Theses supervised by Prof. Dr. Hasan Bedir
19 theses · Çukurova University, Çağ University, Boğaziçi University
The Effect of strategies-based instruction on speaking skills of high school students
Effective strategies used to overcome encountered difficulties in secondlanguage learners? (SLLs) speaking skills are of crucial importance. Hence, SLLs mightutilize the strategies on how to cope with such communication difficulties. This studyaims to find out the impact of strategy training in the use of strategies for speaking inEnglish as a second language (ESL) in the context of 9th grade ESL learners attendingan Anatolian High school and to investigate the second language learners? awareness ofthe speaking strategies and their frequent choice of strategies. In addition, theperspectives of the participants in the use of strategy training for speaking skill isexamined in this study.After addressing the issues of terminology and definitions, the theoreticalunderpinnings of the Language Learning Strategy concept are concentrated on. Afterclarifying these issues, through related literature it focuses on speaking strategies(Communication strategies) and strategy training for developing speaking skill. Thisresearch uses Vygotsky?s sociocultural theory (1962, 1978) to explore the effects ofstrategy training in the use of speaking strategies on learners? oral production.The study examines two groups of ESL learners during two semester period. TheExperimental group members received strategy training in the use of strategies forspeaking, whereas the Control group members did not receive any treatment.The results were measured using four different instruments: Pre-Post-speakingstrategy questionnaires, Pre- Post-speaking tests, Language learning diary, andstructured interview. The data obtained from the Pre-and Post- speaking strategyquestionnaires and Pre-Post- speaking tests were analysed by using descriptive andinferential statistics. The Pre-and Post-speaking strategy questionnaires were analysedthrough chi-square statistics. The Pre- and Post-speaking tests were analysed throughWilcoxon Signed Rank test and Mann-Whitney U-test. The results of the data showedsignificant differences in strategy use of the Experimental group. Research findingsfrom both the quantitative and qualitative data shed light on the efficacy of traininglearners in the use of speaking strategies and raising their awareness through strategytraining.Keywords: Language Learning Strategies, speaking strategies, strategies-basedinstruction for speaking, learners? awareness of speaking strategies.
An exploration of English as a foreign language (EFL) teachers' perceptions on 21st century learning and innovation skills
Education in the 21st century emphasizes the increasing impact of globalization and the realization of the demand to support the place of knowledge and communication technic through the influential usage of educational path in terms of literacy in information community at the present time. Innovation skills, in particular, attach importance to critical thinking, creative thinking, collaboration and communication skills to connect students not only at their own locations, learning situations and each other, but also at all times and always. It also aims to increase the diversity of social, cultural and political networks. In this regard, teaching English language cannot be considered neither as a simplistic linguistic code nor as a direct competence to be gained. Teachers of English are required to invent and apply authentic versatile activities so that students can engage in enjoyable actions and they will have a need hereafter. This participation can be accomplished by enabling students to do complicated project works such as negotiating with each other, collaborating, communicating and producing unique products. Actually, learners have to ascertain to acquire a brand novel English language literacy that includes communication, collaboration, critical and creative thinking. Parallel to the research problem mentioned above, the purpose of this research is to define and explain the framework of 21st century skills in English Language teaching. This study also helps teachers to think about pedagogical meanings and the effects of innovation skills in the field. Moreover, this study aims to explain the knowledge and understanding that English teachers have gained through their initiatives to develop and use 21st century skills in English lessons. In this sense, achieving teachers' insights on the subject can provide unique perspectives and implications on how to improve the teaching and learning of the English language. In addition, this specific survey will contribute to the available data basis by demonstrating the links between schoolmasters' perceptions of 21st century skills and both the theory and the application of the subject matter in classrooms. Finally, this research will help managers and educationists to realize their significant role with their students as being instructors and facilitators of 21st century skills. Therefore, this study will contribute greatly to the training programs for the implementation of the four basic skills that are vital for English language teachers and prospective teachers to transfer the 21st century skills to school practice. Teaching these four basic skills to English language teachers and prospective teachers will certainly give them a chance to get on the stage with the skills they need to become successful teachers of the 21st century.
EFL teachers' beliefs and perceptions on intercultural communicative competence and their related classroom practices
English as a global language is one of the main mediums of communication today and has spread vastly from being the sole property of speakers from the inner circle such as the UK and the US to being taught and learned by many people. Thus, the role of intercultural communicative competence in promoting understanding in cross-cultural interaction and promoting tolerance among people is invaluable. Hence, this study attempts to explore teachers' knowledge and beliefs about intercultural communicative competence in English language teaching in Turkey and how their beliefs are related to their classroom practices. Data was collected from foreign and Turkish EFL teachers in private schools in Turkey through quantitative (questionnaire) and qualitative (semi-structured interview) methods. The quantitative data were analyzed using the descriptive statistical method while the qualitative data were analyzed using thematic analysis. The findings suggest that both Turkish and foreign EFL teachers in Turkey have positive perceptions and disposition towards intercultural communicative competence and include it in their lessons by incorporating activities that promote empathy, tolerance, openness, and appreciation of other cultures. However, they are constrained by some factors. Findings from this study support previous research and contributes to the research on intercultural communicative competence in foreign language education. Keywords: Intercultural communicative competence, English as a foreign language, teacher beliefs, and perceptions, classroom practices.
