Theses supervised by İlkay Gilanlıoğlu
13 theses · Eastern Mediterranean University
The Uses of Smartphones among EFL Learners and their Effects on Vocabulary Learning in Foreign Language English Preparatory School
There have been so many developments and innovations in technology recently and technology use is a way of life for most of us. The smartphone is the most known one and it is used by many. This study attempts to find how EFL learners use smartphones and what effects smartphones might have on their learning English vocabulary. This experimental study was conducted at Eastern Mediterranean University in English Preparatory School. A total of 60 learners from four intermediate level preparatory classes participated in this study. Survey design and experimental design was conducted. Both quantitative and qualitative research methods technique were used. A Background questionnaire was administered in order to decide on which smartphone application to use. Based on the results of this questionnaire, WhatsApp was employed. Pre-test was administered to both experimental and control group to measure participants‟ knowledge of the given words. As part of an experimental design, 30 experimental group of learners received WhatsApp messages via the smartphone containing a number of target words. On the other hand, another 30 control group learner received the same target words in a handout in a traditional way simultaneously. Each target word entry involved a definition, an example, word parts, visual illustration, associations, and collocations. A total of twenty-one words were presented to both the experimental and control group learners in a period of 10 days. A post-test was administered after all target words were sent out to measure the effect of the new application on vocabulary learning. In addition to the post-test, the participants were asked to complete a questionnaire on smartphone use. Lastly, the researcher had a semi-structured interview with two participant volunteers in order to gather further information about the use of the smartphone (i.e. WhatsApp) in a vocabulary learning experiment. The results of the study show that the preparatory EFL learners use their smartphones for both personal purposes and educational purposes. Moreover, smartphones seem to promote the learners‟ English language learning and specifically vocabulary learning. Particularly, vocabulary learning via WhatsApp has a statistically significant effect on learners‟ vocabulary learning. The findings of the study suggest that teachers should integrate smartphone applications such as WhatsApp into vocabulary. Also, this application seems to be useful in promoting autonomy in vocabulary learning because it gives the learners the chance to recycle vocabulary in their own time and it assist learners in developing their vocabulary learning skills whenever and wherever they wish. Keywords: Vocabulary learning, target words, smartphones, applications, Mobile Assisted Language Learning, WhatsApp
Integrative and Instrumental Motivation of Libyan ELT Undergraduate Students Towards Learning English
The current study aimed to explore the motivation level and motivation type (whether they are integratively or instrumentally motivated) of ELT undergraduate Libyan students towards learning English. It also attempts to explore the major factors which influence the motivation of ELT undergraduate students in learning English. The study was conducted at the University of Sebha, specifically in the Department of English Language Teaching (ELT), which is located in the south of Libya. This case study used a quantitative method. 118 ELT undergraduate students participated in this research. The data collection instrument was a student's questionnaire. The collected data were analyzed by using SPSS 20 software programme. The results showed that the motivation of students for learning English is high. In addition, they are more instrumentally than integratively motivated to learn English language. Furthermore, it was revealed by the results that the factors which contribute to learner's motivation are mixed between integrative and instrumental motives. Lastly, the implications, limitations of the study, as well as further research studies suggestions were also provided at the end of this study. Keywords: Motivation, Integrative, Instrumental, ELT students
Iranian EFL Students’ and Teachers’ Perspectives about Computer-Assistant Language Learning (CALL)
This study examines the attitudes of both Iranian English foreign language teachers and students toward using CALL in teaching and learning English language. The purpose of this study is also going to explore a possible relationship between the students' and teachers' reported reasons for using CALL whether there is. The study was conducted at Hezareh Sevom Institute, in the Islamic Republic of Iran. This study involved one hundred forty-nine Iranian EFL students in the intermediate and advanced English language levels, and fifteen Iranian EFL teachers. Mixed research method was used to collect the data by employing students’ questionnaire and teachers ‘semi-structured interviews. The questionnaire results indicated that different browsers and operating systems were used by the Iranian EFL learners. In this study, large number of participants had their own computer which is equipped with Microsoft Windows and their preference browser was Mozilla. In addition to it, this study presents several reasons for using CALL perceived by the Iranian EFL learners. Some of these reasons are providing quick feedback, easy to use, preparing for course tests. On the other hand, reading stories, time consuming, lack of key answer, having to use the CD, direction in English and adding accent are some of the reasons participating students did not like the online materials. In response to interview questions, teachers confirmed that technology can facilitate learning English skills by providing variety of online materials for the EFL learners. Furthermore, CALL can change lecture-based classroom setting and promote the student-centered learning. On the other hand, some teachers who were above thirty-five of age expressed negative perspective about using CALL in EFL classes because of destroying hands-on activities and reducing real-world interaction among learner. By cross-checking the results gained from both EFL teachers and learners, there is a consensus noted among the reasons for which they use CALL. Keywords: Computer-assistant language learning (CALL), ELT classes, Functions of CALL, Classification of CALL
