Theses supervised by Yrd. Doç. Dr. Hülya Yumru
61 theses · Çukurova University, Çağ University
An action research study on portfolio assessment in a process writing class with seventh grade students in a primary state school
This study aims to search the improvements of the writing skill of the seventh grade students in a state school by using portfolio technique in Process Approach. In this study three questions have been investigated: 1) What are the factors to be considered while teaching writing skill to the seventh grade students? 2) Does the use of portfolio technique help seventh grade students' writing improvement? 3) What are the attitudes of the students to portfolio technique? Key Words: 1. Portfolio Technique 2. Metacognitive Skills 3. Autonomy
A teacher development program for young learners of English: An action research
In 1999, the Turkish Ministry of Education instituted English as a foreign language intothe fourth and fifth grade curriculum. However, the Ministry of Education (MEB) didnot prepare teachers to teach these grades. As a result, the necessary backgroundinformation, skills, and techniques needed for this new task were lacking in theseteachers.This led the researcher implement a teacher development program entitled ?TeachingEnglish at the 4th and 5th Grades?. Hence, a survey was sent to 220 schools under thejurisdiction of Konya City Directorate of the Ministry of Education. Second, given 120survey results, plus participants? expectations; the researcher conducted a teacherdevelopment program.This study, conducted as an action research, is based on Kelly?s (1955) PersonalConstruct Theory, which considers everyone a personal scientist. The Repertory GridTechnique, the data collection tool of the Personal Construct Theory is the main datacollection tool used in this study.It is used at the beginning of the study to elicit the participants? underlying personalbeliefs on efficient primary grades English teachers. These have been made explicit fortriggering participants change and development. The Repertory Grid Technique is usedat the end of the ?Teaching English at the 4th and 5th Grade? teacher developmentprogram? to determine the changes in the content and structure of the participants?beliefs.The results revealed changes in both the content and structure of the participants?beliefs, regarding the features of English teachers teaching at the grades of four andfive.Key words: Teacher Development, Personal Construct Theory, Repertory GridTechnique, English in the Primary Grades, In-service Teacher Development Program.
Efl state school teachers? perceptıons on ın-servıce teacher development programs ın the Turkısh educatıonal system
The aims of this study are to figure out the EFL state school teachers? perceptions on in-service teacher development programs, to determine the factors that force the EFL state school teachers to attend in-service development programs and to reveal the fields that need to be improved. The participants of the study were 100 EFL teachers working in state schools. The data was gathered through using a questionnaire. The gathered data was analyzed by using mean scores and standard deviation. The analysis of the obtained data revealed that the EFL state school teachers believe in-service development activities have beneficial contributions for their organizational and individual improvements. Furthermore, it has been seen that ??scientific, technological and social developments?? is the primary grounded factor that causes the teachers to get in-service development programs.
The role of teacher efficacy over English language teaching
The main purpose of this study is to examine teacher efficacy levels of English language teachers who work in secondary schools. Also, teachers? self -reported English proficiency level and use of pedagogical strategies were investigated. The data were collected through three different questionnaires from 28 English language teachers. Results showed that teacher efficacy has an impact on teaching English. The data indicated that teachers? beliefs in their ability were correlated with their self-reported English proficiency. It was found that most of the teachers use communicatively oriented instructional strategies in the classroom. This study provides necessary and useful information to understand teachers? needs to develop their efficacy.
Teacher development: Critical friends group
Owing to the changes in economy and politics, the education system in Turkey has been exposed to educational reforms. One of the key elements in implementing the educational reforms into the classroom is the professional development of teachers, which has received a great deal of attention for a long time. Thus, the Ministry of National Education has implemented teacher development meetings and workshops to enhance the qualities of teachers. However, the study of Baran and Çağıltay (2006) reveal that not many teachers have engaged in the teacher development activities willingly since they feel that these activities do not contribute to their professional development. As Yumru (2000) suggests, a sense of ownership rests on the core of professional development of teachers. In this study, it was aimed to explore whether Critical Friends Group (CFG), a kind of teacher development program based on reflective teaching, can contribute to teachers? professional development through creating opportunities for them to share their experiences and dilemmas related to their teaching in collegiality. The researcher acted, as a participant observer, called CFG facilitator and 4 participant teachers were included in this study lasted 8 weeks. The data was collected using diary keeping, the researchers? field notes, questionnaires and semi-structured interviews. The findings revealed that Critical Friends Group programs could contribute to professional development of teachers by enabling teachers to work in collaboratively to improve their professional knowledge and teaching in a supportive and reflective professional community.
