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An investigation of the specific English language needs of Turkish national athletes
The present research is to evaluate the specific English language needs of Turkish national athletes training for the Olympics and voluntarily enrolling in a Sports English course funded by the government and a private association. To examine this goal, a qualitative case study using a descriptive research technique was performed. As a result, three distinct groups of participants were interviewed: six Turkish national athletes, four coaches, and five English instructors. Volunteers were asked semi- structured interview questions on the English language needs of Turkish national athletes. On the basis of the replies from all three participant groups, special English language needs of Turkish national athletes have been determined. Course designers and material designers, as well as English language teachers and ELT professionals would benefit from this research in terms of designing a Sports English course to support Turkish national athletes in enhancing their English language skills. According to the study's findings, the two language abilities required for Turkish national athletes are listening and speaking. Furthermore, Turkish national athletes struggle the most with listening and speaking skills. "Saving time to do more training," "representing their country in the Olympics," and "playing in a foreign country and communicating with other coaches" are the top three reasons for Turkish national athletes to learn English.
How do the factors of testing, in-class discussion, and extra-mural reading affect L2 reading motivation levels of Turkish university students?
Reading is an important part of learning any new language and thus, being motivated to read in a new language is also an important factor in that process. In this study, two extrinsic motivating factors, the effect of testing and in-class discussion, were examined to see their effect on English reading motivation levels in Turkish university students. Also, intrinsic motivation was examined as the study sought to examine what sources students are reading in English outside of class, why they go to those particular sites, and how often they go to them. 100 students from a university in Turkey's English Preparatory program submitted the questionnaire that was made for this study. Data was then collected from these results. These students were at B1 English level or above at the time of the study, based on the Common European Framework (CEFR). L2 reading motivation research is still limited in Turkey, and the research varies on how motivated students are to read in English outside of class. Since reading motivation is an important part of the L2 reading and learning process, this study sought to evaluate the data on particular motivational constructs. It was found that testing and in-class discussion based on outside reading were motivating factors for the majority of students, but they were not often the sole base of that motivation. In examining the sources students were reading outside of class for non-academic reasons, those cited by the majority of students were books, articles and essays, and entertainment resources. News and magazines, language learning specific, and video content websites were those online resources that students reported they practiced reading in English the most. Entertainment, news and magazine, and interestspecific websites were those most cited by students as the ones they use the most to read in English for enjoyment. The study also found that the highest intrinsic motivational factors that motivated students to use the websites they listed were: interest and curiosity, self-development, learning news and vocabulary, providing fun and enjoyment and providing information on topics of interest. Other intrinsic factors and sources were noted by participants to a lesser degree. The findings of this study revealed that testing and in-class discussion do affect levels of motivation to read outside of class, but they are not the only motivation for students. Students can still be positively motivated to read outside of class without these variables. Moreover, given what sources the students noted they use, how often they use them, and why they use them, two conclusions may be made. One, teachers and curriculum developers can be encouraged that test and in-class discussions do positively motivate students to read in English outside of class, but they do not have to depend on these solely to motivate their students to do outside reading. Finally, teachers and curriculum development members should use the resources, websites, and reasons for motivation to read found in this study to continue to develop higher quality, and more interesting reading materials for students, that they may be more motivated to read in English outside of class. Keywords: L2 reading motivation, testing, in-class discussion, extrinsic and intrinsic reading motivation, extra-mural reading, L2 reading frequency
The barriers to language learners' engagement with teachers' written feedback
This current qualitative research study aimed to find out students' views about feedback, the barriers to their engagement with teachers' written feedback and the suggestions to overcome them. A basic qualitative research design was adopted to address the study questions. Twelve students from different levels studying at a private university in Ankara, Türkiye, participated in the data collection process based on purposive sampling. The data was collected through semi-structured interviews and recorded in audio format. Afterwards, it was transcribed and analyzed using MAXQDA 2020. An inductive content analysis was used to develop codes and themes that would address the research questions. The results showed that learners have different views about feedback regarding effective feedback, the barriers to feedback and suggestions such as detailed and clear feedback to overcome them. This study presents recommendations for future research on feedback literacy. Keywords: feedback, feedback literacy, qualitative research, EFL
Improving phonological awareness through children's stories in a Turkish school
The present study was carried out to examine the changes in phonological awareness skills among Turkish-speaking 1st and 2nd grade EFL learners following a children's literature-based intervention program. The study adopted a pre-posttest quasi experimental study design to examine the efficacy of the phonological awareness instruction. A total of 145 Turkish 1st and 2nd grade English language learners at a private school participated in the study. The phonological awareness skills of the learners were evaluated through phonological awareness and skills test based on 14 different aspects of phonological awareness before and after the intervention program. Students received phonological awareness instruction twice a week for 40 minutes lessons for two months based on a phonological awareness curriculum. The study results showed that both 1st and 2nd grade EFL learners improved their EFL phonological awareness skills following the intervention. It was also found that 1stgraders showed more progress than the 2ndgraders. Finally, students across grade levels the highest achievement was in rhyme production. The results granted promising instructional implications for future uses for the phonics-based story books to improve English phonological awareness of young language learners.
EFL writers' autonomous engagement with and their perceptions of automated writing evaluation feedback from Grammarly in L2 writing process
Learner autonomy has garnered growing attention in language learning in recent years. In this respect, technologies might provide unprecedented opportunities for the development of learner autonomy. One of these technological tools language learners can use autonomously to receive assistance in their second language (L2) writing is Automated Writing Evaluation (AWE) tools. The use of AWE tools in L2 writing has been researched in recent years especially to explore the effectiveness of AWE feedback on L2 student writing (Geng & Razali, 2022 ; Li, Link, and Hegelheimer, 2015) and the accuracy or the quality of the feedback given by popular AWE tools (i.e., Ranalli, Link, & Chukharev-Hudilainen, 2017). However, in understanding the role of AWE on L2 writing development, students' engagement with AWE tool autonomously and their perceptions on their individual use of the tool are vital (Zhang, 2020) since students' perceptions significantly affect their learning process. Despite the existence of studies showing the efficacy of AWE tools, very few qualitative studies (Koltovskaia, 2020; Zhang, 2017, 2020) have been conducted closely examining L2 writers' experiences with AWE tools. Considering student experiences and perceptions are both important indicators of AWE efficacy (Wilson, 2017; Zhang, 2020), in this qualitative case study, writing processes of L2 learners were examined with the support of an AWE tool (Grammarly) in a 14-week long course offered in an intensive English program. It was aimed to explore how these writers receive feedback from the AWE tool once they use it autonomously and what these students' experiences with and perceptions of the AWE system and processes are. The participants were Intermediate level students who were studying English in the Preparatory Programme of a foundation university in Turkey, which adopts English as the medium of instruction. The data was collected through student interviews and their written drafts produced with feedback they received from Grammarly. The findings showed that the participants engaged cognitively with the AWE feedback, which was evident in how they processed the feedback. The participants developed a new awareness through monitoring their own L2 writing progress, and this impacted their decision making process as a result. Besides, the findings revealed the participants' affective engagement with AWE feedback, as well. The participants adopted both positive and negative attitudes toward AWE feedback. They were found to be content with the efficiency of instant AWE feedback on their L2 writing improvement, be more motivated to write in L2 and become more autonomous learners. However, they expressed their disappointment in the deficiency of AWE feedback on other aspects of writing such as coherence and cohesion.
Effects of covid-19: Investigating english instructors' perspectives towards written feedback in emergency remote teaching
The written feedback provided by instructors significantly influences the learning and academic progress of students in an English as a foreign language classroom. It is highly appreciated by both students and instructors as it enables them to recognize and address the strengths and weaknesses that need to be addressed in the classroom setting. The study focuses on 11 full-time English instructors affiliated with a private university in Ankara, seeking to illuminate the challenges and adaptations faced by educators within the context of written feedback during COVID-19 crisis. The study employs a qualitative approach, utilizing semi-structured interviews as the primary method of data collection. The interviews were audio-recorded, transcribed and analyzed using the MAXQDA software. Thematic analysis was applied to derive patterns and insights from the instructors' narratives, in order to address the research questions that guide the study. The results of this study showed that both written feedback practices and English instructors attitudes towards written feedback were affected by the transition to emergency remote teaching in varying degrees. First, there was a change in the medium which resulted in a direct transfer of written feedback practices from analog to digital. This transition to digital feedback caused a change in the feedback provided, which came with certain advantages (flexibility of tools, flexibility in time, increased collaboration and engagement, ease of use, and storage,) as well as some limitations (one-way communication, low readiness, technical limitations, and pedagogical support). In addition, instructors attributed certain qualities (enabling better connection with students, permanence, understandability, clarity, etc.) to written feedback. Instructors also required developmental sessions on written feedback that are systematic, technology integrated and practice-based.
