail Bakhtin's theory of dialogue in language learning and teaching in a language classroom in an EFL context. Scholars in this field have been trying to benefit from Bakhtin's dialogic approach to making meaning in learning and teaching in its direct connection to second and foreign language learning. However, there is no elaborate inquiry into understanding what the nature of dialogic space is in a language classroom when the dialogic space underlying the theoretical background of Bakhtin's notion of dialogue is created. Employing the semi-grounded theory approach, this study demonstrates that Bakhtin's philosophy of dialogue could be advanced beyond its limits, going so far as to construct a conceptualized theory, a conceptual framework and measurable criteria with evidence of clear questioning techniques along with comprehensible teaching and learning outcomes. To do this, two research phases were carried out. To create a dialogic space, which I term a safe zone, a pilot study was conducted with 25 pre-intermediate level students in the first phase of the study. In light of findings in literature, I primarily created a conceptual framework of how to create a dialogic space in a language classroom in an EFL context. I found that four features were available to EFL setting after doing a pilot study to investigate how to create a dialogic space in a language classroom in an EFL context. I constructed key features, which were investigated through a pilot study. These key features as four major categories, which emerged from the data analysis, are regarded as: Suspension of hierarchical positions, Respecting alien voices, Presence of dialogical self and Realization of ideology and power. This pilot study aimed to identify how students were able to question and create meaning and truth through dialogue. Since the beginning of this study, qualitative data has formed the foundation of my theory and analysis of these data generates the concepts I constructed. In this pilot study, data were collected through classroom dialogues, written responses and personal reflections. In the second phase of the study, which is regarded as major study, each of these key features was promoted and implemented to uncover the nature of a dialogic space created in a language classroom. Semi-grounded theory approach was employed. The nature of dialogues between teacher-student and student-student was explored in terms of their cultural, ideological, and contextual values. Data were collected through classroom dialogues, written responses and personal reflections with 17 beginner level students. In the first and second phases of the study, classroom dialogues were employed to investigate how participants consciously construct the meaning and truth in a dialogic space. Written responses were used to uncover participants reactions to the thematic content of the classroom dialogues based on the reading text. Those responses to classroom dialogues aimed to explore and examine cultural and structural values within that given context. Furthermore, personal reflections aimed to examine how participants' personal experiences and observations shaped their thinking and their acceptance of new ideas. Data results obtained from the major study revealed that the nature of the dialogic space in an EFL classroom shed lights on the dialogic understanding of language, culture, self and power issues. Employing the semi-grounded theory approach, the study demonstrates that Bakhtin's theory of dialogue allowed me to develop an approach to the relations between language, culture, and self as well as power issues within the discursive and intercultural practices. Data results also revealed that dialogic utterance deepens intercultural understanding, communication and competence in EFL/ESL classrooms.
Self-regulatory capacities of students with differing proficiency levels in terms of vocabulary acquisition
Language learning strategy research, generally attributed to a famous article by Rubin (1975) has witnessed a lot of fluctuations throughout its history. Initially, it was searched to see whether supposedly good language learning behaviors of some proficient learners could be taught to less proficient ones via strategy training programs. Most of those learning behaviors were analyzed by using some strategy inventory scales however, it was later concluded that less proficient learners indeed were not the ones who were not choosing and trying to apply any strategies at all. What they might have been lacking during the course of strategy application was to adjust their cognitive or meta-cognitive strengths or weaknesses according to emerging situations. After this focus shift in LLS research agenda, there have been some new terms like self regulation, strategic language learning, autonomous language learning and so on. Therefore, the researcher decided to conduct a study to analyze self regulatory capacities of learners with different proficiency levels in terms of vocabulary learning adventure in three different periods. Initially, there were twelve students chosen on voluntary basis from prep classes at Translation and Interpretation Department of Siirt University according to their grades from a proficiency exam, quizzes and midterm exams. They were grouped under "Good Starters" as more improving or less improving ones and "Average Starters" as decreasing and steady ones. For convenience, the number of students later on was dropped to three, one case for each group. The data collections tool were 6 interviews with each case in one and a half year, the whole prep class and the first term of freshman year, three narrations related to their general English learning adventure, their preparation period for university entrance exam before coming to university and their vocabulary study adventure before coming to university. Apart from the interviews and narrations, the cases were asked to provide six self reports in which they told about their chosen vocabulary learning strategies, their beliefs and attitudes towards some tasks or courses at school to see their mood or attitude changes in different contexts. The collected data was analyzed according to three different periods, the cases' university exam preparation period as called LYS period, and their vocabulary learning adventure in prep class and in the first grade as freshman year period. To analyze the collected data, a checklist was created according to a scale, Self Regulatory Capacity for Vocabulary Acquisition by Tseng etal (2006). Moreover, the possible ascriptions or causes seemingly affecting the learners' controlling capacities in three different periods were analyzed under Weiner's (1985) classification of attributions of motivation. The causal attributions were classified as to their location of the cause, internal or external, duration of the cause as stable or unstable and controllability as to whether controllable or uncontrollable. This is a multiple case study of Qualitative Research Method and is a longitudinal one in nature as the process of vocabulary learning adventure of three students were analyzed in three terms at university. The findings and results suggest that the underlying capacities of learners to apply their chosen strategies have a detrimental impact on the course of their actions during vocabulary studies. It was concluded that learners' differing strengths to balance their competing tendencies, moods or feelings influence their application of chosen strategies either positively or negatively.
