Theses supervised by Dr. Öğr. Üyesi Firdevs Tijen Akşit
14 theses · İhsan Doğramacı Bilkent University
Yükseköğretimde İngilizce hazırlık sınıfında çalışan öğretim görevlilerinin biçimlendirici değerlendirme uygulamaları ve algıları
This mixed-method explanatory case study investigated the formative assessment practices and perceptions of in-service English language preparatory school instructors in relation to student monitoring and student scaffolding at the tertiary level. The study also explored how these practices vary depending on instructors' years of experience, degree, and additional assessment training. To this end, 30 in-service instructors completed a questionnaire to obtain the quantitative data in this study. The follow-up semi-structured interviews provided the qualitative data with eight voluntary instructors. The results of the study showed that formative assessment practices are being implemented by English language instructors mainly to monitor student progress, help students internalize the learning process, and encourage student involvement with the help of feedback while creating an interactive classroom culture by using various approaches and methods in teaching. It was also found that instructors' years of experience, degree, and assessment practices did not create any significant difference in monitoring students; however, in terms of scaffolding, instructors without additional assessment training chose to implement scaffolding practices more than instructors who have training. Keywords: Assessment, formative assessment, English language teaching
Türkiye'deki yükseköğretim İngilizce öğretmenlerinin kültürel duyarlılığa dayalı öğretime hazır oluşları üzerine karma yöntemli bir araştırma
Using a mixed-method design, the focus of this study was Turkish EFL teachers working in the English preparatory programs of various foundation universities in the İstanbul province. The Culturally Responsive Teaching Readiness Scale (CRTRS) with demographic questions was used to collect responses from 95 participants, followed by semi-structured interviews with 10 volunteer participants. The results showed that teachers generally felt personally ready to teach in culturally diverse EFL classrooms, yet they showed lower readiness levels when their professional background was considered. The inferential analysis results revealed that teachers' years of experience play a significant role in their professional readiness levels; experienced teachers showed lower readiness to employ CRT when their professional educational backgrounds were considered. Teachers showed positive attitudes toward the role of culture in English language teaching and regarded culturally responsive pedagogy as relevant in their multicultural classrooms.
İngilizce öğretmeni ve öğretmen adaylarının araştırma anlayış ve faaliyetleri
This study explores how 122 pre-service and 79 practicing EFL teachers at a state university in Türkiye conceptualize and engage in research. Grounded in Borg's (2009) framework, the study combines data from an adapted questionnaire and follow-up interviews with 32 participants (7 pre-service and 25 practicing teachers) to better understand how teachers define research and what prevents them from engaging in it. Findings show that both groups tend to view research as a formal, systematic, and objective process, and they place importance on its practical value in the classroom. Many participants also associated research with informal, everyday problem-solving activities. Despite generally positive views, both groups reported limited engagement in academic research. Key barriers included coursework demands, lack of time, and insufficient training. Overall, the study highlights the need for more accessible, practice-oriented research education in both initial teacher education and ongoing professional development. Supporting teachers in building a more confident and relevant relationship with research can play a key role in bridging the gap between theory and classroom practice.
Türkçe- İngilizce iki dilli bir ortamda kullanılan yazma stratejileri: Bir durum çalışması
The aim of this study is to examine the writing strategies which were conducted on 164 high school students in Turkish- English bilingual context, for determining the mostly used writing strategies and whether there are any differences in writing strategies with respect to grade level, gender, types of written texts, the number of books read, like writing or not. The data was gathered via The Inventory of Learning Strategies at an international high school providing bilingual diplomas. In order to analyze data inferential and descriptive statistics were used. In the findings of the study, meta-cognitive strategies are the most preferred strategies and affective strategies are the least. The use of writing strategies varies relying on types of text written, the grade level, gender, the number of books read and whether they like writing or not. Also, it was found that bilingual high school students, who are female and at higher grade levels, who never read book, and who like writing a lot have a tendency to use writing strategies more. Furthermore, results showed that essay is the most preferable text by all students. Key words: Bilingual education, Turkish-English bilingual education, language learning strategies, writing strategies, direct strategies, indirect strategies.