An investigation into the freshmen's and lecturers' views about the preparatory school english language teaching program of a state university
The aim of this study is to investigate the English Preparatory Program at Fırat University School of Foreign Languages according to the views of the freshmen graduating from the program and continuing their studies in undergraduate programs where the medium of instruction is wholly or partially English and of the lecturers teaching undergraduate courses in English in those departments, and then to cross-compare their views. 100 students enrolled in the first grade of three undergraduate programs (Mechanical Engineering, Software Engineering, and English Language and Literature) of three faculties in 2019–2020 academic year and nine lecturers teaching in the same programs were included in the study. Developed by Köse (2012), two questionnaires—one for the students and one for the lecturers—were used as data collection tools. In addition to these instruments, one-to-one semi-structured interviews and a focus group meeting were conducted with the teaching staff and undergraduates, respectively. For this purpose, two different sets of open-ended questions had been prepared by the researcher so that the freshmen and lecturers could express their opinions in written form and verbally, respectively. In the light of the data analyzed by quantitative and qualitative methods, the strengths and weaknesses of the program were tried to be investigated and the realization level of its objectives to be determined. At the end of the study, the results revealed that there are some drawbacks of the program, and hence some revisions and improvements are needed in the program to meet students' language needs and lecturers' expectations. Keywords: EFL, English Preparatory Program, program evaluation
Transforming inter- and transcultural constructs of in-service language teachers through participatory action research in Türkiye
This dissertation highlights the significance of the cultural dimension of English language teaching and learning. It aims to provide a deeper understanding of the intercultural/transcultural paradigms and support the competency development process of the participant teachers from cognitive, affective and social domains. The scope is to analyse the transformative learning experiences of the participants and figure out their perceptual changes during the participatory action research sessions to maintain a broad worldview, ensure effective and appropriate multicultural interactions, and determine their paths for adapting to this culturally dynamic reality. Sociocultural theory (Vygotsky, 1978) and transformative learning theory (Mezirow, 2000) constitute the theoretical framework of this study. A questionnaire was conducted on 291 English language teachers. After teachers' needs to maintain an intercultural/transcultural worldview were detected, five study participants were interviewed, and a framework was formed regarding the participatory action research design. The results were obtained from the datasets of recordings of the discussion sessions, reflective reports, KWHLAQ charts, classroom observations, interviews and the researcher's journal. The findings reveal that a transformative approach enhanced the intercultural and transcultural development process and transformed the perceptions of the participant teachers. All the participant teachers progressed and based on the findings, the group's motivation, discussions and reflections transformed the teachers' perceptions and contributed to the individual and professional development process. A holistic approach to intercultural and transcultural competency development, supporting reflection, self-reflection, and critical cultural awareness, extends the participant teachers' worldviews and keeps embracing differences and equal and democratic education in the ELT context. Keywords: Intercultural / transcultural communication, transformative learning theory, English language teaching, critical cultural awareness
Developing EFL teachers' competencies through an INSET program in Turkish MONE context: An exploratory case study
Professional development and continuous deepening of knowledge and skills are critical components of educational systems' change and growth. Teachers participate in short- and long-term activities to enhance their knowledge, skills, values, and attitudes towards teaching and learning throughout their careers. Considering this process, the primary purpose of this research was to focus on the competency development of English language teachers through an in-service teacher training (INSET) program prepared in the context of Turkish MONE. In addition, this study investigated the relationship between participants' competency levels and the changes in their learning gains, perspectives, and subjective evaluations based on their teaching and learning experiences after participating in an INSET program. Keeping these aims in mind, the research was designed as an exploratory case study, including pre-, while- and post-training phases. As for the pre-phase, the snowball sampling method was utilized to determine the self-perceived competency levels of 267 participants through the English Teachers Field-Specific Competencies Assessment Scale. Simultaneously, 27 English teachers filled in written interview forms prepared by the researcher to obtain in-depth knowledge on the relevant subject. Based on the results obtained from the data, a new training program was designed using the framework of the INSET programs prepared by the Ministry of National