Developing awareness of sustainable cities and communities (SDG11) in english courses through creative methodology
The aim of this action research is to incorporate the topics related to SDG 11- Sustainable Cities and Communities into English language courses using creative methodology. More specifically, the study has proposed three lesson plans that addressed the issues of walkability, liveability, and manageability in large cities for the high school English curriculum in Türkiye. Participants of the study were eleven 11th grade students and an English language teacher. Data came from lesson evaluation forms and focus group interviews. Thematic analysis was conducted to analyse the interview data. Findings revealed that the participants developed awareness of sustainable urban living, especially of earthquakes and local community issues such as unsafe walking paths, environmental cleanliness and safe infrastructure. Creative teaching approaches such as poetry and drama engaged students more to the topic and the lessons and helped them look at the glocal issues from different angles. Lastly, the courses contributed to students' vocabulary expansion and communication skills.
Exploring implementations of active learning strategies in an English preparatory school: A qualitative case study at a Turkish foundation university
This research study explored the implementation of active learning strategies in an English preparatory school in Ankara, Turkiye. Conducted in alignment with the qualitative case study design, this study aimed to shed light on the active learning strategies embedded in the preparatory school educational materials such as curriculum guides, coursebooks, and supplementary materials. Furthermore, in the context of the English Language School of this foundation university, the active learning strategies employed by the teachers in EFL classrooms, perceptions of 8 English instructors and one level head towards active learning strategies were investigated. The data collection methods included semi-structured interviews with the English instructors and the level head as well as document analysis of both electronic and printed educational materials. Findings of the study showed that collaborative learning was a prevalent approach practiced in the form of pair work and group work techniques which showed coherence across the educational materials, the English instructors' perspectives and the level head's perspective. The main drawbacks of active learning included time constraints, the loaded curriculum, and concerns about fossilized errors. Finally, the prioritization of certain techniques over others showed alignment with the mission statement of the selected English preparatory school. Pedagogical implications and suggestions for further research were also added at the end of this study.
Responding to proposals in video-mediated virtual exchange interactions: A conversation analytic study
Virtual Exchange (VE) has become a mainstream practice in language teacher education due to the unique opportunities it provides. Within VE projects in language teacher education, designing tasks is one of the primary activities through which collaboration and learning are organized, planned, and refined in an international setting. This collaboration during task (re)design conversations involves making and responding to the proposals, through which the outcome of task (re)design is shaped. Yet how these sequences unfold among pre-service teachers (PSTs) during task (re)design conversations in VE remains underexplored. This study investigates how PSTs use proposals as interactional resources when reaching a joint decision, and what resources they employ while accepting, modifying, or rejecting task (re)design ideas during video-mediated VE interactions. Drawing on 45 hours of screen-recorded, transnational meetings from a VE project between Türkiye and Canada, the study employs multimodal conversation analysis to examine proposal sequences from an emic perspective. The findings reveal an overwhelming prevalence of direct agreement to proposals, while also including instances of conditional agreement, where PSTs asserted a condition to accept the proposals, and alternative joint action proposals, where PSTs constructively built upon or refined ideas. Conversely, direct disagreement was notably rare. It was also found that PSTs mostly used modal declaratives (e.g., "we could…," "maybe we can…") to formulate proposals. PSTs employ various resources to maintain a collaborative environment and achieve consensus, building on each other's proposals and avoiding direct conflict. These findings indicate that proposals serve as critical interactional resources for joint pedagogical decision-making, thus influencing task (re)design within VE projects.
Refusing invitations via email: strategy use in Turkish and American-English refusals
The aim of this study is to analyze the similarities and differences between Turkishand American English in the speech acts of refusal via email. It aims to uncoverTurkish and American English refusal strategies employed in emails sent to refuseinvitations, and examine whether social distance between the interlocutors has animpact on strategy use by Turkish L1 speakers (TSs) and American English L1speakers (AESs). It further investigates the content of refusals and the effect of datacollection method on strategy use. To this end, the data have been collected throughnatural emails and discourse completion tasks (DCT) from TSs and AESs. Eachrefusal in the data has been coded and counted. The data have been analyzed tocompare the frequencies of refusal strategies, the effect of social distance on strategyuse across groups, the content of refusals, and the effect of the data collectionmethod. PASW has been used to run descriptive statistics and repeated measures ofANOVA.The results show more similarities than differences in strategy use in Turkishand American English refusal emails. Thus, pragmatic failure might be unlikely forAmerican learners of Turkish and Turkish learners of American English. However,the findings also reveal that there are differences that are language-specific andculturally-shaped. The findings also suggest that natural emails tend to be moreelaborated in that they have more strategies, thus DCTs may not thoroughly reflectthe language in use and should be complemented with methods.
The use of blog activities to promote reflection in an ELT practicum
The current study aimed to promote reflection on teaching practice among eighteen pre-service English language teachers at a public university in Turkey via integration of reflective blog activities into a practicum. Data were collected through archival documents of participants' blog entries, two focus group interviews and two surveys. The framework analysis to detect the depth of reflection in a total of 457 blog entries of the participants revealed evidence of medium or high level reflection in most (61% ) of the entries and the highest level of reflection was found in 12% of the entries. The results indicated that the blog activities guided and systematically promoted reflectivity among pre-service teachers and thus might have created for them an opportunity to engage in deeper levels of reflection. Among the types of blog activities, journal writing and self-evaluation activities yielded higher reflection levels. Exchanging online peer feedback, sharing practice teaching experiences, having a larger audience, as well as the blended design of the course and efficiency of blogs were cited in the interviews and surveys as the features related to blogs which might have influenced the extent of reflection demonstrated by the participants. In English language teacher training, this study could provide an example for the utilization of blog activities as an alternative method to enhance reflection by pre-service teachers in a context where English is used as a foreign language.
Comparing L2 learners' strategy use in literal vs. inferential reading: A Cognitive validity study through eye - tracking
In language testing, a test's cognitive validity is assessed in terms of the match between cognitive processes elicited from a reader and the processes which a test taker would use in non-test conditions. A reading test should require readers to go through levels of comprehension for enhanced cognitive validity. Herein, the importance of careful examination of the cognitive processes of readers taking a reading test should be examined closely. As such, this study was motivated by the need to determine if eye movements could provide valuable information about test takers' cognitive processes as they answer literal and inferential questions in a standardized reading test. To this end, the participants' eye movements in interest areas were analyzed in detail using eye-tracking methodology considering its precedence over other techniques. Results of the study displayed that eye movements of competent and experienced readers do not differ showing they go through similar cognitive processes. Also, it was seen that there is a significant difference in the eye movements in certain interest areas but not in others while answering literal vs. inferential questions depending on going through levels of comprehension and using variety of reading strategies, substantiating the cognitive validity of the test. This study is important in terms of its exploratory findings and methodology as only a few studies in educational research examine cognitive processing and validity in second language through eye-tracking.
The effects of priming in the production of L2 morphology
Recent studies suggest that priming may be a useful method in facilitating second language (L2) learning, yet there has not been any investigation about how priming can trigger the development of morpho-syntactic forms in the L2. As such, this study was motivated by the need to investigate the effects of priming in the production of morphology, a domain which poses much difficulty for L2 learners. The study examines whether exposure to grammatical and ungrammatical morphological primes can affect the accurate production of the third person singular –s in L1 Turkish-L2 English learners. The study involved a pre-test-post-test design and data was based on oral production. Participants were asked to describe pictures shown on a computer screen subsequent to different prime sentences they hear from the researcher in the confederate-scripting paradigm. The grammatical primes consisted of English sentences with verbs marked with –s and the ungrammatical primes included sentences with an omitted –s. Participant's correct use of the target morpheme in their descriptions of the experimental items were then analyzed and compared to identify priming effects in the immediate and delayed post-tests. Results indicated an increase, for all groups, in the number of accurate use of –s from the pre-test to the post-tests; however, no significant difference was found among the groups in terms of accurate use of –s. These findings suggest that the interlanguage grammar of L2 learners cannot be altered on the basis of priming-a form of implicit learning, in the domain of inflectional morphology.
