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İsak Nuri Rizevinin Zubdetul-İzhar adlı eserinin Arapça dilbilgisi öğretimi açısından değerlendirilmesi
Bu çalışmada İshâk Nûrî Rizevî'nin ?Zubdetu'l-İzhâr? adlı eseri Arapça dilbilgisi öğretimi açısından değerlendirilmiştir.Çalışmanın birinci bölümünde Arapça olarak kaleme alınan ve Osmanlı Türkçesi ile şerhleri yapılan bu eşsiz eser, Latin harflerine aktarılarak kolay okunabilmesi amaçlanmıştır. İkinci bölümde ise eserin Arapça dilbilgisi öğretimi açısından günümüzdeki yerinin belirlenmesi amaçlanmıştır. Bütüncül metot esas alınarak eser her yönüyle incelenmiştir. Eserin yazarı olan İshâk Nûrî Rizevî'nin hayatı ve eserlerini içeren bilgiler çalışmanın giriş bölümünde aktarılmıştır. Ayrıca kendisi ile ilgili bazı belgeler ise çalışmanın ekler bölümünde sunulmuştur.Araştırmanın evrenini Osmanlı döneminde Arapça öğretiminde okutulan kaynaklar oluşturmaktadır. Örneklem olarak da ?Zubdetu'l-İzhâr? adlı eser ele alınmıştır. Bu eser günümüzde yazılan Arapça dilbilgisi ve nahiv bilgisi kitaplarıyla karşılaştırılmıştır.Çalışmanın sonucunda Arapçanın sentaksını açık ve akıcı bir uslup ile belirli bir mantık sırası içinde özetleyen bu eser, örneğine az rastlanır bir kabiliyetin mahsulü olduğu araştırmacı tarafından ortaya konulmuştur. Bu eser üzerine bilimsel çalışma yaparak, Arapçanın modern metotlarla öğretimine olumlu katkılarda bulunulmuştur.
Retyos Kirkoryanın Hulasatus-Sarf adlı eserinin Arapça dilbilgisi öğretimi açısından değerlendirilmesi
Çalışmamızın giriş bölümünde Osmanlı İmparatorluğu dönemindeki sarf çalışmaları ile ilgili bilgiler sunulmuştur. Öncelikle problem ve amaç belirtilmiş, çalışmanın önemi, sınırlılıkları, sayıltıları, tanımları ve terimleri açıklanmıştır. Sınırlılıklar bölümünde, Hulâsatu's?sarf'taki Arapça öğretim metodlarını modern yöntemler ile karşılaştırabilmek için günümüz Arapça sarf kitapları arasından seçilen ?Arapça Fiil Çekimleri ve Sarf Bilgisi? (M. Sadi Çöğenli), ?Arapça Dil Bilgisi? (Mehmet Maksutoğlu), ?Arapça Dil Bilgisi? (Hüseyin Günday ve Şener Şahin), ve ?Arap Gramerine Giriş ? 1 Sarf? (Erkan Avşar) isimli kitaplar hakkında bilgiler aktarılmıştır. Tezin yöntem bölümünde araştırma modeli, evren ve örneklem, veri toplama tekniği ve verilerin analizi ile ilgili bilgiler verilmiştir. Değerlendirme kısmında ise, öncelikle okuyucunun sağlıklı bir karşılaştırma yapabilmesi için Hulâsatu's?sarf'ın transkripsiyonu tam metin olarak verilmiş, eser ve yazarı Retyos Kirkoryan ile ilgili genel bilgiler aktarılmıştır. Daha sonra Hulâsatu's-sarf'taki konular, konu anlatım tekniği ve eserin yöntemi irdelenmiştir. İkinci bölümde, Hulâsatu's?sarf'ın ele aldığı Arapça dilbilgisinin kelime bilgisi bölümüne ait kurallarının yukarıda isimleri verilen 4 sarf kitabı ile karşıtsal analizi yapılmış ve değerlendirme sonuçları 34 başlık altında sunulmuştur. Son olarak eserin Arapça dilbilgisi öğretimi açısından değerlendirilmesi yapılarak sonuç ve önerilere değinilmiştir.
Memet Baydur tiyatrosunda absürd tiyatro izleri
Bu çalışmanın amacı, Türk tiyatrosuna yeni bir soluk kazandıran oyun yazarlarından Memet Baydur'un tiyatroya uyarlanan Limon adlı eserinin Absürd tiyatro özelliklerini barındırması bağlamından incelenmesidir. Absürd tiyatroyu işleyen kaynaklar incelenip bu türün oluşmasına neden olan dönemsel etmenler hakkında bilgi verilmiştir. Bunun yanı sıra türün etkilendiği felsefi akımlar açıklayıcı bir şekilde ifade edilmiştir. Memet Baydur'un hayatı incelenerek yaşadığı dönemin sosyal yapısının oyunlarına nasıl bir etkide bulunduğu üzerinde durulmuştur. Dergilerde yayınlanmış makaleleri, tiyatro oyunları ile ilgili kitapları, incelemeleri, gazete yazıları ve denemeleri çalışma kapsamına alınarak irdelenmiştir. Son olarak Limon adlı tiyatro eseri barındırdığı Absürd tiyatro unsurları bakımından ele alınarak edebiyat yazınları içerisindeki yeri dikkatlere sunulmuştur. Araştırmanın sonuçlarına göre, Memet Baydur'un tiyatrosunda işlenilen konu, dil ve teatral yapı yönünden Absürd tiyatrodan etkiler taşıdığı kanaatine varılmıştır. Anahtar Kelimeler: Absürd, tiyatro, Memet Baydur, Saçma, Felsefe, Akımlar
The integration of drama and video use to increase the vocabulary knowledge of English language learners
The present study aimed at investigating if the implementation of the integration of drama and video use is effective to develop the English vocabulary knowledge of the seventh grade students at a primary state school in Malatya, Turkey. It was a quasi-experimental study in which the integration of drama to video use was compared with traditional teaching and learning methods. This study was conducted in a primary school, in Malatya. The participants of the study were from the researcher's two English classes of 7th grade in the second semester of 2011-2012 education year. One of the classes was determined as an experimental group and the other one was determined as control group. The experimental group had a learning experience through the integration of drama and video use while the control group experienced just traditional teaching and learning methods. The quasi-experimental study lasted for twelve-week period. The data in this study was gathered through pre-test and post-test activities. While analyzing the data from the pre-test and post-test results Mann Whitney-U test, as a non-parametric analyzing method, was used. The data analysis showed that while the respondents of the experimental group increased their vocabulary knowledge on the daily situations of English language, the respondents of the control group either decreased their vocabulary knowledge on daily situations or kept it at the same level. The experimental group outscored significantly the control group on post-test, by showing the supremacy of the integration of drama to video use over traditional teaching and learning method.
An evaluation of the pragmatic competence of pre-service English language teachers: Politeness strategies used in making requests in the academic context
The current study aimed to examine, from an interlanguage pragmatics perspective, how Turkish pre-service EFL teachers fulfill the speech act of request in terms of politeness strategies, levels of directness, internal and external modifiers, perspectives, and address terms in the academic context. To collect data, a discourse completion test (DCT), including ten scenarios, was developed, and 89 pre-service EFL teachers studying in a private university in Turkey were asked to write what they would say in response to the situations described in the DCT. The data-the request tokens- were first analyzed qualitatively using an adapted model of the CCSARP framework developed by Blum-Kulka et al. (1989). Then, the results of the request strategies were quantized, and the data were analyzed through descriptive statistics and chi-square. The study's findings demonstrated that the tendency to use conventionally indirect request strategies was high in situations where the degrees of impositions were both high and low in academic contexts. This indicated that the choice of request strategies was parallel for both degrees of imposition. Additionally, it was found that the use of external modifiers was high, mostly occurring as 'grounders' to mitigate the requests. As for internal modifiers, pre-service EFL teachers preferred 'please' as politeness markers to soften the force of the requests on the hearers. Moreover, the tendency to address instructors remained low, highlighting the need for being more formal and polite when making requests in the academic context. Hence, it was observed that the participants mostly made speaker and hearer-oriented requests in the academic context; however, speaker- oriented requests were made more. This suggested that the participants mostly tended to impose benefits on the hearers, where social power and distance are high among the interlocutors. The study's findings indicated that pre-service EFL teachers perform the speech act of request politely to some extent; nevertheless, they need to gain pragmatic competence to make authentic ways of making requests by integrating appropriate mitigating strategies in the academic context. In conclusion, integrating the pragmatic aspects of language into English Language Teaching programs is significant to improve the pragmatic awareness and competence of prospective language teachers regarding the fulfillment of requests in academic contexts in particular and other speech acts in various contexts of conversations in general. Keywords: Pragmatics, Interlanguage Pragmatics, Pragmatic Competence, Requests, Politeness
A case study: Exploration of Generation Z students' EFL learning environment in tertiary education
As of 2019-2020 academic year, there are almost 8 million students at tertiary education in Turkey including vocational, undergraduate, and graduate students (Yükseköğretim Bilgi Yönetim Sistemi, 2020). Hence it is crucial to acknowledge the existence of Generation Z students (born between 1996-2010) in higher education. The fact that different cohorts; Baby Boomers, Gen X, Gen Y and Gen Z are working and studying together necessitated this study, which aimed to explore Gen Z students' EFL learning environments. The study was conducted at a foundation university's School of Foreign Languages in Turkey. Data were collected during 2020-2021 academic year employing focus group meetings, semi-structured individual interviews and field notes. The data were examined through qualitative inquiry methods and data analysis software. The findings revealed that although there was no change in teaching philosophies of instructors, they had to go through a process of adaptation with Gen Z students. It was also found out that different instructors belonging to different generations had dissimilar attitudes and practices towards Gen Z students. Although the essence of teaching and learning still stayed the same, Gen Z students were noted to have more elevated interest in the language learning due to their close contact with technology and internet. Therefore, traditional methods of teaching are no longer suitable for Gen Z, and along with instructors, institutions and publishing houses have to share their parts in establishing an effective learning environment for Gen Z students. Keywords: Gen Z EFL learning environment, Gen Z learning preferences, Gen Z student characteristics, technology incorporated lessons, cohorts of instructors, Gen Z teaching philosophies, infrastructure in establishing Gen Z learning environment
Assessing preservice english teachers' 21st century skills
Teacher education of English language in the 21st century is facing many new challenges. The present study assessed the level of skills of the 21stcentury of the preservice teachers and explored whether there is a statistically significant difference in the mean scores on any of the five latent variables of 21stcentury skills between preservice teachers in group 1 (freshmen & sophomores) and those in group 2 (juniors & seniors).The key instrument of the present study is the 21stCentury Skill Assessment Questionnaire (CSAQ) developed by Ashraf, Motallebzadeh, and Arabshahi (2016). SPSS analysis was used, as well as MANOVA (Multivariate Analysis of Variance) for the analysis of data. The population of the study included the teacher candidates, preservice teachers of the ELT Department of the Faculty of Education in Baskent University in the school year of 2019 - 2020. All the population took part in the study so the size of the sample was equal to the size of the population.