Relationship between ambiguity tolerance and learners' gender, anxiety levels and language learning strategies choice
Ambiguities inherently exist in any language and foreign language learners encounter innumerable ambiguous situations while learning a language. Ambiguity tolerance is considered as an important personality trait which can influence foreign language learning. Taking into account this phenomenon, this study was performed to investigate the relationship between ambiguity tolerance and learners' gender, anxiety levels and choices of language learning strategies. The study was conducted with 202 vocational college students who studied in aviation related programs. The data of the study which was carried out in a foundation university located in Nevşehir, Turkey, was collected utilizing three surveys and a demographic questionnaire. The results of the study were obtained with descriptive and correlational analysis methods. The findings revealed that the learners' ambiguity tolerance is at a moderate level; male learners are more tolerant of ambiguities in the foreign language than female learners; ambiguity tolerance has a very low correlation with learners' anxiety levels; learners' choices of language learning strategies have no association with their ambiguity tolerance. The findings of this study are discussed within the compass of relevant studies existing in the literature.
Social comparison motives that emerged in practicum process: A case study
Teaching a foreign language has been considered as a complex profession. Within the years, there exists several developments and amendments of the language teaching methodologies to make teachers more interactive and make pre-service teachers be prepared to their profession. The practicum process has been considered as a first step into this journey. This study was conducted to gain insights into pre-service teachers' social comparison motives during their practicum process. The study was carried out in Çağ University ELT Department with three cases who were carrying out their fourteen-week practicum in a public school. This is qualitative case study which had used various data collection tools including structured and semi-structured interviews, practicum performance figures of the cases, and metaphor to gain more insights about their practicum experience throughout this process. The qualitative data were analyzed using a priory coding, descriptive content analysis, and emergent coding methods. The primary findings of the study suggested that the cases benefit social comparison in their practicum process while they kept skeptical to compare themselves in their social life. The study also suggested that the cases benefit from social comparison motives such as differentiation identification, similarity identification, distancing, self-enhancement, future-self, and modeling. Moreover, the study also shed lights into the role of social comparison in the practicum process. The findings also revealed that the cases used social comparison motives to evaluate their teaching performance, to improve themselves, and to form an early professional identity. The results of the study were discussed within the scope of relevant studies in the literature.
Encouraging extensive reading through reading circle activity at a preparatory school in Turkey
Main reason to learn a foreign language is to communicate; therefore, language might be considered as an effective, active, and dynamic tool to accomplish this purpose. As one of the receptive skills, reading plays a vital role in language learning journey. Learning the target language and culture through one of the receptive skills in a qualified, effective, and meaningful way is a must for all the language learners. Extensive reading is one of the ways of teaching reading and it includes various activities providing various quantities of input. One of the extensive reading activities is reading circle, which consists of high level of enthusiasm, independent readers, and cooperative learning. This study aimed to investigate the learners' perceptions about extensive reading with the reading circle activity and to explore whether there were any contributions of reading circle activity to improve learners' reading skills. In this study, six of the voluntary students took part because of the number of the roles in reading circle activity. In this way the students made the group to enable reading circle roles equally. The study included the qualitative and quantitative approaches with the features of mixed-type research design in order to collect data. Data of this study were collected from four essential sources: reading circle role sheets, researcher's diary, interviews and learners' exam results. The data were analyzed by content analysis, observing frequency and improvement. The results of the data showed that the reading circle activity may encourage the language learners to read in target language with enjoyment and improve language proficiency.