Tarafların bakış açısından İngilizce eğitim veren üniversitelerdeki öğrencilerin akademik yazma ihtiyaçları ve bu ihtiyaçların nasıl karşılandığı: Vaka çalışması
This study aims to explore the academic writing needs of university students studying in various departments of a state university in Ankara, Turkey, where the medium of instruction is fully or partially English, and whether these needs are met as perceived by the main stakeholders. Data come from questionnaires filled by undergraduate students studying in various departments (N=346), English language instructors teaching the English Preparatory school of the university (N=57), and professors teaching in various departments (N=35). Further data were collected via one-on-one semi structured follow up interview with volunteered English language instructors (N= 18) and department professors (N= 23). The results of the study reveal that the skill of writing taught in the preparatory school does not seem to match what different disciplines require in the departments as perceived by main stakeholders.
Türkiye'deki üniversitelerin önemli paydaşlarının İngilizce dilinde öğretim hakkındaki algıları
This study aimed to investigate the perceptions of students, content professors and language instructors in 25 EMI (English Medium Instruction) universities in Turkey regarding EMI, and whether there is a significant difference between their perceptions. In this explanatory research, a survey research design was implemented by collecting the quantitative and qualitative data through surveys. 205 students, 81 content professors and 45 language instructors took part in the surveys, and content analysis was conducted to analyze the open-ended questions to obtain qualitative data. Major findings show that all participant groups have a positive perception of EMI, with the students showing the highest level and content professors the lowest. The Welch ANOVA test showed that there was a significant difference between the perceptions of students and content professors. The content analysis revealed that the necessity to have a high level of English language skills for EMI programs is seen both as an advantage for following recent literature, but also as an obstacle for academic success in courses both by students and content professors. Key words: EMI, English medium instruction, main stakeholder perceptions
Türkiye'de bir vakıf üniversitesi ingilizce hazırlık programında uygulanan kurumsal sınıf gözlem sistemi üzerine paydaş algıları
This case study investigated the perceptions of the main stakeholders on an institutional classroom observation system in the English language preparatory program of a foundation university in Ankara. In this regard, it explored how the stakeholders perceive the relationship between the institutional classroom observation system and English as a foreign language teachers' professional development in terms of teaching quality and teacher reflectivity. To this end, 44 EFL instructors, eight classroom observers, and three administrators took part in the study. The data were derived through a questionnaire with open-ended questions, semi-structured interviews, and the document regarding the system was utilized as another data source. The results of the content analysis revealed that each stakeholder group has their own perception on the observation system, and its relation to teaching quality and teacher reflectivity.
Türkiye'de eğitim dili İngilizce olan üniversitelerdeki öğrencilerin akademik konuşma ihtiyaçları hakkında öğrenci ve öğretim elemanı algıları
This study investigated the perceptions of the main stakeholders on the academic speaking needs of students who study at 25 EMI universities in various departments in Turkey. In this regard, it explored to what extent the current approach applied to teach speaking in English in these universities meet the needs of students studying at various departments. To this end, 101 university students, 62 English language instructors, and 31content professors of varying disciplines filled in a questionnaire to take part in the study. The quantitative data were derived through the questionnaires and further data were collected via semi-structured interviews with volunteered participants consisting of eight students, 12 language instructors and three content professors. The results of the study reveal that there is a mismatch between the current approach applied at universities to teach students academic speaking skills and the academic speaking skills that students need in their departments. Some discrepancies among stakeholders were also identified.