Attitudes of ELT Students towards the Usefulness of Mobile-Assisted Language Learning (MALL) for Learning English
This study explored the attitudes of ELT students towards the integration and implementation of Mobile-Assisted Language Learning (MALL) devices and their applications in and out of the EFL classroom. The aim of this study was to explore the usefulness of mobile devices and applications as supplementary learning materials and also it explored the attitudes of participants towards current limitations in mobile learning and the strategies that should be adopted in order to remove limitations. The participants in this study were B.A students of ELT department at Eastern Mediterranean University. The perceptions of participants were collected through filling out questionnaires and conducting interviews. The findings of the study revealed that ELT students perceived the integration of mobile devices in the ELT context as positive. Participants generally agreed that MALL devices and applications provide learners with ubiquitous learning opportunities. They also assist them in keeping in touch with their peers and instructors. The data obtained in this study showed that a great number of students own and use mobile devices for language learning purposes. Furthermore, some participants reported that there were few limitations such as insufficient provision of wireless Internet connection at the Department and that they had insufficient digital literacy. Several strategies and solutions were also proposed by some participants in this study in order to have a better integration and implementation of mobile devices in EFL context. Keywords: Mobile Assisted Language Learning (MALL), ubiquitous learning, digital literacy
Students’ and Instructors’ Perceptions of Studying in an English-Medium University
The present study aims to examine students’ and instructors’ perceptions of studying in an English-medium university, and particularly, to discover the relationship between students’ perceptions of studying in an English-medium university and of English as a Foreign Language (EFL). The study attempts to investigate the students’ and the instructors’ perceptions of English-medium instruction and their role in students’ learning process. For this purpose, the adapted version of Tarhan’s (2003) questionnaire is administered to the students and the instructors and a semi-structured interview is held with the students. The study is designed as a case study using both qualitative and quantitative research methods. The sample consists of 75 ELT students and 8 instructors from the Foreign Language Education Department of Eastern Mediterranean University. The data collected from three different sources (i.e. student questionnaire, instructor questionnaire, and student semi-structured interview) are triangulated during analysis. The results of the study show that the students and the instructors perceive EMI useful. However, there are some differences in the perceptions of the role of EMI in students’ learning process. While the students feel positive about studying in an English-medium university because it improves their language skills and bring different advantages, the instructors doubt whether the role of EMI is positive or negative as they are not sure if it contributes to students’ cognitive development or not. The results of the study have some pedagogical implications. The results may offer an overall idea to the instructors about the ELT students’ perceptions of studying in an English-medium university and their language proficiency. The study contributes to discovering the differences between the students’ and the instructors’ perceptions of English-medium education.
University Students’ Perceptions about the Impact of Movies on Learning English as a Foreign Language
The aim of this study is to examine English language learners’ attitudes towards acquiring the language through watching English films. The study took place in the Eastern Mediterranean University at the English Language Teaching Department in Northern Cyprus. 80 undergraduate students volunteered to participate in the study. This study will identify if the learners believe that watching English movies would help them to acquire the English language in general and, in particular, and to improve their different types of skills, which are categorized into two types in this study: receptive skills (listening and reading) and productive skills (speaking and writing). Furthermore, it investigates to what extent participants can comprehend the differences between their culture and the English culture that is demonstrated in the movies. The study follows a mixed methods research in which a quantitative questionnaire of 22 items and a qualitative semi-structured interview were administered to the learners. The learners’ perceptions about the impact of watching English movies on their English language acquisition were positive in general. However, as far as the English language skills are concerned, they perceived them variably. Moreover, the cultural feedback that the movies are supposed to provide for the students with did not reach their level of expectations.
