Theses supervised by Yrd. Doç. Dr. Kım Raymond Humıston
27 theses · Çağ University
The ways of increasing students' participation level in business english classes: Integrating multiple intelligence theory into teaching and using literature
When carefully observed, there is a common transition from teacher centered education to student centered education in today?s modern education system. Teaching methods which support that concept of intelligence can be assessed by limited, inefficiently standardized tests and conventional teaching methods which give over emphasis on the linguistic skills and the usage of course books in foreign language teaching are replaced by more modern and learner centered approaches. Nowadays, many educators who study on the education field adopt multiple intelligence theory, suggesting every learner posses all different levels of intelligences which function uniquely and they also support the integration of multiple intelligence theory into teaching by stating the various advantages of it. In means of these, I tried to design and implement a new course design based on the features of multiple intelligence theory and advantages of using literature instead of implementing conventional, stereotyped teaching method to increase my students? class participation level in business English classes by enhancing the quality of learning and teaching processes. In this action research study, I aimed to portray the positive impacts of integrating multiple intelligence theory into teaching and using literature in business English classes on students? class participation level.
The effects of multiple intelligence theory on the improvement of grammar skills
The purpose of this study is to find out if the Multiple Intelligence Theory improves students? grammar in EFL classes. Another aim of the current study is to receive students? opinions about the implementation of MI Theory in English classes. Within the frame of the Multiple Intelligence Theory suggested by Howard Gardner, the Multiple Intelligence Checklist developed by Thomas Armstrong was implemented so as to define which intelligence types the students have. In data collection, pre-test and post-test were done with the aim of finding out the relation between this theory and grammar improvement. The study was conducted on 34 freshman students who are studying at Toros University Vocational School Child Development Department.
A content analysis study on the use of literary texts and multimodality in language classes
The purpose of the study is to examine the effectiveness of literary works as a medium for the multimodality principle in language classes. The study has two focal points, the first of which is to highlight the efficiency and advantages of literature usage in language classes. The second is to emphasize the strenghts of multimodality. Both conclusions have come after a wide and detailed literature review supported by the analysis and comments of the contributors of the field; a content analysis based study. Conclusions are based on the comparison of methods concerning language instruction. The research in the field demonstrates that rather than using traditional, uni-modal approaches in language learning environment, literary works presented in a multimodal context enchance the learning process. The use of more modern methods such as multimodal literature and language instruction have proven to be more successful than traditional methods.
Enhancing EFL students' vocabulary knowledge by using web 2.0 tools
The astonishing rise in the use of Web 2.0 tools has led researchers to consider their potential for educational purposes. Current studies in literature mostly deal with descriptions of students' attitudes towards the reasons of the use of Web 2.0 tools in general. This study aims to contribute to the field by investigating the feasibility of Web 2.0 tools as a supplement to the traditional classroom environment. The present research examined the use of Web 2.0 tools to improve students' vocabulary knowledge at Higher School of Foreign Languages, Gaziantep University. It is an experimental study supported with semi-structured interviews and field notes. The study was carried out during the spring semester of 2012-2013 academic span and lasted for three months. The researcher assigned one experimental and one control group randomly from Level A (A1-A2 according to the CEFR). A pre-test was created in order to measure students? vocabulary knowledge from upcoming vocabularies students were going to learn throughout the semester and it was applied to the groups. Both groups followed the same curriculum to learn the target vocabulary but the experimental group received a treatment by using various Web 2.0 tools and field notes were taken. At the end of the treatment, a post-test was applied to the groups and results were analysed with the Independent Samples t-test. Following the post-test, semi-structured interviews were conducted with 18 students in the experimental group. The analyses of the test results showed that both groups had gains but the mean of the experimental group was higher and this difference was statistically significant. Findings suggest that this research is viable and worth the effort. Also, almost all students have positive attitudes towards the educational use of Web 2.0 tools.
Foreign language learning anxiety in preparatory school students contributing factors
English is the most commonly preferred language among foreign language speakers. Throughout the world, when people with different languages come together they commonly use English to communicate. But, of course, learners may encounter many difficulties while learning an English language. This qualitative study has two aims: one of them was to state preparation school students? English learning anxiety reasons and the other one has been to identify learners? suggestions to alleviate their anxiety. The study was carried out at the preparation department of Çağ University in Mersin. The data was gathered through interviews with eighty learners whose ages were between 18 and 22. Results have demonstrated that there are four anxiety-provoking situations among the learners. These are; tests, speaking in front of others, reading a text aloud and answering the teachers? questions. Fear of negative evaluation from peers and fear of being laughed at by other students, teachers? attitudes, students? personalities, lack of preparation and course materials are the reasons that affect learners negatively during the English lessons. According to the findings, there are some recommendations that may help students alleviate anxiety.
