Theses supervised by Doç. Dr. Hasan Bedir
16 theses · Çukurova University, Çağ University, Boğaziçi University
The effects of extensive reading on self-regulated learning strategies of Turkish adult EFL learners
Self-regulated learning strategies are important for the individual in terms of personal and professional development. The educational importance of self-regulated learning strategies has been widely recognized in the literature. However, there have not been adequate studies to improve these strategies in English as a foreign language context. Taking this gap as an impetus, this study aimed to explore the effects of extensive reading activities on self-regulated learning strategies of Turkish adult EFL learners. This study is both a qualitative and a quantitative study, which lasted four months. This study was conducted with 35 prep-class students of Karamanoğlu Mehmetbey University who participated in the study voluntarily. The case group was given a questionnaire at the beginning of the study to see their awareness level of self-regulated learning strategies. In addition, students were interviewed before and after the study. During the study, an extensive reading program was implemented and students were encouraged to read books according to their level and interest outside the class. At the end of the study, the same questionnaire was administered and the students were interviewed to see whether there had been an improvement in students' self-regulated learning strategies. The quantitative data were analysed through descriptive statistics. The obtained data revealed that extensive reading activities improved students' self-regulated learning strategies. Keywords: Extensive reading, self-regulated learning.
The effect of Web tools 2.0 on critical thinking with a special emphasis on collaborative learning
This study was conducted to find an answer whether Web 2.0 tools have an effect on critical thinking (CT) with a special emphasis on collaborative learning. Thinking skills have a great role in our life. In purpose or not, we are using them in every scope of life. Moreover, they are essential for our professional and personal lives as well. Especially, CT, one of the thinking skills, has been very significant in the twenty-first century because we are being exposed to a large quantity of new information every day and it has been very tough to cope with. A great many of studies have been conducted on CT and it is obvious that it has a great impact on education. However, there are some practical issues on how to integrate CT into curriculum. On the other hand, literature reviews have shown that Web 2.0 tools are effective tools in learning and teaching process. Web 2.0 tools are becoming more popular everyday and we come across new Web 2.0 applications in both daily life and educational arena. Web 2.0 tools such as blogs, wikis, and social networking are very common and they encourage and support the collective knowledge for the 21st century. In recent years, Fatih Project has been put into practice in all schools around Turkey with the aim enabling equal opportunities in education and improving technology in the schools including primary, secondary and high schools for the efficient usage of ICT tools in the learning-teaching. With this project, all schools will be equipped and transformed into computerized classes with the latest information technologies such as tablets, LCD Interactive Boards. In this transformation process, educational e-contents are going to be formed in accordance with the current teaching programs. Therefore, teachers and students should be informed about Web 2.0 tools and some practical issues should be eliminated. Moreover, collaborative learning has a significant role in education. Teachers use this to enliven their classes, increase the communication and so many other reasons. As we use Web 2.0 tools and provide them to discuss, collaborative learning is essential. With all these in mind, the main question is whether Web 2.0 tools instruction can successfully promote CT with a special emphasis on collaborative learning. The purpose of this paper is to find an answer to this question. It also will identify the teaching strategies and instructional designs, which will successfully promote CT in an electronic learning environment. This study is both a qualitative and a quantitative, which lasted ten weeks. 20 8th grade students in Kahramanmaraş, Dulkadiroğlu, Güzelyurt Secondary School were the participants of this study. Critical Thinking Questionnaire (CTQ) and Web 2.0 tools Questionnaire (WTQ) were administered at the beginning of the study to see the preferences of the participants. Furthermore, interviews and minute papers were used to support the study. During the study, CT was infused into the curriculum through prompts in accordance with the language content and topics for the 8th grades that was determined by the Ministry of Education. At the end of the study, the same questionnaires used at the beginning of the study were administered again to see whether there has been an improvement in learners' CT skills. Quantitative data was analyzed by using descriptive statistics as a component of case study. Research findings from qualitative (Interviews, diary and minute papers) data shed light on the quantitative data as well. Key words: Critical thinking (CT), Web 2.0 tools, Collaborative learning.