Teachers’ Evaluation and Perceptions on Adaptation of Sunrise Coursebook at Sulaymaniyah Governorate in Kurdistan Region of Iraq
This study aims to discover if Sunrise coursebook (levels 7, 8, and 9) could fulfill the Kurdistan’s Ministry of Educations requirements. What is teacher’s perceptions about different elements for this coursebook in these three levels. Also, This research by utilizing some specific attempts to discover possible weak points of Sunrise in the basic levels 7, 8, and 9, and whether teachers do any adaptation during their classes. If they do, what kind of adaptations do they do and how they do it? It seeks to know whether teachers do it in correct and authentic ways. For this study mixed methods are used (qualitative and quantitative), mixed method has been used for approaching the result and getting a positive outcome. The instruments used in this study are a questionnaire and a semi-structured interview. The questionnaire in this study was designed by Litz (2005). The questionnaire is categorized in a number of essential elements such as practical consideration, layout and design, activities, skills, language type, and the last one is subject and contents. For each category there are some questions. Regarding the semi-structured interview, the questions were adapted from (Nguyen, 2015). Participants of this study are teachers who have taught or are teaching (levels 7, 8, and 9) of Sunrise coursebook. The participants are from Sulaymaniyah Governorate in Kurdistan Region of Iraq (KRI). In the pilot test, 35 English teachers participated. In the real data collection 70 English teachers participated in the questionnaire while 20 English teachers participated in the interview. iv The findings of this study showed that this coursebook is suitable for these three levels and the teachers were happy with using this coursebook. Their responses to the questions indicate that appropriateness of Sunrise for these three levels is high. Also, the results show that the teachers’ perceptions about each essential element were positive. In addition, all the teachers do adaptation but in different degree; some of them just use one or two types of adaptation just because of the limited time they have in their class but some other teachers apply almost all kinds of adaptations. Finally, the results show that there is a positive relation between experience and adaptation, such that those teachers who have more experience adapt more during their classes. The present study has some practical implications. The outcomes of this study may provide useful feedback to teachers who use Sunrise and help them know more about the strengths and weaknesses of Sunrise. It may also help them to find better ways of adapting it. Meanwhile, the results may help Kurdistan’s Ministry of Education to review and improve Sunrise.
The Effectiveness of the Vocabulary Notebook in Learning English Vocabulary by Libyan Master’s Students
This study was designed to investigate the perceptions of master’s students about vocabulary learning in EFL, and the effectiveness of using vocabulary notebooks in vocabulary acquisition. A qualitative approach was followed to collect data from 11 participants who were all Libyan master’s students in Eastern Mediterranean University. The data was gathered through individual semi-structured interviews with the participants and subsequently analyzed qualitatively. The results show that participants assign different roles to vocabulary and keeping a vocabulary notebook was recognized as a useful language learning strategy, expressing positive attitudes towards using one. Participants also reported that the vocabulary notebook helped vocabulary learning and language skills in many respects. The results suggest that the vocabulary notebook is not just a simple strategy for recording vocabulary but a complex engagement that has an impact on different aspects of language learning. Vocabulary notebooks, therefore, should be given more attention especially in an EFL context. They should be part of language teaching to make the learning of the target language more efficient.
Family Language Policy of an English-Turkish Bilingual Family in Northern Cyprus: A Case Study
This study investigates the family language policies (henceforth FLP) of an English-Turkish bilingual family in Northern Cyprus. It aims to find out the FLP of this family, and the interrelationships between the three elements of FLP, i.e. parents‟ language ideologies, parents‟ language management, and parents‟ language practice. This is a case study which employs the ethnographic method of inquiry to study the family. There are four data collection instruments: a semi-structured interview, a questionnaire, observation and field notes. The data was analyzed qualitatively in reference to the research questions. The results show that there are three specific strategies that this family employs to secure the intra family language: (1) In the house we speak English; (2) Switch to Turkish when there is a Turkish guest; (3) Disciplinary house rules and obedience are out of love. The latter two strategies are the unique findings which are not seen in the literature regarding FLP. They are based on parents‟ ideologies shaped by their socio-cultural background and local social norms and values. They both promote bilingualism – the use of English and Turkish. It is evident that the parents‟ ideologies play a leading role among the three elements of the FLP, but not without interactions with one another. Based on their own upbringing, parents in this case study purposefully embrace the local language and culture and aim to help their children develop an international identity. Some important implications for bilingual parenting and English teachers in a multilingual classroom are drawn at the end. Keywords: bilingualism, biculturalism, family language policy, parents‟ ideologies, language management, language practice, identity, Turkish
An Investigation of the Predictive Validity of ELT Improvement Courses’ Exams in an ELT Undergraduate Program