A study on professional development needs of EFL instructors working at a foundation university
The objective of the present study is to analyze professional development needs of EFL instructors at a foundation university in Gaziantep. In order to get a comprehensive idea, different aspects of professional development programs have been focused.First of all, general attitudes of instructors toward professional development programs have been determined and then teachers have been asked to state their professional development needs. In addition to the areas they need development, the reasons that hinder them from attending these programs have been investigated. The last step has been to identify the delivery formats and methods of the program based on instructors? preferences.A hundred EFL instructors consisting of both Turkish and international staff participated in the study. As the data collection tool, a questionnaire was adapted and administrated to instructors. Data that was gathered through a questionnaire and analyzed by means of Statistical Package for Social Science (SPSS).The first result which this study revealed was that EFL instructors held positive attitudes for the professional development programs. Sharing experiences and ideas with other colleagues was the most common activity among instructors to develop themselves professionally and the main reason that hindered them from attending these programs was indicated as inconvenient time and date. Productive skills were challenging for most instructors both to teach and to assess. As to delivery formats and methods of the professional development programs, instructors preferred programs to take place at their institution, up to 45 minutes and generally delivered by an expert or trainer outside the institution.
The development of students' use of reading comprehension strategies in English texts
In this study, it is aimed to develop the use of reading strategies by the students. This study was carried out in Higher Vocational School of Cag University in 2011-12 academic year. The participants of this study included 20 beginner level EFL students. It was designed and developed as an action research project (Kemmis and Mc Taggart, 1988). In this model, a self-reflective spiral consists of four phrases; planning, acting, observing and reflecting. Data was also collected to document the actions and ideas of the students involved in this research. A reading strategy survey was used as a pre-test to identify which strategies the students were aware of and a post-test to see if an eight week strategy development programme resulted in an increase in students? use of reading strategies. In the lights of the study, it was identified that eight-week reading strategy development programme resulted in an increase in students? use of reading strategies. It was also found out that in week five and six, the students showed more motivation and more focused on their reading through various reading strategies.
EFL teachers' and students' perceptions towards the use of writing portfolios in language learning process
This research aims to determine the attitudes of teachers and students towards the use of portfolio in EFL writing classes at Turgut Ozal University (T.O.U). Also, it aims to reveal the advantages and challenges of using portfolio in a university context from the teachers' and the students' points of view. This study was conducted with 16 EFL teachers and 96 students studying at T.O.U who are taking EFL writing classes. The study was based on the data collected by portfolio use attitude surveys which investigated the opinions of teachers and students. As a result of the findings of two surveys, it is clear that all teachers and majority of students have positive attitudes towards the use of portfolio in EFL writing classes at T.O.U. Also, according to the teachers and students the use of portfolio in EFL writing classes has demonstrated a great number of benefits along with some challenges.
The evaluation of performance tasks given at primary education according to students' teachers' and parents' opinions
In this study it is aimed to find out students', teachers' and parents' opinions about performance tasks given in English classes at primary education. The study was carried out in private schools in Adana and Tarsus in 2011-12 education year. The participant of this study were 150 7th grade EFL students, 30 English language teacher working with them and 50 students' parents. Questionnaire and document analysis were used as data collection. It was identified as a result of study that students, teachers and parents stated that in general performance tasks are useful, they help students to improve their English language skills, students have fun while doing them, they enable students to develop their ability of research. On the other hand, ıt has been found out that parents do not have enough knowledge about performance tasks, these tasks are taken from internet as they are, without any effort, a great deal of tasks are done by tutors, students sometimes have to do many tasks at the same time and these tasks are really difficult to do. In the light of findings of this study, some suggestions were made to English language teachers, universities, schools and Minister of Education.