The investigation of the perceptions of senior year pre-service ELT students towards the effectiveness of lecturers at universities
The purpose of this study was to investigate the perceptions of senior-year pre-service ELT students (also known as pre-service EFL teachers) towards the effectiveness of their lecturers considering their genders. 104 pre-service EFL teachers from different universities studying English Language Teaching in Ankara, Turkey and 9 lecturers from different universities in Ankara, Turkey participated in this study. Data from pre-service EFL teachers were collected through questionnaires and from lecturers with structured interviews. The results showed that male pre-service EFL teachers' perceptions of lecturers in terms of gender did not show any significant difference between female and male lecturers. However, female pre-service EFL teachers gave higher scores to their male lecturers for several items. In terms of effectiveness and student expectations, male lecturers obtained a lower score among pre-service EFL teachers for showing interest and making learning fun although they stated that they are curious about their students' backgrounds and interests, and they have the intention of making classes more enjoyable. Nevertheless, they added that they make an effort to incorporate effective communication into their lessons and they were given more credit for having strong communication abilities. Both male and female lecturers obtained lower scores for flexibility from pre-service EFL teachers despite their assurances that they incorporate a variety of activities and tailor their schedules and syllabi to the needs and expectations of their students as well as the course material. Additionally, female lecturers were given a lower score despite claiming that they solicit student feedback to help them develop their classes or syllabi and that they are open to constructive criticism. As they also mentioned that they are interested in their students' needs, interests, and backgrounds, they obtained a higher score for actively listening to students. Regarding the questionnaire and interview data, pre-service EFL teachers gave similar scores for several items to both male and female lecturers, and the lecturers' claims showed that they impose effective teaching into their classes, which showed that there is no relationship between gender and teaching effectiveness. However, the differences among the scores they obtained for some of the items showed that gender and teaching effectiveness have a relationship.
Exploring the relationship between EFL teachers' language assessment literacy and their reflective teaching
As many language teachers struggle to bridge the research-practice gap in language evaluation, they have not yet put a crucial piece of the puzzle of teacher education in place. Besides classroom instruction, teachers' Professional Development (PD) should include opportunities for reflection. This study explores the relationship between EFL teachers' language assessment literacy and their reflective teaching of Turkish EFL teachers, reexamining their current classroom assessment practices and their plans for future language assessment actions by reflecting on the practical relevance of recent assessment research. Teacher reflection on research-based theories and language assessment procedures are compatible and guides teachers' reflection on future language assessment performance, according to the findings (reflection-on-action). We also encouraged teachers to make suggestions for practically improving their Language Assessment Literacy (LAL). The data collection method includes a questionnaire distributed among 100 EFL teachers, and the collected data was analyzed using SPSS software following a multiple-phased systematic content analysis. Keywords: Language assessment literacy, Reflective teaching,Turkish EFL instructors
Influence of the Erasmus Student Mobility Programme on competence development of students
The Erasmus programme which serves overarching aims of the Bologna Process, is considered one of the most prominent popular student exchange programmes around the world. Although its roots date back to 1987, Turkey's involvement in the programme actualized in 2004, and opened the doors of Europe for Turkish university students who would like to have international education experience. Thanks to its comprehensive sub-programmes that have been continuously developed throughout its history, the Erasmus programme has always remained up-to-date and inexhaustibly aimed to develop individual skills and competences of participants. Of vital importance in implementing this principle, development of the competences of exchange students is commonly considered a substantial goal. Similarly to the Erasmus programme, the Common European Framework of Reference for Languages (CEFR), developed by the Council of Europe, is a widely referred tool for the evaluation and assessment of language users' competences in addition to its several other uses. The purpose of the study is to investigate whether the Erasmus programme has an effect on competence development of the students who participated in the mobility. Competences were grouped into general and communicative language competences in accordance with the CEFR. Data were obtained through two collection instruments. A five-point Likert scale questionnaire consisting of 30 statements, which followed the CEFR-based competence definitions, was applied to 94 students of Akdeniz University who previously participated in the Erasmus programme. In order to support the data of linguistic competence development, a language proficiency test, was applied to 32 students upon their return from the Erasmus mobility. Pre-erasmus language proficiency test scores were obtained from the International Relations Office of Akdeniz University and statistical comparison of these scores was performed. The findings of the study revealed that Erasmus programme has a significant impact on developing general and communicative language competences of the students. Particularly significant development of the participants in intercultural awareness was observed. In consideration of the findings of this study, it is suggested that participation of Turkish university students in international mobility programmes should be fully encouraged and supported to the greatest possible extent.
A quantitative study of ELL and ELT students' post-reading strategies
The purpose of this study was to explore the cognitive post-reading strategies used by English Language and Literature (ELL) and English Language Teaching (ELT) students after they read an academic text in their area of study. Since there was not a post-reading strategy instrument in the literature, a questionnaire was developed to carry out the study. In order to develop the questionnaire, second and foreign language reading strategy literature and previous reading strategy questionnaires were examined and post-reading strategies were listed. Then, three experts reviewed the questionnaire. The items were phrased and metacognitive strategies were eliminated according to their comments and evaluation. Finally, the questionnaire was piloted. According to piloting statistics results, several items were edited. The questionnaire consists of three parts. The first part collects background information of the participants. The second part collects information on the use of post-reading strategies. This part consists of two subscales: without referring back to the text and referring back to the text. In the third part, there is an open-ended item which asks students to include any other post-reading strategies they use. Explanatory factor analysis, confirmatory factor analysis, and Cronbach's alpha analysis confirmed the questionnaire is a valid and reliable instrument. 226 freshmen and sophomores at ELT and ELL departments at Akdeniz University participated in the study. The findings showed that the students had a moderate use of cognitive post-reading strategies. It was also found that the students did not differ in strategy use in terms of grade, department, sex, or prep school education.
Teaching speech act theory and its reflections on the study of the theatre of absurd in elt classes
This thesis has focused on the teaching of Speech Act Theory, which is so essential in communication and the acquisition of language. This theory is taught in ELT programmes of the universities but it is forgotten afterwards unless it is practised. As the language is the primary means of communication, the importance of the speech and acts is obvious. Teaching Speech Act Theory through literature, and its being applied to literary works, especially the works of drama, is thought to be helpful in foreign language teaching. For this purpose, The Zoo Story and Waiting for Godot, which can represent the Theatre of Absurd, which is a genre that reflects the fact that communication is based on acts rather than sentences and breakdowns in communication are observed in the situations where these acts are not sensed and the monotony of life that prevents people from realizing the reality, are chosen. The background of Speech Act Theory is given via its basic terms and two plays are analysed through the theory. In addition, the speech acts are studied on the extracts from these plays. This study shows the possibility of using Theatre of Absurd as works of literature in the teaching of Speech Act Theory and the applicability of the theory to the analysis of literary works.Key Words: 1) Speech Act Theory 2) Theatre of Absurd 3) Absurd Theatre
The teaching of symbolism and fantasy in all the books of Lord of the Rings by J.R.R.Tolkien
The Lord of the Rings was written by J.R.R.Tolkien in 1954. It is not just a adventure story about a ring though the plot is not complicated.It is an embodiment of the author's linguistic,philological,geographical and historical knowledge. Due to this background the story can be examined through realistic context. This pecularity differs it from other fantasy fiction.The purpose of this THesis work is to reveal its symbolic value. As the story carries deep moral meaning, themes and messages due to the author's intention to renew fantasy genre, we tried to correlate it with our time and show its significance in planning lessons of the English language. The Lord of the Rings can be interpreted from different aspects which enlarge the readers' opportunity to find important things according to individual taste.
Prospective English teachers' in-class speaking anxiety and their use of oral communication strategies
Speaking is a fundamental activity of both daily life and education. It is one of the most vital skills that must be acquired in language learning. However, speaking is also the skill that is the most liable to be impaired by anxiety. The feeling of anxiety may have a negative impact on both students and teachers. As a result, they may not want to use communicative activities in their classes. Using strategies in foreign language learning facilitates learning and helps learners to overcome difficulties and anxiety. In terms of speaking, using oral communication strategies helps speakers to have a meaningful and understandable communication. It is also important to know what kind of strategies prospective English teachers use during oral communication. The purpose of this thesis is to describe the prevalence of prospective English teachers' in-class speaking anxiety and their use of verbal communication strategies, as well as to discover the relations among language anxiety, spoken communication strategies, gender, grade and perceived language proficiency. The study was conducted with the participation of 98 pre-service teachers who were selected through cluster random sampling. Data were collected by means of the Foreign Language Classroom Anxiety Scale (FLCAS) and Oral Communication Strategy Inventory (OCSI) during 2017-2018 Spring Semester. In order to analyse data, the Statistic Package for Social Sciences (SPSS) version 23.0 was employed. Results indicated that participants had a moderate degree of anxiety and the intensity of their anxiety does not change depending on grade and gender. Most of the participants reported high levels of oral communication strategy use to cope with speaking problems. They used negotiation of meaning strategy the most and message reduction and alteration strategy the least. There was a weak negative relationship between speaking anxiety and oral communication strategy utilisation. Moreover, there was a moderate correlation between students' perceived oral proficiency and in-class speaking anxiety. Similarly, there was moderate correlation between perceived oral proficiency and oral communication strategy use of the participants.