The effect of a selected graphic novel on reading comprehension
Literacy in the 21st century is constantly evolving. To teach literacy effectively, educators need to embrace and understand linguistic, cultural and textual practices that are relevant for students. Reading graphic novels is one of the 21st century literate practices. This study focuses on how 18 preparatory school students who are in intermediate level develop their reading comprehension after reading a selected graphic novel and a non-graphic novel. In addition, it focuses on whether reading a graphic novel has changed students' attitudes toward reading at the end of the study. The study evaluated the reading comprehension scores of these students after reading selected non-graphic novel and selected graphic novel through reading comprehension check questions. The results were considered. These two sets of scores were then compared. In addition, a reading attitude questionnaire was administrated to these students as pre- and post-test to learn students' attitudes toward reading and whether this graphic novel implementation has changed their attitude at the end of the study and the mean of the responses were compared through SPSS. The results of this study did not conform the hypothesis that graphic novels increase the reading comprehension scores of students and students' attitudes toward reading will change in a positive way.
The attitudes of very young learners towards the use of games in language classes
The aim of this study is to investigate the effects of games on teaching English vocabulary to very young learners and to analyze the attitudes of these learners towards games in vocabulary teaching. Learning a language is a cognitive process which requires different steps, tasks and methods. Today, most of the children worldwide are taught English as their foreign language from very early ages. Turkey is one of the countries in which English is the most taught foreign language. There have been several researches and studies to understand the best ways of teaching English to very young learners. This study is carried out in a kindergarten environment with twenty, five year old children. Besides analysing the studies on this subject, the basic method of this study is mostly visual and verbal which includes observation and interviews at the end of each lesson. The observation group is consisted of twenty children who were observed three times a week for six weeks. Their English lessons lasted forty minutes. At the end of the classes, they were interviewed about the vocabulary they learnt and the games they played during the lessons. A variety of games was observed in the vocabulary classes for five year old children who proved the effectiveness of the games for vocabulary teaching.
Teaching vocabulary in cultural context to EFL students through multimedia
In this study, it is aimed to develop a vocabulary teaching programme through multimedia. This study was carried out in Osmaniye Korkutata University in 2012-2013 academic year. The participants of this study included 8 beginner EFL students. It was designed and developed as an action research project (Kemmis and Mc Taggart, 1988). In this model, a self- reflective spiral consists of four phrases; planning, acting, observing and reflecting. Data was collected by the actions of the students, interview questions and vocabulary pre test and post test. And also I practised a comprehension exam to the students in order to test their level of understanding. Key Words: Vocabulary Teaching, Cultural Context,Multimedia, Dual Code, Multiple Intelligence
Students attitudes towards collaborative tools in a virtual learning environment
Our aim in this study is to investigate the prep class university students' attitudes towards collaborative tools used in Moodle. Also it was aimed to find whether there is a difference in the students' attitudes towards traditional activities and collaborative ones.The participants of the study, 28 non-English major university students, who had three-hours of Self Access Centre lessons per week, used a virtual learning environment named 'Moodle' for 2 hours each week.In order to investigate the attitudes, the participants were administered a computer readiness scale at the beginning of the study. At the end, one questionnaire was administred, and to support the data the screenshots of the activities were taken and twelve participants were interviewed. The results show that the collaborative tools in virtual learning environment have significant positive effects according to the participants' opinions.The students significantly have positive attitudes towards the collaborative tools although they have not had enough experience of collaborative work. Also the students do not reflect positive attitudes towards traditional activities and do not use them a lot accordingly. Key Words:Virtual Learning Environment, Collaborative Tools, Students' Attitude
The use of drama activities to increase student motivation towards speaking english
In Turkey, students have prejudice towards speaking so they have low motivation at this point. In the meanwhile, speaking a foreign language is one of the important and complex processes of learning a language. Drama has an effect to enhance motivation while creating a good atmosphere and having positive effect in terms of participation of students and arrangement of classroom. The main aim of this study is to reveal effect of drama activities on students' motivation towards speaking skills.The study was conducted on 25 participants from 6th grade students in Dumlupınar Elementary school in Şahinbey. Pre-test and post-test was adopted to find out the effect of drama activities on students' motivation towards speaking skills. In data collection, after each lesson personal notebooks created 6 questions were written by students. The results of this study aimed to prove positive effect of drama activities to students' motivation towards speaking English. Keywords: Drama, Speaking English, Motivation
Teaching english to high school students through multimedia
As more and more technological devices are introduced in to our lives, more and more people start living dependently on technology. Therefore, technology affects every parts of life, especially education. In today's world, education cannot be thought separately from technology. According to Thuraira, Mandom & Marimthu (2002), advance of technology enables teacher to convey information in interesting ways such as multimedia. Multimedia's role in education is crucial in such a rapidly growing world. To emphasize the influence of multimedia on education, the researcher carried out a study. In this study, the researcher explored effects of multimedia on teaching English to high school students. This study is one case study and it includes observation, questionnaire, follow-up interviews, after- trainee interviews and post-tests. 30 students took place in this study. They are 9th grade students in a state high school. It took 4 weeks to implement the study. There were 5 lessons each week comprising 20 lessons. Every lesson included multimedia materials such as songs, online games, power points and videos. The students learnt Simple present tense, frequency adverbs and daily routine with the help of multimedia materials such as videos, songs, series, power points, dialogues, cartoons and movies. As a post test, students represented a presentation about their daily routine using multimedia materials by using simple present tense.