A case study on ELT teachers' perceptions towards professional development activities
In recent years, because of the changing nature of language and high standards of the modern age, professional development of language teachers has gained importance. The purpose of this study was to investigate language teachers' perceptions towards professional development activities and the factors that hinder their professional development. The participants of this study were 122 English language instructors at Erciyes University School of Foreign Languages. The data collected were analyzed descriptively to find out teachers' perceptions and differences among teachers. The data analysis indicated that teachers accepted professional development activities as part of their professional life but did not implement them as much. Gender and experience were indicators of differences among teachers. Almost all the factors that hinder teachers' professional development were found important by language teachers. However, self motivation was considered as the most important factor hindering professional development.
Disruptive student behaviors in university preparatory classes observed by teachers of English
The purpose of this study is to identify the disruptive student behaviors observed by teachers of English in university preparatory classrooms. The teachers? perceptions on students? behaviors described as ?disruptive? and common disruptive student behaviors in the classrooms were investigated. This study seeks answers for the following questions: ?How do teachers of English in university preparatory classrooms perceive disruptive student behaviors? What types of disruptive student behavior do the teachers of English encounter in their classrooms? What are common disruptive student behaviors observed by teachers of English in university preparatory classrooms? Is there any significant relationship between the teachers? gender, age, the department they graduated from, experience, the number of classes they teach and the number of students they have in their classrooms and their perceptions of disruptive student behavior?? This research was a survey study. 40 teachers of English in preparatory classes of Çukurova University School of Foreign Languages participated in this study. The data was collected through a questionnaire. The questionnaire consisted of two parts. In the first part, there were questions about the participants? gender, age, experience, the department they graduated from, the number of classes they teach and the number of students they have in their classrooms. In the second part, the perceptions of English language teachers in university preparatory classrooms of the disruptive student behaviors were investigated. The results indicated that ?Using a mobile telephone during the lesson?, ?Arguing or disagreeing with the teacher or other pupils?, ?Cheeky or rude remarks or replies to the teacher? ?Cheating?, ?Not studying regularly? were common disruptive student behaviors. Besides, ?Goofing off? was the most commonly encountered misbehavior type. Lastly, there was a significant relationship between the teachers? gender, age, teaching experience, the number of classes they teach and the number of students they have in their classrooms and their perceptions of disruptive student behavior. On the other hand, there was no significant relationship between the department the teachers graduated from and their perceptions of misbehavior.
Implementation of writing portfolios at a preparatory school in a university context
This study aims to investigate the implementation of writing portfolios at a preparatory school and the effects of portfolios on students in becoming aware of their strengths and weaknesses. 17 students of Zirve University English Preparatory School participated in this study for eight weeks. Data collection tools were the researcher?s diary and cover letters of students. The results of the data analysis indicated that the use of portfolios could be implemented and portfolios helped students become aware of their strengths and weaknesses in writing.
EFL learners' conceptions of learner autonomy
Promoting learner autonomy in EFL classes has been one of the most fundamental objectives of education. It is known that Turkish educational system has traditional educational methods that constrain autonomous language learning. Learner autonomy is a concept that has many dimensions. The concern of this study is to find out EFL learners' conceptions of different autonomous behaviours that learners need to have in their learning. Those areas include learners' readiness for self-direction, learners' conceptions of independent work, learners' beliefs related to the role of class and teacher, learners' conceptions of the role of the teacher in explanation/supervision, learners' attitudes towards particular language learning activities, learners' readiness to share responsibility in selection of content, learners' roles in determining objectives and self-evaluation, learners' conceptions of external assessment in their motivation, and learners' attitudes towards the culture of the language they are learning. As the data collection tool Autonomy Learner Questionnaire was used. The survey was administered to 114 7th grade students at Şehit Selahattin Elemantary School in Hakkari, Turkey. The data analysis was carried out through quantitative (frequencies, percentages) analysis techniques. The findings of the study showed that while the learners have more autonomy over some aspects of learning, they have less readiness and awareness over the others.