Education, General Directorate of Teacher Development and Training for the while-phase of the research. The training evaluation form and KWLA chart were used to collect the necessary data from 24 EFL teachers recruited by a purposive sampling criterion to evaluate the effectiveness of the INSET program and learning gains. Following this, for the post-training phase, the maximum variation sampling method was used to collect data from the wide range of perspectives possible about the five teachers' sustained learning gains and possible challenging situations they faced while implementing what they learned in their educational contexts through semi-structured interviews, lesson observations, and bi-weekly reflective teacher journals. In terms of data analysis, thematic content analysis was employed to analyse all qualitative data from both deductive and inductive perspectives. Additionally, the SPSS software was used to perform descriptive and inferential statistics for the analysis of the obtained quantitative data. The necessary steps (e.g. consent form, member-check, thick description and triangulation) were taken to ensure the reliability and validity of the processes from the pre- to the post-training phases of all these data collection and analysis procedures. The main results indicated that participants were uncertain about their professional skills in teaching English to students with special needs. It was also revealed that teachers had similar views on improving students' English-speaking abilities. In addition, it was found that education level, professional experience, and participation in previous INSET programs statistically affect teachers' self-perceived competency levels. It was understood that developing language skills, more specifically speaking skills was the most common need, followed by the demand to progress their digital skills. Besides, during the INSET program, the teachers were generally found to develop their professional skills, namely, skills related to managing the learning and teaching process. Regarding the effectiveness of the INSET program, teachers also expressed their agreement that the trainers fulfilled the training objectives and that the instruction was highly qualified for them. However, they recommended taking part in a more practical INSET program and more diverse topics to be included in other programs. Furthermore, in the post-training part, the results revealed that although personal or contextual dynamics may affect the level of influence differently, the INSET program mostly benefited teachers, especially by developing a more positive attitude towards professional growth and enhancing their professional skills. Lastly, teachers identified students' opportunities, the school's insufficient technical, financial, or physical circumstances, overloaded curricula and coursebooks, language difficulties, insufficient lesson time, and students' bias toward language learning as the factors responsible for their difficulties in applying and adapting new knowledge and skills in their educational contexts. In the light of the findings, in addition to short-term INSET programs, it is suggested that EFL professional development communities be organized to increase teachers' professional expertise, meet students' learning needs, develop cooperation between teachers, engage in joint activities between different classes and age groups, and provide feedback on other teachers' practices at 'Professional Development Centres' to be established within the Provincial Directorates of National Education. Keywords: teacher competencies, INSET program, professional development
A cross-cultural study on language learning strategy use of Syrian and Turkish high school EFL students
The study aims to investigate if there are any statistically significant differences between culture and perceived language learning strategy use of Syrian and Turkish high school EFL students and understand how they differ in terms of using learning strategies for their L2 achievement. The population of this study consists of 89 Syrian and 90 Turkish 9th and 10th-grade Anatolian high school EFL students with an age range of 15-16 in Gaziantep-Nizip in Turkey. As the data instrument, Turkish version of SILL (Strategy Inventory of Language Learning), which was originally designed by Oxford in 1989. As the second data collection instrument, a semi-structured interview was utilized to discover the preferred strategies used by language learners to explore the subjective viewpoints of the participants. In this study, a mixed-method design was utilized, and multiple sampling procedure was used to select the participants. Descriptive statistics and independent samples t-test were used to see the difference between the two cultures` learning strategy preferences gathered from the SILL Questionnaire. The most obvious finding emerging from this study is that Syrian participants showed more language learning strategy use than Turkish participants in all the categories. Based on the findings, the difference was found at the item level, not the category level. While the rate of using social strategies was measured as the highest for Syrians, Turkish participants mostly tended to use metacognitive strategies. The results have shown that ethnicity and linguistic disparities as well as different cultural perspectives and education systems influence learners' approach to learning and preference for different learning strategies. The findings of this study suggested that education system, and teachers' behavior affect learners' attitudes towards lesson and strategy preferences.