The relationship between preparatory school students' academic resilience and English language achievement
The present study aims to investigate preparatory school students' academic resilience levels and examine both family-based and education-related factors on their academic resilience in Turkish EFL context. Whether gender can be a factor on the students' academic resilience was also examined. Additionally, to figure out the correlation between students' academic resilience and their English language achievement is within the aims of this research. To achieve this, a quantitative research design was adopted and an academic resilience scale was administered to the preparatory school students who major in English Language Teaching Department and English Language Literature Department. Findings of the study indicate that academic resilience levels of the preparatory school students are at medium level. The sub-categories of the questionnaire have shown that the students are highly perseverant while they are reflective, adaptive help-seeker and they avoid negative effect and emotional response at medium level in the face of academic adversity. Gender differences have been determined among students in terms of the third sub-category of the academic resilience and it has been posed that male students are less affected by negative events and give response less emotionally when they face difficulty in academic context. Regarding the family-based and education-related factors, the statistical findings have indicated that both family and education have important effect on promoting the students' academic resilience. On the other hand, it has been revealed that there is a positive but weak correlation between the students' academic resilience and their achievement in English.
L2 motivational self system of Turkish EFL learners and their achievement attributions
This quantitative study aims to investigate the L2 Motivational Self System of preparatory school Turkish EFL students in terms of linguistic self-confidence, ideal L2 self, ought-to L2 self, and L2 learning experience (attitudes towards learning English). In order to investigate L2MSS of EFL students, Motivation Questionnaire consisting of 30 items was administrated. This study also aims at finding out EFL students' attributions on success and failure in learning English. To investigate the attributions of the participants, Achievement Attributions Questionnaire including 23 items was conducted. This study was carried out in the School of Foreign Languages at Mersin University in 2018-2019 academic years. Data of 274 participants was used for the analysis. To be able to respond the research questions of the study, both descriptive statistics and paired samples t-test were utilized from on SPSS. The results of the study suggest that preparatory school Turkish EFL students have strong linguistic self confidence and ideal L2 self. Also, students' overall L2 learning experience (attitudes towards learning English) is positive. However, ought-to L2 self does not have much significant contribution to their L2MSS. The results of the present study also reveal that preparatory school Turkish EFL students generally attribute not only their success but also their failure to internal and uncontrollable causes. Also, while their success in English is attributed to stable causes, their failure is attributed to unstable causes. Lastly, students' achievement is found as a factor both in their L2MSS and attributions in English.
Language assessment knowledge of preservice teachers of english as a foreign language
The significance of language education is undeniable in today's contemporary world and as the boundaries of the countries has become less important, the ability of speaking English gains much importance. Language assessment is one of the key elements of language education and as one the main stakeholders, the assessment knowledge of language teachers is highly essential to implement sound assessment practices and to determine whether the language education is successful or not. Considering these facts, this study aimed to find out the general and skill-based language assessment knowledge level of preservice EFL teachers. Besides, since the only source of the language assessment knowledge of preservice EFL teachers was the Language Testing and Assessment course, it was tried to figure out the opinions about the course. The study adopted a survey-based research method and conducted a questionnaire to collect data, and two open-ended questions were also asked to support the quantitative data. 154 participants involved in the study. The quantitative data was analysed via SPSS programme and the content analysis was made to the responses of open ended questions. The results presented that the language assessment knowledge level of the participants was below average and they were in need of more detailed and comprehensive assessment related training activities and tasks.
Universty students' perceptions related to native and nonnative teachers of English
This study aimed to find out university students' general perceptions with regard to native English speaking teachers (NESTs) and non-native English speaking teachers (NNESTs), the strengths and weaknesses attributed to these teachers, whom the students prefer, and the probable reasons for their preferences. In addition, it aimed to investigate whether certain variables such as number of years of English education students have had, their perceived level of English, and being abroad have an impact on students' perceptions. It collected data from English Preparatory Programme students of two private universities in Turkey. The questionnaire developed by Al Omrani (2008) was used as the main data collection tool. Two open-ended questions were added to the questionnaire. Of the quantitative research methods, survey-based research design was employed in this study. The study revealed that NESTs were considered to be better at oral skills such as speaking, pronunciation, and fluency. On the other hand, NNESTs were found to better teach grammar and vocabulary thanks to explanations in students' first language. Content analysis demonstrated that both NESTs and NNESTs are believed to have strengths and weaknesses, and both were considered to help students in various ways. Students preferred to have both groups of teachers.
The influence of Voki on learners' speaking skill in the EFL context: A case study with young learners
The aim of this study is to see the influence of Web 2.0 tool VOKİ on learners' speaking skills in the foreign language environment. The research was designed as a case study. The participants of the study were twelve 5th grade students at a private school in Mersin. To collect data, poster presentations, Voki voice-recordings, teacher journals, and students interview were conducted. To analyze the quantitative data, both analytic and holistic speaking rubrics were used for poster presentations and Voki voice-recordings. As for the qualitative data, content analysis for the interview and narrations were used. As a conclusion of the study, significant development, and an increase in confidence in students' speaking skills were observed.