Program evaluation of an English language teacher education practicum: Insights from supervisors, student teachers, and graduates
This study aims to evaluate the practicum program offered at the Foreign Language Education Department (FLED) at an English-medium state university in Turkey to discover (1) the extent to which the Ministry of National Education (MoNE) English language teacher competencies were achieved, (2) its strengths and weaknesses, and (3) the reported needs and possible solutions. Participants of the study were university supervisors, student teachers, and program graduates. Data came from student teacher and program graduate surveys, focus group interviews with student teachers, and individual interviews with university supervisors. For MoNE competencies, the results pointed to an improvement for a better understanding and more use of assessment and evaluation in the classroom and use of activities appropriate for learners with special needs. Higher ratings were elicited for teaching practices and understanding oneself as a professional. Knowledge, skills, dispositions, field experiences and student teaching internship, and quality of instruction were found to be the strengths of the practicum experience in contrast to learner diversity and technology components of the teacher education program. Strengths of the program included experiences in classrooms at various grade levels, seminar discussions and peer feedback, good relationships with cooperating teachers, and involvement and guidance by university supervisors while suggestions pointed to an earlier or more practice or observation, different school contexts, cooperation with cooperating teachers, and improvement in assessment, observations, and technology use.
Task orientation and vocabulary knowledge types: how do they relate to collocational knowledge?
This study aims to investigate the effects of task orientation (input vs. output orientation) on the acquisition of productive collocational knowledge and explore the differences among the gains in different measures of passive and active recall of collocations. It also aims to identify learner opinions regarding the input-oriented and output-oriented teaching tasks, output-oriented assessment tasks and the learning of collocations. The experimental group (P-group, N = 22) studied collocations through output-oriented tasks (non-cued inference-making and translation, sentence-construction and non-cued gap-filling). The control group (R-group, N = 22) studied collocations through input-oriented tasks (cued inference-making and translation, sentence-half matching and cued gap-filling). An immediate post-test consisting of output-oriented assessment tasks measuring participants' gains in productive collocational knowledge -as implied by task orientation- or passive and active recall of collocations -as implied by Laufer et al.'s (2004) typology- was administered to both groups. The quantitative data were analyzed via an independent samples t-test to investigate the effects of task orientation on productive collocational knowledge and via a one-way repeated measures ANOVA to explore the differences among the gains in passive and active recall of collocations within the R-group and the P-group. The t-test results demonstrated that the groups did not statistically significantly differ in their productive collocational knowledge. However, the ANOVA results revealed statistically significant differences among the gains in passive and active recall of collocations after the treatment within both the R-group and the P-group.
Metacognitive awareness of listening strategies in L2 English and L3 Italian
Transfer of language skills across languages has been an essential question in the field of bilingualism. Theoretical approaches to this issue proposed assumptions on metacognitive awareness defined as learners' own introspective consciousness on their learning processes. Second language (L2) research on language skills has investigated transfer issue especially in reading skills; however, there is limited research on the transfer of language skills in third language (L3) learning and listening skills and strategies. To address this gap, the current study examined the role of metacognitive awareness in listening strategies in an L2 English L3 Italian context with university students in Turkey. The study explored learners' metacognitive awareness of listening strategies in their more proficient L2 compared to their less proficient L3, and whether L2 and L3 metacognitive level correlated with L3 listening comprehension. To this end, a questionnaire of metacognitive awareness of listening strategies in L2 and L3, and a listening comprehension test in L3 were implemented. Results indicated higher levels of metacognitive awareness in certain strategies depending on the language, pointing to the role of proficiency in the use of listening strategies. In addition, metacognitive awareness of listening strategies in L2 and L3 were significantly correlated, suggesting possible transfer of skills across languages. Finally, the results yielded a direct relationship between L3 proficiency and L3 listening comprehension while L2 proficiency was not related to L3 listening comprehension.
An odyssey of discovery: Critical literacy in an English preparatory class
This thesis explores the experiences of two English language teachers and eighteen students through Critical Literacy (CL) in a class at a School of Foreign Languages in Turkey. CL focuses on social change through education. In the context of English language teaching (ELT), it pursues personal and social transformation through foreign language education. CL in ELT is an under-investigated subject in the relevant literature, which makes this thesis a significant case, especially in Turkey. The findings provide implications for both CL and ELT practices and research. This research is an interpretative qualitative study which consists of an in-depth data collection from multiple sources of information, including questionnaires, field notes, observations, documents and interviews. Thematic data analysis is employed. The themes that emerged from the analysis are how teachers implemented CL in their English classrooms; what the potential and contribution of CL to English language teaching and learning is; and finally what kind of social transformations and awarenesses occurred during the implementation of CL in ELT. The pedagogical contributions of the study are manifold. When these teachers followed CL in their teaching practice, they ensured that students' experiences were valued and they sought to negotiate, redefine and co-construct knowledge with their students. Language learning was enhanced because students were given the chance to analyze broader social issues that are relevant to their lives and to wider contexts. The students and the teachers became aware of how dominant ideologies position them via the textbooks and how issues are normalized through the voice of the author, visuals and texts. Students encountered multiple realities and observed their own dilemmas and challenges and they were involved in their ideas, projects and studies in a broader and deeper level with multiple perspectives.
The role of Professional Development Communities (PDCS) on EFL teachers' professional career: PDC facilitators' perspectives
The dynamic nature of language underscores the growing necessity for English as Foreign Language (EFL) teachers to engage in continuous professional development (CPD). In this regard, PDCs emerge as an innovative approach that provides EFL teachers with various opportunities to improve them professionally, personally, and intellectually. Hence, this study aims to explore the role of PDCs on EFL teachers' professional development from the perspectives of PDC facilitators. In line with the purpose of this study, a qualitative design was implemented to obtain deep and critical insights into the facilitators' experiences. Accordingly, through the use of purposeful sampling, 15 volunteer facilitators who had actively conducted PDC sessions a minimum of five times and represented all geographical regions of Türkiye were selected for the study. Data were gathered through semi-structured interviews and were analysed through thematic analysis method. The findings of this research revealed that PDCs offered significant contributions to the facilitators' personal and professional development through offering innovative teaching methods and strategies and promoting collaboration among them. This study also showed that facilitators updated their own teaching practices that led to enhance their students' learning outcomes and produced shared solutions to common problems regarding language teaching process. It was also found that PDCs fostered the facilitators' language skills in the target language. This, in turn, reinforced their sense of professional identity and self-confidence. Additionally, the results showed that PDCs played a pivotal role in maintaining the facilitators' professional development and in decreasing the sense of professional burnout. This study, however, revealed that both during the implementation process of PDCs and among the long-term effects of PDCs on the facilitators' teaching practices, there were some challenges including curriculum-related factors, school conditions and the administrations' lack of understanding of PDCs. Despite these challenges, this research concludes that PDCs support the facilitators' development both professionally and individually; promote skills such as collaboration, reflective thinking, and active use of English and offer innovative and updated teaching methods. This study may offer valuable insights for both practitioners and policymakers regarding CPD programs that support EFL teachers in improving their professional competencies and effectively fostering their students' academic progress.