UBDP dil A derslerinde okutulan çeviri edebi eserlerdeki kültür temsilleri incelemesi
Uluslararası Bakalorya Programı, Dil A (Türkçe) derslerinde "öğrencilerin farklı kültürel bakış açılarına saygı duymasını ve bu bakış açılarının anlamı nasıl şekillendirdiğini anlamalarına yardımcı olmayı"amaçlar. (IBO, 2017). Bu amacın gerçekleştirilmesi için de derslerde çeviri eser okuma ve inceleme zorunluluğu bulunmaktadır. Bu çalışma, Uluslararası Bakalorya Diploma Programı Dil A(Türkçe) derslerinde sıklıkla kullanılan Madam Bovary ve Babalar ve Oğullar gibi örnek çeviri eserlerde bulunan kültür temsillerini incelemiştir. Bu çeviri eserler, ABD Eğitim Bölümü ve Ulusal İnsani Bilimler tarafından 1996'da tasarlanan ve Yuen (2011) tarafından uyarlanan Yabancı Dil Öğrenme Standartları çerçevesinde içerik analizi yöntemiyle analiz edilmiştir. Analiz sırasında eserlerde yer alan kültürel ögeler kişi, ürün, bakış açısı ve uygulama başlıkları altında toplanmış ve temsil ettikleri kültürler etiketlenmiştir. Çalışma sonucunda, incelenen çeviri eserlerde başta Fransa ve Rusya olmak üzere ağırlıklı olarak Batı ve Avrupa kültürlerinin temsil edildiği görülmüştür. Diğer kültürlerin ise az da olsa eserlerde temsil edildiği görülmüştür. Bu çalışmanın sonuçları, Dil A: Edebiyat (Türkçe) derslerinde işlenen bu tür edebi metinlere UBDP programının ilgili hedefleri göz önünde bulundurularak nasıl yaklaşılacağı konusunda öğretmenler için çıkarımlar içermektedir.
Yüksek öğretim İngiliz dili uzmanlarının ölçme değerlendirme okuryazarlık algıları
The aim of this study was to explore the assessment literacy perceptions of English language professionals. This mixed method case study was conducted through surveys and interviews with English language professionals at the English preparatory school of a foundation university in Ankara, Turkey. The survey items were adapted from Kremmel and Harding (2020) with the purpose to explore the perceived assessment literacy levels of English language teachers. The survey was completed by 23 English language teachers, four assessment specialists and seven academic leaders. In addition, 10 teachers, four assessment specialists and seven academic leaders were interviewed to explore the perceived relationship between their assessment literacy and teaching quality. Descriptive statistics were used for quantitative data analysis. The interview data were categorized based on the assessment literacy dimensions specified in Taylor's framework (2013) and analyzed through thematic content analysis. The results indicated that English language teachers are moderately knowledgeable and slightly skilled in assessment literacy dimensions. The study also concluded that English language professionals establish a meaningful relationship between several dimensions of assessment literacy and their teaching quality. The overall results suggest that English language professionals need to be provided with further training to improve their assessment literacy and to empower assessment for learning.
Öğretmen geribildiriminin yüksek öğretimde yabancı dil olarak İngilizce öğrenenlerin yazma becerilerinin gelişmesindeki rolü
The aim of this case study was to explore the main stakeholders' perceptions regarding the role of teacher feedback on improving EFL students' writing ability and investigate the potential commonalities and/or discrepancies among these main stakeholders' perceptions in an English language preparatory program of a university in Turkey. For this mixed-methods study, the quantitative data were collected from 62 instructors and 497 students via a survey. To gather qualitative data, semi-structured interviews were conducted with 11 instructors and 11 students. The quantitative data were analyzed through descriptive and inferential statistics, and content analysis was used for the analysis of the qualitative data which came from open-ended question responses of the survey and one-to-one interviews. The findings of the study indicated some similarities and differences between instructors' and students' perceptions. Both instructors and the students thought demotivation is a significant factor in feedback. Instructors believe they give equal importance to grammar and meaning during their feedback. On the other hand, students reported that they mostly experienced grammar focused feedback although they expect more focus on meaning when they are provided with written feedback.