An investigation of intercultural sensitivity level of higher education students in three countries
Recently, there has been an increasing emphasis on intercultural sensitivity in all fields of education. The objective of this study is to investigate intercultural sensitivity level of higher education students in different countries namely Turkey, Russia and Iraq and the effect of various factors such as personal information, communicating with people from other cultures and previous overseas experiences. In accordance with the purpose of the study, the participants consist of 317 higher education students who were studying English language related departments from different universities in Turkey, Russia and Iraq. The data of the study was gathered by the researcher through a questionnaire which was composed of two parts: multiple-choice questions to gather demographic information about the participants and an intercultural sensitivity scale. The data obtained from the research were analyzed using Statistical Package for the Social Sciences (SPSS) program. Statistical tests such as arithmetic mean, standard deviation, frequency, t-test and analysis of variance (ANOVA) were used to analyze the data. As the study includes participants from three countries and different variables, according to the findings almost in all the variables such as gender, having friends from different racial ethnical background, having native English speaker teacher, communicating through internet and tools to communicate, participating different cultural activities and also living and visiting other countries significant differences were found either one country or more in terms of total results and factors of intercultural sensitivity scale. The study contributes the existing literature by investigating all these variables which may have an impact on intercultural sensitivity level of students. Finally, the study presents some pedagogical implications for institutions, administrators, educators, families and especially individuals, who are dealing with foreign language teaching and learning, that they can benefit from and revise their perspectives on cultural issues.
Exploring language teachers' 21st century skills practices and perceptions
This quantitative study aims to explore language teachers' 21st century skill implementations and perceptions. The study also investigates the influence of demographic features on the teachers' 21st-century practices and perceptions. In this regard, the study was conducted with English teachers who teach in Turkey (106) and other countries (77). A demographic features part was added to 21st Century Teaching and Learning Survey to obtain data. Online version of the questionnaire was posted to potential participants. The data of the current study were collected with descriptive analysis methods. The findings of the present study demonstrate that teachers mostly do their best to implement and assess skills in using technology as a tool for learning. However, they are not as eager as to practice and assess local connections in comparison to other skills. It was explored that the country that teachers teach at does not influence teachers' perceptions, while it affects their skills in using technology as a tool for learning implementations. On the other hand, results reveal that teaching at private and public school have an effect on the teachers' self-direction, communication, and creativity and innovation skills practices and teachers' perceptions of critical thinking, collaboration, communication, and self-direction skills. Additionally, data exposes that private school teachers are disposed to practice these skills more than public school teachers. Educational background only effects teachers' global connections practices and perceptions. One striking finding of the current study is that educational background and level of education do not have an effect on the teachers practices and perceptions.
The relationship between mindset and causal attribution in the EFL context
This quantitative study aims to explore the relationship between mindset and causal attribution and to investigate agents of having fixed and growth mindset in the EFL context at a foundation university in Turkey. The data were collected through Mindset Quiz which includes 20 items, Achievement Attributions Questionnaire including 23 items and Demographic Questionnaire. Turkish versions of the scales were utilized during this phase. This study was carried out in the School of Foreign Languages at Çağ University in 2019-2020 academic years, with 380 participants. The data analyzed by Descriptive Statistics, T-test, and Pearson Correlation using SPSS 22.0. The findings revealed that there was a weak but positive correlation between mindset and success attribution whereas there was a significant but negative correlation between mindset and failure attribution. In addition, students attributed their success to good rapport with their lecturers and they mostly attributed their failure to lack of attention. Besides, most of the students had growth mindset with fixed ideas. It was found out that participants believe the intelligence is malleable and instable, yet they also have hesitation and stereotypes. Moreover, there was a statistically significant relationship between type of mindset and gender, proficiency level, learning from the mistakes, having a family member who knows a foreign language, positive attitudes towards learning English, considering oneself successful in learning English, and success and failure attribution.