The effect of erasmus exchange program on attitudes towards learning English as a foreign language
As a result of globalization the societies have got closer and there has occurred a link between countries and cultures in terms of trade, immigration, and the exchange of information and ideas. Erasmus Exchange Program is another way of sharing cultures and information. Erasmus Exchange Program has paved the way for participants to think in different dimensions. Culture and language may be preferred as the selection of these dimensions. In this sense, sharing culture plays a major role among the objectives of Erasmus Program. In addition, culture may be represented with the use of EFL among the advantages of this program. Gardner (1985) states that the attitudes are important elements of learning process and suggests that the more positive attitudes a learner develop, the more achievement s/he gets during learning process. The study of Jenkins (2009) revealed that Erasmus Exchange Program helps participants to develop an appreciation towards the idea of being a non-native speaker of English in a multicultural environment. Put another way, English plays another major role and in this study the ultimate purpose has been determined to indicate changes in the attitudes of Erasmus Students at Kahramanmaraş Sütçü İmam University in Turkey towards learning EFL after Erasmus Exchange Program. 18 items in a questionnaire and a semi-structured interview have been conducted within the study. There are 65 participants in this study who studied in different European countries during an educational period. The results of the study indicate that living and studying in a multicultural environment either strengthened their already positive attitudes towards learning EFL or helped the participants to develop positive attitudes.
The reduction of speaking anxiety in efl learners through drama techniques
This study addresses the problem of speaking anxiety in foreign language learning settings and role of drama in the reduction of speaking anxiety. The researcher gives a general overview of anxiety sources in language training environments as a background for the discussion of speaking anxiety. The study is also concerned with ways to reduce anxiety levels in the classroom. The study was conducted with 24, 12th grade students, in the first term of 2013-2014 academic year at Kozan Anatolian Medical Vocational High School. To collect quantitative data, FLCAS, developed by Horwitz, Horwitz, and Cope (1986), was administered as a pre and post-test. To triangulate the data, semi-structured pre and post-interviews, and students' diaries were also used. Additionally, the teacher's reflections on students' speaking anxiety, and the use of drama strengthened the qualitative dimension of the study. On the basis of the findings of the pre and post-tests (FLCAS), interviews, students' diaries, and the teacher's reflections, the researcher found that drama gives motivation, and encourages students to speak. It also helps them to overcome their fears related to language classes. The use of drama techniques has significantly positive effects on lowering the speaking anxiety of EFL learners.
Blending with purpose: Teachinh writing courses with online and traditional classroom instruction
The aims of this study are to find whether blended learning would make a difference at the writing scores of students compared to traditional face-to-face education and to establish the students' perspective on the usage of technology at writing courses with quantitative and qualitative research methods. For the purpose of the study, one experimental and control groups were chosen from the School of Foreign Languages, Gaziantep University. The 13 students in the experimental groups are taught writing with blended learning while 13 students are taught writing with traditional face-to-face education during one month. The students at both groups have the same schedule, age, English level and classroom facilities. The results of analysis done by SPSS show that the writing scores of the experimental group are higher than the writing scored of the control group. To learn the students' perspectives at the experimental group, semi-structured interviews have been done after the experience. The results show that the students are not satisfied the usage of current technology at writing courses. On the other hand, they reported they were satisfied with blended learning. The students also gave some suggestions about the implications of technology in and outside of the classes.