Development and implementation of a gamified student information system for K-12 schools
Advances in technology have brought education to a whole new level. With the ease of access to various technological devices and the Internet, schools have become places so different from what they were just a short time ago. Today a big majority of schools provide their stakeholders with online learning opportunities in addition to traditional school practices. On the other hand, motivation has always been an issue in education, but most probably it has never been as challenging as it is today. A large body of research suggest that the number of students who have trouble with homework completion is significantly higher in upper grades in K-12 schools. Therefore, motivating secondary and high school students towards homework should be prioritised in educational institutions. One way of doing this economically could be the exploitation of readily available online technology tools such as student information systems. Educational technologies have been around for a long time. However, to what extent they foster motivation and create positive emotions in students and as a result generate more retention rates is not widely studied. Gamification, use of game elements in nongame contexts, is a promising method which has recently emerged and widely used in various online platforms including e-learning environments. However, it has never been applied in a student information system in the literature. In this study, a student information system (SIS) was enriched with gamification methodology and then implemented with a sample of 172 secondary school and high school students in order to explore whether a gamified student information system (GSIS) would make a significant difference on their overall homework motivation, emotions towards and retention rates on the student information systems. The development period of the GSIS lasted 6 months, and then the implementation period began, which lasted a whole semester (12 weeks). For data collection, Homework Motivation Scale, Emotion Words Prompt List, student information system's tracking logs, GSIS Questionnaire, field notes, focus group discussions and semi-structured interviews were used. The data from Homework Motivation Scale, Emotion Words Prompt List and student information system's tracking logs were analysed in SPSS 20 for statistical significance, the data gathered from the GSIS Questionnaire were analysed with descriptive statistics and the data from field notes, focus group discussions and semi-structured interviews were processed with content analysis method. The findings of the present study show that the GSIS does not make a significant difference in secondary school and high school students' overall homework motivation, emotions towards and their retention rates in student information systems. The obtained result is found to be largely associated with two major factors: The way gamification elements were employed in the GSIS and the context related constraints experienced during the implementation period. On the other hand, it is found out that high school and secondary school students' emotions towards the GSIS are mostly positive, and that they use the GSIS more frequently than those who use the non-gamified SIS. Furthermore, high school and secondary school students' views on the gamified student information system as a whole, gamification and the specific gamification elements utilised were examined, and noteworthy results were obtained regarding the implementation of gamification within the context of a student information system. The present study is significant in the sense that, to the best of our knowledge, it is the first study in literature which employs gamification in the context of an SIS for K-12 schools and might provide insights for the future design of SISs with a special emphasis on the use of gamification on such platforms.
Developing an adaptable framework for online education
As online education, which is thought to be in its infancy, has been under the spotlight after a forced migration because of the pandemic of Covid-19, it has been witnessed that one of the essential requirements of an effective online course is to understand the needs of the learners and instructors and develop a framework accordingly. The necessity for the framework is two-fold: (1) Meeting the student needs and maintaining student satisfaction, (2) Preparing the academic staff to transfer their pedagogic knowledge and instructional strategies into the online world. In this respect, the present study employed a mixed-methods approach to gain insights into the students' needs and satisfaction levels in online courses to develop an adaptable framework. For this purpose, 78 sophomore and senior students in an ELT department responded to the e-Satisfaction Questionnaire, twelve of which also participated in the semi-structured interviews for a deeper understanding. In addition to the students, three lecturers answered the interview questions to add their perspectives to the insights. The interviews with the students and the lecturers were analyzed through content analysis and all the findings were gathered to propose an adaptable framework that could be utilized in various online courses. Key Words: Online education, online course, framework, adaptable framework
An examination of the Revised Bloom's Taxonomy in globally and locally written EFL textbooks
The purpose of this study is to investigate the types of questions and instructions found in global and local English textbooks used in public and private institutions in Adana, Turkey. In this context, the primary purpose of the study is to determine the extent to which these questions and instructions employ the lower- and higher-order cognitive skills highlighted in the revised version of Bloom's Taxonomy. The study employed a qualitative research method, aiming to uncover and comprehend the fundamental cognitive abilities. The research findings indicate that both types of textbooks cover lower-level cognitive skills as outlined in the Revised Bloom's Taxonomy, but do not encompass higher-level cognitive skills. This study has implications for authors of English textbooks, English instructors, government officials, and policymakers. The findings emphasize the need for English instructors to become familiar with the Revised Bloom's Taxonomy and align their textbooks and other learning materials accordingly. In addition, the study contributes to the development of English instructors by providing supplementary resources based on the cognitive abilities highlighted by the Revised Bloom's Taxonomy. Keywords: Cognitive skills, taxonomy, Revised Bloom's Taxonomy, critical thinking, textbooks, EFL textbooks
A multiple case study at tertiary level about english language instructors' knowledge, perceptions and practices on blended learning
In today's world, English has the feature of being the most preferred language in communication in many fields such as education, economy and trade, especially science and technology. Actually, English plays an important role in the continuity of intercultural interaction as well as providing information exchange between different nations. In our rapidly developing and changing age, there is a need for a parallel renewal in English teaching methods and techniques. Undoubtedly, English language teachers have great importance in educating future generations to adapt to rapidly changing living conditions. Therefore, in this new paradigm, it is insufficient for English language teachers to have content knowledge alone. In this context, foreign language teachers, in addition to improving their students' foreign language proficiency, have to teach in different cultural environments outside the geography where the target language is used, apply current studies in the field in the classroom, and ensure the continuity of their professional development (Gonzalez, 2000). From this point of view, the teacher of the 21st century should be trained like an actor in a multidimensional way to take a position suitable for every situation. Many different methods and techniques have been used from past to present in English language teacher training programs in our country. First of all, pedagogy is at the center of learning and teaching processes, because a language teacher who will teach a foreign language should have knowledge about the language development process, take into account individual differences in learning and create a classroom atmosphere that can appeal to more people. This study, which closely examined and analysed the place, importance and impact of blended learning in English language teaching, presented a conceptual framework for due diligence that aimed to explore the practices of English language instructors teaching at the university level. While doing this, a case study centering on blended learning issues, which is one of the innovative pedagogies, was conducted and helped the instructors understand how they could develop and apply blended learning by revealing their views on blended learning context, their in-class and out-of-class practices, and their plans for the future. Starting from this work plan, the aim was to illuminate the path of English language instructors to achieve their long-term education and training goals in the context of blended learning. The multiple case study conducted in this research could clarify the perceptions of university-level English language instructors about their competence in blended learning subjects, to what extent they apply and evaluate this innovative pedagogy in the classroom environment, and their suggestions for their education. The study was carried out as complementary parts, each of which required different data collection tools. Semi-structured interviews were conducted with English language instructors to examine their perceptions on the subject. In order to support the data of the interview, semi-structured in-class observation was made. In this study, interviews, observations, diaries, real applications and reflections, all consisting of qualitative and subjective data, were applied in accordance with the nature of the multi-case study. Considering all the above-mentioned points, this study aimed to examine the perceptions of English language instructors about blended learning on the one hand, and discover ways to apply and transform it in the context of blended learning, on the other hand. Focusing on the importance of blended learning, this study aimed to help students face the challenges of the new education-teaching process and illuminate English language instructors who need to reflect and update their practice repertoire. Keywords: Blended learning, English language instructors, multiple case study.
