Theses supervised by Yrd. Doç. Dr. Jodee Walters
25 theses · İhsan Doğramacı Bilkent University
Üniversite İngilizce yabancı dil hazırlık okulu başarı sınavlarının görünüş geçerliği, güvenirliği ve yordama geçerliği arasındaki ilişki
This study examined the relationship between face validity and relatively more objective measures of tests, such as reliability and predictive validity. The study also examined the face validity, reliability and predictive validity of the achievement tests administered at Zonguldak Karaelmas University Preparatory School. The instruments employed in this study were two questionnaires and C- (beginner) level students? test scores. First, instructors and students were given questionnaires to define the degree of face validity and reliability of the achievement tests. Second, the correlations between students? first term averages, second term averages, cumulative averages and the end-of-course assessment scores were examined to find the degree of predictive validity. Analysis of data revealed that face validity does not contradict with more objective measures of tests, such as reliability and predictive validity. However, face validity and reliability analyses revealed some important weaknesses in the local testing system. These weaknesses would not have been revealed if the researcher had looked at only face validity, or only reliability, or only predictive validity of the tests. Therefore, it is very important to look at tests from multiple perspectives, and get information from a variety of sources. Additionally, it has been found that the face validity, reliability and predictive validity of the achievement tests administered at Zonguldak Karaelmas University Preparatory School are high in spite of the weaknesses that were revealed in the analysis.
Yabancı dil öğretimi olarak İngilizce üniversite hazırlık okulu ortamında proje uygulamalarının incelenmesi
This study is aimed at investigating the effectiveness of an existing project work program through the perceptions of the teachers and the students in the preparatory classes at Mugla University School of Foreign Languages (MU SFL). In this study, the actual implementation procedure was compared to the relevant literature in order to find out the mis-matches between the literature, and the actual implementation at MU SFL. Then, the teachers and the students? perceptions of project work were investigated. Data used in this study were collected through classroom observations, questionnaires, and interviews. Data collected with the questionnaire was analyzed by the use of descriptive statistics. For this purpose, SPSS, 11.0 (Statistical Programming for Social Sciences) was used to analyze the questionnaire. Data collected through observation and interviews were analyzed qualitatively. The results of the classroom observation revealed that there are mismatches in implementation between the literature and the preparatory classes at MU SFL. These results revealed that neither the students nor the teachers thought that the students benefited from project work to the extent claimed by the literature. The analysis of the interviews and the implementation procedures revealed that the level of the project tasks at MU SFL is above elementary level students, and that the students do not receive enough guidance during the process of conducting project work. The students felt that they were able to improve their vocabulary and grammar knowledge more than other language skills. In order to maximize the benefits of project work implementation in preparatory classes at Mugla University School of Foreign Languages, it is suggested that the tasks should be modified in accordance with the students? proficiency level. In addition, the allotted time for project work in the curriculum should be increased in order to increase teachers? ability to support project work. Finally, it is suggested that both the teachers and the students should be given training about the rationale of the project work and the implementation procedure of project work.
Ders dışı okuma: Öğrencilerin ve öğretmenlerin başarılı ve başarısız olduğu noktalar ile amaç edinme algıları bakımından bir inceleme
The study investigated the effectiveness of the Extensive Reading Project implemented at Anadolu University School of Foreign Languages (AUSFL) by examining the students? and the teachers? perceptions of its strengths and weaknesses, and by examining the extent to which the teachers and the students think that the ERP achieves its goals and objectives. Two types of data collection instruments were employed in this study. First, the teachers and the students were given questionnaires. Second, interviews with five randomly chosen teachers and students were carried out. Analysis of data revealed that most of the teachers consider the exposure to the different text types as a strength of the ERP, whereas most of the students think that improving reading comprehension and vocabulary are the most important strengths of the project. The weaknesses of the ERP, such as the cheating factor, or students? not taking the project seriously, seem to be associated with the fact that ERP is assessed. In addition, the students are generally satisfied with the ERP in terms of meeting its goals, which are improving reading comprehension and vocabulary, improving attitudes toward reading in English, and using the reading strategies taught in the class, whereas the teachers think that only the first three goals are achieved. The data also pointed to weaknesses such as the effect of assessment on the implementation of the ERP. The data gained from the interviews indicated that the assessment of ER may have a negative impact on achieving all of the goals of the ERP. The results of this study suggest that the ERP, in its inclusion of assessment, as well as in its departure from the ideal implementation as described in the literature, may be failing to meet the goals of the project, in particular, improving attitudes toward reading; however, the project seems to be successful in developing reading comprehension and vocabulary, according to the students? and the teachers? perceptions.