The relationship between AI-TPACK and self-efficacy of pre-service English language teachers
The rapid development of technological tools in education has led to the emergence of frameworks such as the Technological Pedagogical Content Knowledge (TPACK) model, which examines teacher competencies linked to critical qualities regarding the use of technology. In today's educational landscape, proficiency in technological tools positively influences teacher self-efficacy. As such, AI-TPACK (Artificial Intelligence Technological Pedagogical Content Knowledge) has become a crucial competency for pre-service English language teachers upon the leading dominance of AI. The present study aims to investigate the relationship between AI-TPACK and self-efficacy perceptions, reveal to what extent AI-TPACK sub-dimensions predict self-efficacy, and explore the underlying factors of fourth-year pre-service English language teachers' perceptions of both frameworks from their own perspectives. The study applies sequential explanatory mixed-methods. The sample consisted of fourth-year pre-service English language teachers who had completed relevant teaching practice and technology-related courses. In quantitative part, correlational research design and convenience sampling was employed to recruit participants with the desired characteristics, and 303 pre-service English language teachers volunteered to participate in the study. Two scales, i.e., Teachers' Self-Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) and AI-TPACK Scale (Ning et al., 2024) were used as data collection tools. Data were analyzed using descriptive statistics, independent T-tests, one-way ANOVA, and multiple regression analysis. In the qualitative part, which includes case study method, focus group discussions were held, and the data were collected from 13 participants. The qualitative data were analyzed using Creswell (2007)'s data analysis spiral. The findings revealed a low positive correlation between AI-TPACK and teacher self-efficacy. No significant differences were found in AI-TPACK or self-efficacy based on gender, GPA, or teaching experience. However, a significant difference was observed in GPA scores regarding three sub-dimensions of AI-TPACK: content knowledge, pedagogical knowledge and AI-technological pedagogical knowledge. In addition, findings obtained from qualitative data revealed that fourth-year pre-service English language teachers do not possess sufficient knowledge, experience, and self-efficacy related to the use of AI-based tools in foreign language teaching, and it is also necessary to provide domain specific training in this area. Thus, the study concludes that pre-service English language teachers' self-efficacy levels are influenced by their AI-TPACK competencies, highlighting the importance of integrating AI-related knowledge into teacher education programs.
A phenomenological case study on Turkish EFL pre-service teachers' and facilitators' experiences and perceptions of transnational telecollaboration projects
This thesis investigates the perceptions and experiences of pre-service English as a foreign language teachers and facilitators after the integration of a transnational telecollaboration project on teacher identity formations. The study involved 51 Turkish pre-service teachers and 5 facilitators who participated in and conducted an eight-week-long telecollaboration project focusing on pre-service English teachers' identity formations in the scope of language and culture courses between Türkiye and the United States. The research addressed two primary questions: "What are the experiences and perceptions of telecollaboration projects on ELT pre-service teachers as future educators?" and "What are the facilitators' perceptions regarding the integration of telecollaboration projects?" Following the telecollaboration project, both groups of participants were interviewed to gather qualitative data. The findings revealed that most pre-service English teachers perceive telecollaboration positively, noting potential enhancements in intercultural communicative competence (ICC), technological proficiency, and linguistic skills, aligning with existing literature. Facilitators highlighted crucial stages for executing successful telecollaboration projects, emphasizing the importance of meticulous planning and management. Overall, the study underscores the potential of telecollaboration in enriching language teacher education and fostering essential professional skills in future language teachers.
Çocuklara kelime öğretiminde leksikal yaklaşım
Vocabulary knowledge plays a crucial role in foreign language learning process. Using lexical phrases proposed by the Lexical Approach, which accepts the language learning as phrase acquisition is a recent way in English language teaching. The purpose of this study was to investigate the effects of using lexical phrases on the receptive and productive vocabulary knowledge of young language learners. The study was conducted at Haki Yener Primary School. The data were drawn from two groups from the fifth grade students. All students were young English language learners at the beginning level of proficiency. One group was labeled as the experimental group and the other group was the control group. Both groups included 31 students. 14 target words were chosen according to the curriculum for the fifth grade. Before the treatment checklist was applied to both groups in order to be certain of their vocabulary level and in order to choose the target words. Two small reading passages were used and the only difference between the experimental group and the control group was that the target words were presented and practiced as lexical phrases in the experimental group. Target words were taught and practiced individually in the control group. After the treatment, two post tests were applied to the students. The production test was conducted at first, and one week later, the recognition test was given to the students. In order to examine the differences between the groups, T-test was used. The findings of the study indicated that there was a significant difference between the experimental group and the control group. It was seen that a significant treatment effect was found in the treatment-group students for receptive and productive vocabulary learning. It was determined that young language learners in the treatment group improved their vocabulary in English language learning /teaching situation as a result of using lexical phrases.
Türk ve Alman masallarından seçilen örnek metinlerde kadın figürleri
Bu çalışmada masalların Türk ve Alman toplumundaki kadına bakış açısını ne oranda yansıttığı sorusuna cevap bulunmaya çalışılmıştır. Bu doğrultuda Türk ve Alman masallarından seçilen örnek metinlerde kadın figürleri sosyal ve ahlaki davranışları açısından incelenmiştir. Masallarda kadının sosyal davranışı aktif, pasif ve karışık bir tutum izlemesi açısından, ahlaki özellikleri de iyi ve kötü olarak ele alınmıştır.Türk masalları içinden Türk toplumunda kadının konumunu farklı yönleriyle ele alan ?Gülen Ayva Ağlayan Nar?, ?Konuşan Kaval? ve ?Kara Kedi? masalları seçilmiştir. Alman masalları arasından da en çok bilinen ve kadın figürünü değişik yönleriyle ön plana çıkaran ?Uyuyan Güzel?, ?Pamuk Prenses? ve ?Hänsel ve Gretel? masalları tercih edilmiştir.Sonuç olarak bu masalların analiz edilmesiyle her iki toplumdaki kadına bakış açısının masallara yansıdığı ve kadın figürlerinin birbirleriyle ortak noktaları ve birbirinden farklılıkları olduğu saptanmıştır.
Language needs of tertiary-level English-medium departments: A case study of stakeholders' perspective
This study investigated the academic English language needs of students in English-medium departments through the perspectives of content area specialists and departmental chairs at Bülent Ecevit University (ZBEU). The primary aim of the study is t o determine which language skill - among reading, writing, listening, and speaking - should be given priority for students' academic studies and to determine the importance of specific language tasks and sub-skills related to four basic skills. The secondary aim of the study is to explore the attitudes of content area specialists towards English- medium instruction in content classes. At Zonguldak Bulent Ecevit University, there are six departments teaching content area courses in partial (30%) English. Students in these departments have to enroll in the compulsory preparatory programme of the university in their first year, and they have to complete the programme successfully. This study is aimed at finding out what the content area specialists and departmental chairs of different disciplines actually require in terms of academic English so that sound curricular recommendations could be made for English language courses in the School of Foreign Languages at ZBEU. Accordingly, the needs analysis in this study sought for answers to the following research questions: 1.Which English language skill(s) has the most importance for content area courses in English Medium Departments at ZBEU? 2.What are the academic English language requirements of content area specialists among the specified language tasks and strategies related to each language skill? 3.What are the attitudes of content area specialists toward English medium instruction in content classes? a)In terms of language preferences in their classes and the reasons for their language-teaching/learning preferences? Data were collected through questionnaires and interviews which were conducted in six departments. The questionnaire including seven sections was completed by 20 content area specialists in six departments and the interview including one question was conducted with the departmental chairs. In the questionnaire, the content area specialists were asked to determine which skill, among reading, writing, listening, and speaking has the highest priority. It was also investigated the frequency of the specified language tasks and the importance degree of sub-skills or strategies related to the skills of reading, writing, listening, and speaking through the sections prepared in Likert scale. Through the interview, departmental chairs stated their attitudes towards English-medium education. The results show that the vast majority of content area specialists in different departments report that reading is the most important skill for the English-medium departments. Apart from the most important skill, the ranking of other sub-skills varies from one department to another. The largest group of faculty members teaches both in English and in Turkish. Participants who prefer Turkish to teach content state two reasons for this. Firstly, they think the students do not have adequate English to understand the content that they are teaching and they also believe that language of instruction should be in native language. The other participants who prefer English to teach content believe that students should read the materials written in English to be able to follow the latest developments in their field, and students are required to know English for graduate studies, and for their professional career. Based on these results, adjusting the current foreign language curriculum by taking into consideration of the expectations and demands of content area specialists is recommended.