The relationship between Turkish adult students' ambiguity tolerance levels and metacognitive awareness of l2 reading strategies at different English proficiency levels
Ambiguity Tolerance (AT) is regarded as one of the learner variables that can influence one's language learning performance as well as language learning strategy use. Along with this, some individual differences like gender and English proficiency level can play a vital role in affecting learners' AT level and level of language learning strategy use. This study is designed as a descriptive study and specifically aimed to investigate the relationship between Turkish adult students' AT level and Metacognitive awareness of L2 reading strategies (MARS) at different proficiency levels. The study was conducted with 195 Turkish adult learners registered in preparatory classes at Melikşah University's School of Foreign Languages. The participants were selected among A1, A2 and B1 level students using convenience sampling method. Data was collected through the Second Language Ambiguity Tolerance Survey (SLATS), the Metacognitive Awareness of Reading Strategies Inventory (MARSI), and semi-structured interviews for both AT level and MARS. The findings of this study indicate that as English proficiency level increases, the level of AT increases. Even though, the AT level scores were all below the mid-point of the continuum score of the survey – meaning that all participants' AT levels are considered low - there seems to be an increase in the AT level as English proficiency increases. Secondly, the findings of this research suggest that gender has a significant effect on AT level. Based on the results of the questionnaires and interviews, male students tend to have a higher AT level compared to their female counterparts. Thirdly, a significant relationship is found between students' level of MARS and English proficiency level. Within the context of this study, even though high proficiency level students are expected to have high awareness and reading strategy use, the level of MARS tended to increase as the language proficiency level decreases. Regarding the gender effect on MARS, no significant difference is found between MARS and gender. Lastly, within the scope of this study, no significant correlation was found between students' AT level and MARS. The findings of this study also have important implications for both students and teachers. Key Words: Ambiguity tolerance, metacognitive awareness, reading strategies
The influence of brain-compatible learning on English language proficiency of adult learners
The quest for finding out new methods or techniques in an effort to ameliorate the quality of English language teaching is not a new phenomenon in view of the approaches and methods having been introduced to the literature heretofore. One of the current initiatives embarked on to accomplish the mentioned objective involves the implementation of brain-compatible learning principles in learning environments. The review of the related literature has led the researcher to carry out a study in order for investigating the impact of brain-compatible learning on adult EFL learners' language proficiency as scarce number of research has been conducted on the topic of concern so far. This study having a mixed methods research design was conducted with the participation of 53 university prep class learners. The focus group was comprised of 27 learners while the remaining participants, 26 participants, took part in the study in the control group. The participants in the focus group were subjected to the intervention in brain-compatible learning principles for 336 hours while the ones in the control group were traditionally taught such as being subjected to lecture method in the duration of the study. The data collected by pre-post proficiency exam results, retention exam results, perceptions about brain-compatible learning questionnaire, beliefs about language learning inventory, learning styles inventory, lived English language learning experiences questionnaire, hemispheric mode indicator, two semi-structured interviews, learners' diaries and teacher's diary were analysed by employing SPSS 22 and MAXQDA 11. The findings attained from the analysis of the data reported that the focus group participants outperformed the control group participants in the post-proficiency exam, which indicates that brain-compatible learning has a positive influence on adult EFL learners' language proficiency. Keywords: English language teaching and learning, brain-compatible learning, brain-compatible learning principles, EFL learners, adult learners
An investigation of integrating critical thinking skills into ELT pre-service teacher education programs
The idea of teaching higher-order thinking skills in schools besides the subject matter has been around for the last decades in the field of education. However, the reciprocity between critical thinking and language learning and its paramount role in raising effective global citizens who can cope with the contemporary challenges of 21st century work arena is a recently acknowledged issue. The devastating spread of digital technologies in daily life makes the need to act selectively and wisely a must in gaining knowledge which is a vital component of higher-order thinking, accompanied by effective communication skills with people from other nations. Therefore, the development of a culture of higher-order thinking in language classrooms has become an important goal of language education. Nonetheless, the awareness of language teachers and pre-service language teachers regarding the prominence of critical thinking – a higher-order thinking skill - in language teaching, and the ways they could merge critical thinking with their teaching remain to be scarcely researched. Derived from