English
2,146 theses under this subject heading
The role of intercultural competence in english language teaching
In addition to being skillful classroom teachers and competent users of foreign language teaching materials, teachers should also view foreign language teaching through an intercultural perspective. Teachers are now required to teach intercultural competence within and out of their classroom. Moreover, they are expected to have the ability to understand each other across all types of cultural barriers in order to make our societies work. That is why there is a real urgency for teachers that can promote and transfer intercultural competence through their work and adopt approaches to culture teaching. The purpose of this paper is to provide an introduction to the dimensions of intercultural competence and to serve as an encouragement for the future progress of different concepts of teacher training and teaching practice. Finally, it targets to reflect the preparedness of english language teachers to an intercultural challenge in the classroom and their openness to future training sessions on developing and using techniques to promote intercultural competence within their classroom.
Kanıtsallık ulamının Türkçe ve Fransızcada karşıtsal bir incelemesi
Dilbilgisi ulamları içinde yer alan kanıtsallığın Fransızcada tipolojik ve semantik görünümünü karşıtsal bir yaklaşımla incelemeyi amaçlayan bu çalışmada, Türkçede zorunlu olarak gramatikalleşmiş bir biçimle işaretlenen bu ulamın Fransızcada dilbilgisel bir ulam olarak mevcut olup olmadığı, farklı türlerinin hangi yollarla belirtildiği ve bu ulamın işaretlenmesinin zorunlu olup olmadığı sorunsalı ele alınmıştır. Bu çerçevede, karşıtsal dilbilgisi yöntemi benimsenerek, Türkçe iki farklı roman ve bunların Fransızca çevirilerinde bulunan kanıtsallık ifadesinin yer aldığı cümlelerden oluşturulan iki dilli bir bütünce üzerinde biçimbilimsel, sözdizimsel ve sözcüksel çözümlemeye gidilmiştir. Bu yöntemle elde edilen bulgular incelendiğinde, Türkçede gramatikalleşmiş bir biçime sahip olan ve zorunlu olarak –(y)mIş biçimbirimiyle işaretlenen bu ulamın Fransızcada işaretlenmesinin zorunlu değil seçimlik olduğu, dolayısıyla belli bir gramatikalleşmenin söz konusu olmadığı tespit edilmiştir. Buna bağlı olarak, dolaylı kanıtsallığın farklı türlerinin biçimsel, sözdizimsel ve sözcüksel bağlamda çok sayıda değişik yollara başvurularak belirtildiği saptanmıştır. Anahtar Kelimeler: Türkçe, Fransızca, Dolaylılık, Kanıtsallık, Duygusal Boyuttaki Tezahürler, Karşılaştırmalı Dilbilim
CLIL technology for the formation of intercultural communicative competency on senior stages of profile school
Nowadays the approaches to learning foreign languages have changed. One of the effective approaches to teaching students a subject in a foreign language in Europe is the so-called Content-Language Integrated Learning (CLIL). It is often used to describe the method of teaching a subject content through a foreign language, the main purpose of which is to study the subject and master language skills in and recommended by the European Commission, as it enables students to study discipline and foreign language simultaneously. Besides, to learn a foreign language does not require additional hours in the curriculum, which contributes to the intensification of professional training in profile school. CLIL is an extraordinary approach to learning foreign languages which allows to solve many problems in the educational process. With proper consideration of all factors, the implementation of Content-Language Integrated Learning methodology allows: to significantly increase student motivation to learn foreign languages, to teach students to consciously and confidently use a foreign language in everyday communication; to broaden the horizons of students' knowledge, understand and respect other cultures and values; to prepare students for continuing education in their chosen specialty; to develop their critical cultural awareness, and to improve linguistic and intercultural communicative competence through the study of a foreign language. Keywords: Content and language integrated learning (CLIL), Intercultural communicative competence (ICC), Critical cultural awareness (CCA), Curriculum, Profile school.
Information and communication technologies in English language teaching (ELT)
Rapid introduction of information processes into various spheres of life require the development of a new model of the education system based on modern information technologies. It is about creating the conditions for revealing the creative potential of a person, developing abilities and educating the need for self-improvement and responsibility. Thus, the introduction of information and communication technology (ICT) contributes to the main goals of modernizing education: improving the quality of education, increasing the accessibility of education and ensuring a harmonious development of the individual who is attached to the information and communication capabilities of modern technologies and possessing an information culture. These circumstances determine the relevance of the topic of this thesis research, which consists in the introduction of ICT in order to improve the effectiveness of the educational process and the effectiveness of the quality management system of foreign language (especially: English) teaching. The solution of these aspects determines the theme of research. The scientific innovation of the research is that it reveals didactic properties and methodological functions of the Twitter and Podcast services as one of the modern methods of teaching language, which must be taken into account when developing the methodology for teaching a foreign language on its basis. Keywords: Information-Communication Technology (ICT), WEB 2.0, Twitter, Podcast, English Language Teaching (ELT).