Türkiye'deki İngilizce öğretmenliği öğrencilerinin yapay zekâ bazlı büyük dil modellerine karşı yeterlilikleri ve tutumları
The development of large language models has affected many fields, with one of them being language education. Contemporary technology has always been a part of English learning and teaching, from the invention of the computer to all the way to and beyond the release of ChatGPT. With ChatGPT naturally being integrated into the field, there remain many gaps in literature around many aspects of English education and large language models. To fill one of these gaps, the main aim of this research is to find out the ChatGPT literacy and ChatGPT attitude of ELT students studying in a state university in Western Türkiye, and to find out if there are correlations between the two variables in addition to other variables such as university year, ChatGPT awareness, gender, and so on. To fulfill these aims, adapted ChatGPT Literacy Scale (S. Lee & Park, 2024), adapted TAME-ChatGPT (Abdaljaleel et al., 2024), ChatGPT ELT Attitude Survey was utilized for 141 participants in addition to semi-structured group interviews for 8 participants in total. The results reveal that there are various significant correlations between ChatGPT literacy and attitude, alongside significant correlations between university year, ChatGPT awareness, gender, whether students have taken compulsory ELT courses with the two main variables. It is concluded that ChatGPT literacy should be taught to language students and teachers, and teachers, students alike should be made aware of the positive and negative possibilities of large language models.
Meslek yüksekokulu öğrencilerinin zorunlu İngilizce derslerine ilişkin görüşleri: Öğrenciler ne düşünüyor?
The aim of this study is to find out the opinions of vocational college students about the contribution of the compulsory English courses to their future professional and daily lives and the usefulness and the necessity of these courses. This study was conducted in the university the researcher was working for. There were 16 participants in this study, 8 of them were in the Electronic Communication department and 8 of them were in the Social Security department. All participants were first-year students at Düzce Vocational College, Düzce University, and they voluntarily participated in the study. The data were gathered through document analysis and semi-structured interviews. Document analysis was used for three purposes: these are to identify the types of high school students graduated from, the grade they obtained in the first-term compulsory English courses, and to place them into groups according to their grades. Semi-structured interviews were conducted by each student individually on different dates and in Turkish. Four open-ended questions were asked to obtain participants' opinions about the characteristics of successful, average, and weak students' in the vocational college in terms of their performance in English classes, the contribution of the English courses in college to their future professional and daily lives, the usefulness and the necessity of those courses. The information gathered through document analysis reveal that "average" is the term which define student performance in the compulsory English courses in vocational college and an "average" student is the one who is able to answer enough number of multiple-choice grammar, vocabulary, and reading items on the tests correctly to achieve a passing grade. Contrary to the general expectation that the graduates of Anatolian high school types would be more successful in English courses, the findings of this study showed that the leading students in the successful and average groups were graduates of non-Anatolian high school types, and that one of the two students in the weak group was a graduate of an Anatolian high school type. These results showed that the type of high school was not a factor in the English achievement of the participating vocational college students. The students' answers to the interview questions firstly showed that all students considered themselves weak in terms of the productive skill of speaking as they could at best speak English only at word or phrase level, using memorized items. The majority of the students, regardless of their department, mentioned that the English courses in college would contribute to their future professional lives. However, the students in the Electronic Communication and Social Security departments stated different reasons to explain their opinions about the contribution of the English courses. Nearly all of the students did not find the English courses in vocational college useful. They stated that the courses were either "not useful at all" or "not very useful". They stated that the content of the English courses was repetitive, and, therefore, they were not able to learn any new English. The majority of the students found the English courses in college necessary. However, the students in the EC and SS groups stated different reasons for the necessity.
İletişimsel ve eylem odaklı yaklaşım ışığında yaratıcı yazma
Il est admis que les manuels de français langue étrangère (FLE) sont actuellement utilisés en classe de langue. De ce fait, nous pensons que les activités des manuels de FLE ont pour objectif de se réfèrent aux finalités didactiques, comme le matérial principal, lors d'apprentissage. Sachant que la créativité est l'une des caractéristiques cognitives des humaine et que l'écrit est l'un des épreuves du développement de l'humanité dans l'histoire, ces deux notions peuvent être utilisées ensemble dans la vie sociale. Par ailleurs, même si l'écriture créative est un outil à profiter pour le développement personnel dans le cadre des ateliers d'écriture, nous allons examiner sa dimension didactique en s'adressant aux manuels de français en classe. Selon des conseils du Cadre Commun de Référence Pour Les Langues (le CECRL), nous avons choisi le niveau B2 à partir duquel nous trouvons des données satisfaisantes en ce qui concerne notre sujet. Pour bien analyser le développement de ces pratiques au fil des années, nous avons sélectionné des manuels de deux approches ayant dix ans de différence : pour l'approche communicative, le manuel Campus 4 et pour la perspective actionnelle, le manuel Saison 4. Nous avons cherché la présence d'écriture créative, son développement et son rapport avec compétences langagières.
Deneyimli İngilizce öğretmenlerinin gelişen öğretmen duyguları ve öğretmen kimliğinin gelişimi üzerinde yansıtıcı pratiğin rolünün araştırılması: Çoklu durum çalışması
This doctoral dissertation examined the interplay between language teacher identity development and teacher emotions during a reflective practice engagement through the experiences of three experienced EFL teachers working at a state university in Türkiye. The data collection process stretched over eight weeks and incorporated lesson observations, reflective journals, video-stimulated interviews, semi-structured interviews, and critical incident reports. The findings were analyzed within the framework of the dialogical theory of self and reflexive thematic analysis was implemented throughout the process. The trustworthiness of the study was ensured by data triangulation, member checking and peer debriefing. The findings revealed that the manner in which teaching experience was perceived by the EFL teachers played a significant role in fueling or impeding their identity development. Among other developments facilitated by reflective practice, a more student-oriented approach, an empathetic stance towards self and students, as well as increased adaptability in the face of unforeseen difficulties or varying student profiles were uncovered in the course of the study. Notable changes were also reported in the participants' emotions with increased confidence, decreased stress, and a heightened sense of responsibility for students. The interplay between teacher emotions and identity development was analyzed, placing emotions as potential triggers, catalysts, inhibitors, and products of reflective language teacher identity development. The results were discussed against the backdrop of extant literature and recommendations for teachers and policy makers were presented.
Türk İngilizce öğretmeni adaylarının tartışmacı kompozisyonlarındaki kelime hatalarının sıklığı ve türleri
The aim of this study is to identify and categorize the lexical errors in the argumentative essays of Turkish students studying English Language Teaching, and then examine the relationship between lexical errors, lexical features and overall quality of writing. The data were collected from argumentative essays written by the first and third-year students of the English Language Teaching Department, Eskişehir Osmangazi University, Turkey. The participants' lexical errors were identified and categorized using Schmitt and Hemchua's (2006) taxonomy. The lexical features were examined using the Lexical Frequency Profile (LFP), the Wordsmith Tools Keywords program and the Flesch-Kincaid Readability tests. The participants' lexical errors, lexical features and overall writing scores were analyzed using statistical methods, and the relationship between them was examined. The results showed that the participants made more semantic errors than formal errors, and most of these errors were in the semantic word selection category. In terms of the effects of lexical features and errors on the overall quality of writings, lexical errors were proved to affect the total writing score and the vocabulary part score. However, the participants' year of study did not have a statistically significant effect on the number of lexical errors, total writing score, vocabulary part score, readability ease score or lexical density.
Anadolu Üniversitesi Eğitim Fakültesi Almanca Öğretmenliği Programı öğrencilerinin kültürlerarası duyarlılıkları / Evaluation of the intercultural sensitivities of preservice teachers studying at Anadolu University Faculty of Education German Teaching Program
The aim of this study was to determine the intercultural sensitivity of students who are studying in the first, second, third and fourth year of study at the Department of German as a Foreign Language of the Faculty of Education at Anadolu University. In this context, both a quantitative and a qualitative analysis were carried out in the summer semester of the 2018/2019 academic year. For the quantitative method, data were collected via a questionnaire in which 175 students took part. The quantitative data obtained were analyzed using the IBM SPSS Statistics 25 program. Semi-structured interview questions have been used as a tool for the data collection of the qualitative method. The interview was conducted with a total of twenty students, five from each academic year. The questions for the questionnaire and the semi-structured interview questions are based on the intercultural sensitivity model by Chen and Starosta. As a result of the study, it was found that the intercultural sensitivity of the students in the subdimensions of respect for cultural differences and enjoyment of intercultural interaction was higher than in the subdimensions of attention, commitment and self-confidence. The results of qualitative research showed that most students are open and sensitive to cultural differences, that they enjoy intercultural interactions, approach cultural differences carefully, and that they enjoy participating in intercultural interactions. But it stood out that they are concerned that their language skills are insufficient. Ziel dieser Studie ist es, die interkulturelle Sensibilität von Studierenden, die im ersten, zweiten, dritten und vierten Studienjahr an der Abteilung Deutsch als Fremdsprache der Pädagogischen Fakultät an der Anadolu Universität studieren zu bestimmen. In diesem Zusammenhang wurden im Sommersemester des Studienjahres 2018/2019 sowohl eine quantitative als auch qualitative Analyse durchgeführt. Für die quantitative Methode, an der 175 Studierende teilnahmen, wurden die Daten über einen Fragebogen gesammelt. Die erhaltenen quantitativen Daten wurden mit dem Programm IBM SPSS Statistics 25 analysiert. Als Werkzeug für die Datensammlung der qualitativen Methode ist ein Leitfadeninterview eingesetzt worden. Das Interview wurde mit insgesamt zwanzig Studierenden durchgeführt, fünf aus jedem Studienjahr. Die Fragen für den Fragebogen und die halbstrukturierten Interviewfragen sind in Anlehnung an das interkulturelle Sensibilitätsmodel von Chen und Starosta erstellt worden. Als Ergebnis der Studie wurde festgestellt, dass die interkulturelle Sensibilität der Studierenden in den Subdimensionen Respekt vor kulturellen Unterschieden und Freude an interkultureller Interaktion höher waren als in den Subdimensionen Aufmerksamkeit, Engagement und Selbstvertrauen. Die Ergebnisse der qualitativen Forschung zeigten, dass die meisten Studierenden offen und sensibel für kulturelle Unterschiede sind, dass sie Freude an interkulturellen Interaktionen haben, kulturelle Unterschiede aufmerksam angehen und gerne an interkulturellen Interaktionen teilnehmen. Heraus stach, dass sie besorgt sind, dass ihre Sprachkenntnisse unzureichend sind.