A comparative study of compulsory and optional English preparatory programs: Different stakeholders' perspectives
English language teaching is a key component of higher education due to the significance of English proficiency in academic and professional life. Hence, English preparatory programs in higher education institutions play a vital role in equipping students with the necessary English language proficiency to meet their academic and professional goals. By offering intensive language instruction, preparatory programs help bridge the gap between students‟ prior language knowledge and the rigorous demands of higher education courses. Considering their significant role in language education, it is essential to evaluate the implementation of preparatory programs at universities, which are offered in two formats: optional and compulsory. In this regard, the present study aimed to compare the perceived effectiveness of compulsory and optional English preparatory programs at a state university in Türkiye and to determine whether its optional or compulsory nature has a perceived impact on the quality of education. In accordance with the aim of the study, a qualitative research design was employed to gain an in-depth understanding of both students' and instructors' experiences and perspectives. Accordingly, an open-ended questionnaire was administered to 129 students enrolled in optional preparatory program and 38 students enrolled in compulsory preparatory program, and semi-structured interviews were conducted with 6 instructors teaching in both preparatory programs. This method allowed the participants to freely express their views and share their unique insights, which provided rich and detailed data for analysis. The data of the research were examined using content analysis method. The findings of the study revealed that the majority of students in both optional and compulsory preparatory programs were highly pleased with the education offered in the program although they identified some deficiencies regarding the curriculum, including a lack of speaking practice and fieldspecific course. Moreover, nearly half of the students in optional preparatory program were content with the optional nature of the program while all the students in compulsory preparatory program made positive remarks about its compulsory nature. In terms of the instructors‟ views, the results showed that optional preparatory program partially achieved its objectives due to the lack of interest among the students although compulsory preparatory program largely accomplished its objectives thanks to the students‟ high level of eagerness. It was also revealed that optional nature of the program had a negative impact on the quality of education while compulsory nature of the program positively affected the quality according to the instructors. The findings of the study can provide valuable insights for practitioners and policy makers, contributing
Exploring the approaches of English teachers in Turkey towards reading strategies and vocabulary teaching: Perceptions and practices
The present study aimed to explore Turkish EFL teachers' perceptions and practices regarding reading strategies. For this exploration, four data collection tools were employed. These can be listed as focus group interviews, individual interviews, observations, and material analysis. A total of 31 in-service EFL teachers participated in the study, all of whom were working at secondary and high schools. The results revealed that strategy use is often limited to pre-reading and is not systematic. In addition, it was also noted that teachers had low student motivation and time constraints, and the materials were not suitable for the students' interests and levels. Nevertheless, it was found that teachers made efforts to overcome these difficulties through their own efforts. This study offers practical implications for teacher training, material design, and curriculum alignment in EFL contexts.
The impact of using ChatGPT as an extramural tool on university students' academic writing achievement
Artificial intelligence-based language models have become increasingly used tools in foreign language teaching and have transformed teaching processes. In this context, ChatGPT, one of the most widely used models, creates remarkable opportunities by offering various supports to students in developing academic writing skills. This study, which has a quasi-experimental design, aimed to examine the effect of ChatGPT on the writing skills of students studying in an English Language Teaching program at a higher education institution in Türkiye. In the study, 44 students enrolled in the ELT program were selected by convenience sampling and divided into experimental and control groups. Before the intervention, both groups were given writing assignments within the scope of the curriculum and the writings obtained were evaluated as pre-test data. The experimental group was given one-hour training on how to use ChatGPT effectively and consciously in academic writing lessons and had a short practice. For the next seven weeks, students were encouraged to use ChatGPT effectively. The control group did not receive any intervention. At the end of the process, writing samples were collected again from both groups and post-test data were obtained. The evaluations made by three independent evaluators were analyzed with SPSS. According to the results of the analysis, the subcomponents of main idea, content, organization, style and grammatical accuracy were examined; a statistically significant improvement was found only in the "main idea" dimension. Small and moderate improvements were observed in the other components. This suggests that ChatGPT can be an effective supporting tool in academic writing courses in the long run.
Web 2.0 tools in English language teaching: Benefits and challenges from theperspectives of Turkish EFL teachers participating in eTwinning projects
Web 2.0 tools have turned into the most widely used technology resource in English language teaching as they provide a multitude of opportunities. By creating an authentic, interactive, and collaborative educational environment, Web 2.0 tools enable students to be more participatory in learning. With the help of these tools, students also improve their four language skills: writing, reading, speaking, and listening. Despite the mentioned advantages of Web 2.0 tools, it is essential to consider and address any challenges. These challenges are considered to stem from institutions, technological issues, access to the internet, lack of time, curriculum, and the teachers themselves. Since eTwinning projects encourage participants to use Web 2.0 tools, this study aims to investigate what kind of benefits and challenges Turkish EFL teachers participating in eTwinning projects experience when using Web 2.0 tools in English language teaching. In this study, based on a qualitative research design, data were collected through individual semi-structured interviews with 20 Turkish EFL teachers working in different school levels in Aksaray, and these interviews were followed by observations with two volunteer English teachers. To analyze the qualitative data, content analysis was used. The findings show that the participants were familiar with Web 2.0 tools and used a variety of Web 2.0 tools for different educational purposes. It was found that the use of Web 2.0 tools in the participants' lessons contributed to students' four language skills, communication and collaboration skills, pronunciation, vocabulary knowledge, motivation, and engagement. Despite these benefits, it was also revealed that the participants faced many external rather than internal challenges, such as a lack of technical infrastructure, poor internet connection, crowded classrooms, curriculum, lack of time, and students' lack of Web 2.0 skills, and many suggestions were offered by participants to overcome these challenges. In this context, the results of the study are presented, and recommendations are given based on the findings.
The role of strategy training and individual learner differences on L2 reading comprehension and strategy use
The present quasi-experimental study investigates if explicit reading strategy instruction improves the L2 reading comprehension skill and strategy use of participants in EFL context. It also explores the effect of individual learner differences on L2 reading comprehension. The participants were 46 EFL university students. Three intact classes were randomly assigned to two experimental (28) and one control group (18). Four-hour explicit reading strategy instruction was given to the experimental group over 2 weeks integrated into their English classes. The instruction was based on CALLA (Chamot & O'Malley, 1994). The participants completed English reading comprehension tests, Survey of Reading Strategies-SORS (Mokhtari & Sheorey, 2002) and Foreign Language Reading Motivation Questionnaire (Mori, 2002). Lastly, I conducted semi-structured interviews to explore the views of participants about the effectiveness of strategy instruction. To analyze the data Mixed design ANOVA and multiple regression analyses were conducted. Mixed design ANOVA results demonstrated that no significant difference was found in reading comprehension and strategy use between the experimental group and control group upon the instruction, indicating that the instruction did not contribute significantly to the improvement of students' L2 reading comprehension. Regression analysis indicated that individual learner differences were not significant predictors of English reading comprehension. Interviews demonstrated that students in the experimental group held positive attitudes toward the strategy instruction.
University instructors' and students' perspectives on multilingual questioning practices in an EMI setting
The rise of English-medium Instruction (EMI) has been evident in many countries, including Türkiye. This study investigates classroom interaction in an EMI foundation university in Istanbul, Türkiye. The data gathered from classroom observations (i.e., in electrics electronics and computer engineering courses), stimulated recall (SR) sessions with the content instructors, and semi-structured interviews with the undergraduate students revealed how the interaction unfolds in a multilingual EMI classroom setting in higher education (HE). The classroom data was transcribed using Conversation Analysis (CA), focusing on multimodality (Jefforsan, 2004; Mondada, 2018). The SR sessions and semi-structured interviews were transcribed and coded employing Strauss and Corbin's (1990, p. 61) coding scheme in MAXQDA (MAX Qualitative Data Analysis). The relationship among the question types of three categories, namely, form (i.e., closed and open-ended), content (i.e., facts, reason-explanation, opinion), and purpose (i.e., referential, display, rhetorical), was presented with visual and statistical data. The findings revealed differences between the questioning practices of lecturers whose first languages differed. Both lecturers displayed translanguaging practices during classroom observations to achieve meaning-making and create content knowledge with help of instructional strategies. Student-initiated questions and undergraduate students' insights about the EMI setting (i.e., reasons for favoring or not favoring) were also analyzed. The study's findings provide implications for a greater grasp of face-to-face EMI classroom interaction with a particular focus on translanguaging and questioning practices of instructors and undergraduate engineering students. Keywords: classroom interaction, english medium instruction, multimodal conversation analysis, questioning practices, translanguaging
Role of personalization talks supported with Web 2.0 tools on vocabulary retention and students' attitudes towards using Web 2.0 tools
This thesisstudy explored the effects of using Web 2.0 tools to conduct personalization talks on students' vocabulary retention and the learners' attitudes towards practicing vocabulary via Web 2.0 tools. Forty-four 3rd -grade private school students, equally divided into experimental and control groups, participated by taking pre-and postvocabulary achievement tests (VAT) before and after the treatment. While the experimental group used Web 2.0 tools to conduct personalization talk sessions, none of any Web-based tools was used in the control group. Two weeks following the last treatment, both groups took a delayed post-VAT to analyze the vocabulary retention. Also, before and after the treatment, the attitude questionnaire towards CAL/CALL was given to the experimental group to see the students' perspectives towards using Web 2.0 tools while learning. The results of pre-, post-, and delayed VATs of both groups indicated that utilizing personalization talks with Web 2.0 tools had a significant effect on vocabulary learning and retention. On the other hand, the attitude questionnaire results showed that although a significant difference was observed in terms of teacher influence on students to use CALL, and the students' openness and willingness to use CAL; no statistically significant difference was shown in their attitudes towards the integration of CALL into the language learning process. Keywords: Vocabulary Learning, Retention, Personalization Talks, CAVL, Web 2.0 Tools.