The effects of flipped classroom model on the development of 21st century skills of adult EFL learners
Education in the 21st century is seen as much more than a one-direction transfer of knowledge from teacher to learners. There has been an inevitable shift from a traditional classroom to a more learner-centred, dynamic, and interactive one which primarly aims to prepare learners for the fast-changing 21st century life and help them keep pace with rapidly-developing technology. With an aim to equip learners with certain 21st century skills which are essential to be a world citizen in this century, educators have been searching for new models of teaching and learning. Along with all the technological developments and changes in the understanding of education, the world has also been experiencing an imperative shift towards distance education and blended learning. Accordingly, in a search for modern pedagogical methods which support a learning environment which is not limited to the borders of the classroom, educators have come up with the idea of flipping the classroom. The Flipped Classroom Model (FCM), in which the work done in the classroom and at home are reversed, can be effective in achieving the desired outcomes of the 21st century education. In the light of these, the present study aimed to investigate if there is an effect of Flipped Classroom Model on the development of adult EFL learners' certain 21st century skills which are communication, collaboration, critical thinking, and creativity, which are also known as 4Cs of 21st century, Information and Communication Technologies literacy skills, and intercultural competence. Additionally, perceptions of adult EFL learners towards their experiences of FCM were researched. Another goal of the study was to examine the challenges that learners face during the implementation of FCM. With an aim of gaining a deeper understanding of the research inquiry, the study adopted a case study methodology. Besides, a mixed methods research design was applied to gather more comprehensive data and conduct an in-depth examination. The data was collected from 57 preparatory class students at a state university at three phases. Survey Questionnaire of the Implementation of 4Cs (Bedir, 2017), the Information and Communications Technologies (ICT) Literacy Survey (Aydemir, 2019), and Intercultural Sensitivity Scale Questionnaire (Chen & Starosta, 2000) were filled by the participants as pre- and post-forms at the beginning and the end of the research process. Moreover, field notes were taken by the researcher and minute papers were written by the participants three times during the implementation process. The researcher also kept a journal to keep a record of her experience. Finally, the Perception of Flipped Learning Experience Questionnaire (Chen Hsieh et al., 2017) and semi-structured group interviews were conducted at the end of the implementation process. The results of the study demonstrated that the Flipped Classroom Model has a significant impact on the development of the 4Cs and ICT Literacy Skills of participants and a slight influence on the intercultural competence of the participating learners. Moreover, the results revealed that participants had high satisfaction with their experience of FCM and they had positive perceptions towards it. Additionally, the challenges that participants had come across during their experience, which were mainly related to technological devices, the application that was used to watch lesson video recordings, and internet connection issues. Based on these findings, the study reveals the positive effect of FCM on the development of 21st century skills, provides pedagogical implications for implementing FCM in the most effective way. Keywords: blended learning, flipped classroom, 21st century skills
The beliefs and perceptions of efl instructors working at public universities on 21st century learning and innovation skills (4cs) to expedite post disaster recovery
Today's world is far beyond what we used to know about itself. Globalization, began a long time ago and its effects still increasingly continue, revealed a new term: Global Citizen. This new concept beated a path for reform in many areas, as well as education. In addition, the century we live in is called as the century of uncertainties. We're trying to sustain our lives by adapting to the uncertainties, ranging from the smallest to the largest, and the constantly changing conditions of life. Within these uncertainties, it is possible to talk about a wide range, from everyday problems to natural disasters. In today's world, the occurance of natural disasters at any moment and anywhere is highly probable, and it is happening. While these disasters may be perceived as unavoidable because they stem from the nature, indeed, they mostly result from humankind's selfish actions causing harm to the environment. In a century of uncertainties, coping with natural disasters in a flow and mitigating the effects plays a vital role for humanity. 6th of February earthquakes and the things happened afterwards emphasise the cruciality of the acquisition of this vision on disaster management as well. In this context, we must provide our students, who will be the future officials and the communities, with the necessary education. The attainment of 21st century skills is a powerful source for empowering communities. As dealing with our everyday problems in our lives involves the acquisition of these new era skills, at the same time these skills draw a path that starts with individuals to empowering the society in every field. The way we deal with uncertainties and problems shape our society. More powerful Global Citizens mean more resilient communities and more resilient communities mean, countries that cope with natural disasters more efficiently and easily. In the light of this vision, today's teachers are obligated to equip and educate their students with the necessary competencies. Because today's students form future's leaders and communities. Given the increasing natural disasters and the competitive world created by globalization, the importance of building a resilient society and the contribution of 21st-century skills to this is significant. Therefore, the current research focuses on the perceptions and attitudes of instructors working in English preparatory classes at state universities in earthquake regions towards 21st-century skills. Special