Hizmet öncesi Türk İngilizce öğretmeni adaylarının algılanan mesleki bağlılık duyguları üzerine nitel bir çalışma
This thesis explores the various factors influencing Turkish pre-service English as a foreign language (EFL) teachers' commitment to their profession, focusing on the complex process of professional identity development through a qualitative approach known as thematic analysis. Data was gathered from 18 pre-service teachers via in-depth, semi-structured interviews to address three central research questions: the key motivational factors for choosing English teaching as a career, the specific experiences that impact professional commitment, and how this commitment shapes attitudes and behaviors towards the profession over time. The findings of this study indicate that pre-service teachers' intrinsic motivation, along with positive past experiences with inspiring and effective teachers, stand out as key factors in their decision to choose the teaching profession. Experiences gained within teacher education programs, particularly during practical training and positive interactions with mentors and students, significantly enhance professional commitment. Conversely, external challenges such as poor working conditions during internships and growing concerns about job security negatively impact commitment. The study highlights the critical need for supportive, resource-rich environments in teacher education programs to foster not only commitment but also a sense of readiness for the profession. Addressing external challenges and providing ongoing support are crucial to maintaining high levels of professional commitment, especially during early career stages. This research contributes to a deeper understanding of teacher identity formation and offers practical recommendations for enhancing pre-service teachers' occupational commitment. Future research should consider conducting longitudinal and comparative studies to expand on these findings and explore this topic in greater depth.
İngilizce'yi yabancı dil olarak öğrenen öğrencilerin görev odaklı yabancı dil öğretiminde öğrenci katılımına ilişkin görüşleri: Bir karma yöntem çalışması
This study explored EFL students' perceptions of learner engagement in task-based language instruction. The study utilized a mixed methods approach to unveil any possible differences in the perceptions of learner engagement based on gender, major, English proficiency level and academic achievement. The participants were two hundred thirty-four EFL students who studied in a School of Foreign Languages at a private university. Initially, quantitative data were collected through a scale developed by Gunuc and Kuzu (2015) that assesses the three sub-dimensions of learner engagement: behavioral, cognitive and emotional engagement. Afterward, qualitative data were gathered through semi-structured interviews. The scale results revealed a significant difference between male and female students regarding their levels of behavioral engagement. This finding indicated that females demonstrated higher levels of behavioral engagement than males. The findings of the academic achievement variable showed a significant difference regarding cognitive and emotional engagement. The students with higher levels of academic achievement exhibited higher levels of cognitive and emotional engagement. On the other hand, the results of the students' major and English proficiency level variables did not show a significant difference regarding the sub-dimensions of learner engagement. Based on the participants' responses, the interview findings uncovered significant factors to be influential on learner engagement, such as task collaboration and teachers' impact.
İngilizce öğrenen Türk üniversite hazırlık sınıfı öğrencilerinin kullandığı dilbilgisi öğrenme stratejileri
This study mainly investigated (a) which learning strategies Turkish EFL learners use when learning and using grammar structures, and (b) the difference in learning strategy use by several variables, such as gender, proficiency level, and achievement on grammar tests. The study was conducted at Middle East Technical University (METU), School of Foreign Languages, with the participation of 176 students from three different proficiency levels (pre-intermediate, intermediate, and upper-intermediate). The data were collected through a 35-item questionnaire regarding grammar learning strategies.The analysis of the quantitative data revealed that Turkish EFL learners think learning English grammar is important, and that these learners use a variety of learning strategies when they learn and use grammar structures. The findings from this study also indicated that there is a difference in learning strategy use among different proficiency levels. Similarly, a significant difference was found between males and females in terms of their strategy use. Finally, the study showed that using grammar learning strategies is influential in grammar achievement.
Türk öğrencilerin İngilizce önek ve sonekleri kullanarak parçadan kelimenin anlamını tahmin etmeleri: Bir örnek olay incelemesi
This study investigated Turkish university preparatory school EFL learners?awareness and use of English affixes as a knowledge source in guessing themeanings of unknown words in written contexts. In addition, this study alsoexamined Turkish learners? use of prefixes and suffixes separately.The study was conducted with the participation of 10 pre-intermediatestudents at the English Language Preparatory School of Gaziosmanpasa University.The data was gathered through think aloud procedures. The participants were askedto read a reading passage and try to infer the meanings of 13 target words thatincluded prefixes, suffixes, or both. The participants were tape-recorded during thethink aloud procedures.The tape recordings were transcribed in order to provide the data. The dataanalysis involved reading and rereading of the tape scripts. Then, knowledge sourceswere identified and classified, and the participants? successful and unsuccessful usedof English morphology was examined.This study implies that English affixes are effective knowledge sources indetermining the meanings of unknown words. Thus, EFL teachers should teachstudents strategies about how to use English prefixes and suffixes in inferring themeanings of unknown words in context.Key Words: Vocabulary learning strategies, guessing strategies, knowledgesources, English affixes.
Üniversite hazırlık okulundaki İngilizce öğretim görevlilerinin yansıtıcı öğretim çalışma grupları yoluyla mesleki gelişimleri
It is an undeniable fact that teachers of English language need to be qualified professionals in order to meet the high expectations from them (Richards, 2008). For quality language instruction, these teachers need to be competent in their profession. Especially the EFL instructors teaching at preparatory schools of universities are required to be well-equipped to prepare their students for the academic expectations of departments as well as for the social and professional dimensions of language acquisition. Based on this necessity of improvement and the fact that pre-service teacher education falls short of preparing language teachers for professional realities of their job, effective professional development (PD) is of utmost importance for these teachers. However, it seems that the majority of PD activities available for these teachers consist of traditional and top-down practices in the form of one-off delivery of events. Actually, the newer understanding of teachers' PD prioritizes reflection, collaboration, sustainability, bottom-up decision making, basis on classroom evidence and the ultimate goal of enhanced student learning (Bull et. al., 1994; Craft, 2000; Day, 1999; Day & Sachs, 2004; Knight, 2002). In this scope, the present study investigated Reflective Practice Groups (RPGs) as a way of teachers' PD (Day & Sachs, 2004) in an effort to find out the teachers' perspectives regarding their learning experience throughout the 9-week PD process. In particular, the teachers' insights about the RPG activity were analyzed to explore the developmental effect of the practice based on the interrelations of the emergent meanings. This study was conducted in qualitative research paradigm as a single instrumental case study (Creswell, 2007; Merriam, 2009) with 5 Prep School EFL instructors in a foundation university. The data was collected through a myriad of qualitative tools such as two semi-structured interviews, two reflective essays, a focus group meeting, visual artefacts, researchers' field notes and video-recordings of the RPG meetings. Data collection lasted for 14 weeks in total through which the teachers held 10 RPG meetings and delivered all the related research data. The data was analyzed by using the qualitative data analysis method suggested by Saldana and Omasta (2018) through which the meanings emerging from the themes were examined and synthesized. The results of this case study demonstrated that the EFL instructors participating in RPG meetings benefited from the process, which is evident in their explorations about teacher self, student viewpoints, teaching as a profession and the conduct of RPG process. While reaching these learning points, it was observed that the teachers made use of low affective filter, high collectivity, action orientation and reflective practice. These results suggest that RPGs could be considered as an effective developmental tool in line with the principles of the contemporary PD paradigm. The fundamental suggestion of the study is that collaborative reflection has a significant impact on teachers' PD. In the light of these results, several implications have been offered for researchers, educational institutions and language teachers for further considerations of RPG.
Öğretmen ve öğrencilerin görüşleriyle yabancı dil öğretimde çevrimiçi sınav uygulamalarının incelenmesi: Bir durum çalışması
This study aims at examining online exam practices in foreign language education from the perspective of instructors and students and presenting a clear-cut picture of the current situation. The research was prepared in accordance with the case study design, one of the qualitative research methods. The study group of the research consists of 134 preparatory class students and 26 instructors in the preparatory school of a private university located in a province in Southern Turkey. The data of the study were collected using online data collection tools due to the Covid-19 pandemic, which started in December 2019 and is still in effect. For this purpose, separate opinion forms were prepared for both students and instructors. To analyse the collected data, quantitative descriptive and comparison analyses and content analysis technique were used. As a result of the analysis of the data, it was determined that the success levels of the students in face-to-face exams did not show a statistically significant difference according to gender, English level or computer skills, but there was an inverse relationship according to their age. While the stress levels of the students in face-to-face exams did not show a statistically significant difference according to age, English level or computer skills, they differed significantly in favour of male students according to their gender. Students' success in online exams did not show a statistically significant difference according to their gender and age; however, there was a significant difference in direct proportion to their English level and computer skills. While the stress levels of the students in online exams did not show a statistically significant difference according to their age or English level, they differed significantly according to their gender and computer skills. Accordingly, female students had greater stress levels than males; It was determined that students with low computer skills had a higher stress level than students with higher computer skills. As a result of the analysis of the qualitative data collected within the scope of the research, it was found that the students stated the features such as creating a less stressful exam atmosphere, flexibility of the place and better concentration were the advantages of online exams; connection/technical problems and the stress associated with these problems, the exam environment being suitable for cheating, adaptation/concentration problems, finding a suitable place and difficulties in communication were the disadvantages of online exams. It was determined that the main problems faced by students in online exams were connection problems/technical problems and sound/noise problems. Students stated 18 factors that needed to be changed/improved regarding online exams, and the most mentioned factors were extending the exam duration and removing the rule to keep the microphone and camera on during the exam. In addition, 11 reasons were put forward as to why additional time should be given in online exams, the most frequently mentioned reason was the difference in connection and technical features. While most of the students stated that they showed their real performance in online exams, some students also stated that they performed better. The skill that students had the most difficulty in online exams was listening. They stated that if they had a choice, they would want online exams, and as a skill, they would most likely want speaking skills to continue to be measured online. As a result of the examination of the data of the instructors, it was seen that most of the instructors thought that the online exam practices in their institutions were practical by citing reasons such as preventing cheating, consisting of open-ended questions, being reliable and sufficient in current conditions. In addition, they stated that they had problems in four subjects: cheating issues, connection problems, difficulty in proctoring, and grading problems in online exams. The instructors also noted that online exams had advantages such as being less stressful, eco-friendly, easy to grade, flexible in terms of place, time-saving, preparing students for future professions and encouraging autonomous learning. They stated that the disadvantages of these exams were an environment conducive to cheating, inadequacy of social interaction, inability to measure students' skills, being time-consuming and tiring, stressful for both parties, constraint of using screen and technical problems. For alternative models/techniques for online testing, they made the following suggestions: project/portfolio evaluation could be conducted, students' computers could be blocked from opening different pages/browsers during the exam, plagiarism detection programs could be used, reliable electronic proctoring systems could be utilized, mirrors could be sent to students, different question types could be used, and these questions could be presented by shuffling.
