Theses supervised by Yrd. Doç. Dr. Filiz Yalçın Tılfarlıoğlu
14 theses · Gaziantep University
Integration of lean method in English language teaching and learning: A new perspective for elt methodology
The purpose of the study is to describe the lean method and to discover the extent to which it can be integrated into English language teaching and learning processes or not and regarding its effects. Through applying a lean methodology to the teaching processes, additionally the teachers can eliminate reasons that do not add value and are thus wasteful, and they can focus their efforts on the advancement of teaching and learning. By applying the lean principles and techniques developed in the industry, educators can refine the content, pedagogy, organization, and assessment methods employed in their accounting courses to help and ensure that students gain the knowledge and skills that will make them most desirable to students. Lean can be taught throughout several methods and tools, such as readings and class discussion, game- and simulation-based methods, and the open forum method. The readings and discussion method present students with the opportunity, and even the obligation, to express their Point of view on certain issues, requiring the students to think critically on the subject and use logic to evaluate others' positions through open and active participation. Some of the benefits of using readings and discussion as a learning method are that it helps students to explore and analyze a variety of perspectives, it increases their intellectual quickness and teamwork habits; it develops students' combination and integration skills, and it leads to transformation (Bonwell&Eison, 1991). When applying lean production to learning, we should first identify the process and then maintain focus on what adds value (i.e., student improvements), empower students to do CI (continuous improvement), eliminate what does not add value through Kaizen (brainstorm alternatives and identify a hypothesis to test), conduct PDCA (develop an experimental plan, carry out the plan or do it and then check for results and adjust accordingly), and make a team work to support and share with each other. To apply lean thinking and to create a lean culture classroom, the classroom should first be organized; thereafter, visual sheets should be managed, pre-planning must be done, takt-time should be established, and work should be standardized by creating syllabi and schedules and associated materials. Other classroom tools must be available as well, such as Pareto charts, and weekly quality assessments. A lean classroom means respect for individuals to empower students for CI, high expectations, and continuous feedback and communication. It also provides them with a safe environment, which means learning and solving the problem, experimentation, and no blaming (Ziskovsky, 2012). To fulfill this objective, a research question has been approved as a data collection instrument in this descriptive study, a 35 item questionnaire was administered to English preparatory school student at Duhok city and an interview was conducted with twelves students with different levels in Sabis International School. In the first phase of the study lean learning strategies Questionnaire consisting of 35 items was piloted to 50 students from one level of the students to test the validity and reliability of the questionnaire as a preliminary study. The split-half and Alpha reliability were used to measure the reliability of the questionnaire. The split-half reliability coefficient was calculated to be 0,80 which was defined to be reliable for Likert-type attitude scales Quantitative data was analyzed by calculating the frequencies and percentages of each item of the questionnaire response. The data was analyzed by using frequencies, percentages, mean, correlation, linear regression, and ANOVA. The frequency and the percentage of the male participant in the data is (340), (54.7) while the frequency and the percentage of female participant is (282), (45.3). Besides, the frequency and percentage of the participant who take (1-5) years is (182), (29.2), (5-10) years is (219), (35.2), (10-15) years is (221), (35.5). The data showed that the student of Sbis International School in Duhok city can use lean learning strategies, in sum the results indicated that the use of the strategies by overall students stays within the scope of high frequency (3.5-5.0) and moderate use (2.5-3.4). So, according to the results, there was not low frequent use of any of the strategies (1.0-2.4). In addition, the overall average reported frequency of strategy use was 3.2. Moreover, the descriptive statistics indicated that the male learners employed language learning strategies more frequently (average=3.3) than the female learners (average=3.2) One can conclude that male students use lean learning strategies more than female student do. The value of (F) is 2.479, which reflects the dependency to be at significant levels (>0.01 at the level of 1%). Rendering to this model, duration of taking English (b = 1.534, p= .116 p > .01) is statistically not significant predictor of learning lean method. Value of T which is (27.87> .01) and the Value of P (.000) reveals the descriptive factor of gender effect on learning lean method as statistically significant. Besides, all the values in the regression model come out to support the view that gender is effective in the use of learning the lean method. The result also indicates that the duration of taking English does not significantly effect on learning and using lean learning strategies as it reveals in ANOVA analysis. In conclude, the result showed that when student get older and takes more English course, the more learning lean methods they apply in learning language Keywords: Lean, English Language Teaching, Lean Strategies, Lean Methods, Academic Achievement.