this necessity, the aim of this study was two-fold: first, to explore pre-service English teachers' perceptions on i) critical thinking, ii) how to integrate critical thinking into language education, and iii) the challenges that could be faced during this process; secondly, to determine whether there was a development in their perceptions towards critical thinking, how to integrate it into language teaching and the real-context challenges after an action plan implementation on CT-based language instruction. Besides the perceptual dimension, to what extent the pre-service teachers could transfer the knowledge they gained from the training intervention into practice was also examined. This practical side of the study represented the unique dimension that could offer promising implications for the related literature. As such, the study comprising of a practical action research design investigated the impact of a 14 week action plan implementation on 8 pre-service English teachers' awareness and teaching skills regarding the integration of critical thinking into language teaching. Data collection involved the use of semi-structured interviews, CT-tasks, lesson plans, observation forms of the video-recorded macro teachings, and self-reflection journals of the participants. Both quantitative analysis in the form of descriptive statistics and qualitative analysis in the form of content analysis were performed to scrutinize the results. The study revealed outstanding findings in relation to the research questions. First of all, a perceptual improvement on the part of the participants in connection with the concept of critical thinking was obviously observed. Before the action plan implementation, the participants offered vague, superficial or limited definitions of critical thinking, which showed their hesitance about the meaning of critical thinking, whereas their explanations at the end of the study were much more comprehensive and self-confident indicating a cognitive shift about the term. Another important finding was about their awareness on how to integrate critical thinking into language teaching. The in-depth analysis of the data demonstrated that they had a more positive attitude with plenty of ideas on the techniques and the activities to be employed for fostering critical thinking in a language classroom at the end of the study. The challenges of teaching critical thinking in language classrooms mentioned by the participants both before and after the implementation period were in line with the related literature. The salient difference was that they had a tendency to blame the external factors, such as the education system or the students in the pre-stage, but they also articulated the teacher related internal constraints, such as lack of background information and experience on infusing critical thinking into language teaching in the post-stage. Finally, the participants were remarkably able to transfer the procedures and the techniques they were exposed to during the action plan implementation period into their macro teachings despite the external and internal obstacles. This indicated that pre-service English teachers could successfully integrate critical thinking into language teaching so long as they were given sufficient and appropriate guidance. Keywords: Critical thinking, pre-service teacher education, action research
Teaching reading with brain based teaching strategies in adult EFL classrooms
Learning is a complex process that takes place in our everyday life. Some piece of information is learned easily while some other information cannot be learned even too much effort is put in. The human being is actively engaged during the learning process both physically and emotionally. However the most important role is on the brain in the learning process. As a result it is important to understand how the brain learns. The research findings on the physiology and functions of the brain lead to the development of brain based teaching model by combining the principles of brain mechanism for learning. The aim of brain based teaching model is to get the utmost efficiency from the learning process and make the learning long-lasting. The aim of this study was to investigate the effects of brain based teaching strategies on reading comprehension skills of adult EFL learners. The study was conducted at Adıyaman University and participants of this study were freshmen students attending the Basic English course. The study was designed as a quasi-experimental study with control grouped pre-test post-test implementation. Pre-test and post-test results of the experimental group and the control group were compared after 12 weeks of brain based instruction in the experimental group. The findings of the study suggested that use of brain based teaching strategies in EFL reading classes made significant improvements in the reading comprehension skills of adult EFL learners. Also students receiving brain based instruction had improved vocabulary, grammar, spelling, and speaking skills related to the reading comprehension skills, too. Furthermore; the study investigated students' views on brain based teaching strategies with the implementation of a students' views questionnaire and student interviews in the experimental group. The results indicated that students had positive views on brain based instruction and use of brain based instruction was helpful in evoking positive feelings about EFL learning in EFL students. In addition to these; the results of minute papers collected from students in the experimental group showed that use of brain based instruction in EFL reading classes may be helpful in overcoming difficulties learners face during EFL reading classes. Keywords: Brain based teaching strategies, reading comprehension skills, adult learners, students' views.