İngilizce'yi yabancı dil olarak öğrenenlerin tartışmacı yazımlarında tematik yapı ve bağdaşıklık ve incelemesi
This study aimed to analyze the thematic patterns and cohesion of written corpus of argumentative essays of Turkish learners of English and native English speakers. The data written by Turkish students of English, studying at a Department of English Language Teaching, in a state university, and preparatory class students, in a private university, were collected during 2016-2017-spring term. The essays written by undergraduate native speakers of English were accessed from written corpus of LOCNESS. In the scope of the study, thirty essays written by undergraduate native speakers of English and thirty essays written by undergraduate Turkish learners of English were analyzed. Discourse analysis was used in order to analyze cohesion and thematic patterns i.e. the use of references, thematic patterns, conjunctions, ellipsis and substitution and lexical cohesion of students' essays. Among theme types, marked theme and unmarked theme structures were also examined. At the end of the study, similarities and differences in terms of cohesion and thematic pattern properties in essays created by native speakers of English and Turkish learners of English were found. It was found at the end of the study that thematic pattern and cohesive device use had a richer variety in native speaker essays. It was also determined in this study in what ways cohesion and thematic structure of essays written by native speakers were different than essays composed by Turkish learners of English. Key Words: Foreign Language Education, cohesion analysis, thematic pattern analysis, discourse analysis, argumentative essays
Chatgpt'nin konuya özgü yazma görevlerini değerlendirerek ve geri bildirim sağlayarak lise öğrencilerinin yazma becerilerini geliştirmek için kullanımı
The integration of artificial intelligence technology in language teaching has emerged as a potential method to improve students' writing skills in today's digital era. This study aims to decide whether using ChatGPT, an artificial intelligence-integrated chatbot, is an effective method to improve high school students' writing skills or not. The study was carried out with 30 students in a state high school. The research employed a quasi-experimental approach, which included a pre-test, post-test, and a control group. The study utilized both quantitative and qualitative research methods. Participants were given 6 consecutive writing tasks and got feedback from their teacher and ChatGPT. Both the feedback they got and overall scores compared to reach the study's goal. After completing writing tasks, students who got their feedback from ChatGPT were given a questionnaire to evaluate their experience. In the qualitative part of the study, semi-structured interviews were conducted with 8 participants from the experimental group. The data analysis involved the steps of "description, analysis, interpretation." The findings of the study indicated that using ChatGPT for feedback on students' writing tasks can lead to more significant, consistent, and sudden improvements in student writing performance compared to traditional feedback. Students in the interviews indicated that receiving feedback in a supportive, non-judgmental environment made them feel safe and less stressed. ChatGPT, by providing anonymous, instant feedback, can help reduce the stress and anxiety often associated with traditional classroom feedback. These results support the integration of AI-driven feedback systems in language education settings to complement existing teaching methods, offering scalable and personalized support to enhance student learning outcomes.
İngilizce öğretmenlerinin genel öz yeterlik ve özel alan yeterlik inançlarının incelenmesi
The quality of each element that makes up the educational system, such as teachers, students, parents, educational programs, and environment have direct impact on the quality of education. The most crucial factors that affect the product's quality in this system are the teachers' stance and their competencies. Teachers' self-perceptions, perceptions of others, and their reactions to events and situations, are as effective on students as the learning objectives they set. Teachers with self-efficacy beliefs are very effective in forming desired student behaviour and for optimal teaching. This study aimed to determine the relationship between general self-efficacy beliefs and subject area competency beliefs of English language teachers. Also, it aimed to examine the level of their general and subject area self-efficacy belief levels regarding some demographic features such as gender, years of teaching experience, school type, school level, academic degree and graduated faculty and department. The research sample consisted of 203 English language teachers working at state and private schools in the central district of Amasya. The data was collected through two scales: General Self -Efficacy Scale (GSES) and English Language Teacher Subject Area Competency Scale (ELTSACS). ELTSACS was designed to assess English language teachers' subject area competency beliefs on three bases, efficacy for supporting language skills, efficacy for evaluation and assessment and efficacy for arranging educational setting. The study revealed that English language teachers had high general self-efficacy beliefs and subject area competency beliefs. The years of teaching experience variable was proven to be an important factor that caused significant differences in English language teachers' subject area competency beliefs. Also, the current study concluded that English language teachers had the highest efficacy belief scores in Supporting Language Skills sub-dimension. Lastly, a significant positive relationship between English language teachers' general self-efficacy beliefs and their subject area competency beliefs was found.
Müzakere rol yapmanın İngilizce hazırlık sınıfı öğrencilerinin kültürlerarası yeterliliklerinin gelişimine etkisi
With the development of the internet and transportation systems, the interaction among people has increased globally. Thanks to these advances, language learners can instantly communicate with foreigners. However, they sometimes have difficulty communicating due to a lack of effective cultural activities to build intercultural competence in English as a Foreign Language (EFL) classes. An innovative role-playing activity was designed in this study to prepare learners for real-life situations better and foster their cognitive, affective, and behavioral skills. Hence, this study aimed to explore the impact of designed negotiation role-playing activities on the intercultural competence of language learners. A quasi-experimental research design was applied to analyze the effectiveness of negotiation role-play activities on the intercultural competence levels of 12 preparatory class students enrolled in two preparatory classes at Ondokuz Mayıs University in the 2022-2023 spring semester over a five-week period. The experimental group participants received negotiation role-playing interventions, while the control group participants did not. To determine students' intercultural competence level and the effectiveness of the negotiation role-play activity, quantitative data were collected through the intercultural competence scale (ICS) developed by Chao (2014), and semi-structural interviews with voluntary participants provided qualitative data. Quantitative data were analyzed with SPSS statistical software, and qualitative findings obtained through semi-structured interview questions were organized, coded, and categorized using OneNote and MAXQDA software. The findings showed that the negotiation role-playing intervention significantly improved the experimental group's intercultural competence, particularly in the behavioral, knowledge, intercultural consciousness, and affective dimensions. The results of this study demonstrated that negotiation role-playing has great potential to enhance the intercultural competence of language learners and promote peaceful coexistence in a multicultural society.
Uygulayıcıların alternatif bir mesleki gelişim programını değerlendirmesi
The research on the Professional Development Programs (PDP) organized for teachers in Turkey has shown that they are not found to be effective by practitioners due to various reasons. The purpose of the current study is to find out the opinions of prospective and in-service English language teachers working at different institutions on PDPs in general and the Alternative PDP applied (APDP) during the study and investigate which kind of PDP they prefer. The APDP is prepared based on the needs of the participants' and the literature review on the expected qualities of an effective teacher in line with the curricular changes in the primary, secondary and higher education, the Common European Framework of Reference for Languages (CEFR) and the European Portfolio for Student Teachers of Languages (EPOSTL). Eight in-service and two pre-service teachers working at different institutions participated in the study. Two different open-ended protocols and a post program interview were used as data gathering instruments. The pre-program protocol was administered before professional development sessions began in order to learn the perceptions of the participants on professional development programs in general. At the end of each module, post-module protocol was given to the participants in order to evaluate the effectiveness of the session. Finally, at the end of the program the researcher implemented a post-program interview with the participants, which aimed to compare the alternative five-week program with the other PD programs that they had received before. The findings of the study revealed that all ten participants preferred the APDP to the other PDPs they had participated in before, mainly because it promoted practice rather than theory. Moreover the topics of the modules, which were found to be up-to-date, appealed to the needs of the participants. The participants also appreciated the size of the group since in small groups, they felt more relaxed to ask questions and it was easier to get feedback. Keywords: Professional development, effective teacher, in service training, English language teaching
Yapay zekânın K-12 İngilizce öğretimi sınıflarındaki rolü: Öğretmenlerin görüş ve deneyimleri
This mixed-method study examined the perspectives, attitues and preparedness of English Language teachers about Artifical Intelligence (AI) tools into ELT. Teachers in K–12 schools in the Central Black Sea Region of Turkey, such as Amasya, Samsun, Tokat, and Çorum, are the main subjects of the study. The study intends to determine the demographic elements impacting teachers' preparedness for AI adoption as well as investigate the perceived advantages and difficulties of implementing AI applications in the classroom. The quantitative data were collected using the questionnaire titled "Exploring Teachers' Perceptions Toward the Integration of AI Tools in the Language Classroom", originally developed by Rusma Kalra. Written permission to use and adapt the instrument was obtained from the author prior to data collection. Along with demographic data, the poll includes sections that gauge attitudes, perceived benefits, difficulties, and readiness levels for integrating AI. SPSS (version 26) was used for the analysis of quantitative data. Participants' responses were compiled using descriptive statistics, and the influence of demographic factors was assessed using inferential tests including one-way ANOVA and independent samples t-tests. Cronbach's alpha reliability coefficients were used to verify the scales' internal consistency. In the qualitative phase, semi-structured interviews were conducted with a subset of teachers to gain a deeper understanding of their experiences and perceptions of AI tools in language teaching. The interview questions were prepared by the researcher with the assistance of ChatGPT and validated by three experts. The qualitative data were analyzed through thematic analysis using NVivo 15 software. The coding process identified major themes related to teachers' perceived benefits, challenges, attitudes, and pedagogical implications of AI integration. The integrated analysis of qualitative and quantitative data shows that while English language teachers recognize the potential benefits of Artificial Intelligence for instructional support, their readiness to integrate AI remains limited due to pedagogical concerns, lack of formal training, and infrastructural constraints.