Benefits of film adaptations of literary works for English language learning
Despite the potential to develop speaking skills, the development of strategies to benefit from films has been neglected and very few studies have been conducted. One of these strategies has been to compare film scripts and their translations, to identify chunks, technical terms and creative language examples and to list them with their translations, and to do creative dialogue writing activities especially by modeling these scripts where chunks are used extensively. Believing in the importance of evaluating the film scripts with their translations, this study aims to investigate the processes the researcher/teacher‟s high school students went through in learning and using the target language starting with the use of the film adaptations of the literary works, writing their scripts modeling the film scripts, acting their own scripts and shooting their performances. The mixed method research design was used with the triangulation of the qualitative and quantitative data. As the participants, the 68 high school students‟s views were investigated with Likert scale (1-5) questionnaire and their comments about the question items. This study improved the learners‟ productive language skills in general and their knowledge of chunks, jargons and creative language use in particular. This study was also beneficial for translation skills.This study has also improved the creativity, self-confidence and collaboration. The study also demonstrated that productive use of films in teaching English develops imagination and creativity, the literacies regarding information, media, and innovative technology and leadership through the learning and use of English. Key Words: English language movies/series, learning English, scripts, translation, technology.
The impact of digital creative writing on academic writing achievement and motivation at tertiary level
Writing skills have always been challenging for teachers and students both in the native and foreign languages. Students worry about starting and organizing their ideas, whereas teachers have trouble motivating their students towards writing skills. When the quality of the written product is not at the desired level, students feel anxious which is one of the biggest problems in the writing process. To overcome challenges and be more beneficial to learners in this process, innovative and promising methods should be integrated into the writing curriculum. It is globally accepted that technology has a significant influence and becomes omnipresent in every process of our lives. As technology advances, it has made an immense breakthrough in communication and the education system. It has provided an opportunity to gain individual experiences of informal language acquisition in a virtual environment and promote learner autonomy that increases learners' motivation and leads them to become lifelong learners. Thus, this experimental study investigates the evaluation of B2 level creative writing ability based upon using web 2.0 tools on a digital platform. The study aims to identify and explore the effect of digital creative writing on English Preparatory School students' writing skills, attitudes, and expectations towards writing. The study took place at a foundation university, the School of Foreign Languages in Turkey. 66 students in the B2 level participated in this research. Two groups that were equivalent to each other were chosen as experimental and control groups. Data were collected through final writing skills quizzes, the adaptation of the Daly-Miller Writing Apprehension Test to Turkish developed by Özbay and Zorbaz (2011), pre-test and post-test, creative writing rubric developed by the researcher. After obtaining data from participants who attended the study, attitudes, expectations, motivation, and writing proficiency were analyzed. The results indicated that digital creative writing not only improved academic writing achievement but also helped increase the writing motivation of the students. Finally, after attaining findings and results, some pedagogical recommendations were given for target groups. Key Words: Creativity, Creative Writing, Educational Technologies, Writing Apprehension
The effects of mnemonics on L2 vocabulary learning
This thesis aims to investigate the effect of mnemonics on second language (L2) vocabulary acquisition through a meta-analysis methodology. By conducting a comprehensive review of the literature on mnemonics in L2 vocabulary learning, this study explores their potential as a valuable tool for enhancing vocabulary acquisition skills among second language learners. The analysis incorporates findings from three studies, which collectively provide evidence suggesting a positive influence of mnemonics on L2 vocabulary acquisition. Moreover, this research presents a collection of innovative and unique mnemonic examples to contribute practical resources for future studies in the field. These mnemonic examples aim to support the exploration of mnemonic strategies in teaching and learning L2 vocabulary. The results of the meta-analysis indicate the potential benefits of mnemonics in improving learners' ability to retain and recall new vocabulary items, particularly for individuals with lower proficiency levels. Ultimately, this thesis seeks to contribute to the existing body of knowledge on mnemonics in L2 education, highlighting their potential and inspiring further investigation into their practical application for optimizing L2 vocabulary acquisition.