Exploring K-12 level Turkish EFL teachers' well-being before, amidst, and post COVID-19
Investigating EFL teachers' well-being from the lens of Positive Psychology (PP) has been a recent take in the literature. However, EFL teachers' post-COVID-19 well-being continues to be an unreviewed area. In the study, the effects of institutional PD support and resilience on 302 K-12 level Turkish EFL teachers' well-being were examined quantitatively with survey design technique. As part of the online questionnaire, the PERMA Profiler was used to measure participant EFL teachers' pre-, during, and post-COVID-19 well-being levels with repeated measures. The questionnaire also included scales that measured perceived institutional PD support provided for EFL teachers, teacher resilience, and certain demographic factors. The relationships between the internal latent variable of well-being and the external latent variables were examined by Partial Least Squares Structural Equation Modeling (PLS-SEM). Composite reliability and AVE values were calculated for the internal consistency of the scales, and the Fornell-Larcker criterion and HTMT statistics were used to enable discriminant validity. The findings of the study indicated a significant relationship between institutional PD support and well-being through resilience Although resilience significantly correlated with well-being at all times, institutional PD support only correlated with well-being in the post-COVID-19 period. Relationship was the only well-being sub-pillar that failed to correlate with institutional PD support after COVID-19. Participants were reported to be experiencing the lingering effects of the pandemic on their well-beings. Lastly, mid-career seniority and not catching COVID-19 as demographic factors significantly correlated with higher well-being levels in EFL teachers.
L2 English teachers' changing practices of social and emotional learning: The impact of an inset program
Social and Emotional Learning (SEL) is the process of obtaining and effectively applying the knowledge, attitudes, and abilities necessary to recognize emotional triggers and manage emotions, set and achieve goals, empathize with others from diverse backgrounds and cultures, establish and maintain healthy relationships, and make constructive choices. In Turkey, although there are pioneering studies about the effect of SEL on students, to our best knowledge, there is no research carried out so far to examine L2 English teachers' conceptualization and implementation of SEL. During the pandemic, concerning the necessary competencies to overcome the changing conditions in education, an Inset program on SEL was designed for teachers. Two pilot studies were conducted to explore the effects of the Inset program on twenty teachers, in an organization affiliated to the Ministry of Education in April 2020 and October 2021, Istanbul, Turkey. In line with the data and the findings of those two pilot studies, this qualitative study was designed to probe how L2 English teachers at high school level conceptualize SEL before and after the training and incorporate it into their teaching after a six-week Inset program on SEL. Seven volunteer high school teachers participated in six workshops lasting three hours each week. The data was obtained through semi-structured in-depth interviews, observations, and lesson plans, and analysed both deductively and inductively. The initial categories emerged in the inductive process were checked, confirmed, and reshaped by further reference to the literature in the deductive process. The findings revealed that training sessions noticeably changed teachers' conceptualization of SEL, their classroom practices and developed their self-awareness, self-management, and relationship skills.
An investigation of teacher attitudes towards e-learning: A survey study
This study aimed to investigate how university instructors perceive the challenges and benefits of e-learning, their attitudes towards using computer systems for e-learning, and their leisure interests regarding computer use. A total of 206 in-service university instructors who taught fully online classes for English as a Foreign Language (EFL) participated in the study, which utilized a mixed-method research design. Quantitative data was collected using an attitude scale, and qualitative data were collected from semi-structured interviews with instructors. The data were analyzed using SPSS and content analysis. Significant gender-based differences were found in the instructors' attitudes towards challenges, benefits, using computers for e-learning, and leisure interests in e-learning (p<.05). Additionally, there was a significant difference between instructors with 3-10 years of experience and those with 10 or more years of experience in their leisure interests in e-learning innovations and the use of computers (p<.05). The study provides insights and suggestions regarding the importance of professional development programs and access to necessary equipment and facilities for the effective utilization of e-learning for English language learning.
The relationship among foreign language classroom anxiety, willingness to communicate and personality traits of EFL learners
This study aims to investigate the potential correlation between the Big Five personality traits, anxiety in a foreign language classroom, and willingness to communicate among EFL students enrolled in a preparatory program at a foundation university in Turkey. A total of 348 EFL learners completed the Willingness to Communicate (WTC) Scale, the Foreign Language Classroom Anxiety (FLCA) Scale, and the Quick Big Five Personality (QBFP) Test. Quantitative analyses revealed that the students exhibited a moderate level of willingness to communicate and anxiety, with agreeableness being the dominant personality trait among the learners. The results indicated a moderate negative correlation between foreign language classroom anxiety and willingness to communicate levels. Additionally, significant correlations were found between specific personality traits and anxiety as well as willingness to communicate. Furthermore, learners' gender and previous negative experiences in the foreign language classroom had a significant impact on their FLCA and WTC levels. Based on these findings, the study provides recommendations and pedagogical implications for teachers, administrators, and future research to enhance English language instruction.
EFL instructors' behavioural intentions and perceptions regarding the use of gamification tools
This study aims to investigate the factors affecting EFL instructors' behavioural intention to use gamification tools, and their perceptions about using gamification tools in their classroom practices in an English Preparatory Program at tertiary level. The study was conducted with 75 EFL instructors working at the English Preparatory Program in a foundation university in Istanbul, Turkey. The study examined the effects of demographic factors such as age, and factors of Technology Acceptance Framework (TAM) on instructors' behavioural intentions to use gamification tools. In this mixed methods study, both quantitative and qualitative data were collected to ensure the reliability of the study. Quantitative data were collected through TAM questionnaire and qualitative data were collected through e-mail interviews with 11 instructors who had participated in the survey. The findings of the study demonstrated that instructors have high levels of behavioural intention to use gamification tools in their lessons. Factors such as perceived usefulness and attitude had a significant positive correlation with behavioural intention, and these two factors affected behavioural intention significantly. On the other hand, although factors such as, perceived self-efficacy, perceived enjoyment and perceived ease of use had a positive correlation with behavioural intention, they did not have a significant direct or indirect effect on behavioural intention. The findings demonstrated that instructors had positive perceptions about gamification tools; however, they experienced some challenges that are needed to be addressed. Finally, pedagogical implications and suggestions were provided for further studies that aim to improve the effectiveness of gamification in educational settings.
Drama plays with words, words create worlds: The effects of drama-based language instruction on prep school students' self-efficacy and language learning curiosity
This study aimed to investigate the impact of drama activities on the self-efficacy and language learning curiosity of English Language preparatory (prep) school students at a state university in Istanbul, Turkey. Furthermore, the study explored the perspectives of language learners and the instructor on drama-based implementations. The participants were 50 prep school students and 2 language instructors. Two classes participated in the study: the experimental group (n = 25) who received drama-based instruction, and the control group (n = 25) who continued with the non-drama-based instruction. The classes were selected based on the convenience sampling method. To meet the goals of this mixed-method study employing a quasi-experimental research design, the quantitative data were gathered from pre- and post- General Self-Efficacy Scale (GSE) and pre- and post- Language Learning Curiosity Scale (LLCS) while the qualitative data were obtained from semi-structured student interviews and teachers' reflective journals. The statistical analysis of pre- and post- tests' scores revealed that the integration of drama activities significantly improved the self-efficacy and language learning curiosity of prep school students. Similarly, the qualitative findings indicated that language learners found drama-based language instruction as entertaining, encouraging, improving, long-lasting, awareness-raising, and socializing. There was an increase in students' class participation, an enhancement in their creativity and imagination, a boost in their collaboration, a raise in their interest in the target language and its culture, and an improvement in their speaking and communication skills.