Alman gazete haberlerinin Almanca derslerinde kullanılmak üzere eleştirel söylem çözümlemesi bağlamında incelenmesi
Eleştirel söylem çözümlemesi ve son zamanlarda dil ve yabancı dil öğretiminde öğrencilerin sahip olması gereken üst düzey bir beceri olarak tanımlanan eleştirel okumayı konu edinen bu çalışmada, eleştirel söylem çözümlemesinin Almanca derslerinde eleştirel okumanın geliştirilmesi için etkili bir yöntem olarak kullanılıp kullanılamayacağı araştırılmıştır. Bu doğrultuda Almanya'nın en çok satan Bild, Süddeutsche ve Frankfurter Allgemeine gazeteleri üzerinde eleştirel söylem çözümlemesinin kurucularından ve en önde gelen isimlerinden biri olan Teun A. van Dijk'ın söylem çözümleme modeli çerçevesinde eleştirel söylem çözümlemesi uygulanmıştır. Eleştirel söylem çözümlemesi daha çok sosyo-politik ve medayitk bir çalışma alanı olarak öne çıktığı içini okuma metni olarak gazete haberleri seçilmiştir. Gazetelerde incelenen haber konusu ise Türkiye'de Cumhuriyetin kuruluşundan sonra önemli bir dönüm noktası sayılabilecek hem de eleştirel okumaya olanak sağlayan 24 Haziran 2018 Türkiye Cumhurbaşkanlığı seçimi olarak belirlenmiştir. Gazetelerden seçilmiş toplam altı haber, van Dijk'ın söylem çözümleme yaklaşımı bağlamında metin çözümlemesi, soyobilişsel çözümleme ve sosyal bağlam çözümlemesi olmak üzere üç farklı açıdan incelenmiştir. Yapılan çözümlemelerin sonucunda her üç gazetenin de nesnellikten uzaklaşarak yanlı şekilde ve aynı ideoloji doğrultusunda haber yaptıkları sonucuna ulaşılmıştır. Her üç gazete de özellikle Türkiye'deki Ak partiyi ve Cumhurbaşkanı Erdoan'ı desteklemediğini gösterir şekilde söylemlerde bulunmuştur. Eğitim ve öğretim açısından ise yapılan çözümlemeler eleştirel söylem çözümlemesinin eleştirel okumanın gerektirdiği gibi yorumlama, değerlendirme, anlamlandırma, yeni anlamlar çıkarma, karşılaştırma ve yargıya varma gibi süreçlere sahip olduğunu ve eleştirel okumaya büyük ölçüde olanak sağladığını göstermiştir. Yapılan analizler ve karşılaştırmalar eleştirel söylem çözümlemesi ve eleştirel okumanın farklı alanlara ait olmalarına rağmen aynı amaç ve özellikleri taşıdıklarını göstermiştir. Böylece bu çalışma ile kesin bir yöntemi olmayan ve nasıl kazandırılması konusunda bir fikir birliği bulunmayan eleştirel okuma için alternatif bir yöntem sunulmuştur.
Öğrencilerin ve öğretmenlerin okul dışı okuma hakkındaki görüşlerinin ve okul dışı okuma projesinden sonra öğrencilerin İngilizce metin okumaya karşı tutumlarının incelenmesi
For language teachers, language institutions and stakeholders of a programme, it is crucially important to evaluate a programme to be able to benefit from the programme considerably and to make some adaptations or changes accordingly. Therefore, this study tries to examine the students? and the teachers? perceptions on the strengths and weaknesses of the Extensive Reading Project (ERP) implemented in a beginner group class at Language Teaching and Research Centre (Dil-Mer) at Abant Izzet Baysal University (AIBU) in spring semester, and the extent to which the teachers and the students think that the ERP achieves its goals and objectives.Sixty-one students and ten instructors participated in the study. Two types of data collection instruments were employed. First, the teachers and the students were given questionnaires; second, interviews with five randomly chosen students were carried out. In analysis and presentation of the quantitative data derived from this study, NCSS (Number Cruncher Statistical System) 2007&PASS 2008 Statistical Software (Utah, USA) was used.Analysis of the data revealed that the teachers think that an ERP is applicable at all levels and in all classes at Dil-Mer at AIBU; and that it is very beneficial for the students. However, the students think that the implementation is not without some deficiencies or weaknesses. The data gained from the interviews indicated that the students think that for the ERP to be taken more seriously, they should be assessed on the Extensive Reading (ER) they do. The data also pointed to the weaknesses such as the lack of different genres in the class library and time constraints because of the many quizzes and exams students have to take. Students also think that it would be better to read in the class instead of out of class to be more motivated and guided by the teacher. The strengths of the programme the data pointed to are allowing students freedom in terms of giving up reading a book whenever they want; to enable them to read from the appropriate stage; and not to force them to read a certain number of books. In addition, the students are generally satisfied with the ERP in terms of improving their vocabulary.The results of this study also suggest that ERP has a positive impact on students? attitudes towards reading in English, although it is not as much as desired or expected.Key Words: Extensive Reading (ER), Extensive Reading Project (ERP), Student Perceptions, Teacher Perceptions.
Türkiye'de yabancı dil öğrenme kaygısı: Aydın ili örneği
Learning a foreign language is a complex process involving many factors, requiring not only the acquisition of vocabulary and grammatical structures, but also the development of communication skills. While some students approach foreign language learning with confidence, others find the process threatening and may develop excessive anxiety in the foreign language classroom. Anxiety is a psychological phenomenon that has a major impact on foreign language learning. In order to strengthen the foreign language learning process, it is of great importance to determine the anxiety level of students and reduce the existing anxiety. In this study, the level of foreign language learning anxiety among high school students in Aydın Province was investigated. The data collection process of the study was conducted with 385 students attending German classes at Anatolian high schools in Aydın province. The data were collected using the FLCAS scale, which can be statistically analysed to determine the anxiety level of the students. The obtained data were analysed using the SPSS 25.0 programme, and the results of the analysis show that the anxiety of the students towards learning a foreign language in German classes is moderate. At the same time, it was found that the level of anxiety varies according to demographic characteristics.
Sınıf dışı bir okuma programına harmanlanmış öğrenmenin dahil edilmesi üzerine bir çalışma: İngilizce öğrenen üniversite öğrencilerin üzerindeki etkisi
The current study integrated blended learning into extensive reading (ER) and implemented a blended ER program with 14 EFL learners studying in an English preparatory program at a private university in Turkiye. The primary aim of the current study was to trace any changes in the participants' attitudes towards reading in English and to unearth their views of the blended ER program. To investigate the change in the participants' reading attitudes, quantitative data were collected through a pre- and post- test. Qualitative data were obtained from weekly reflective logs and semi-structured interviews after the blended ER program to explore their views. Based on the quantitative results, the participants' attitudes towards reading in English changed significantly throughout the blended ER program. As for the qualitative findings, the participants greatly appreciated the blended ER program, and their reading experiences were enhanced. The qualitative results also supported the positive change in the participants' reading attitudes. The participants also stated some challenges and weaknesses of the blended ER program, such as the design of the program, digital reading, and language difficulties. The findings of the study would shed light on the effects of the blended ER program on EFL learners. Pedagogical implications and suggestions for further studies are presented. Keywords: Blended extensive reading, Digital reading, Extensive reading in EFL, Reading attitudes in L2.
Öz belirleme teoremi: Yabancı diller okulu bağlamında Türk okutmanların özerklik desteği yönelimleri
The present study aimed to explore Autonomy Orientations of Turkish EFL teachers' working at Anadolu University, School of Foreign Languages in Turkey. The autonomy orientations of the teachers were analyzed through the motivational theory: Self-Determination Theory (Deci & Ryan, 1985). Next, it was investigated if the orientations vary according to the teachers': gender, years of experience or department of graduation. This investigation was carried out through the Motivators' Orientations Questionnaire and the participant teachers' opinions regarding the findings were taken by means of written responses. The participants were 111 Turkish EFL teachers from Anadolu University School of Foreign Languages and 11 of them also participated for the written responses. The results showed that the EFL teachers in AUSFL, had a moderately Autonomy Supportive Orientation which was reported to be a risk for being close to the Controlling Orientation. What is more, each of the variables investigated caused a difference on the participants' Autonomy scores, yet, among the three variables, gender was the only one which had a significant effect on the Autonomy Orientation scores. The answers to the written response questions were also analyzed and mentioned in the discussion part. The results showed that explicit training on what Autonomy Supportive teaching is and how it can be encouraged is necessary for the teachers. In the light of the findings, various implications were made as well as presenting further suggestion for the future studies.