Assessment of instructor reactions to the performance management system at the preparatory program of a foundation university
Given that among the numerous factors affecting student achievement quality teaching is the leading one, and that quality teaching is only possible by qualified teachers, it is crucial to have a system at educational institutions to have a system to help the teaching staff gain expertise and grow professionally. The purpose of this study was to assess the reactions of the instructors to a recently developed and implemented performance management system at the preparatory program of a foundation university in Gaziantep, Turkey. The participants of the study were 36 EFL instructors, 2 PDC members, and 4 curriculum coordinators working at the aforementioned institution. The data were collected through a reaction scale and semi-structured interviews. The data taken from the reaction scale were analyzed descriptively, and content analysis was done for the interviews. The results of the study indicated that the reactions of the instructors toward the system were positive in general. It was clear that the instructors had overall understanding of the system; that they accepted the standards of the framework; that they thought the supervisors were qualified enough; that the system had a positive impact on their teaching; and that their overall favorableness toward the system was above neutral point, with some reservations and concerns. At the end of the study, some suggestions were offered for the weaknesses of the system, which were identified at the study.
Use of arts and multimodality in learning and teaching English as a foreign language
This study examines the effectiveness and significance of art and multimodal learning approach in teaching and learning English as a foreign language. Art as being a useful tool in multimodal learning along with fostering critical and creative thinking are the two main focal points in the study. It is fortified with detailed literature review and content analysis that art improves higher thinking skills and art is a comprehensive medium in the context of diversity of learning styles. As a result of the study, it is observed that art encourages diverse learning styles and higher thinking skills, in contrast with conventional methods aiming particular learning models. Key Words: Foreign language teaching, foreign language learning, art, multimodal learning, critical thinking, creative thinking
Teaching college level English vocabulary through drama
Teaching English vocabulary is one of the challenging areas in language teaching because the number of the vocabulary items in a language are numerous. To communicate in a language in all possible situations one needs a good knowledge of vocabulary; however, it takes quite a long time to be competent in English vocabulary in Turkey's context since English is learned as a foreign language in our education system. Learners do not have chance to practice the target language outside the classroom thus, they easily forget what is learned due to lack of practice. To overcome these problems various techniques such as flashcards, keywords, games, pictures, drawings etc. are adapted and applied by the instructors in language classrooms; however, unfortunately, the instructors just ended up giving the Turkish equivalent of the words at the end of the class. Namely the vocabulary items fall into disuse. With these problems in mind the aim of this study is to see the effects of using drama in vocabulary teaching on college level students. The study was carried out in Gölbaşı Vocational School of Adıyaman University with the students of tourism and hospitality management department. The data was collected through a pre-test and post-test for vocabulary learning scores and an attitude questionnaire was applied to the participants. At the end of the study it is found out that the participants were eager to learn vocabulary through drama activities and the analysis of the test scores showed that there is a significant difference between the test scores before and after applying the drama activities. Key Words: Teaching Vocabulary, Drama Based Vocabulary Teaching
Teaching vocabulary to young learners through drama
This study examines whether drama helps instructor to teach English vocabulary to young learners and if young learners enjoy learning vocabulary through drama activities. The study was conducted with 2nd grade students in a Private Primary School in Mersin. 20 students took place in this study. The researcher used observation form, daily journal; video recordings and open-ended, follow-up interview questions were asked to each student at the end of every lesson. It took 4 weeks to implement the study. It addressed teaching vocabulary through drama with the drama club students for two hours every week. No post-tests or quiz were applied to the students. They were observed in their natural learning process, instead. Key Words: Drama, ELT, Teaching Young Learners, Teaching Vocabulary through Drama
The role of portfolios in boosting young adult learners' writing skills
Young adult learners have a great instinct or capacity to conduct tasks for different purposes. In order to convey our thoughts or messages we all need to have effective writing skills. The aim of this thesis is to help and improve writing skills of young adult learners by using a portfolio including different tasks .At the beginning of the study, interviews with teachers and pre-questionnaires with students were applied for their ideas about the problems in English learning. At the end, students had post-questionnaires to express their ideas on the role of portfolio usage. Another goal of this study is to make young adult learners use English effectively by improving their pronunciation, the use of language, spelling, punctuation and grammar. Sixty high school students who were in AA and AB classes and whose ages were between fourteen and fifteen .The duration took nearly six weeks. As a result, we have found that the young adult learners have boosted their vocabulary, critical and creative thinking as well as, analyzing, reasoning, deducing, self-awareness skills.