Birleşik strateji eğitiminin okuduğunu anlama üzerindeki etkisi
This study investigated (a) the effectiveness of combined strategy instruction on reading comprehension, (b) students? perceptions of combined strategy training in reading instruction, and (c) teachers? perceptions about combined reading strategy instruction and their experiences during strategy instruction. Four upper-intermediate classes (two as control groups and two as experimental groups) participated in the study. The experimental group received four-week long combined strategy instruction while the control group followed the current reading syllabus without strategy instruction. During the four-week study, Chamot and O?Malley?s (1994) strategy instruction model, Cognitive Academic Language Learning Approach (CALLA), was followed for the most part. Prior to and after the four-week study an International English Language Testing System (IELTS) reading test was given to the students to assess their reading comprehension. Retrospective think-aloud protocols were used after the post-reading test in order to gather evidence on the use of strategies during the post-test. Following the treatment, a questionnaire was administered to the experimental group students in order to explore their perceptions of the strategy instruction program. Finally, the instructors of the experimental classes were interviewed about their experiences during the treatment period. The data analysis showed that the experimental group showed significantly greater improvement on the reading test after the four-week study. Furthermore, the retrospective think-aloud protocols demonstrated that experimental group students employed a broad range of strategies during the post-reading test. The analysis of the questionnaire and interviews revealed that combined strategy instruction had a positive impact on both teachers and students.
Hata düzeltmede tekrarlamanın etkisi
This study investigated the effectiveness of repetition as corrective feedback in terms of its contribution to student uptake and acquisition, and explored students? and teachers perceptions of repetition. Data were collected through grammar tests and stimulated-recall interviews. Thirty students in control and experimental class and their teacher participated in the study. In order to discover the effectiveness of repetition as corrective feedback, the classes of the control and the experimental group were observed and videotaped. The feedback episodes in the two classes were transcribed, analyzed, and coded. Grammar tests were created based on these feedback episodes. The test results of the two classes were compared. The results revealed that the experimental class, which was exposed to repetition as corrective feedback, did better in the test. In order to find out the students? and teachers? perceptions of repetition, interviews were held with five students from each class and with their teacher. They were asked to watch a feedback episode from each class, and then to introspect about them. The students reported that they would prefer repetition. The teacher also said that he would use repetition more often. Findings of the study indicated that repetition as a correction technique is effective in terms of its contribution to uptake and acquisition, and students and teachers had positive attitudes toward repetition.
Kelime defterlerinin kelime edinimi üzerindeki etkisi
This study investigated the effectiveness of vocabulary notebooks on vocabulary acquisition, and the attitudes of teachers and learners towards keeping vocabulary notebooks. The study was conducted with the participation of 60 pre-intermediate level students, divided into one treatment and two control groups, and their teachers at the English Language Preparatory School of Zonguldak Karaelmas University. A fourweek vocabulary notebook implementation was carried out according to a schedule and activities adapted and developed by the researcher. The data was gathered through receptive and productive vocabulary tests, free vocabulary use compositions, group interviews with the students and a one-to-one interview with the teacher of the experimental group. After the administration of receptive and productive vocabulary pre-tests to all of the groups, the learners in the experimental group started to follow the vocabulary notebook schedule incorporated into the regular curriculum, whereas the learners in the control group simply followed the normal curriculum. Every week all of the participant students wrote free vocabulary use compositions on the topics of the units of the week. At the end of the treatment, the same receptive and productive vocabulary tests were given to the groups again. All of the learners in the experimental group and the participant instructor were interviewed in order to see their attitudes towards using vocabulary notebooks. The quantitative and qualitative data analyses demonstrated that vocabulary notebooks are beneficial for vocabulary acquisition. Further, both students and their teacher expressed positive attitudes to vocabulary notebooks. This study implied that vocabulary notebooks could be incorporated into language classes in order for the students to recognize and use the words that are taught to them.