A study on the evaluation of the writing coursebook and development of writing strategies in a university context
This study aims to evaluate the writing coursebook used in the School of Foreign Languages at a university and accordingly suggest writing strategies. One hundred and fifty one students and 81 teachers from School of Foreign Languages at Zirve University participated in the study. Data collection tools were the questionnaires for both students and teachers. The results of the data indicated that the coursebook has more weaknesses than strengths, and suggested writing strategies in order to enhance these weaknesses. Key Words: Materials Development, Writing Strategies
A study on computer assisted language learning and the development of learner autonomy
The purpose of this study is to gain insights into students' perception of learner autonomy development and to explore learners' perceptions of learning English within a CALL environment. In order to gain insights about the students' perceptions of learner autonomy development, four areas of learner autonomy were examined. These areas were as follows: (a) Learners' motivation level in learning English, (b) Learners' use of metacognitive strategies in learning English, (c) Learners' responsibility perception of their own and their teachers' in learning English and (d) Learners' practice of English in the outside class activities.In order to reach the goals mentioned above, both qualitative and quantitative data were collected by the help of questionnaires, semi-structured face-to-face interviews. The data collected from the questionnaire were subjected to descriptive analysis and the data collected from interviews were subjected to content analysis.The findings indicated that the majority of the students had a high motivation. Also, the results showed that most of them tended to use some metacognitive strategies like self-monitoring and self-evaluation. On the other hand, the findings revealed that most of the students considered the teacher as more responsible for most of the tasks during their own learning process, and tended to spend a little time for outside activities to improve their English. During the study, the students were encouraged to take an active involvement to the CALL classes to increase their motivation, use language learning strategies, take responsibility for their own learning and engage in outside class activities. Keywords: Computer assisted language learning, Learner autonomy.
A comparison of private and state high school EFL teachers perceptions on the quality of English language education in Turkey
This study is an attempt to identify how English language teachers perceive the quality of English language education in high schools and to compare teachers' perceptions based on the school type they have been working. A descriptive research approach was used to answer the research questions. The participants who took part in the study were English language teachers working in state and private high schools in the Southeastern Anatolian Region. In this study qualitative and quantitative tools were used together The comparison of the groups was achieved by using Chi Square Statistics. A questionnaire developed by Kabaharnup (2010) was used as a data collection tool. Then an interview was given to teachers so as to learn their ideas and recommendations. The questionnaire is composed of 11 subgroup of questions such as objectives, materials and technology, teacher's use of technology, teacher's use of materials, teacher's academic qualifications, methods, teacher-student relationship, motivation, assessment, physical conditions, family (of students) and some other issues under the category "other". According to the results of the study, for most of the items in the questionnaire the significant differences found between the groups partly because of difference between private and state schools' economic resources. Those findings were discussed in the light of the current literature. Key Words: Program, Curriculum Evaluation, Recommendations.