The relationship between EFL teachers' digital literacy and their online teaching self-efficacy
This study investigated the relationship between EFL teachers' digital literacy levels and their online teaching self-efficacy. The participants of this research are 158 EFL teachers teaching at the prep schools of both state and private universities in different cities in Turkey and were selected by snowball sampling method. The study adopted a quantitative research design. Data were collected from Digital Literacy Scale (DLS) (Weerakanto, 2019) and Online Teaching Self-Efficacy Inventory (OTSEI) (Gosselin, 2009). The results revealed that there was a moderate positive relationship between teachers' digital literacy skills and their online teaching self-efficacy. It was also found that years of teaching experience was not a determining factor when it comes to digital literacy and online teaching self-efficacy. Based on the gathered findings, the study offers recommendations and pedagogical implications for fostering digital literacy in online education. Key Words: Digital Literacy, Online Teaching, Self-Efficacy, ELT
The effectiveness of using mind mapping strategy in writing achievement and motivation, and reading achievement and motivation
The purpose of this thesis was to explore the effectiveness of using mind mapping in writing achievement and motivation as well as reading achievement and motivation. In addition to these topics, whether students were intrinsically or extrinsically motivated in writing and reading was investigated. Furthermore, the study explored the perceptions of students and instructors as to whether they found using mind mapping strategy effective, if students had intrinsic or extrinsic motivation, and if writing and reading motivation and writing and reading achievement were correlated. The quantitative data were collected through a Writing Motivation Questionnaire (Payne, 2012), a Reading Motivation Questionnaire (Wigfield & Guthrie, 1997) and writing and reading achievement tests. The qualitative data were collected through focus-group semi-structured interviews with 7 volunteer students and written interview questions with 13 volunteer instructors. The study's findings demonstrated the experimental group showed significantly higher results in writing achievement and the experimental group's result was significantly higher in terms of reading achievement. Moreover, mind mapping strategy also showed a positive effect on students' writing motivation and reading motivation. The experimental group showed a significant difference in overall grades and intrinsic motivation. Furthermore, students' intrinsic and extrinsic motivation scores were significantly higher. A correlation was found between writing and reading motivation.
Perceptions of instructors and students on native speakerism in terms of English language teaching, language variations and culture
The purpose of this study is to investigate the perceptions of preparatory school instructors and students on native speakerism in terms of English language teaching (ELT), English variations and culture. The participants of this study were 171 preparatory students and 70 instructors from a non-profit university in Istanbul. The study was based on a mixed methods research design to gain knowledge about the perceptions of the students (N=171) and the instructors (N=70). The quantitative data were collected via student and instructor surveys (Liu, 2018) and the qualitative data were collected via semi-structured interviews with the instructors. The data were analyzed via SPSS and content analysis. The perceptions of the students were analyzed based on their gender and their proficiency levels. In terms of English language Teaching (ELT), English variations and culture, there were no significant differences between the perceptions of students based on their gender. There were no significant differences between the perceptions of the students towards native speakerism in terms of ELT and culture based on the proficiency levels. However, in terms of English variations, the perceptions of A1 and A2 level students showed significant difference. Moreover, based on their years of experience and their academic degree, the perceptions of instructors did not show any differences in terms of ELT, English variations, and culture. Finally, qualitative data results indicated that the instructor participants had positive perceptions towards teaching different cultures and English variations and also they believed that the native/non-native instructor discrimination should come to an end. Key Words: Native Speaker, NEST, NNEST, Language Variations, Culture and Language Learning, Student Perceptions, Instructor Perceptions.
Policies and practices of emi in Turkish tertiary-level EFL context
English as a medium of instruction (EMI) is a widely recognized phenomenon due to internationalization and globalization. It is also a delicate approach because foreign language policies assume determinative roles in its implementation. In the Turkish tertiary level EFL context, EMI has been in practice for a while and, as its primary pre- requisite, students must prove their language proficiencies at English PYP schools before starting their EMI courses. Although several studies analyzed the macro and meso policy documents of Turkish EMI and foreign language education and explored the EMI instructors and students' perceptions, no local studies integrated the analysis of PYP schools' policy documents and explored the perceptions of the stakeholders about EMI. To fill in this gap, the present study analyzed twenty PYP schools' policy documents and curricula besides ten macro policy documents. Additionally, the perceptions of the EMI instructors, the EMI students and English PYP school administrators, instructors and students were gathered from online surveys and interviews. According to the document analyses, there was a mismatch between policies and practices, and huge variations existed in PYP schools and among EMI departments themselves existed. The quantitative and qualitative analyses mainly showed that students' productive skills needed improving, EMI instructors and language instructors needed to collaborate and be trained in EMI pedagogy andmethodology, and the curricula of the EMI departments and PYP schools needed alignment across institutions for a more effective EMI courses. The findings provided significant pedagogical implications for the EMI instructors, language instructors, students, institutions, and policy makers.
The effect of task orientation on second language learners' development of complexity, accuracy, and fluency
This doctoral thesis investigated improvements and developments in the oral proficiency and development of the target language among young EFL learners throughout a five-week implementation period. Development of global oral proficiency, complexity, accuracy, and fluency (henceforth, CAF) were used and measured. An experimental approach was used to study and evaluate the outcomes of this methodological application. Sixty-six non-native English language students in a Turkish private high school were tested using a series of five sequential picture narration tasks, including a training week. The participants were assigned to three independent groups: Task repetition only (TR control), self-initiated task repetition with post-task transcription (TRPT-S), and instructor-supported task repetition with post-task transcription (TRPT-T). Recorded task group narrations were manifested in terms of CAF and analysed with the initial speaking scores. In the ANCOVA repeated measures tests, results indicated that CAF components displayed overall growth in all groups, particularly the highest with the accuracy component in TRPT-T, and in the compared group comparisons, fluency showed development in the final task. In light of these findings, this doctoral thesis provides a deeper understanding of how young second language learners' global oral proficiency levels can be assisted and enhanced in terms of CAF.
Motivation, autonomy, and perceptions of Iraqi students in learning English: Exploring the relationship and implications
There have been few studies that examined motivation and autonomy and their influence on learning English in Iraq. The main reason for conducting this study is to examine Iraqi students' level of motivation and autonomy, the correlation between them, and investigates student's perceptions of their motivation and autonomy in language learning. Using a mixed-methods approach, there were quantitative and qualitative phases, the participants in the qualitative phase numbered (N=260), while in the qualitative part, there were (N=30) participants. The findings reveal high levels of motivation among Iraqi students, indicating their enthusiasm for improving their English language proficiency. Students demonstrate a moderate level of autonomy in their learning. Nevertheless, the study establishes a positive correlation between motivation and autonomy, emphasizing their interconnectedness in language learning. Qualitative analysis unveils students' strategies for maintaining motivation, including problem-solving and goal-setting, which empower them to overcome challenges and achieve learning goals. Promoting learner autonomy is emphasized, urging educators to adopt innovative teaching methods that foster independent and autonomous learning. Key Words: Motivation, Autonomy, Iraqi students, students' Perceptions.
A study on the changing education models and difficulties experienced by teachers teaching english to preschoolers in Turkey during the pandemic period
The Covid-19 pandemic has caused almost all professional groups to make mandatory changes in their workflows, both globally and nationally. In Turkey, there have been serious changes in the way educational institutions operate in line with the decisions and regulations taken by ministries. In this study, the changing use of activities and materials of English teachers working in private pre-school education institutions during the mandatory transition to distance education, the difficulties they experienced and what they would like to do differently in case such a process is repeated were examined. In the literature review of the study, the development of distance education over the years, how distance education was carried out in Turkey during the Covid-19 pandemic, the situation of pre-school education globally and in Turkey, distance education with the pre-school age group and the difficulties experienced by teachers, students, and parents during the distance education process. has been mentioned. The study was designed as a case study. For the sample group, 15 teachers who taught English to preschool age children via online education in Istanbul in 2020-2021 were selected. The semi-open survey prepared by the researcher with her advisor was distributed to the teachers via GoogleForms, and their answers were explained according to the research questions. 15 participants participated in the study, and according to their answers, they stated that the biggest change in material use compared to traditional education was the increase in the use of visuals including videos, cartoons, and songs, while online educational game sites suitable for children were among the innovations that the participants added to their education processes. Among the biggest difficulties experienced by the participants with this age group were ensuring discipline in the classroom and encouraging shy students to study. Most participants stated that their internet infrastructure, technological devices, and home environments were suitable for distance education. In case such an unexpected process happens again, the participants stated that the students' internet infrastructure and parent-teacher-school cooperation should be improved.