Student perceptions of native English speaking teacher and non-native English speaking teacher effectiveness in English language teaching
This study investigated students' perceptions of the strengths and weaknesses of Native English-Speaking Teachers (NESTs) and Non-native English-speaking teachers (NNESTs). This study was conducted with 156 participants studying in five different universities located in Turkey. Data for the research was collected by using a questionnaire consisting of two parts. Close-ended questions and multiple-choice or Likert-scale types of questions were used in the questionnaire.The data from the questionnaires was analyzed using quantitative data analysis techniques. Frequencies, percentages, means, correlations, and t-tests were calculated to analyze the data. The results revealed that overall, students' attitudes were positive towards both NESTs and NNESTs. Students' age, level and gender are the variables which influence their attitude towards NESTs and NNESTs. There is not much relationship between students' perceptions towards their teachers and teachers' nativeness.
Students' response to the use of multimedia and drama in literature classes
The aim of this study is to explore the use of multimedia and drama in literature classes. Another aim of this study is to investigate the students' response towards multimedia and drama in literature classes. This study was conducted on 35 students at Mersin University who were ELT students. Their ages varied between 19 and 32. The participants were observed for three hours per week over a period of six weeks. Two novels were used to observe over a period of six weeks. In data collection, observation, questionnaire, video-recording, and interview were used. The results of the data analysis showed that learning literature through multimedia and drama is entertaining and has many benefits. Furthermore, the results indicated that the response of the students were positive towards the use of multimedia and drama in literature classes.
Drama activities and anxiety in a Turkish secondary school English as a foreign language classroom
The main objective of this study is to explore foreign language classroom anxiety in a secondary school English as a Foreign Language (EFL) classroom and the role of dramatized instruction in reducing foreign language anxiety. This study also attempts to identify the sources of foreign language anxiety by defining the most anxiety provoking situations in this particular setting. The study was carried out with 22 regular seventh grade students in a private school, in Turkey. In this mixed-methodology study, the Turkish version of Foreign Language Classroom Anxiety Scale (FLCAS), developed by Horwitz, Horwitz & Cope (1986) was administered as a pre and post-test. Following the eight weeks of dramatic intervention, students' self-reflective drama portfolios, teacher's observational field notes and drama lesson plans were also analyzed, in order to verify the data. Results of this study revealed that seventh grade EFL learners tend to experience moderately high levels of anxiety. Fear of making mistakes, teachers' instructions, test anxiety, negative social comparisons and lack of self-confidence in speaking English represent the possible sources of secondary school students' foreign language anxiety. The overall findings of this study is also consistent with the previous studies which have shown that drama activities have a significant positive effect on reducing students' fears, worries and anxieties arising from the unique settings of foreign/second language classrooms. Key words: English as a Foreign Language, Foreign Language Classroom Anxiety, Drama in Education, Drama in Language Teaching.
The investigation of technological pedagogical and content knowledge level by Turkish teachers of English
This study aimed to explore the Technological Pedagogical Content Knowledge (TPACK) levels of Turkish EFL teachers and the relationship between gender/experience and TPACK levels of the Turkish EFL teachers. The study was carried out in high schools of Mersin between April 10 and 15. 33 teachers answered to the EFL TPACK questionnaire consisting of two sections. First section of the questionnaire was for gathering general information of the participants and investigating the relationships between gender/experience and TPACK levels of Turkish EFL teachers. Second section of the questionnaire was for detecting the participants' TPACK levels. Quantitative data were analyzed by descriptive statistics including mean, frequency, standard deviation, t-test and One Way ANOVA. The findings of the descriptive statistics indicated high levels of TPACK of the Turkish EFL teachers. Furthermore, the results of t-test showed the relationship between gender and TPACK was not statistically effective on their TPACK level.One Way ANOVA also proved that there is a negative correlation between the teachers' teaching experience and TPACK levels. With relation to the aims of this study, valuable contributions were provided in terms of getting a picture Turkish EFL teachers' TPACK levels and the relationships between gender/experience and TPACK levels. Finally, some implications were suggested for teachers, teacher educators and educational authorities. Key Words: English teachers, Technological Pedagogical Content Knowledge, TPACK
The students' perceptions of literary texts in university level reading courses
The main aim of this study is to show how effective and useful the literary texts may be in reading classes at universities. Above all, this study tries to reveal the advantages of literary texts over non-literary texts. In order to reach these aims, a qualitative and a quantitative methodology was followed, which makes the study more valid. The lessons were conducted at Toros University with 60 students. The qualitative part of the methodology includes an interview which has 4 open-ended questions. On the other hand, the quantitative part consists of two questionnaires, which include 20 items in total. A convenient short story was selected to represent literary texts. As a result of this study, when compared with the non-literary texts, it has been found out that literary texts may be more effective and useful in English as Foreign Language Teaching. Key words: Literature, Using Literature in EFL, Literary Texts in ELT, Reading at University