A study on the attitudes of ELT teachers toward computer assisted language learning
This study is an attempt to identify the attitudes of English language teachers toward Computer Assisted Language Learning in the School of Foreign Languages at a private university. A descriptive research design was used to answer the research questions. Forty-two English language teachers working in School of Foreign Languages at Zirve University participated in the study. A questionnaire developed by Christensen and Knezek (1998) was used as a data collection instrument. The questionnaire is composed of questions, which correspond to 5 different subgroups such as enthusiasm, anxiety, productivity improvement, avoidance and e-mail use for classroom learning. According to the results of the study, the findings asserted that teachers have less negative attitudes toward Computer Assisted Language Learning when compared to positive attitudes, which have the majority in overall aspect. Those findings were thoroughly discussed in the light of the current literature. Keywords: Computer Assisted Language Learning (CALL); Teacher attitudes; Technology
A study on the identification of the reading strategy types used by 9th grade EFL learners in a private high school
This study was conducted in order to investigate the generic awareness of reading strategy use of 9th Grade students studying in Sunguroğlu High School and state the types of strategies used by them while performing a reading task. Forty-six randomly selected students from two 9th Grade classes participated in this study in 2012-2013 Academic Year; accordingly, the students responded to a 45-item scale that included three categories of reading strategies; before, during and after. The findings obtained in this study indicated that the overall usage-level of the designated reading strategies were at a medium frequency-level; therefore, it revealed that the students use the designated strategies but not necessarily enough. On the other hand, the overall frequency of before-reading strategy use was found to be highest among three categories, so it indicated that the students are generally conscious of their comprehension process and they are planned before performing a reading task. Key Words: Reading, Reading Comprehension, Awareness of Reading Strategy
An action research study on teacher development in a university context
This Action Research study on teacher development in a university context focused on two aims. The first aim was to help teachers in the university English preparatory school develop themselves through the use of small-scale Action Research in their own classrooms. The second aim was to learn how to establish a teacher development unit at Çağ University's preparatory school in order to encourage a culture of development among the teachers in the preparatory school. A 10-week in-service Teacher Development Course directed two teachers through small-scale Action Research projects in their individual classrooms. Data for the researcher's large-scale Action Research project was collected using the researcher's diary, Self-Evaluation Questionnaires I and II (see Appendices 1 and 2), a Course Evaluation Questionnaire (see Appendix 3), and semi-structured follow-up interviews. Data was analyzed using content analysis, and triangulation was used to confirm the content analysis. The results of this study aimed firstly, to show whether or not the small-scale Action Research projects help teachers become aware of their strengths and weaknesses as teachers; and secondly, what factors should be considered when establishing an in-service teacher development course. Keywords: Teacher Development, Action Research, English as a Foreign Language Teacher Education
İngilizce öğretmenlerinin çocuklara İngilizce öğretme tutumları
The aim of the study was to explore the profile of English language teachers' attitudes towards teaching English to young learners. The researcher investigated the teachers' choice of pedagogical strategies (quality in planning and organization, views about the use of L1 and L2, using materials and activities, methods, classroom language and language skills, classroom management, assessment and feedback). The researcher visited 8 different private primary schools in the Adana city center to collect data. Quantitative and qualitative data collection tools were used to collect data. The quantitative data was collected through a Teachers' Attitude Questionnaire, which was designed by Doğan (2009). The qualitative data of the study was collected via semi-structured follow-up interviews. The data was obtained from 62 English language teachers who teach2nd, 3rd and 4thgrade students in private primary schools in Adana. The quantitative data were subjected to SPSS 17.0 (Statistical Package for Social Sciences) and Chi-square test. This study showed that language teachers use variety of pedagogical strategies; however, there is no statistically significant relationship between the teachers' years of teaching experience and their choice of pedagogical strategies. It also revealed that the teachers are not ready to use performance-based assessment strategies.
A comparison of efl teachers' perception of formative assessment in public and private schools
As an EFL teacher working in a public school, I was interested in finding out how EFL teachers in public and private schools perceived formative assessment in Turkey. This research was done to investigate how EFL teachers perceive formative assessment and whether there is a statistically significant difference between teachers' perception regarding the type of school they work at. The participants of this study were EFL teachers working in public and private schools mostly in Central Black Sea region. This study was conducted by using qualitative and quantitative research design. Data were gathered from 100 EFL teachers from 39 primary, secondary and high schools in Central Black Sea region in Turkey. This study showed that most of the participant EFL teachers perceived assessment in the same way but EFL teachers working in public and private schools differ from each other in terms of their classroom practices.