Lean as an innovative method in english language teaching to increase learner's reading and writing skills
Different methods of teaching have become a controversial topic in English language classrooms as the needs of the English learners should be met. Lean as an innovative method offers an effective language learning method to cater for learning. To exhilarate learning, teachers need to use effective methods of teaching to achieve what target they do want to reach. The current study investigated the impact of applying lean as an innovative method of teaching English on learners' reading and writing skills in English language teaching. A pre-post-test quasi-experimental design was used with a treatment and control group. The experimental group was given the treatment after the pre-test for 12 weeks, while the control group received no lean treatment. The analyses were conducted on 56 students from a coeducational high school participated in the study. Additionally, lean was introduced to the students before applying it as a method of teaching, it was also distributed among the participants to identify their goals. Statistical analyses were carried out using descriptive statistics and t tests. In the results, it was found that the score was significantly different between the two groups in terms of their performances in the pre- and post-tests (t=2.923, df=54, p<.05). The experimental group increased their mean score with an average of 3.7 in the post-test highly more than the control group which was 1.85. In addition, the descriptive statistics showed that the participants in the experimntal group improved better in the reading skill with an average of 2.4 more than the writing skill with an average of 1.71. The result was significantly different in the reading (t= -3.910, p<.05) and writing (t= -4.628, p<05) sections in the pre-post-test scores of the treatment group . In the control group in terms of reading and writing, there were apparent increases between the pre and post tests, reading with an average of 1.7 and writing with an average of .78 increases. It was found that the learners recorded different achievements in each part of the test, which were nine parts. Moreover, the study indicated that the two groups improved in different areas of the test after the treatment period but the use of lean method produced a higher achievement in the experimental group. This study provides evidence that applying lean increases the end-result of the learners of English effectively. These findings indicate that implementing lean method is possible and effective in English language teaching. A new model of lean in education has been shown in the study to increase the end-result of an educational process and finish the syllabus on time. Keywords: Lean, lean method, English as a foreign language (EFL), reading and writing skills, English Learners.
An Analysis of the relationship between the use of grammar learning strategies and student achievement at English Preparatory School at the University of Gaziantep (A case study of the Gaziantep University)
Ill ABSTRACT AN ANALYSIS OF THE RELATIONSHIP BETWEEN THE USE OF GRAMMAR LEARNING STRATEGIES AND STUDENT ACHIEVEMENT AT ENGLISH PREPARATORY SCHOOL AT THE UNIVERSITY OF GAZİANTEP ( A CASE STUDY ) Erol YALÇIN M.A. in English Language Teaching Supervisor: Assist. Prof. Dr. Filiz YALÇIN TILFARLIO?LU July, 2003 137 pages This study investigated the relationship between the use of grammar learning strategies and student achievement. 425 English preparatory school students from University of Gaziantep participated in this study. In testing the use of grammar learning strategies, a 43 -item questionnaire was administered to English preparatory school students at the University of Gaziantep. Achievement grades, which consists of four midterm exams, 22 quizzes and one final exam, were obtained from the prep-school in order to collect data on student success. For each item in the questionnaire, frequencies and percentages were analyzed. The data was analyzed by using frequencies, percentages, means, t-test and one-way ANOVA. A comparison was made to see whether the self-reported data about the strategy use is consistent with the student's achievement grades. Findings of the study suggest that preparatory school students at the University of Gaziantep use grammar learning strategies. According to the results of the study, the strategies that the students need to develop are: -The use of rhymes toIV remember grammatical rules,- write notes, messages, letters, or reports in English, - arranging their schedule to study and practice English regularly, not for an exam, and -preparing themselves for the new language lessons. Findings of the study indicate that the effect of using grammar learning strategies on student achievement does not indicate a statistically significant relationship. Both successful and unsuccessful students use grammar-learning strategies equally.