Telaffuz öğrenme stratejilerine, ikinci dil telaffuz yeterliliğine ve telaffuz becerisini etkileyen ikincil değişkenlere yakından bir bakış
The main objectives of this study were to a) give a detailed picture of the pronunciation learning strategy use of Turkish university students learning English; b) examine the relationship between pronunciation learning strategy use and pronunciation ability; c) look for patterns of variation in the use of each strategy by pronunciation proficiency level; d) investigate the relationship between pronunciation ability and several variables, including self-perception of pronunciation ability, perceived importance of pronunciation, gender, out-of-class exposure to English, length of English study and age at beginning of English study; and e) examine how some of these variables (self-perception of pronunciation ability, perceived importance of pronunciation, gender and out-of-class exposure) may relate to strategy use.Statistical analyses of the data revealed that there was no significant relationship between pronunciation learning strategy use and pronunciation ability. The analyses at the individual strategy item level showed that only three of the 52 items varied significantly or near-significantly by pronunciation proficiency level. The remaining 49 items of non-significant variation were categorized according to the mean frequency of use to show their relative popularity in spite of having no effect in distinguishing proficient pronouncers from less-proficient ones (bedrock strategies). In terms of the secondary variables, length of English study and age at beginning of English study varied significantly among the pronunciation ability groups. Strategy use varied significantly only by gender. This study suggests that the use of all types of pronunciation learning strategies in concert with one another may increase their effectiveness upon learners? L2 pronunciation ability.Key words: pronunciation ability, learning strategies, secondary variables
Türkiye?deki üniversite yabancı dil hazırlık okulu öğretim elemanlarının kendilerini gözlemlemesi ile akranları tarafından gözlemlenmelerinin kıyaslanması
This study was designed to investigate the similarities and the differences between the types of information provided by peer and self observation conducted in Turkish university preparatory school classrooms by Turkish EFL instructors, as well as the extent to which peer and self observation contribute to reflective thinking in this setting and whether there are any differences in their contribution to reflective thinking. Six teachers, two of whom were focus teachers (FTs), as self observers, and the rest as peer observers (POs) participated in this study. From these participants, two groups, with one focus teacher and two peer observers, were formed. Data were collected through four types of observation instruments completed during or after the teacher observations: observation forms, checklists, open-ended questions and reflective writings.In this study, one lesson of each focus teacher was video-recorded, and both these focus teachers, as self observers, and two of their peer observers were asked to evaluate the videotaped lessons using the observation tools they were provided with. Each group?s documented information collected through observation forms, checklists and open-ended questions were compared to explore the similarities and differences between the types of information provided by peer and self observation. In addition to this, each group?s reflective writings were compared to explore to what extent peer and self observation contribute to reflective thinking and whether there are any differences in their contribution to reflective thinking. All the data in this study was analyzed both qualitatively and quantitatively. In the analysis of the observation forms, checklists and open-ended questions, the categories were developed by the researcher using the general inductive approach described by Thomas (2006), and in the analysis of the reflective writings, a framework for levels of reflective thinking devised by another researcher (Hasanbaşoğlu, 2007) was used.The findings of this study suggest that there are similarities and differences between peer observers and focus teachers in the documentation and interpretation of teacher actions, evaluation of what is observed, suggestions and ideas given, and specific information (via the checklist) about what is the focus of the observation. However, the similarities and differences are affected not only by the type of the observation, but also by variables such as the personal characteristics of the observer, the observation instruments and even the type of lesson observed
İngilizce öğrenen Türk üniversite hazırlık sınıfı öğrencilerinin kullandığı dilbilgisi öğrenme stratejileri
This study mainly investigated (a) which learning strategies Turkish EFL learners use when learning and using grammar structures, and (b) the difference in learning strategy use by several variables, such as gender, proficiency level, and achievement on grammar tests. The study was conducted at Middle East Technical University (METU), School of Foreign Languages, with the participation of 176 students from three different proficiency levels (pre-intermediate, intermediate, and upper-intermediate). The data were collected through a 35-item questionnaire regarding grammar learning strategies.The analysis of the quantitative data revealed that Turkish EFL learners think learning English grammar is important, and that these learners use a variety of learning strategies when they learn and use grammar structures. The findings from this study also indicated that there is a difference in learning strategy use among different proficiency levels. Similarly, a significant difference was found between males and females in terms of their strategy use. Finally, the study showed that using grammar learning strategies is influential in grammar achievement.