Küreselleşen dünya'da hegemonya ve uluslararası ilişkiler eğitimi
Küreselleşme aynı zamanda eğitimin de ülkeler arasında birbirine yakınsamasına yol açmaktadır. Bu bağlamda, küreselleşme Uluslararası İlişkilerin eğitimini de etkilemektedir. Bu durumun iki göstergesi eğitim dilinin İngilizce olması ve ders kitaplarıdır. Tezde, küreselleşmenin Uluslararası İlişkiler eğitimine etkisi dünyada ve Türkiye'deki durum üzerinden incelenmeye çalışılacaktır. Dünya'da ve Türkiye'de en çok tercih edilen Uluslararası İlişkiler bölümlerinin, eğitim dilinin İngilizce olması ve Uluslararası İlişkiler Teorileri dersinde kullanılan kitapların az sayıdaki yayınevinin kitapları olması, küreselleşmenin Uluslararası İlişkiler eğitiminin de ülkeler arasında yakınsamış olduğunu gösterecektir.
Basamaklı öğretim programının 9. sınıf İngilizce dersinde öğrencilerin öğrenme stillerine ve akademik başarılarına etkisi
Bu araştırmada, basamaklı öğretim programının 9.sınıf İngilizce dersinde öğrencilerin öğrenme stillerine ve akademik başarılarına etkisi incelenmiştir. Bu araştırma, nicel ve nitel yöntemlerin beraber kullanıldığı karma yöntem kullanılarak gerçekleştirilmiştir. Nicel boyutta yarı deneysel desenlerden ön test-son test eşleştirilmiş kontrol gruplu desen kullanılmıştır. Araştırmanın nitel boyutunda nicel verileri desteklemek amacıyla durum çalışması deseninden yararlanılmıştır. Araştırma 2016-2017 öğretim yılında Siirt ilinde bulunan Atatürk Anadolu Lisesinde yürütülmüştür. Araştırmaya 9/C ve 9/D sınıflarında okuyan toplam 67 öğrenci katılmıştır. Araştırmada 9/C deney ve 9/D kontrol grubu olarak belirlenmiştir. Basamaklı öğretim programı doğrultusunda yapılacak uygulamalar Seven Wonders (Dünyanın 7 Harikası) ünitesi kapsamında hazırlanmıştır. Araştırmada nicel verilerin toplanmasında Kolb Öğrenme Stilleri Envanteri ve araştırmacı tarafından geliştirilen İngilizce Dersi Akademik Başarı Testi kullanılmıştır. Nitel veri toplama aracı olarak ise sözlü savunmalar, yarı-yapılandırılmış görüşme formları ve öğrenci etkinliklerinden yararlanılmıştır. Kolb Öğrenme Stilleri Envanteri ve İngilizce Dersi Akademik Başarı Testinin analizinde SPSS 21.0 paket programı kullanılmıştır. Analizlerde Mann Whitney U testi, Wilcoxon İşaretli Sıralar testi ve Ki-Kare uygulanmıştır. Nitel verilerin analizinde ise betimsel analiz ve içerik analizi yöntemleri kullanılmıştır. Araştırma sonucunda deney ve kontrol gruplarının öntest ve son test İngilizce dersi akademik başarı testi puanları arasında anlamlı bir farklılık ortaya çıkmıştır. Basamaklı öğretim programının öğrencilerin akademik başarılarını artırdığı tespit edilmiştir. Deney ve kontrol gruplarının ön test ve son test öğrenme stilleri arasında anlamlı bir farklılık olmamasına rağmen yapılan uygulamalar sonucunda öğrencilerin öğrenme stillerinde değişiklikler olduğu görülmüştür. Araştırmanın nitel boyutundan elde edilen veriler ışığında aşağıdaki sonuçlara ulaşılmıştır: • Öğrenciler basamaklı öğretim programının sunduğu etkinliklerin eğlenceli, güdüleyici olduğunu ifade etmişlerdir. Kendi öğrenmelerinin sorumluluğunu aldıkları için öğrenme ortamında aktif olmuşlardır. • Basamaklı öğretim programının araştırma, sunum yapma gibi temel becerilerin yanında okuma, yazma, dinleme ve konuşma gibi dil becerilerinin gelişmesinde de etkili olduğu tespit edilmiştir. • Öğrenciler etkinlikleri yerine getirirken araştırma, görsellerden yararlanma, okuma vb. öğrenme stillerini kullandıklarını belirtmişlerdir. • Basamaklı öğretim programının öğrencilerin akademik başarılarına da katkısı olduğu görülmüştür. Öğrenciler, basamaklı öğretim programının yazılı ve uygulama sınavlarında başarılarını artırdığını ifade etmişlerdir.