A case study on collaborative group activities to reduce EFL learners' foreign langauge speaking anxiety in a university context
A great number of educators experience some affective factors in educational settings. These factors mostly effective on the learners' attitudes, motivation and efforts to achieve the goals of language learning process. These factors also play a hinderer role to grasp the newly learned items into the mind by constructing a mental block against the upcoming process. As educators, our responsibility is to provide learners with an effective classroom environment in which learners can express their ideas freely, adopt a high motivation and positive attitudes towards language learning and become successful language learners. Our role is also to be a moderator to facilitate learning and enable learners to use appropriate strategies to achieve the goals of language learning more successfully. The goal of the present study was to investigate these possible affective factors causing to the Turkish students' anxiety arousal in English speaking classes. In the light of the findings of the instruments used for identifying the sources of anxiety a case study was conducted. Within this case study an action research was embedded to eliminate the factors negatively affecting students' feelings and attitudes towards constructing communicative language skills. In doing so, two research questions were built up to seek for possible answers throughout the survey. The sources of anxiety were identified by the items of FLCAS and focus group interview questions. Then, some small group collaborative activities were conducted throughout 6 weeks in the class and students were told to keep personal diaries to take notes about the effectiveness of the activities. As a researcher teacher, I also kept a journal to take notes about my observations I noticed during the process of teaching implementations. The findings of the instruments demonstrated that the reasons of anxiety-arousal of the learners were various and flexible. But still, three main categories were identified to present results more explicitly. The origins of the anxiety were personal and interpersonal reasons, teachers' beliefs about language teaching and classroom procedures. The ideas of the learners for the activities also showed that small group collaborative activities work well in foreign language classes.
An action research study on designing multimedia focused reading classes
In the developing world the technology is integrated inevitably to every field of life. Its effects can clearly be seen in educational life. To make use of it in language learning, it is needed to be integrated to the classrooms very effectively. In this respect this study aims to present how to design multimedia focused reading classes to improve students' reading comprehension. To achieve this, a 5-week lesson plan was designed to provide multimedia tools in reading classes. The study was hold with an intermediate level class as an action research at the preparatory school of Hasan KALYONCU university. The key aim is to find the answers for research questions which are (1) how can I design multimedia focused reading classes and (2) what are the students' reflections on using multimedia tools in reading classes? Regarding these questions, three different data tools were used, so the teacher and 20 students kept weekly diaries right after the reading classes for 5 weeks. In addition, at the end of the term, an interview was conducted with 10 students to obtain more data. As it was a qualitative study, the findings from the data tools were analyzed by content analysis. The findings indicated that using multimedia tools in reading classes was quite effective. Also students reflected in a very positive way about the multimedia tools in terms of increasing their reading comprehension, motivation, and improving their vocabulary and general knowledge. Teacher diaries reflected that there may be a need to make some changes in using the multimedia tools.
A case study on a vocabulary development program based on multiple intelligence theory
Teaching English is getting more and more important day by day. Furthermore, teaching vocabulary is a very important thing in language teaching, since words play a significant role in showing our feelings, emotions, and ideas. Therefore, teaching vocabulary effectively is important for teachers to produce learners who are successful in communicating their ideas and feelings. Moreover, students should know their weaknesses and strengths in the language learning process. In Turkey students at Anatolian High Schools come from different backgrounds and they have different multiple intelligences profiles. Moreover, there is no special curriculum or syllabus designed by Ministry of Education based on these differences. There is only one curriculum for every type of school. This study started on 13th of February 2014, and continued until 27th of March 2014. The study took 7 weeks to complete. First week, Multiple Intelligences Survey was completed by the students and then analyzed by the researcher. Then, the vocabulary items were selected for each week from the course book; "Yes You Can", which the Ministry of Education chose for the ninth graders of Anatolian High Schools for the second term. During the last 6 weeks, the vocabulary items were taught according to lesson plans, which were design based on MI. As a data collection instrument, a Multiple Intelligence Survey, researcher's diary and interviews that were conducted with the students were used in order to learn how to establish and conduct a vocabulary-development program using multiple intelligence theory as a basis and to determine whether involvement in vocabulary-development program increase my students' level of participation in vocabulary practice activities or not. At the end of the study, we learned how to establish and conduct a vocabulary-development program using multiple intelligence theory as a basis. We also learned that involvement in this vocabulary-development program increase students' level of participation in vocabulary practice activities.