Turk üniverserlerindeki yabancı dil olarak İngilizce öğrencilerinin sınıf içi tartışmalarında eleştirel düşüncenin sözel ifadesi
This study was designed to investigate the amount of the expression of critical thinking (CT) and the nature of L2 in tasks that require critical thinking in English for academic purposes (EAP) classrooms in Turkish universities.This study was conducted with two advanced-level EAP classes, including 34 students in total, at Middle East Technical University, Turkey. The data was collected by video-taping the students? discussion in class and analyzing their transcripts in terms of critical thinking and nature of language.The results indicated that students can express their critical thinking skills orally in L2 to a certain extent but they have difficulty in doing so as a result of their lack of necessary language. This study suggests the need for further work on oral expression of CT in EAP classrooms in Turkish universities in terms of the vocabulary and grammar students need to express themselves more accurately while engaged in tasks that invite CT in their oral L2.
Okuma öncesi aktivitelerinin zamanlamasının öğrencinin okuduğunu anlaması üzerindeki etkisi
This study investigated (a) the effects of the timing of pre-reading activities on students? reading comprehension when they were conducted either one day before reading a text or immediately before reading a text, and (b) the students? attitudes to the effectiveness of pre-reading activities with respect to their timing. Two pre-intermediate and two intermediate classes participated in the study. The study used a within-subjects design in which all four classes acted as their own control and experimental groups since they all received both treatments in two weeks. During the two-week study, two texts were used (Text A and B). The pre-reading activities used for each group of students were the same (class discussion-brainstorming, vocabulary matching and video watching). In the first week of the experiment, treatment group A both in the pre-intermediate level and the intermediate level, was given pre-reading activities one day before reading text A, and treatment group B in both levels, was given pre-reading activities immediately before reading text A. In the second week, treatment group A was given the pre-reading activities immediately before reading text B, and treatment group B was given the pre-reading activities one day before reading text B. After each treatment, the students were asked to write a summary in their L1 about the texts they had read, as a post-test. Following the treatment, the self-reports of eight randomly chosen participant students in the form of post-treatment semi-structured interviews, were taken to explore their attitudes towards the timing of the pre-reading activities.The data analysis showed that when pre-reading activities were done immediately before reading a text, the students performed better in their post-tests than when the pre-reading activities were done one day before reading a text. The study also revealed that effective timing of pre-reading activities might be more important for lower level students when a text is difficult. The analysis of the interviews demonstrated that the pre-reading activities that the study used were effective for students? comprehension; the attitudes of the students about the timing of the pre-reading activities were mixed. The interviews also revealed students? different reactions to variations in teaching methods. It was speculated that their different preferences were due to their different learning styles.Keywords: Pre-reading activities, timing, top-down processing, schema theory, cognitive load theory.