The impact of reciprocal teaching strategies on language proficiency of young efl learners
The purpose of this study is to find out the possible effect of reciprocal teaching method on learners' views on language learning, and to see whether they will improve the basic language skills starting firstly with the reading skill itself. Providing a great variety of materials making it possible to implement the target strategies of reciprocal teaching, active participation of the learners into the process is aimed. Observing even his classes that learners were not given enough chances to acquire themselves active roles in instruction and gain the control over their own learning, the researcher as the teacher has been driven to look for modern collaborative methods, with which the classes would be more language classes. With consideration of current educational practices and readiness of learners for that change in language instruction, modified version of reciprocal teaching method has been implemented with a search for its possible positive impacts on TEOG performance of learners. Therefore, in order to be able to test the anticipated positive effects of target method on language instruction, a quasi-experimental research design procedure was carried out, in which two groups of learners whose language proficiencies were determined with a pretest to be similar to each other. The experimental group was exposed a reciprocal-based instruction, while the control group was continued to be instructed as it had regularly been. The language class structure of control group was called "traditional class structure" in this study in that no change in language education and teacher-learner roles was planned. So as to compare the progress both groups had made, a sample TEOG test was exposed before the intervention and the results were contrasted with those from actual TEOG. An attitude questionnaire conducted again before and after the instructional process was also interpreted to see possible change in learner views. Keywords: English language teaching and learning, reciprocal teaching, reciprocal intervention, regular instruction, EFL learners
Reciprocal peer mentoring in pre-service elt practicum in terms of teaching concerns and teacher efficacy beliefs
Practicum is a salient but largely neglected component of pre-service teacher education. It is critical to investigate possible challenges pre-service teachers encounter during practicum and to understand how these challenges affect their perceptions of self as a teacher. It is equally essential to examine possible contributions the other stakeholders of practicum including the cooperating teachers and supervisors can make to help pre-service teachers overcome negative impact(s) of these challenges and promote their confidence in their own professional knowledge and skills. Therefore, the aim of this study was to probe into pre-service ELT teachers' perceived teaching concerns and teacher efficacy beliefs and how implementation of reciprocal peer mentoring practice compared to traditional mentoring influenced their development of an effective teacher identity throughout practicum. To this end, the present study adopted the concurrent mixed methods design. The study collected data through an open-ended questionnaire, group/individual interviews, reflective journals and audio-records of peer conferences along with self-report scales. The study employed SPSS Version 23 and content analysis in order to analyze the data elicited through various data collection tools. The results of the study indicated significant differences within and between the study and comparison groups in terms of their teaching concerns and teacher efficacy beliefs prior to and following practicum. The present study concluded that compared to traditional mentoring, engagement in reciprocal mentoring practice reinforced pre-service ELT teachers' struggle for alleviating different types of teaching concerns while it prompted higher efficacy in various dimensions of teacher efficacy beliefs. The study also suggested that reciprocal peer mentoring might be a viable enhancement to the traditional mentoring model in order to foster benefits pre-service teachers can make from practicum. Finally, the study yielded several implications calling for a reconsideration of the traditional mentoring model currently used in pre-service ELT teacher education programs.
The effect of reading strategies on language proficiency of young adolescent learners
This study was designed to investigate whether a)57 learners from eighth grade in Süreyya Nihat Oral Middle School apply reading strategies b)integrated explicit strategy instruction into English language lessons have an effect on 27 eighth graders' reading strategy use c)integrated explicit reading strategy instruction increase the level of reading strategy use of those learners d) integrated explicit reading strategy instruction have an effect on the results of the exam named Transition from Basic to Secondary Education ( TEOG ) and relatedly their English proficiency of 27 learners in the eighth grade. The study was conducted with 27 learners from eighth graders in Süreyya Nihat Oral Middle School. The present study was conducted with a quasi-experimental research design as the study was implemented with an experimental group exposed to explicit reading strategy instruction in their regular English classes and a control group following a regular instruction model without applying explicit reading strategy instruction. Data were collected through both qualitative and quantitative insturments. A reading strategy questionnaire was used to find out reading strategies employed by learners and the same survey was conducted after the explicit reading strategy instruction to see whether there is a difference between the pre and post study in terms of reading strategy use. Learners' perspectives were evaluated through content analyze of minute-papers.Data gathered from surveys and learners' minute paper were multiplied with the data gathered from the notes of the researcher's diary that she kept through the implementation.The results of the exam named Transition from Basic to Secondary Education(TEOG ) of both control group and experimental group were calculated to see whether there is an effect of integrated explicit reading strategy instruction on learners' English proficiency. To analyze the quantitative data from TEOG results and surveys; means, t-values, and standard deviations were evaluated. In addition, content analyses was used to gain findings from students' utterances on their minute paper. The results of reading strategy questionnaire indicated that eighth graders did not use reading strategies sufficiently before the study, however, findings of the same questionnaire conducted at the end of the study demostrated that learners in experimental group improved the frequency of reading strategies use, those were instructed through the reading strategy instruction, to a considerable extent. The findings gathered from the content analysis of minute-paper including students' evaluations indicated that integrated explicit strategy instruction promoted their English learning process. In addition to this, learners in experimental group, in the frame of mean value, reached a higher score in TEOG exam and, therefore, findings showed that reading strategy instruction and strategy use seemed to have a significant effect on learners' English language learning. Keywords: Reading strategies instruction,reading strategies,integration of reading strategies into the lesson,English language teaching and learning,meaningful learning,awareness of reading strategies use.