emphasis has been placed on the skills known as the 4Cs. Communication, collaboration, creative thinking, and critical thinking skills have been considered under the 4Cs. Accordingly, an explanatory mixed-method design combining quantitative and qualitative data collection methods has been used. Data were collected in the 2023-2024 academic year with the participation of 30 instructors in the quantitative data collection process and 6 instructors in the qualitative data collection process. Quantitative data were analyzed using SPSS, while thematic analysis was conducted for the qualitative data analysis. The findings indicate that the beliefs and perceptions of instructors working at state universities in earthquake regions towards 21st-century skills are positive. Additionally, there has not been a significant difference in the perception of the importance of 21st-century skills after the February 6 earthquakes. On the other hand, it is thought that instructors face some difficulties when integrating 21st-century skills into their lessons. Therefore, this research is expected to contribute to the existing literature by providing insights into the perceptions of instructors working in provinces affected by the February 6 earthquakes regarding 21st-century skills and their implementation in classrooms. It also aims to shed light on the applicability and benefits of 21st-century skills in real life for educators, researchers, curriculum designers, and teacher trainers. Keywords: 21st century skills, 4C, innovation skills, disaster management, Global Citizen, EFL.
The evaluation of the English language teacher education program Introduced in 2018 by Higher Education Council in Türkiye
Due to the growing demand for foreign language instruction in a rapidly advancing world of technology and information accessibility, traditional methods of teaching foreign languages are inadequate for meeting current requirements. Combining personalized learning through technology and enhanced intercultural communication has significantly transformed foreign language learning and teaching approaches. Given the emergence of new educational frameworks, students need sociolinguistic, communication, and interaction skills to effectively engage with diverse language communities beyond the confines of the classroom (Schick & Nelson, 2001). In these novel methodologies, foreign language instructors must possess more than a solid grasp of grammar to educate students effectively. They must go beyond just mechanical linguistic exercises and instead employ instructional techniques that empower students to use language to communicate. Furthermore, as inter-societal interaction and technological tools in education continue to expand, there is a growing emphasis on finding innovative solutions to address the evolving and diverse social requirements in education and foreign language instruction. Teacher training programs have implemented several changes to enable foreign language teachers to meet these needs. In Turkey, research on the assessment of implemented programs has gained significant impetus, particularly following the advancements in teacher training programs made by the Council of Higher Education in 2006. This descriptive survey model study aims to evaluate the 2018 Council of Higher Education's English Language Teacher Education Program from the viewpoints of both instructors and university students. The research data were collected using the English language teaching undergraduate program evaluation questionnaire and semi-structured interview form. Quantitative data was analyzed using descriptive statistics, while qualitative data was analyzed using content analysis techniques. The SPSS software package evaluated quantitative data, whereas the MAXQDA application was employed for qualitative data analysis. Below is a concise summary of the study's findings: • Most of the students involved in the survey expressed dissatisfaction with the universities/faculties due to insufficient technical infrastructure in the classrooms, limited internet connection, and a lack of access to international resources. In the same vein, academicians believe that the classrooms need to be better-suited for foreign language instruction and need more technical resources. • The academicians asserted a shortage of academics in the departments, resulting in an inability to provide individualized attention to the students. Students perceive the number and quality of instructors in the departments as sufficient. According to the students, the academicians guide their professional growth and offer courses that are relevant to their respective fields. • Academicians perceive the facilities as insufficient to maintain cleanliness in their work offices and places. Students and lecturers perceive international mobility programs as satisfactory but have difficulty accessing them due to budgetary and political constraints. Furthermore, the number of international students is inadequate. • Students perceive the English language teacher education program as satisfactory regarding its up-to-date relevance to their interests and needs and the balance between theory and practice. Despite the recent updates to the program, academicians contend that further revisions are necessary to integrate current content in line with technological advancements. Teachers believe that ELT teacher education training programs must be more adaptable to effectively address students' evolving needs. • Academicians believe that the content of pedagogical knowledge and content knowledge courses is redundant, and they recommend tailoring these courses to specific fields and delivering them in English. • Academicians advocate for an increase in the number of courses or credits within teacher education programs that teacher candidates can complete. • University students believe that courses focused on enhancing foreign language proficiency are the most impactful in their professional and personal growth. • The academicians suggested structuring the program's general culture courses to include recent subjects like technology, artificial intelligence, and educational technologies. The academicians also mentioned that the department has a shortage of academic staff, and their dissatisfaction with their salary regarding personal rights diminishes their motivation. Keywords: Teacher education program, English language teacher education, curriculum evaluation.