Yükseköğretim kurumlarında görev yapan Türk İngilizce öğretmenlerinin öz yönetimli mesleki gelişim algı ve deneyimleri
This study aimed to explore the perceptions and experiences of tertiary level Turkish ELF teachers regarding self-initiated professional development, and to find out if their perceptions differed according to their demographics. For this mixed-methods study, the quantitative data was collected from 67 Turkish EFL teachers through surveys, and one-on-one interviews were conducted with 14 of them. Descriptive and inferential statistics were used to analyze the quantitative data, and for the analysis of the qualitative data, content analysis was used. The results showed that teachers valued collaboration greatly and thought professional development should be context-specific, address their needs, provide practical information and help them be up-to-date. They also asserted teachers should have more autonomy about their own professional development and receive financial, attitudinal, and time-related support from their institutions. The results also indicated that teachers having an undergraduate or graduate degree in teaching English as a foreign language put greater emphasis on the duration of professional development compared to the teachers who graduated from a non-TEFL program, did not have a master's degree or had a master's degree in a non-TEFL program. Moreover, sharing experiences and problems with colleagues was the most experienced professional development activity by the participants, whereas attending article discussion club sessions was the least experienced one. Moreover, teachers found attending certificate/diploma programs to gain teaching qualifications the most beneficial, but preparing portfolios was found to be the least useful professional development activity for them. Keywords: professional development, self-initiated professional development, professional development perceptions of EFL teachers, professional development experiences of EFL teachers
Üniversite ingilizce öğretim görevlilerinin farklılaştırılmış öğretim algıları ve uygulamaları
The purpose of this study was to investigate EFL instructors' perceptions and practices of differentiated instruction in an English language preparatory program of a state university in Türkiye. For this mixed-methods case study, the quantitative data was collected through a questionnaire, and the qualitative data was gathered through semi-structured interviews. 87 instructors participated in the quantitative part of the study, and 13 instructors participated in the qualitative phase. Descriptive and inferential analysis was employed to analyze the quantitative data, and the qualitative data was analyzed through content analysis. The results indicated that instructors' awareness of differentiated instruction is generally high, and that they are generally aware of individual differences and needs and their impact on the course achievement. On the other hand, the results of the study also showed that instructors' practices of differentiated instruction are generally not comprehensive and are not proactively based on individual student needs. However, instructors moderately practice differentiation in some parts of their instruction. The results of the study also revealed some challenges instructors face in the differentiation practice including strict syllabus, number of students, insufficient resources and exams. Keywords: EFL, differentiated instruction, differentiated learning
COVİD-19 pandemisi döneminde çevrimiçi öğretimde üniversite İngilizce öğrencilerinin ve öğretim görevlilerinin duruma özgü motivasyonel eğilimleri
The aim of this case study was to explore the situation-specific motivational dispositions of EFL students and instructors and to examine if the dispositions differ according to their gender, faculty type and level of English for the EFL students, and age, years of teaching experience, department graduated from and level of study for the EFL instructors in online teaching during the COVID-19 pandemic in a state university preparatory program in the Black Sea Region of Türkiye. For this quantitative case study, the data were collected from 343 students and 45 instructors through student and instructor questionnaires. The items related to the students' and instructors' motivational dispositions in online teaching were adapted from Guilloteaux and Dörnyei (2008) for the online questionnaire. Descriptive and inferential statistics were used for data analysis. The results revealed that the students' motivational dispositions seemed to have differed regarding gender, faculty type and level of English, while the instructors' motivational dispositions seemed to have changed according to age and years of teaching experience. Overall, the students' and instructors' motivation levels were not very high in online teaching caused by the COVID-19 pandemic. Keywords: Emergency remote teaching, motivation in online teaching, learning during COVID-19, teaching during COVID-19