The relationship between vocabulary learning strategies and vocabulary proficiency
Vocabulary knowledge and the variables which are related to this knowledge have been the focus of many studies in foreign languages teaching field. Among these variables Vocabulary Learning Strategies (VLS) have been attached great importance by the researchers. The current study was carried out to examine L2 learners? VLS use habits and the relationship of VLS with their vocabulary proficiency levels. In addition, language learners? beliefs about VLS in terms of usefulness were also studied to understand L2 learners? VLS use habits more deeply. To examine these matters, a descriptive research design was employed. The participants included 252 preparatory students from different proficiency groups (Upper-Intermediate, Intermediate, Pre-Intermediate, Beginner) at Gaziantep University Higher School of Foreign Languages. To collect the related data, they were given ?Vocabulary Learning Strategies Questionnaire? and ?Vocabulary Levels Test?.The data analyses were conducted by descriptive and inferential statistics. The results of the study showed that the participants used a wide range of VLS, and there was an overlap between their beliefs about VLS in terms of usefulness and how often they used them to a large extent. Secondly, Memory Strategies correlated positively with the participants? academic and general vocabulary proficiency levels. When the correlation tests were run for each proficiency group, it was seen that Metacognitive Strategies correlated positively with the vocabulary proficiency levels of the different proficiency groups. However, there were also some differences among the proficiency groups with regards which VLS correlated with their vocabulary proficiency levels. As to the regression analysis results, none of the VLS predicted participants? vocabulary proficiency levels.
Supporting self-efficacy and learner autonomy in relation to academic success in EFL classrooms (a case study)
English is the leading foreign language among other languages having a prestigious position in the educational world in Turkey. However, most people who learn English complain that they cannot attain the desired proficiency level in English. The problem behind this may be that not only the relationship between self-efficacy and learner autonomy but also the relationship between these two concepts (self-efficacy and learner autonomy) and language learning may be ignored. This research has been conducted for revealing the missing point of the discussions related to foreign language teaching and learning in Turkey. This study intended to investigate the relationship between self-efficacy and learner autonomy, and these two concepts (self-efficacy and learner autonomy) and academic success. The present study was conducted at Gaziantep, Zirve, İnönü, Selçuk and Karatay Universities in 2010-2011 academic year. In the study, there were 50 preparatory level students out of 250 participants from each of the following universities: Gaziantep University, Zirve University, İnönü University, Selçuk University and Karatay University (n=106 females and n=144 males). The data were collected through two questionnaires: Self-Efficacy Questionnaire (SEQ) and Autonomous Learner Questionnaire (ALQ). The reliability of the SEQ was .91 while the reliability of ALQ was .76. The data were analyzed by using SPSS 19.0. The analysis of the data revealed that there was a positive relationship between self-efficacy and learner autonomy (r= .667 p>.01), self-efficacy and academic success (r=.597 p>.01), and learner autonomy and academic success (r=.506 p>.01). Also, it was found out that self-efficacy affected academic success positively and learner autonomy had a positive effect on academic success. Furthermore, self-efficacy and learner autonomy affected academic success positively.Key Words: Individual Learning, Learner Autonomy, Self-efficacy, Autonomous Learner, Self-efficacious Learner, Academic Success.