Türkiye'deki hazırlık sınıfı öğrencilerinin duygusal zeka ve yabancı dil kaygısı arasındaki ilişki
It is becoming increasingly difficult to ignore the rising trend of emotional intelligence in education. So far, however, there has been very little discussion about the relationship between emotional intelligence and foreign language anxiety. The main objectives of the this study were a) to give a general picture of the emotional intelligence and foreign language anxiety levels of Turkish EFL students at university level; b) to investigate the effects of gender and success level on both emotional intelligence and foreign language anxiety; c) explore the relationship between emotional intelligence and foreign language anxiety; and d) to examine the relationships between the five sub-skills of emotional intelligence (adaptability, stress management, mood, interpersonal, and intrapersonal) and foreign language anxiety.
Türkiye?de bir üniversitedeki yabancı dil olarak İngilizce öğrenen öğrencilerin öz-düzenlemeli İngilizce öğrenimine yönelik öz-yeterlik inançları ile İngilizce öğrenme sorumluluk algıları üzerine bir çalışma
The educational importance of the connection between self-efficacy beliefs for self-regulated learning and perceived responsibility for learning has been widely recognized in the literature in recent years. However, the relationship between these two constructs has not been specifically investigated in an English as a foreign language (EFL) context. Taking this gap as an impetus, this study aimed to explore the extent to which Turkish university EFL students feel efficacious in regulating their English learning and the extent to which they assume responsibility for their English learning processes, and how these two constructs relate to each other.The study was conducted at Yıldız Technical University, School of Foreign Languages, with the participation of 503 students from four different English proficiency levels (i.e. elementary, pre-intermediate, intermediate, and advanced). The data were collected through questionnaires and semi-structured interviews, and analyzed quantitatively and qualitatively.Analysis of the quantitative data revealed that Turkish university EFL students were moderately self-efficacious in regulating their English learning and perceived themselves to be slightly more responsible than their teachers for their English learning processes. It was also revealed that there is a positive correlation between these two constructs. Analysis of the qualitative data contributed to the study by revealing that there might be other constructs than self-efficacy beliefs that relate to students? perceptions of responsibility, such as motivation and interest.This study implied that Turkish university EFL students need to be provided with educational opportunities that promote their self-efficacy to regulate their English learning and their sense of control over their English learning.Key words: self-efficacy, self-regulated learning, self-regulatory efficacy, perceived responsibility
Yabancı dil konuşma kaygısının nedenleri ve yabancı dil konuşma kaygı düzeyi ile dil yeterlilik düzeyi arasındaki ilişki
This study investigated the sources of foreign language speaking anxiety and the relationship between proficiency levels and degree of foreign language speaking anxiety. The study was conducted at Hacettepe University, with the participation of 234 students from the departments of Basic English, Electrical and Electronics Engineering, International Relations and English Linguistics.Data were collected through a proficiency exam, a questionnaire and interviews. The proficiency exam is an adapted version of the Michigan Test of English Language Proficiency. The questionnaire had two parts. In the second part, the participants were given an adapted version of the Foreign Language Speaking Anxiety Scale (FLSAS), which was developed by Huang (2004). Afterwards, nine students were selected for participation in the interviews to get a more detailed analysis of the sources of foreign language speaking anxiety.The analysis of the quantitative data revealed that the participants had a moderate level of foreign language speaking anxiety, and that the level of learners? language proficiency did not play an important role in their degree of foreign language speaking anxiety. The quantitative data also revealed that teaching and testing procedures, personal reasons, and fear of negative evaluation were major anxiety provoking factors. The interview results showed that certain linguistic difficulties were additional sources of foreign language speaking anxiety in this EFL context.