The effects of teaching word roots on the long term retention of English vocabulary
Background: Vocabulary learning experience seems to be the most time consuming aspect of language learning. Learners exert considerable energy on words trying to memorize isolate words and sets of exam words which are, in most cases, bound to be forgotten. There are various learning strategies adopted by learners of English to memorize and retain words. Dissecting words into word parts is among these although there are few studies dwelling on the benefits of teaching word roots (Bellomo, 2005, 2009; Karlıova, 2009; Akarslan, 2013). Those few studies highlight the effectiveness of teaching and learning vocabulary through Latin and Greek roots. However, they lack any answers as to how much this strategy works in terms of retention in the long run. Aim: The aim of this study is to show the impact of teaching word roots both on learners' attitudes and the long term retention of newly learnt lexical items. Method: A quantitatively supported descriptive study was administered throughout the thesis. A group of university foundation year students (N=16) were selected in the study. The group, first, selected words they did not know from a list of advanced vocabulary items. The completely unknown words were then shortlisted to be taught in the study. In order to ensure that the students do not know the shortlisted words, they were also required to write down the meaning of these words instead of choosing from alternatives. These new lexical items were introduced to the group with word roots, as well as the English definitions, Turkish equivalents and example sentences. A post-test was administered to observe the short term effects of this method. A post-post test was applied after one month to see if there was any difference in the amount of retention of these words in the long run as well as the learners' attitudes towards the method. For triangulation, the instructor and students were asked to keep diaries. They were provided with open-ended questions to evaluate the learning process of words through word roots. They were also interviewed to see why and how they could or could not retain the words. Key Words: Teaching Latin and Greek Word Roots, Retention of Words, Teaching English Vocabulary
Turkish efl pre-service teachers' attitudes toward and reflections on digital game enhanced practice
Educational technologies have started to be integrated in educational activities in an increasing rate with recent technological advancements. Digital games, being one of these materials, are thought to be effective in langauge learning and teaching field as much as they are in other educational fields. Previous research has shown that pre-service teachers generally have positive attitudes towards digital games, and the ones who have negative attitudes cannot think of any use since they have not encountered any specific example of application. In this respect, Sykes and Reinhardt (2012) claimed five possible key elements in line with game elements and second language learning, which are goals, interaction, feedback, context and motivation. Starting from this point of view, this study aims; first, familiarizing Turkish Pre-service EFL Teachers who were selected based on their attitudes on digital games as high, medium and low attitude with digital game enhanced language learning activities and collect their reflections for the digital game enhanced language learning application they experienced. Also their insights for positive and negative aspects of these activities were also aimed to be studied. In addition, this study also aims investigating participants' intentions for using digital game enhanced language learning activities in their future teaching practices.
21st century learning: Integration of web 2. 0 tools in Turkish adult language classrooms
Language classes have begun to welcome technological devices with their benefits as a result of the constantly improving technologies. With those technologies, many different materials serving for language teaching have been developed in order to be used in the classrooms. To make use of these contemporary advances, new materials are being developed day by day. In such a context, language learners have also initiated to use those materials. In that sense, the present study seeks to find out the ways to foster 21st century skills with W2.0 tools. For the present study, 33 adult English language learners, who were at the preparatory class of their department, were trained for two terms in order to see the effects of W2.0 tools on 21st century skills. The training program is in line with Bruner's 5Es instructional frame which aims to incorporate Web 2.0 (W2.0) tool as a subset of formal classroom learning (Kivunja, 2015). The program also enables participants to develop and present their own projects in the class. These projects, which were the outcomes of a collaborative activity, were recorded and shared through using a website as a main platform. While the students were sharing the presentations, their classmates also contributed to the website that was designed like a blog via writing comments which made them think in a critical and creative way. As the data collection tools, peer assessment collaboration rubric (Intel Teach Program, 2010), creativity and critical thinking rubric (based on KPM, 2010, cited in Kuong et al. 2012), rubric for communication skills (Schreiber et al., 2012), attitudes towards the use of computers questionnaire (Connolly et al., 2009), Critical Thinking Questionnaire (Bedir, 2016) were used. Furthermore, the presentations that students did in the class were recorded, and they were evaluated by two other independent instructors regarding the 21st century skills development. As another data collection tool, minute papers, semi structured interviews and in class observations were used in order to obtain qualitative data. According to the results, using W2.0 tools presents a viable option to foster 21st century skills except for critical thinking skill for the case of language learners within Bruner's 5Es framework.