The effects of intercultural development activities on the development of intercultural competence of foreign language learners
This study investigates the impact of a structured intercultural development program on high school students' intercultural competence, with a focus on four key dimensions: cultural intelligence, intercultural sensitivity, intercultural awareness, and intercultural effectiveness. The research involved 80 students, divided into experimental and control groups. Over the course of a semester, the experimental group engaged in 18 activities designed to promote intercultural understanding, including role-playing, group discussions, collaborative problem-solving, and reflective journaling. The study employed a mixed-methods approach, using both quantitative and qualitative data to assess changes in students' intercultural competence. Cultural Intelligence Scale, Intercultural Awareness, Sensitivity, and Effectiveness Scales were used to collect quantitative data. Pre-test and post-test results demonstrated significant gains in the experimental group's intercultural competence compared to that of the control group in terms of their intercultural sensitivity, awareness, and effectiveness, as well as in the cognitive, motivational, and behavioral components of their cultural intelligence. The quantitative findings revealed that these students showed a marked improvement in their ability to understand and adapt to different cultural contexts, engage in culturally appropriate behavior, and interact with greater confidence in cross-cultural settings. In contrast, the control group, which did not participate in such intercultural activities used in the experimental group, showed little to no improvement. The qualitative data, collected through student journals and focus group interviews, provided additional insights into the students' experiences during the program. The students reported increased awareness of their own cultural biases and stereotypes, a greater openness to cultural diversity, and improved communication and empathy skills. Many students noted that the activities encouraged them to reflect on their assumptions about other cultures, helping them to develop a more inclusive and globally-minded perspective. The role-playing and group discussions were particularly effective in prompting critical thinking and facilitating deeper engagement with intercultural issues. The findings underscore the value of experiential and reflective learning in promoting intercultural competence, suggesting that such activities can be effectively integrated into the curriculum to foster more culturally aware and empathetic students. By providing opportunities for students to engage in hands-on, interactive learning experiences that challenge their existing perceptions, educators can help develop the skills necessary for thriving in an increasingly globalized world. The results of the study have important implications for curriculum design, advocating for the inclusion of interdisciplinary and culturally relevant activities that promote not only knowledge of other cultures but also self-reflection, empathy, and communication skills. Future research could explore the long-term impact of intercultural development programs on students' personal and academic growth, as well as how such initiatives can be adapted to different educational levels and cultural contexts. Additionally, studies that compare various pedagogical approaches to intercultural competence—such as immersion experiences, virtual exchanges, or service learning—could further enhance our understanding of effective strategies for developing globally competent learners.
Strategy training and individual differences in L2 Listening Comprehension: Evidence from an EFL classroom-based study
This present study examines whether explicit strategy-based listening instruction makes a difference on L2 academic listening skill of the participants in EFL context. This study also explores the respective contributions of strategy training, listening strategies awareness, working memory and aptitude on listening comprehension. The participants were 40 EFL students mainly speaking Turkish (21 experimental, 19 control). The experimental group received strategy-based listening instruction for 12 hours in 4 weeks. This study differentiates itself from the previous research in that several measures were used to measure learners' gain in L2 listening. The participants completed pre- and post- listening comprehension tests in English, and they completed Metacognitive Awareness Listening Questionnaire (Vandergrift et al., 2006). In order to explore individual learner factors, a computerized working memory test (Foster et al., 2005) a pen and paper aptitude test (Peter Skehan, personal communication) were administered. Lastly, focus group interviews were conducted to learn about opinions of the participants related to the effectiveness of the treatment. The results revealed that even though learners started similarly, the experimental group benefitted from the instruction more than the control group. Regression analysis indicated that strategy training significantly predicted L2 listening comprehension more than awareness, working memory and aptitude. Interviews revealed that their listening skill improved mostly due to the strategy instruction and more exposure to the listening activities and tasks in the class.
An evaluation of a university-based intensive English program:Insights from students and teachers
This study evaluates a preparatory program in a private university in Istanbul, Turkey. Program weaknesses, strengths and points for improvement were uncovered through student and teacher interviews and focus groups. The data was coded, and emergent themes were analyzed and interpreted. The study revealed that students and teachers hold different opinions about the implementation and pace of the program. As this issue affects the perspectives and the motivations of the program, an extensive outcome evaluation is needed to justify and validate the implementation of the program. The data revealed that the high teacher quality, foreign instructors, content classes and portfolio tasks are the strengths of the program, along with the program's contribution to students' general language skills. The data also showed that a mismatch between the curriculum and the proficiency exam create an important caveat for the program; this was identified as the most important weakness. Additional weaknesses included the textbooks, the program's unresponsiveness to plagiarized assignments, teachers' being non-proficient in content areas, and physical constraints that prevent the successful implementation of content classes. Finally, areas for improvement are suggested: introducing proficiency-related classes towards the end of the term, cooperating with academic departments to introduce students to the academic world and its language, and conducting a material evaluation to find the best textbooks for specific context.
The effects of planning time on English language learners' complexity, accuracy, and fluency in writing
The aim of study is to find out if elementary level English as a foreign language students` written accuracy, fluency, and syntactic complexity levels are affected by planning condition of a task. Secondarily, the relationship between writing anxiety and the three language dimensions is examined. The results of study are reported by following two influential task complexity hypotheses: the Cognition and the Limited Attentional Capacity. The former claims that increasing complexity level of a task leads to an increase in accuracy and complexity thanks to multiple attentional capacity of human brain. The latter supports limited attentional capacity models and states that paying simultaneous attention to both accuracy and syntactic complexity is not probable. In the study, twenty university students studying English produced two different narratives based on two sets of pictures under two different task conditions: pre-task planning (PTP) and no pre-task planning (NP). Accuracy of written language production was measured by ratio of errors per T-unit and errors per 100 words. On the other hand, written fluency was measured by counting words and syllables per minute. Syntactic complexity was measured by mean length of T-units and clauses per T-units. Moreover, writing anxiety was measured by Second Language Writing Apprehension Inventory. As a result of the analysis, it was found out that students produced more error free narratives under simpler task condition (PTP) but the planning type did not impact either fluency or syntactic complexity levels. Regarding writing anxiety, correlation was only found with accuracy.
The effect of efl teachers' language awareness on students' grammar knowledge: An exploratory analysis
The purpose of this study is to investigate the effect of Iranian EFL teachers' language awareness on Iranian EFL learners' grammar knowledge. To this end, it drew upon theoretical foundations of teacher language awareness. Three hundred and twenty-two EFL learners and fourteen EFL teachers participated in the study. To fulfill the purpose of the study, all the required instruments were carefully selected, designed, piloted and validated. At the beginning of the study, a placement test was administered to the EFL students to determine their homogeneity regarding their general language proficiency and their grammar knowledge specifically. This test served as a pre-test. Then utilizing a reliable and valid test of language awareness, EFL teachers were categorized as high, middle, and low-language-aware based on their scores. Moreover, two questionnaires to explore learners' and teachers' grammar perception were also administered. In the second phase of the study, EFL learners were randomly assigned to experimental groups according to their EFL teachers' language awareness scores. After the completion of the instructional treatment (sixteen sessions), two other reliable and valid achievement tests were administered as the post-test and delayed post-test. Descriptive statistics, one-way ANOVA, and three-way ANOVA were the data analysis techniques performed. The findings of the study indicated that learners' performance depended on their grammar perception and their EFL teachers' language awareness levels. Overall, the major outcome of the study was the confirmation of the learner-centered philosophy in foreign language grammar learning.