Education for sustainable development at higher education in Türkiye: The integration of sustainable development goals into the preparatory EFL classes
In recent years, various global and local challenges have emerged, becoming increasingly complex and difficult to address. The ongoing acceleration of globalization underscores the necessity of raising individual awareness about sustainability and the Sustainable Development Goals (SDGs). In this context, education and educational policies play a pivotal role in enhancing sustainability awareness among individuals. Despite this, there remain significant gaps in Turkey's higher education programs concerning sustainability education and the SDGs. These gaps primarily arise from insufficient educational initiatives and limited integration of internationally recognized SDGs into instructional materials and classroom activities (Güngör Tanç, Ş., Tanç, Çardak & Yağlı, 2022; Bulut & Çakmak, 2018). This thesis examines the integration of Sustainability and the Sustainable Development Goals within foreign language education, specifically targeting English preparatory classes at Tarsus University's School of Foreign Languages. Utilizing a mixed-method research design, the study aims to holistically integrate sustainability concepts into educational materials, curricula, assessment strategies, and classroom practices. Initially, curriculum objectives and instructional materials will be critically analyzed through a structured scale to determine the current extent and nature of SDG integration. Subsequently, surveys conducted with focus groups will assess students' awareness levels concerning sustainability, their perceptions of SDG integration effectiveness, and instructional methods used by educators. To complement quantitative findings, qualitative data will be gathered through in-depth interviews and focus group discussions, exploring practical implementation challenges, opportunities, and participants' viewpoints regarding sustainability education. Ultimately, the study aims to improve students' sustainability awareness and knowledge by systematically embedding SDGs into language education curricula. The findings will inform necessary revisions and enhancements in teaching methodologies and educational materials, serving as crucial steps toward fostering sustainable futures. Additionally, insights gained from an academic exchange visit to the University of Graz—renowned for its successful sustainability education practices—will further enrich the recommendations, significantly contributing to the development and enhancement of sustainability education within Turkey's higher education system.
Prospective EFL teachers' self-direction: A comparative study on distance and face-to-face learners
The widespread integration of digital learning and teaching practices into daily lives, driven by the advancements in technology, has greatly reshaped educational methodologies. These advancements in the 21st century have led to an increase in the adaptation of digital implementations especially with the upsurges of global natural disasters and epidemics over the past three years. As a consequence, educators, researchers, and field experts have shifted their focus toward online learning and distance education. This integration of distance education into traditional teaching methods has particularly affected higher education institutions, especially teacher training undergraduate programs in which hands-on and experiential processes are of great importance. Consequently, the shift to distance education has prompted researchers to explore the learners' capacity to navigate this process. Therefore, the central debate revolves around whether learners can effectively direct their learning and develop essential skills in learning settings. Accordingly, numerous studies emphasize the essential role of self-directed learning skills for prospective English as a Foreign Language (PEFLT) teachers, considering the dynamic nature of language teaching which facilitates continuous professional development, keeping educators informed about evolving pedagogical methods, linguistic advancements, and technologies. On that account, this research aimed to examine the self-directed learning skills (SDL) of prospective EFL teachers (PEFLT) in both distance and face-to-face learning settings as well as participants' GPA (Grand Point Average) and gender. Furthermore, the researcher sought to gain a deeper understanding of participants' perspectives regarding the effectiveness of learning settings in the context of English language teacher training. In line with the purpose, this thesis employed an explanatory mixed method design, integrating quantitative data collection (Self-Directed Learning Skills Scale developed by Aşkın Tekkol & Demirel, 2018) and qualitative data collection (online open-ended questionnaire). While a total of 175 participants, selected via convenience sampling, were included for the quantitative part of the study, 17 participants, selected via voluntary sampling, were included for the qualitative data collection processes during the Spring semester of the 2022-2023 academic year. Subsequently, quantitative data were analyzed using one-way ANOVA and independent t-tests whereas qualitative data were subjected to thematic analysis using the MAXQDA software. The findings indicated positive results for SDL skills of PEFLT with the motivation sub-dimension showing the highest level. In addition, participants' SDL skills did not indicate significant difference in terms of gender and GPA, yet it was found that the SDL skills of distance learners showed moderate significant difference compared to F2F counterparts. In this regard, it is believed that the requirements of DE, which necessitate technological skills, encourage participants to acquire proficiency. Conversely, it was found that the majority of the PEFLT had more positive perceptions towards F2F learning settings than DE settings mainly due to the interactive nature. Thus, this research will contribute to the existing literature by providing a basis for the integration of F2F and DE settings and by shedding light on educators, researchers, field experts, and curriculum designers to create and maintain conducive learning settings, especially during times of emergency. Keywords: self-directed learning, EFL, learning settings, distance education, face-toface education.