Yazılı akran dönüt verme eğitiminin yabancı dil olarak İngilizce öğrenen Türk öğrencilerin verdiği dönütün türüne ve yazma becerilerinin gelişimine etkisi
Peer feedback has become really popular over the years as a result of the rise of the process approach. Nonetheless, there have not been many studies conducted to explore written peer feedback training. With this in mind, this study focuses on written peer feedback training. Conducted with 34 EFL pre-intermediate students who were divided into two groups as the experimental group and the control group from Kütahya Dumlupınar University, the aim of the present study is to investigate the effect of a written peer feedback training program on students' feedback types as global and local and additionally on their writing performance improvement. In order to understand the effect of written peer feedback training, the experimental group received peer feedback training while the control group did not have the same chance. Furthermore, an interview was carried out with some students from both of the aforementioned groups to reveal their opinions about peer feedback training and peer feedback. According to the results, the experimental group produced more comments for the essays of their peers compared to the control group. Moreover, most of those comments were on global issues and relevant. In terms of writing performance improvement, the experimental group was found out to gain more improvement as a result of peer feedback. Finally, the interview results indicated that while the experimental group students enjoyed peer feedback training and peer feedback practice, the control group experienced some problems that stemmed from the the lack of training
İngiliz dili öğretmen adaylarının yabancı dilde ölçme-değerlendirme okuryazarlığının incelenmesi
Language assessment is an indispensable element of teaching because it has an impact on the quality of education. To better perform language assessment, language teachers must be assessment literate; that is, they must have the understanding of what language assessment is, why it is used, and how it is carried out to foster language teaching/learning. However, it is questionable how effectively language teachers are trained in terms of language assessment in the phase of teacher education. Therefore, the current study is designed to explore foreign language assessment literacy (FLAL) and the assessment training needs of pre-service English language teachers within 'English Language Testing and Evaluation (ELTE)' course offered at Anadolu University. Based on a descriptive research, this study collected data from different stakeholders about their opinions, experiences, needs and expectations by means of open-ended questions during 2017-2018 Academic Year: 10 course lecturers from 7 universities, 22 novice EFL teachers as the graduates of Anadolu University, and pre-service ELT teachers as the course-takers (before the course 164 and after the course 146 participants). The documents regarding the ELTE course content of the participant universities were also gathered, and document analysis for them was conducted. As a result of content analysis for open-ended questions, two themes revealed: 'The FLAL-ELTE Concept', and 'ELTE Course-related Issues'. In terms of the concept, though most participants were aware of what it means, they focused only on the notion of testing, summative assessment, the testing purposes of diagnostics and achievement, and the knowledge base of assessment literacy. Considering ELTE course, all the participants found it beneficial and sufficient, and there was a positive change after the course. Yet, most of them underlined that the content was devoted to only language testing and it was too theoretical as also supported by the documents. Moreover, they discussed that the content was deprived of practical side, integrated language testing, interpretation and evaluation skills, the contextual or local needs about language assessment. Thus, there is a need to revise the course content to respond to the assessment training needs of pre-service teachers in order to help them to be more competent with respect to LAL. Accordingly, in the light of the findings, certain implications were shared.
Üst bilişsel dinleme öğretminin İngilizceyi yabancı dil olarak öğrenen Türk öğrenciler üzerindeki etkileri
The study aimed to discover the effects of metacognitive listening instruction on A2 level Turkish EFL learners' listening comprehension and metacognitive awareness levels. Another purpose of the study was to reveal the students' attitudes towards the metacognitive instruction. To this end, a total of 71 students in mechanical engineering department, Balıkesir University were randomly assigned as the experimental group (n=36) and the control group (n=35). The experimental group was given 8- session metacognitive listening instruction, while the control group was taught via traditional listening lessons during the same time period. Quantitative data was collected by an official sample of the KET listening section and the Metacognitive Awareness of Listening Questionnaire used as the pre- and post-tests to track and compare developments of the two groups in comprehension and metacognitive awareness in L2 listening. Furthermore, 15 voluntary learners in the experimental group were interviewed to gather qualitative data regarding their attitudes towards the metacognitive instruction. The quantitative data was analyzed through the independent samples t-test whereas the interview responses were analyzed using inductive content analysis. The findings of the quantitative analyses indicated that metacognitive listening instruction significantly helped learners improve their listening comprehension and metacognitive awareness levels. These findings were also supported by the interview responses. The learners also reported that their anxiety decreased while their self-efficacy and motivation in L2 listening and learning increased remarkably. Finally, discussions of the findings along with implications for listening pedagogy and further research were presented in the light of related literature.
Türk lisesi ingilizce öğretmen ve öğrencilerinin dinleme anlama problemleri algıları ve çözüm önerileri
The main goal of this study is to investigate Turkish High School EFL learners' and teachers' perceptions of listening comprehension problems and their suggested solutions for dealing with these problems. With this aim, the study was carried out with 553 students and 8 English teachers from three different Anatolian high schools in Turkey. The students were chosen randomly from the 9th (freshman), 10th (sophomore), 11th (junior), and 12th grade (senior) classes. A questionnaire, open-ended questions, and structured interviews were used for data collection. The questionnaire results showed that students mostly have speaker and listener related problems, and 9th graders differ significantly from most of the upper graders in 21 items regarding their mean scores. In addition, qualitative data revealed that most of the factors and suggested solutions reported by the students are common regardless of their grades. Besides, teachers were found to have similar perceptions with their students in 26 out of 30 items. The findings from teachers' interviews yielded that all of the teachers are aware of the significance of listening but most allocate little time for it. In addition, the findings also yielded that there is a mismatch between the students' current and expected levels of English proficiency, which can be the main reason for their experiencing listening comprehension problems. Key words: Listening comprehension problems, students' perceptions, students' suggested solutions, teachers' perceptions, teachers' classroom practices.
Meslek yüksekokulu turizm ve otel işletmeciliği programı için mesleki İngilizce dersi müfredatı tasarlama: Şarköy Meslek Yüksekokulu örneği
The main aim of this study is to design a curriculum for Vocational English Course on the basis of English language needs of tourism students for their future profession with a full consideration of such dimensions as the views of students, graduates, content experts and employers. In order to achieve this aim, students' felt needs and other participants' perceived needs are analyzed. The data are collected through needs analysis questionnaires and semi-structured interviews. 70 students in the school where the researcher works, 112 graduates of Tourism and Hotel Management program, 9 course lecturers and English instructors teaching in Tourism and Hotel Management program and 51 employers working in tourism sector answer the questionnaire while 8 students, 11 graduates, 2 content experts and 5 employers take part in semi-structured interviews. Results of the study show that both receptive skills (reading and listening) and productive skills (speaking and writing) are necessary foreign language skills for tourism students. The importance of listening and speaking language skills are particularly emphasized by the participants. Finally, regarding these findings, a curriculum for a Vocational English Course for tourism students is suggested.
İletişim kurma istekliliği: Türkiye'de üniversite düzeyinde İngilizce öğrenen öğrenciler için bir yol analizi modeli
The present study aimed to probe Turkish EFL learners' perceived levels of WTC in English inside and outside the classroom as well as to explore the probable interrelationships between L2 WTC, ideal L2 self, ought-to L2 self, L2 learning experience, imagery capacity, L2 motivation, L2 anxiety, vocabulary size and course achievement. Besides, Turkish EFL learners' perceptions of the factors which affect their WTC in English inside and outside the classroom were examined in the study.The study, which employed a mixed methods sequential explanatory research design, was conducted at Balıkesir University Faculty of Tourism in Balıkesir, Turkey in the 2016-2017 academic year. Quantitative data were collected from 701 EFL learners, 32 of whom also participated in the qualitative phase of the research. The data collection instruments consisted of a composite survey instrument, a vocabulary size test, and semi-structured interviews. The quantitative data were analyzed descriptively using IBM SPSS 21. The hypothesized relationships between the variables of interest were tested by means of the path analysis technique, which was conducted using LISREL 8.80. The qualitative data collected from the interviews were analyzed through qualitative content analysis. The results indicated that the tertiary level Turkish EFL learners have a moderate level of WTC in English both inside and outside the classroom. The final model of L2 WTC showed good fit to the data. Among the variables tested, L2 motivation and imagery capacity were found as the most significant predictors of L2 WTC. Both direct and indirect influences of ideal L2 self on in-class and out-of-class L2 WTC were also revealed. The qualitative findings demonstrated that L2 WTC is affected by various factors including L2 classroom environment, affective factors, topic, interlocutor, personal characteristics, linguistic factors, self-perceived communication competence, past communication experience, opportunity for communication, group size, ideal L2 self, and ought-to L2 self.
İngilizce öğretmenlerinin çevrim içi öğretime yönelik öz yeterlik inançları
This study was conducted to investigate English Language Teachers' self-efficacy beliefs towards online teaching during 2021-2022 Academic Year. As in all around the world, the temporary shift from face-to-face teaching into online teaching has taken place in our country due to an emergent situation which is Covid-19. Within this period, a need emerged to examine English language teachers' self-efficacy beliefs for online teaching. In this study, the necessary data were collected through a Personal Information Form and The Michigan Nurse Educators Sense of Efficacy for Online Teaching Scale. Four sub-dimensions concerning online teaching self-efficacy beliefs are investigated, i.e., efficacy in student engagement, efficacy in instructional strategies, efficacy in classroom management, efficacy in use of computers. Each sub-dimension is consisted of 8 items, which makes 32 items in total. The responses, which were provided from 270 state school English language teachers employed in elementary, secondary, and high schools in Gaziantep province- Turkey, were analysed referring to some variables such as age, gender, teaching experience, major of graduation, school type, online teaching experience, online courses taught, student participation and trainings received. The analyzed results were provided with tables. The results present that English language teachers have a moderate level of online teaching self-efficacy beliefs. Depending on the findings, self-efficacy belief level of teachers towards online teaching may remain static when they are taken shape. However, trainings may change this condition helping teachers be aware of online teaching competences and their online teaching self-efficacy beliefs. Therefore, teachers should be assisted with trainings concerning online teaching. In conclusion, recommendations were provided based on the results of the study.