Investigating students' social and emotional language learning competences at a university context
In the last quarter-century, the importance of fostering students' social and emotional skills alongside their academic growth has been proven repeatedly by researchers and educators (Durlak et al., 2015). Traditionally, emotions and social skills are not considered important in foreign language teaching, and instead, the academic success of a learner is found more valuable. The main focus of this study is to investigate the SEFLL competences of university English language preparatory class students. This study also aims to explore if there are any significant differences in students' SEFLL competences based upon their demographic characteristics such as their gender, age, income status and their parents' educational background, employment status and prior knowledge of foreign languages. "Social Emotional Foreign Language Learning Scale" (SEFLLS), developed by Zaimoğlu (2018) was used in order to measure participants' SEFLL competences. This study was conducted at the School of Foreign Languages of a Turkish university. The sample of this study consists of 127 university English language preparatory students. The results revealed that participants had relatively higher competency in social relations and decision-making competences compared to self-regulation. Results also revealed that participants' age, parents' employment status and mothers' prior knowledge of foreign languages affected their SEFLL competences.
Investigating students' self-efficacy perceptions towards English in relation to anxiety and attitude at a university context in Turkey
The aim of the study is to investigate university students' self-efficacy perceptions towards English in relation to attitude and anxiety at a state University context in Turkey. The population of this study, which was conducted in the quantitative research model, is composed of 341 freshman university students studying a state university in the east of Turkey. The sample is composed of students determined according to the convenience sampling method. "Attitude Scale towards English", "English Anxiety Scale", "English Self-Efficacy Scale" were used as data collection tools in the study. The Independent Samples t-test was calculated for comparing two groups, One-Way ANOVA for comparing more than two groups, Simple correlation analysis was used to determine the relationship between students' self-efficacy perceptions, attitudes and anxieties towards English. The results indicate that students have a moderate and positive relationship between the perception of English self-efficacy and attitudes towards English, In addition, It was determined that students have a moderate negative relationship between English self-efficacy perception and English anxiety. There are statistically significant differences between students' gender and education levels and their attitude towards English, anxiety and self-efficacy perceptions.
EFL teachers' opinions on culture teaching activities in Mardin context
It is obvious from the existing literature that culture teaching as a hitherto neglected aspect of foreign language education has attracted attention for the past two or three decades (Onalan, 2005). It is also suggested form the relevant literature that following the attainment of linguistic, communicative and cultural competence, the ultimate goal of foreign language education should be arriving at intercultural competence (Sercu et al., 2005). Intercultural competence is a need-to-acquired quality for the teachers' part in order to be intercultural competent teachers. Which cultural activities teachers practice, what cultural contents they discuss and what opinions they hold on culture teaching can make it possible to determine whether teachers have intercultural competence or not. In this respect, premised upon intercultural competence perspective, this quantitative study aims to investigate foreign language teachers' opinions on culture teaching via cultural contents and activities in their classrooms. In order to investigate the cultural education by teachers, a questionnaire developed by Sercu et al. (2005) was utilized. The study was carried out by the participation of 110 English teachers working in primary, secondary and high schools located in Artuklu District of Mardin Province. The data collected from online participation were analyzed via SPSS. Descriptive statistics was used in an attempt to answer the first three questions. Likewise, in order to answer the fourth question and its sub-questions independent sample t-test and One-way ANOVA were applied. The results of the study indicated that teachers are motivated to teach culture in their culture teaching activities. However, they are predominantly disposed to be decision makers. In other words, the activities they practice in their instructions are markedly teacher-centered rather than being student-centered. In terms of the cultural topics, it was found that teachers are, for the most part, discussing certain cultural contents in their classroom instructions. On the subject of cultural contents, based on demographic patterns of the participant teachers, the findings of the study revealed that teachers in primary schools are different from their peers in the secondary or high schools in the sense that they discuss cultural contents more frequently. That difference is statistically significant. Also the study explored that, despite remaining undecided about certain cultural beliefs, teachers are generally adopting positive approach to culture teaching. Finally, following the pedagogical implications for practicing language teachers and curriculum designers of teacher training programs, several limitations were presented and the study covered some suggestions for the further studies and researchers accordingly.
Exploring students' assessment preferences at a university context
The importance of language education is increasing day by day. Language testing and assessment constitutes one of the most important elements of language education. Considering these facts, the aim of the study is to uncover the university students' assessment preferences and the underlying reasons in an optional English preparatory program in a vocational school of a university in Mersin, Turkey. Both quantitative and qualitative research methods were utilized in this study. The adapted version of Assessment Preferences Inventory (API) by Büyüköztürk and Gülbahar (2008) was conducted to 14 students studying in the optional English preparatory program. The data obtained from the inventory was analyzed through SPSS. Then, open-ended interview questions were asked to the students, as the qualitative method, so as to find out the underlying reasons of the students' preferences. The results presented that the students mainly preferred tests with simple items due to being easier and less demanding than the ones with complex items composed of high-order cognitive questions. In addition, they preferred to be involved in the assessment process with their instructors in order to be a part of the learning and assessment processes.