Exploring EFL teachers' perceptions on 21st century skills: A case study
The purpose of this study is to investigate English language teachers' perceptions and pedagogical implementations of the 21st century learning and innovation skills. For this purpose, 105 English language teachers participated in the questionnaire and 10 English language teachers participated in interviews, they attended a seminar to complete a chart about the study and they were asked to prepare a lesson plan including 21st century skills with a reflection paper after their lessons. An exploratory case study was employed for this aim. In order to collect data, both qualitative and quantitative methods were used. In order to choose participants, convenience sampling was used. The findings of the study defined and discussed in accordance with the research questions at the results chapter in order to shed a light on further researches. It is presented that English language teachers who participated in the study are aware of the importance of 21st century learning and innovation skills and they have the knowledge of them. However, they need to be supported by their administrators and the government to improve and broaden their horizons about when and how to apply these skills.
Investigation of power turbine casing thermal environment using one dimensional thermal-fluid network solver
The gas turbine engine operates in high-temperature, instantly changing power demand and various atmospheric conditions. Therefore, turbine inlet temperature and material selection are among the most critical parameters to maintain its integrity and satisfy power output. However, the higher the turbine inlet temperature is, the less operational time is. Thus, cooling the engine components is crucial regarding the durability, integrity, and reliability of both rotating and structural parts and for controlling blade tip clearances. In addition, thermal and secondary air systems design collectively play a key role in the successful case cooling, as they determine the heat load and cooling flow distribution. The first tool of engineers for an initial concept design is a 1D simulation to create a new cooling system. However, this step can be challenging for designers due to the absence of a 1D modeling methodology in the literature. Therefore, this paper aims to present a 1D network modeling methodology for any turbine geometry at the preliminary design stage. In this sense, a test campaign is carried out to obtain the temperature distribution of a generic power turbine casing using thermocouples and pressure sensors. In addition, a 1D thermo-fluid steady-state model is established. The results of the model are validated against test data. Additionally, a sensitivity analysis is performed, which helps to determine critical geometric locations for the base model and to measure how the model is affected by boundary conditions. Furthermore, another casing geometry with a different cooling system is designed to examine temperature distribution variation on the casing by changing the conduction path of components. Finally, comprehensive comparisons of the geometries with advantages and disadvantageous are considered, and the result of the sensitivity analysis is evaluated.
Experimental investigation and system design of dishwasher heat pump system with R600a/R290 mixture and system design modeling
In this thesis study, the effect of R600a/R290 zeotropic mixture on system performance was investigated in detail on a heat pump system adapted to the dishwasher and using pure R600a as the refrigerant. In this context, five different compositions of the mixtures were investigated experimentally, with the R290 composition in the refrigerant mixture ranging from 10% to 50% by mass. In experimental studies, energy consumption, power consumption, cycle time, heating capacity, and heating efficiency were mainly compared with the base system using pure R600a. Fundamentally, a gradual decrease in the dishwasher cycle time was noted, with the percentage of R290 increasing and the cycle time in the experiment using 50% R290 in the mixture decreased by 54 minutes (28.4%) compared to the base experiment with a cycle time of 190 minutes. Although increasing R290 ratios in the mixture offered a higher power consumption value, it increased the heating capacity, so increased power consumption did not always bring high energy consumption with it. In the experiment where a 60% R600a and 40% R290 mixture was applied, a cycle time of 160 minutes was obtained, and it was observed that the increase in heating capacity provided optimum heating efficiency by surpassing power consumption. In parallel, the energy consumption decreased by 10 Wh compared to the base experiment with an energy consumption value of 470 Wh. Also, this study created a sub-model for each component of the heat pump dishwasher, and then all models were combined to form a heat pump dishwasher cycle model. The dynamic behavior of the dishwasher has been validated for both pure R600a and the R600a/R290 mixtures. While the maximum deviation in the cabinet temperature of the dishwasher was 1.5 °C, the cycle time variance was 2 minutes throughout the cycle. In addition, although the maximum deviation in power consumption was 5.2%, a maximum deviation of 2.9% was observed in the energy consumption value. Thus, the outputs of the model and the experiment were relatively comparable.