Aktif ve pasif kelime öğrenme hızında yeterliliğin etkisi
This study investigated the effect of proficiency level on the rate of receptive and productive vocabulary acquisition, in conjunction with an examination of materials and instruction. The study was conducted with the participation of 68 beginner and elementary level students, and their teachers at the English Language Preparatory School of Tokat Gaziosmanpaşa University.The data was gathered through receptive and productive vocabulary tests, a one-to-one interview with teachers of the beginner and elementary groups, and materials analysis. After the administration of the pre-tests, the students continued their foreign language education for about three months until the administration of the post-tests.The quantitative analysis demonstrated that the students at both levels improved their vocabulary both receptively and productively; however, the students at the elementary level gained more words in a shorter period of time. The qualitative data analyses showed that instruction and the materials played a certain role in improving the students? vocabulary acquisition. However, the elementary groups? greater gains in vocabulary could not be satisfactorily explained by either the materials or instruction. It is possible that the results that could not be explained by either materials or instruction are because of differences in proficiency. The elementary students? higher level of proficiency appeared to allow them to benefit more from the materials and instruction in terms of vocabulary acquisition.The study implied that teachers and curriculum designers should pay attention to the aim of the program. While selecting the materials and teaching methods, selected materials and teaching methods should be compatible with the aim of the program. The study also implied that providing a few more hours of instruction for the beginner students is not enough to help these students reach the same level of proficiency by the end of the year as higher level students. Even more hours of instruction per week and different instruction should be provided to lower level students in order to help them reach the required proficiency level by the end of the year.Key words: Receptive vocabulary, productive vocabulary
Sesli kitapların yabancı dil olarak İngilizce öğrenen farklı yeterlik seviyesindeki üniversite öğrencilerinin okudukları metinleri anlamalarına olan etkisi
This study mainly investigated the effectiveness of audio books on the reading comprehension of selected texts by university EFL students. This study also aimed to find out whether a difference in students? reading comprehension as a result of exposure to audio books emerges based on their proficiency levels. Lastly, students? attitudes toward audio books were also investigated in the study.This study was conducted over three weeks, with the participation of 82 students from four classes at elementary and intermediate levels at Anadolu University School of Foreign Languages. One of the classes at each level was selected as the control group and the other class was designated as the experimental group. The control group students were assigned to read three graded readers, one book per-week, while the experimental group students were assigned to read the same books and listen to the accompanying audio CDs outside the classroom.In order to investigate the effectiveness of audio books on the reading comprehension of university EFL students, reading comprehension tests, which were prepared for each book separately, were administered to the control and the experimental group students after each one-week reading period. In order to address the first research question, the mean values and standard deviations were calculated and compared between the control and experimental groups. The test results of the elementary and the intermediate level students were compared to explore any difference in the effectiveness of audio books on reading comprehension according to their proficiency levels. Following each reading comprehension test, the experimental group students were administered a questionnaire with the intent to find out their attitudes toward using audio books.Analysis of the test data revealed that audio books are effective in the text comprehension of university EFL students, and they appeared to have a greater effect on students at intermediate level than they did at elementary level. The results from the questionnaire showed that the experimental group students had positive attitudes toward their experience with audio books. Finally, the study emphasizes the importance of audio books, suggesting that teachers can incorporate them as an alternative approach to traditional extensive reading implementation.Key Words: Audio book, reading comprehension, extensive reading, attitude, proficiency level, effectiveness
Okuma eğitiminde parçaların ana fikir yapılarını yansıtan grafik organizatörlerin kullanımı
This study investigated the effectiveness of discourse structure-based graphic organizers on intermediate level EFL students? reading comprehension of selected texts. The purpose of the study was to determine whether students who used discourse structure-based graphic organizers as a post-reading activity would perform better on post-test summaries compared to those who were involved in a discussion as a post-reading activity. This study also explored the attitudes of students towards the use of discourse structure-based graphic organizers in reading instruction.Two intact intermediate-level EFL classes at Uludağ University School of Foreign Languages participated in the study. The data were collected through the administration of four post-test summaries and a questionnaire that was in a Likert-scale format.The statistical analysis of the post-test scores revealed that the students who completed discourse structure-based graphic organizers as a post-reading activity performed significantly better in the post-test summaries of the four selected texts than the students who participated in discussion as a post-reading activity. The analysis of the participant students? responses to the attitude questionnaire showed that the students had mixed attitudes towards the utilization of discourse structure-based graphic organizers in reading instruction.