Self-efficacy in EFL: its sources and relationship with success (a case study at Gaziantep University)
This study intended to investigate EFL self-efficacy of the students at GUSFL. In a more detailed sense; it was aimed to explore EFL self-efficacy level of the students, relative contributions of sources of self-efficacy to EFL self-efficacy; their relation to EFL success at Gaziantep University School of Foreign Languages (GUSFL). In addition, demographic variables like age, gender and schooling background were studied in relation to self-efficacy.The present study was conducted at the end of the spring semester of 2007-2008 academic year. 175 preparatory students at GUSFL (n= 60 females and n= 115 males) participated in the study the mean age of 19.7. The data were collected through two questionnaires: the English as a Foreign Language Self-Efficacy Questionnaire (EFL-SEQ) and the Sources of English as a Foreign Language Self-Efficacy Questionnaire (SEFL-SEQ).The data analyses of the present study were conducted by descriptive and inferential statistics. The analysis of EFL self-efficacy survey revealed that EFL learners at GUSFL had higher sense of self efficacy on language learning tasks. Also, self-efficacy was disclosed to be an influential aspect of language learning. Among the four sources of self-efficacy mastery experiences and social persuasion positively correlated with their EFL self-efficacy level (r = .676 and .698 respectively; p>.01). Furthermore, none of the above mentioned demographic variables disclosed statistically significant relation to EFL self-efficacy.
Teachers' self-efficacy and classroom management skills in EFL classrooms
The purpose of this study was to determine secondary and high school English language teachers? self-efficacy for classroom management in English as a foreign language communication, to investigate teachers? opinions about misbehaviour, to find the causes of misbehaviour and to examine the teachers? handling ways of misbehaviour in classroom management.The present study was conducted at the end of the autumn semester of 2007-2008 academic year in Kahramanmaraş. 120 English language teachers working in different secondary and high schools participated in the study. The data was analysed using both qualitative and quantitative in design. The findings were collected through two questionnaires and an interview. The relationship between English language teachers? self-efficacy for classroom management was measured through the questionnaires administered tp teachers. Interview and classroom management questionnaire were carried out with 4 participants chosen provided insight into teachers? feelings, experiences and practices concerning classroom management.The data revealed that there was no significant difference between secondary and high school English language teachers? self-efficacy for classroom management in EFL communication and the perceptions of English language teachers? misbehaviour and its causes shared similarities and slight differences.
Teachers' perceptions on coursebook ?Time For English 5?: the 5th grade state schools
The purpose of this study was to investigate the 5th grade English language teachers? beliefs on coursebook ?Time for English 5? and to find out to what extent the coursebook presents the principles of constructivism. To fulfill this aim, a teacher questionnaire was adopted as a data collection instrument in this descriptive study. 140 English language teachers working in different state primary schools in Gaziantep participated in the study. Quantitative data was analyzed by calculating the frequencies and percentages of the responses given to the questionnaire.The data revealed that the coursebook did not enable the teachers and learners to teach and learn in constructivist environment. Teachers were not satisfied with the number of vocabulary items, the presentation of geographical features, the language level in first units of the coursebook. Moreover, they needed supporting materials and better guidance from teacher?s book. In the light of findings recommendations were made for the solution of the problems to the relevant parties.Key Words: Constructivism, Curriculum, Coursebook, Young Learners.