This study was designed to investigate the predictive validity of the exams of the English language improvement courses in the undergraduate program as well as the relationship between the scores of these exams. A quantitative methodology was used in this study. The study was conducted at the Foreign Language Education Department (FLE) of the Faculty of Education at Eastern Mediterranean University (EMU). The Data was analyzed using quantitative statistics and presented using tables. The mid-term and final exam scores of 1716 students in the academic years 2013-2018 of FLE, and their final grades in the English improvement courses were correlated. The results of this study revealed that the bulk of the exams in the improvement courses have strong predictive validity. Moreover, the strong correlations between the exam scores revealed that the exams scores could predict the performance of the students in future exams and tests, and that the majority of these scores represent a real performance of the students. The outcomes revealed that there is positive relationship between the scores of mid-term and the final exam scores; it also proved that the relationship between the final exams scores and the total grades in those courses is strong and positive. Keywords: Predictive Validity, English Language Teaching, Undergraduate, Exams, Improvement Courses
The Relationship between Emotional Intelligence and Reading Comprehension among ELT Undergraduate Students
Psychological traits seem to have an effect on foreign language learning; consequently, the current study aims to examine the possible correlation between the emotional intelligence (EI) levels of the ELT undergraduate students and their reading achievement. Besides, the study explores whether there are any gender differences in terms of emotional intelligence levels as well as reading comprehension performance. This study attempts to answer these four research questions: (1) Is there any significant relationship between ELT university students’ emotional intelligence and their reading comprehension in English? (2) Which components of Emotional Intelligence can best predict ELT learners’ reading performance? (3) Is there any significant difference between the emotional intelligence levels according to gender among ELT university students? (4) Are there any gender differences according to ELT university students’ emotional intelligence level and their reading performance? This study utilized a quantitative research method. The participants of the study were 49 ELT undergraduate students from the Department of Foreign Language Education at Eastern Mediterranean University in North Cyprus. Schutte's (1998) Emotional Intelligence Scale was employed as a first data collection instrument to measure the participants’ EI levels. In addition, an IELTS reading test was used to identify the students’ reading proficiency. The data of the current study was analyzed through some statistical measures of the SPSS software: descriptive statistics, Pearson correlation and regression analysis formulas. The analysis revealed that there is a non-significant relationship between ELT university students’ emotional intelligence and their reading comprehension. In addition, the results of the four EI components proved that all of these four components were unable to predicate the reading achievement among the ELT undergraduate students. Besides, a non-significant difference in the emotional intelligence levels between the ELT undergraduate male and female students was noticed in this study. Furthermore, evidence showed that there were no significant difference gender difference in terms of the relationship between emotional intelligence levels and reading performance scores. Lastly, implications for English language teaching and suggestions for further research studies were provided in this study. Keywords: Emotional Intelligence, reading comprehension performance, ELT students, gender differences.
Needs Analysis in ESP for Computer Science Students at the University of Human Development
The aim of this study is to identify the needs of students and alumni for an English for Specific Purposes (ESP) program at the University of Human Development in Sulaimani-Iraq. To attain this aim, the students and alumni’s needs for an ESP course as well as their needs for the expected language skills to be involved were also determined. Participants proposed some suggestions for having an ESP course in their academic curriculum. As a research design, mixed method research was used. For collecting the quantitative data, closed-ended questions were used while for collecting the qualitative data open-ended questions were used. The participants consisted of 116 third and fourth year students, and 50 alumni. The findings of the study revealed that the students need an ESP course to be added to their academic curriculum. Furthermore, the findings also showed that the students and alumni needed speaking skills for general English in their studies and works. Moreover, it was found that the students and alumni’s current situational needs were the same and both believed that they needed listening skills the most for their academic studies and current jobs for ESP courses. Particularly, the students believed they would need competence in speaking more than competence in any other skill in their future occupations for ESP courses. Finally, the students and alumni made some suggestions regarding the ESP course they required. Some of them suggested adding an ESP course to the curriculum in their academic study. Others even suggested having ESP courses in all four years of academic study. They further suggested having a general English course prior to an ESP course.
The NAO Robot as a Teacher Assistant: Its Effects on Vocabulary Learning and Learners’ Attitudes
This study investigated the effect of using a robot as a teacher assistant on university language learners’ vocabulary learning and their attitudes towards it. This study was conducted in Eastern Mediterranean University (EMU) in North Cyprus. First year English Language Teaching (ELT) students were the participants of this study. In this study a NAO robot which is an autonomous robot was used as a teacher assistant within the vocabulary course. In order to reach the aims of this study, a mixed method research was designed. Both quantitative and qualitative data were collected. By a quasi-experiment, the effect of the robot on vocabulary learning was explored. Furthermore, a questionnaire and interview were used to explore the language learners’ attitudes. Although, in this study the control group performed better than the experimental group, the results of statistical analyses did not show significant difference among them. In addition, data analyses showed that most of the learners have positive attitudes towards this technology despite of its limitations. Also this study found some of the limitations of this technology and the challenges of implementing it. Some suggestions were also posed by the participants to use this technology in more beneficial methods. Keywords: Robot-Assisted Language Learning (RALL), Technology, Teacher assistant, Attitude, Mixed-method