The role of captioning and focused practice in vocabulary learning through video viewing
This study examines the effects of watching captioned and non-captioned five successive episodes of a TV show and the pre-teaching of vocabulary on L2 (foreign language) vocabulary acquisition by young EFL (English as a Foreign Language) learners in Turkey. The participants were L1 Turkish and L2 English 6th graders studying in a state school. Four whole classes were randomly assigned to one control group and three different experimental groups: (1) captions with pre-teaching, (2) captions with no-pre-teaching, (3) no caption, and no pre-teaching. A pre-/post-/delayed-posttest design was used. Following the delayed-post-tests, a questionnaire investigating exposure to English outside the classroom was administered to the same group of participants. The results of the study showed that there was no significant difference between the groups in relative and raw vocabulary gains in the meaning recognition tests. The results of both post- and delayed-post-tests revealed that there was a significant difference between groups in terms of meaning and from recall tests. The group that was pre-taught the target items (TIs) and watched the videos with captions performed better than the other groups. Relative and raw vocabulary gains were retained as there was no decrease in overall vocabulary gains of the three experimental groups based on the delayed-post-test scores. Furthermore, the English exposure survey revealed English TV watching behaviors of the participants in relation to the use of L1 and L2 subtitles.
Processing Turkish center-embeddings: An investigation of case interference and prosodic phrase lengths
This study investigated the processing difficulty associated with Turkish center- embeddings. Two off-line end-of-sentence acceptability judgment tasks (Experiments 1 and 2) and an eye-tracking experiment were conducted to examine (i) if the processing difficulty of Turkish center-embeddings is influenced by similarity- based interference (e.g., Lewis & Vasishth, 2005) and/or prosodic phrase lengths (Fodor, 2013), (ii) if missing-VP2 illusion (Frazier, 1985) exists in Turkish center- embeddings, and (iii) if the illusion (if it existed) is modulated by similarity-based interference and/or prosodic phrase lengths. The judgment tasks showed that contra the predictions of the similarity-based interference decreasing syntactic interference did not ease the processing difficulty of Turkish center-embeddings, but prosodic phrase lengths encouraging optimal phrasing of the sentence resulted in an easier processing of the construction. There was overall no missing-VP2 illusion in Turkish center-embeddings, but the illusion was observed in the sentences with decreased syntactic interference and discouraging phrase lengths, suggesting that missing-VP2 illusion may be cross-linguistic (Gibson & Thomas, 1999). The results from the eye- tracking experiment showed that decreasing syntactic interference and encouraging phrase lengths facilitated processing Turkish center-embeddings; phonological interference did not affect their processing difficulty, though. Overall, the findings supported the predictions of the similarity-based interference and prosodic phrase lengths accounts and extend them to Turkish.
Effects of seductive details on reading comprehension in a second language
This thesis investigates the impact of seductive details on reading comprehension in a second language (L2). The study explores how different types of seductive details (totally unrelated versus moderately related) affect L2 reading comprehension and whether prior knowledge is linked to comprehension, particularly when exposed to texts with seductive details. The study involved 69 preparatory school students with A2 and B2 English proficiency levels. Three versions of the same reading material were presented to different groups: (a) no seductive details, (b) slightly irrelevant details, and (c) totally unrelated details. Participants completed a prior knowledge test about the text's topic before reading and a comprehension test after reading. The results revealed that seductive details did not significantly impact reading comprehension. However, a positive relationship was found between prior knowledge and reading comprehension when exposed to texts with seductive details. Higher prior knowledge was associated with better comprehension, regardless of language proficiency. These findings offer valuable insights for teaching L2 reading and developing L2 reading materials.
Enhancing language teacher immunity during emergency remote teaching through coaching in the Turkish context
This exploratory case study aims to explore and enhance four English as a Foreign Language (EFL) instructors' teacher immunity (TI) through reflective coaching (RC) and instructional coaching (IC) during Emergency Remote Teaching (ERT). To this aim, this study investigated the experiences of four experienced female Turkish EFL Preparatory School instructors, aged 45 to 57 through instructional and reflective coaching for a duration of 11 weeks. The research design includes semi-structured interviews and eight RC and IC sessions. Before participating in the coaching sessions, the instructors reported demotivation, burnout, and inefficiency, aggravated by a lack of student participation and a mismatch between the curriculum, course materials, and the online schedule. The coaching sessions focused on the current state of the instructors and continued throughout the semester in order to enhance their TI. Findings indicate that IC enhanced the instructors' coping skills and teaching efficiency, while RC led to a moderate shift in professional attitudes, motivation, self-efficacy perceptions and online affectivity during the coaching process. IC emerged as a supportive tool in rebooting partial and maladaptive aspects of TI such as; burnout, inefficiency, and demotivation. RC helped the participants display productively adaptive immunity by avoiding judgmental attitude, developing intrinsic motivation and self-efficacy. Participants noted increased online teaching efficacy and motivation by the end of the study, although these accomplishments must be contextualized within their person-specific ERT context. The coaching process emerged as a supportive but limited tool for professional development.
Language challenges in English medium higher education and translingual assessment as an alternative tool
This thesis involves three studies conducted in a private university in Türkiye to observe students' language use in content exams which do not impose language constraints, to understand factors influencing their language use, and to investigate the impact of providing textual input in the first language (L1) on students' written production in their second language (L2). The studies combine quantitative and qualitative data, including the development, implementation, and scoring of assessment tasks, and student interviews. The findings revealed that students encountered challenges in L2 comprehension and production in lessons and exams. The participants engaged in both monolingual and translingual practices in the content exams given as part of the current thesis. Their language use was associated with relative proficiency in the L2, encoding-retrieval match, and compartmentalization of languages. Additionally, students performed better in the L2 writing task when both input texts were in the L2 compared to when one of the texts was in the L1. Overall, the findings show that translanguaging is a common practice both inside and outside the classroom and that offering flexibility in terms of language use in content exams may serve at least as a temporary accommodation which allows students to express their content knowledge more fully, particularly in time-constrained exams. However, this should not lead to decreased provision of L2 input, as input contributes to students' L2 proficiency and may ultimately lead to a level where students are able to, and choose to, express their content knowledge in the L2 without considerable language-related hindrance.
Effects of English medium instruction on content courses in higher education
This study explores the effects of foreign language-medium instruction, namely English medium instruction (EMI) on content courses in higher education. Therefore, in order to investigate these effects, undergraduate university students' perceptions studying at the faculty of education at an EMI university in Turkey were examined. The data were collected from students via semi structured individual and focus group interviews and a background questionnaire. The data were analyzed using qualitative methods via content analysis. The findings indicated that students were aware and knowledgeable about the foreign language policies applied in their EMI university, and their implementations in their EMI program. Moreover, students did not report significant comprehension problems due to the instruction delivered with a foreign language-medium; English. Students also talked about the importance of limited native language (L1) use on increasing comprehension and motivation, and they reported using various strategies in and out of the classroom in order to understand the content. Moreover, students expressed their need for extra support in terms of speaking skill in English and field terminology in Turkish. Finally, students were found to have positive perceptions regarding EMI as a medium of instruction, and they considered EMI to have positive effects on their foreign language, academic, professional, and personal development.
Language aptitude and working memory in third language learning
This study investigated the relationships of visuospatial and verbal working memory (WM) tasks with language aptitude (LA) and their predictive roles in explaining third language (L3) comprehension. The participants were 110 L1 Turkish-speaking majors in English language teaching, who studied various additional foreign languages for varying numbers of semesters at beginner, intermediate, and upper-intermediate / advanced levels, including a control group with no L3. They took the LLAMA version 3 (Meara & Rogers, 2019), forward digit span, rotation, symmetry, and operation span tasks (Foster et al., 2015). Participants learning one of the four designated European languages (i.e., German, French, Italian, and Spanish) also took reading and listening comprehension sections of general proficiency tests created by the certified cultural institutes. Principal component analysis (PCA) revealed a three-factor solution, interpreted as verbal/phonological memory (digit span, operation span, and partially LLAMA D), visuospatial WM (symmetry and rotation span), and LA (LLAMA B, E, F, partially D). Univariate analyses of variance on the three factors did not reveal any significant relationships with L3 experience. The hierarchical regression on L3 listening comprehension indicated that L3 experience and the LA factor cumulatively explained 45% of the variance, with the LA factor contributing an additional 15% of the variance. The same set of predictors did not explain any significant variance in L3 reading comprehension. The study confirmed the dissociation between certain LA and WM abilities, but some overlap in verbal/phonological/memory abilities. The distinctive LA factor was considerably influential for L3 listening but not reading comprehension.