Building up a learner corpus through creative nonfiction prose: An experimental study
With this research, it is aimed to contribute to the field by means of investigating the effects of a learner corpus based upon Creative Non-fiction Prose. The weak point of corpora studies are regarded as their providing artificial or receptive-only real life examples. Whereas, this research aims to prove that a corpus study can also stand for a creative way of teaching English as a foreign language. The population of this research is 95 intermediate level students from four different classes. A pre-test, created through the vocabulary items given in their course books, is given to the participants. Following the pre-test, two control groups and two experimental groups were randomly sampled. The control groups were just given a pre-test and post-test. Whereas, the experimental groups were given vocabulary items they might be familiar with from their course books of the first semester. But the vocabulary items were not given all together at one time. For each practice of the experiment, they were given a particular amount of items. One of the two experimental groups was acknowledged in how to use reference corpora sources in the computer lab. Then, they maintained their study through using these resources by themselves. Meanwhile, each member of the other experimental group was demanded to use these vocabulary items within a prose through using creative non-fiction. Completing each task, the writings of the students are collected and inserted in WordSmith 5 corpus program and practised in the classroom environment. As the treatments were over, a post test was applied to all four participant classes. The Independent Samples t ? Test results of the experimental group whose participants were required to take part in building up a learner corpus through creative nonfiction prose were significantly different when compared with the results of the other controlgroups and the other experimental group.Key words: Learner corpus, Reference corpora, Creative nonfiction prose, Computer mediated communication, Qualitative data, Quantitative data, Empirical research
Students' perceptions of effective teachers' behavior
The relationships between the teachers and the students are the basis of teaching and learning process. While people are learning a foreign language, they need a teacher to facilitate teaching and learning process and to lead them reach their educational objectives. Thus, effectiveness of the teacher has big influence both on learners and on process of teaching and learning.In this research, it was aimed to find out the ?Effective Teachers? Behavior (ETB)? used by the teachers in preparatory classes of Higher School of Foreign Languages in University of Gaziantep (HSFLUG). This study was carried out from students? perspective since they are at the core point of the teaching/learning process.The present study was conducted in the middle of the fall semester of 2008- 2009 academic year. 170 preparatory students at HSFLUG (n= 56 females and n= 114 males) participated in the study whose age ranged between 17 and 25. The data were collected through a developed questionnaire which had thirty-five items. The reliability of the questionnaire was .96.The data analyses were conducted by descriptive and inferential statistics. The analysis of the questionnaire disclosed that to what extent teachers have each behavior. Chi-square was applied for each item and it was understood that there were no significant difference between the English proficiency level of students and the way they evaluated their teachers. Significant difference was found only for eight items. Students? success was correlated with the scores that they gave to their teachers (r = -.063 and .411). As a result, no significant relationship between students? success and teachers? effectiveness was found. It was found that effective teachers? behavior does not effect on students? success (t=14.87 and p= .62).
The effects of strategy training on learners' vocabulary development
Vocabulary knowledge is one of the most important factors that affect the language learning process. However, it is a problem for learners to learn vocabulary due to the lack of vocabulary learning strategies. The purpose of this study was to determine whether teaching learners vocabulary learning strategies explicitly helps them improve their vocabulary knowledge. The present study was carried out during the first term of the 2008-2009 academic year at University of Gaziantep, Higher School of Foreign Languages. One hundred Level B (pre-intermediate) preparatory class students, who were chosen randomly, participated in the study. First, a pilot study was conducted and reliability of the questionnaire was calculated as .81 while it was .79 for the proficiency test. The control and the experimental group were administered the pre-questionnaire and pre-proficiency test before the treatment started. The analysis of the data obtained from those suggested that two groups do not have a statistical difference in terms of vocabulary proficiency (p = .407) and percentage of using vocabulary learning strategies. The treatment took eight weeks during when the subjects in the experimental group had lessons two-hour a week about vocabulary learning strategies and had opportunity to use these strategies doing activities. The subjects were given the post-questionnaire and the post-proficiency test after the treatment. The results suggested that the groups had a statistical difference in terms of vocabulary proficiency (p = .023). The analysis of the data revealed that teaching vocabulary learning strategies explicitly helps learners adopt more strategies, which leads vocabulary development. The experimental group was observed to use more vocabulary learning strategies after the treatment and while there was no statistical difference between the control and the experimental groups in terms of proficiency before the treatment, the subjects in the experimental group improved their vocabulary knowledge much more than the control group.Key Words: Vocabulary learning strategies, Strategy instruction