Enhancing speaking skills of young adolescents through collaborative activities
This study aims to investigate the effects of collaborative activities on secondary school learners studying English as a Foreign Language (EFL). This study will shed light on whether such activities enable students to improve their speaking skills since traditional and structure based classrooms prevent them from practicing the language. In traditional classrooms, interaction gets interrupted by insufficient knowledge of speaking strategies and learners always tend to speak the native language. In order to improve learners speaking skills, researcher conducted 12 weeks of study using collaborative activities effectively in the classroom. Before conducting the study, the researcher conducted a questionnaire including 29 items to understand which strategies learners are lacking, and did a speaking exam using a speaking rubric to figure out if the learners had developed themselves. The researcher also took notes after each lesson and asked learners to write minutes paper to collect data. After the study, the same questionnaire and speaking rubric was administered to understand whether learners made a significant difference. The study will enable teachers to shift their teaching style from a traditional one to a more enjoyable and communication based classrooms by using collaborative activities. It is also important as collaboration is a 21st century skill that is required in all work environments, therefore preparing the learners to real life situations. Research findings will reveal the collaborative ways to improve speaking strategies and uninterrupted communication in the classroom.
Attitudes and motivation of young Turkish adolescents towards learning English
The purpose of the study is to look into the attitudes and motivation of young Turkish adolescents towards learning English, and the reasons that lie behind those attitudes and motivation. The study is seen as necessary at the present time that the foreign language and especially English is highly significant in every aspect since the students haven't been able to show expected and desired success towards learning English. The study is also highly significant to see how students' attitudes and motivation are influential at English learning process. A descriptive research study was applied to young Turkish adolescents. A total of 259 sixth and seventh grade students aged 12 – 13 from four different secondary schools in Adana took part in the study. In the study, the data were collected by carrying out an attitude questionnaire, semi - structured interview and English class activity evaluation form. All these data collecting methods were applied to students and analyzed by using SPSS 24.0 (Statistical Package for Social Sciences). Descriptive analysis was conducted, frequencies and percentages were evaluated. The results of the study disclosed to what extent the attitudes and motivation of young Turkish adolescents towards learning English have an impact on learning English in practice.
The views of elt prep class students on internet-assisted language learning regarding learning management system
The purpose of the study is to reveal students views toward Internet Assisted Language Learning (IALL) in the School of Foreign Languages at a state university in Turkey. Another aim of the study was to discover students' views towards Learning Management System (LMS) through Cambridge Unlock LMS. In attempt to find answers to research questions, a descriptive research design was used. 55 English language teaching students who study English in the School of Foreign Languages at Harran University participated in the study. As data collection instrument, a survey designed by Shin (2007) was administered and a semi-structured interview was conducted. The survey had 3 sub-sections apart from the demographic information part; students' experience , belief and self-efficacy on IALL regarding LMS. Semi-structured interview was designed to shed light on students' views toward IALL, and their perception toward the use of LMS. Use of IALL and LMS in language classrooms is inevitable in the future, and teachers must be trained in order to keep up with the developments. The results reveal that though they have concerns regarding how to use LMS in the language classroom, instructors have rather a positive view toward the use of LMS. Findings also assert that students have a positive attitude toward internet assisted language learning thanks to the fact that they are already familiar with the internet through their everyday experience.
Fast NOx prediction methodology via 1D thermodynamical tools
Accurate modelling of Nitrogen Oxide, soot, CO and UHC emissions from diesel engines plays a crucial role during the development phases of powertrain systems due to increasingly more strict emission legislation. Undoubtedly, generating accurate and robust methods of emission prediction will serve to global optimization of engine systems at very early stages of engine development. Engine component selection, accurate prediction of specific fuel consumption and defining the correct EGR strategy (low and mid-high) can only be achieved via reliable and fast NOx emission prediction. There are many possible ways of emission prediction in literature such as 3D, stochastic reactor, semi-empirical, phenomenological models and neural networks. However, these prediction methods either need excessive test data or simulation duration. On the other hand, using 1D simulation tools is a faster way of emission prediction but has low accuracy. In this study, it is aimed to improve a fast and accurate NOx emission prediction methodology by utilizing 1D Models generated in GT-Suite software. Two different heavy-duty diesel engines with two different combustion models are modelled and correlated to test data. A NOx emission prediction methodology is developed in 9L heavy-duty diesel engine model and experimented with the 12.7 L heavy-duty diesel engine model. In both studies, extended Zeldovich mechanism outputs included in the software is tuned via embedding calibration multiplier maps, depending on different engine operating parameters. Comparison of simulation results with the use of varying NOx calibration multiplier maps against test data, shows that the developed methodology can be used to predict NOx values with high speed and accuracy.