Öğrenme stilleri ile çevrimiçi dil öğrenim destek materyallerinin etkililiği arasındaki ilişkinin incelenmesi
This study investigated (a) the effectiveness of CALL supplementary materials on students? overall classroom achievement, (b) the relationship between students? learning styles and their classroom achievement after instruction supported by online supplementary material, and (c) differences in students? approaches to using the CALL material due to their various learning styles. The study was conducted in two different settings, Ankara University and Trakya University, School of Foreign Languages with 98 participants, who were tertiary level intermediate students. An online program was used as an instrument and the data were collected through unit tests, a learning style survey, and a CALL features questionnaire.The analysis of the quantitative data revealed that CALL as a supplement had a positive influence on students? overall classroom achievement. In addition, although some significant correlations were seen, students? learning style preferences did not have a strong effect on their classroom achievement. Finally, some significant correlations were observed between the students? learning styles and how they used the online supplementary material. However, the findings were not strong enough to generalize. Aside from the significant correlations, it was concluded that the features of the online program appealed to the students on both sides of the dichotomies and they appeared to benefit from the online program equally.
Öğrenci eğitiminin bilgsayar destekli dil öğreniminin etkililiği üzerindeki rolü
This study investigated the effect of learner training on students? ability to benefit from CALL effectively. The study was conducted at Zonguldak Karaelmas University Foreign Languages Compulsory Preparatory School with 38 participants, who were intermediate level students, and four instructors, who were responsible for the experimental and the control groups. Strategy training activities were used as an instrument for learner training and the data were collected through Longman English Interactive Online, which is a web-based program. The experimental group was observed over a two-week period before strategy training. After a two-week strategy training period, they were observed for five weeks.The analysis of the performance of students in the pre- and the post-training period revealed that learner training did not make any significant difference on students? attendance in the lab lessons. However, it appeared to have a positive influence on students? engagement in the CALL materials, the number of lab activities, the number of quizzes completed, and achievement on review quizzes. Furthermore, strategy training appeared to have a positive effect on students? motivation to attend the lab lessons and engage in the lab activities.
Bir profesyonel gelişim stratejisi olarak eylem planının uzun süreli etkileri
This study aimed to investigate the long-term effects of action research on teachers' professional development and instructional practices. The study also aimed to explore how action research is conducted by Turkish EFL instructors and the most effective ways of implementing it.
Bağlamsal çıkarım stratejilerinin İngilizceyi yabancı dil olarak öğrenen öğrencilerin ingilizce okumaya yönelik tutumları üzerindeki etkisi
This experimental study investigated the effect of explicit strategy instruction in contextual inferencing strategies on pre-intermediate level EFL students? attitudes towards reading in English. The study also aimed to find out pre-intermediate level EFL learners? attitudes towards reading in English, as well as the effect of their attitudes towards unknown words in reading texts on their attitudes towards reading in English in general. The study was carried out at Zonguldak Karaelmas University Foreign Languages Compulsory Preparatory School, with the participation of 82 pre-intermediate level English as a Foreign Language (EFL) students and two instructors. Data were collected through questionnaires and interviews in two phases: pre- and post-treatment. An ?Attitudes towards Reading in English? questionnaire was used to find out the students? pre-training attitudes towards reading. Data from the pre-questionnaire and pre-interviews provided information about the effect of the students? attitudes towards unknown words in reading texts on their attitudes to reading in English. After a three-week explicit strategy training period and a two-week interval, the students were given the same questionnaire and interviews were held.The analyses of the pre-training data revealed that the students? attitudes towards reading in English were neutral, and their negative attitudes towards unknown words in reading texts had a negative impact on their attitudes towards reading in English. The comparison of the pre- and post-treatment data indicated that explicit instruction in contextual inferencing strategies had a positive effect on the low attitude students? attitudes towards reading.