On the relationship between emotional intelligence and foreign language skills in ELT
Emotional intelligence, as related with how an individual recognizes and manages his or her emotions, has made tremendous impact in scientific circles since the development of the concept. Countless researches have been done in order to assure its prominent role in an individual?s success in life. With the increasing demand for success in the developing world, the priority of emotional intelligence has also been regarded as an opportunity. Since emotional intelligence has been referred as crucial in many parts of people?s lives, it can be expanded into the world of language learning. In Turkey, most people complain about not being able to master the English language. The problem underlying this may be the effects of emotional intelligence and its subscales on learning. For this reason, this study has been conducted to fill a gap in the literature of ELT by focusing on the relationship between emotional intelligence and foreign language skills. The current study was conducted at a foundation university in Gaziantep in 2012. There were 341 (180 male and 161 female) English preparatory level students (from pre-intermediate to upper-intermediate) participating in the study. The data were collected using an adapted version of Bar-On EQ-i that has been designed for the purpose of the study and the reliability value was reported as .84. The data were analyzed using SPSS 16. After the analyses, except for the interpersonal EQ (t= -3.69, p< .01), no significant correlations were found between the genders. However, significantly positive correlations between emotional intelligence and language achievement (GPA) (r= .426, p< .01), and language skills- reading (r= .298, p< .01), listening (r= .351, p< .01), writing (r= .346, p< .01) and speaking (r= .299, p< .01) were shown. Moreover, significantly positive correlations between emotional intelligence subscales and language skills were also found. In order to determine the impact of emotional intelligence on language achievement (GPA) and language skills, regression analysis was applied to the data. The results showed that emotional intelligence is a strong predictor of language GPA (r2= .181, p<.01). Key Words: Emotional intelligence, EQ, Bar-On, language achievement, language skills.
The dependency between motivation and learning strategies and their relationship with foreign language learning achievement
Being qualified in English, as a foreign language is one of the necessary qualities for most individuals in this age. Therefore, as it is a universal language, investigating the possible factors that can be effective on academic success in learning English may serve information to be applied in language learning and teaching process. In order to increase foreign language achievement, the relationship between academic achievement of the students, motivation and learning strategies will be analyzed in the study. Moreover, the frequency at using two related concepts (motivation, learning strategies), the connection between and also effect of motivational factors on the use of the learning strategies are the main aspects in the present study. The study was conducted with Higher School of Foreign Languages students and distant English learners -520 in total- at Gaziantep University in 2011-2012 academic year. The data were collected through Motivated Strategies for Language Learning Questionnaire (MSLQ). The reliability of the mentioned data instrument (MSLQ) was determined as 0.90. The analysis of the data realized with the help of SPSS 15.0 revealed that students highy resorted to motivational and learning strategies. Furthermore, there was a significant, positive relationship between motivation and academic success, learning strategies and academic success, also motivation and learning strategies? use. Additionally, it was found out that motivational factors affected the choice of learning strategies positively.
As predictors of academic success in EFL classrooms,self-regulation, self-esteem and attitude: A case study
The Psychology's recognition of individual differences has introduced many concepts. Among these concepts are self-esteem, self-regulation and attitude. These concepts, the importance of which has recently been recognized in education may also be among the determinants of foreign language learning. Hence, investigating three of them altogether can reveal important interrelationships which implicate vital clues for classroom practice. Setting out with this purpose, the study analyzed the relationships between self-esteem, self-regulation, attitude and foreign language achievement. With this aim, three hundred eighty three students at Gaziantep University Foreign Languages Higher School were chosen as the subjects of the study. The data was collected through a questionnaire. The participants? academic success was measured with the end of year average. So as to unveil relationship between the variables included in the study, Pearson Moment Correlation and Regression Analysis were used. According to the analysis results, there was a positive relationship between self-regulation and foreign language achievement (r= .319 p > .01), self-esteem and foreign language achievement (r= .404 p > .01), and attitude and foreign language achievement (r=.425 p > .01). When self-regulation, self-esteem and attitude came together, a statistically significant positive relationship with foreign language success was observed (r= .540 p > .01). Moreover, multiple regression analysis results illustrated that self-esteem, self-regulation and attitude accounted for 29 % of the academic success. While other variables of the study such as age, gender, graduated high school and proficiency levels have no effect on self-regulation, self-esteem and attitudes of the learners, only gender factor was to found to have impact upon attitudes of students. According to Levene?s test results, female participants exhibited more positive attitudes than their male counterparts did. Key words: Attitude, Foreign Language Achievement, Self-esteem, Self-regulation