Corpus destekli aktivitelerin düşük seviyelerdeki ingilizce öğrencilerinin ingilizce dil bilgisini öğrenmedeki etkileri
This study investigated the effectiveness of using corpus-based activities on lower level EFL students? learning of English grammar. The purpose of the study was to determine whether lower level EFL learners would be able to use corpus-based activities effectively in order to learn five target grammar structures of English. This study also explored the attitudes of those students towards using corpus-based activities in English grammar learning.Six intact lower level EFL classes at Erciyes University School of Foreign Languages participated in the study. The quantitative data were collected through the administration of three tests and an attitude questionnaire. The qualitative data were obtained through semi-structured interviews.The statistical analysis of the test results revealed that the students were able to use corpus-based activities effectively in the learning of the target grammar structures. Additionally, it was found that using corpus-based activities in the learning of the target grammar structures produced similar results when compared to using a course book. The analysis of the attitude questionnaire showed that the students held somewhat neutral attitudes towards using corpus-based activities in the learning of the five target grammar structures. However, the analysis of the student interviews revealed more positive attitudes towards using these sources in English grammar learning.Key words: Corpus-based activities, Concordance lines, English grammar learning, lower level EFL students, student attitudes.
Harmanlanmış öğrenme ortamının öğrencilerin bağımsız öğrenme becerileri ile ilişkisi
July 2011The study investigated whether a blended learning environment supports learner autonomy in the Turkish EFL context and what aspects of this blended learning environment help to foster learner autonomy. A software language learning program called `My English Lab (MeLab)? was integrated in the traditional classroom environment to create a blended learning context.The data collection procedures included a questionnaire, administered to 36 students of the preparatory school at Fatih University. Student group interviews and individual teacher interviews were held. In addition, learner logs were collected and lesson observations were conducted.The results revealed that the blended learning approach helped to foster learner autonomy and the aspects of this learning model believed to support learner autonomy encouraged students to practice their autonomous abilities. It was found that most of the students engaged in the autonomous activities, at least some of the time in the blended learning environment. The results suggested that a blended learning environment could be created to help the students practice their autonomous abilities and to foster learner autonomy in the Turkish EFL context.Key Words: blended learning, learner autonomy
Ticari yazılımların dilbilgisi öğretimindeki etkisi
This study explored the effectiveness of commercial software in teaching grammar as compared to blended and teacher-led learning conditions, and the attitudes of students towards using commercial software to learn grammar.The study was conducted with a participant teacher and 42 upper-intermediate level preparatory school students at Yıldız Technical University School of Foreign Languages, who were assigned to one of the instruction groups, which were computer-based, teacher-led and blended. A three-week procedure of grammar teaching was carried out according to the groups of the participants through materials developed by the researcher.The data were gathered via a pre-test, three immediate post-tests, a delayed post-test and a students? attitude questionnaire. Following the pre-test, the computer-based group was given only computer-based instruction. This group reviewed and practiced the target structures through the commercial software. The teacher-led group was given instruction by the participant teacher. They reviewed and practiced the target structures with the teacher in the classroom. The blended group was given instruction via the participant teacher. They reviewed and practiced the target structures through the commercial software. All the participants were given immediate post-tests right after the procedure. The delayed post-test was administered two weeks after the procedure ended. One week later, they were administered the attitude questionnaire.The results of the quantitative analysis revealed that the teacher-led instruction was slightly more effective than the computer-based and blended learning conditions. The results also indicated that the students? attitudes towards using commercial software to learn grammar were negative.This study implied that further research is needed to integrate computer-assisted language instruction into our educational systems in different ways after eliminating its disadvantages, which may negatively affect students? attitudes.Key Words: Computer-assisted language learning (CALL), blended learning, effective grammar instruction.