5. sınıf ingilizce dersinde allosterik öğrenme modelinin öğrencilerin eleştirel düşünme ve problem çözmeye yönelik yansıtıcı düşünme becerilerine etkisi
5. sınıf İngilizce dersinde allosterik öğrenme modelinin, öğrencilerin eleştirel düşünme ve problem çözmeye yönelik yansıtıcı düşünme becerilerine etkisini belirlemeye yönelik bu araştırmada, nicel ve nitel araştırma desenlerinin birlikte ele alındığı karma yöntem kullanılmıştır. Araştırmanın nicel boyutunda, yarı deneysel desenlerden öntest-sontest eşleştirilmiş kontrol gruplu desen; araştırmanın nitel boyutunda ise nicel bulguları daha anlaşılır kılmak amacıyla, nitel araştırma desenlerinden durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubu, Siirt merkez Sancaklar Ortaokulu'nun 5/A ve 5/B sınıflarında öğrenim gören toplam 106 öğrenciden oluşmaktadır. Araştırmanın nitel boyutunda deney grubunda bulunan 53 katılımcıdan 45 katılımcı " gönüllülük esasına" göre belirlenmiştir. Araştırmanın verilerine nicel boyutta, Demircioğlu (2012) tarafından Türkçeye uyarlanan "Eleştirel Düşünme Eğilimi Ölçeği" ve Kızılkaya ve Aşkar (2009) tarafından geliştirilen "Problem Çözmeye Yönelik Yansıtıcı Düşünme Ölçeği" kullanılarak nitel boyutta ise yarı yapılandırılmış görüşme formu kullanılarak ulaşılmıştır. Nicel verilerin istatistiksel analizinde bilgisayar paket programı ve dağılımın normal olduğu grupların ön test-son test puanlarını karşılaştırmak için bağımsız gruplarda t-testi; deney ve kontrol grubunun kendi içinde ön test-son test puanlarını karşılaştırmak üzere bağımlı gruplarda t-testi kullanılmıştır. Nitel verilerin analizinde ise, betimsel analiz ve içerik analizi yöntemleri kullanılmıştır. Araştırmanın nicel bölümünden elde edilen bulgulara göre, 5.sınıf İngilizce Ders Programında var olan önerilerden hareketle işlenen dersin, kontrol grubunu oluşturan öğrencilerin eleştirel düşünme ve problem çözmeye yönelik yansıtıcı düşünme becerilerinin artmasında etkili olmadığı görülmüştür. Allosterik öğrenme modeli uygulamasına tabi tutulan deney grubunun ön test ve son test puanlarından elde edilen bulgulara göre, allosterik öğrenme modelinin öğrencilerin eleştirel düşünme ve problem çözmeye yönelik yansıtıcı düşünme becerilerinin artmasında etkili olduğu görülmüştür. Allosterik öğrenme modeli uygulamasına tabi tutulan deney ve allosterik öğrenme modeli uygulamasına tabi tutulmayan kontrol grubunun son test puanlarından elde edilen bulgulara göre, allosterik öğrenme modeli uygulamasının, deney grubundaki öğrencilerin eleştirel düşünme ve problem çözmeye yönelik yansıtıcı düşünme becerilerinin artmasında etkili olduğu görülmüştür. Allosterik öğrenme modeli etkinliklerinin öğrenci merkezli etkinliklerden oluştuğu ve bu etkinliklerin dersi eğlenceli hale getirdiği ve önceki derslerin daha çok öğretmen merkezli olduğu ve anlatım yöntemi yapılarak anlatıldığı görülmüştür. Öğrencilerin, allosterik öğrenme modeli etkinliklerini seçerken, eğlenceli ve yapabilecekleri etkinlikler olmasına dikkat ettiği ve daha iyi ve kalıcı öğrenme sağladıkları; en sevdikleri etkinliklerin grup olarak drama, bireysel olarak video hazırlama ve öğrencilerin grupça çalışarak öğrenmeleri ile bu etkinlikleri yaparken eğlenmeleri ve günlük hayatla ilişkilendirmeleri bu etkinlikleri sevme nedenleri olarak görülmüştür. Öğrencilerin bilgilerin düzenlenmesinde ve kaynaklara ulaşma konusunda sorunlar yaşadıkları ve problemleri yakın çevrelerinden yardım alarak ve farklı kaynakları araştırarak çözdükleri görülmüştür.
Reading comprehension in EFL education: Multimodal semiotic approach, attitudes and metacognitive awareness
Reading comprehension is one of the ultimate aims of English language teaching. To achieve this aim, traditional text-bound reading instruction practices such as translation and making detailed grammatical explanations are still being used today. However, thanks to the technological advancements, today's reading tasks have gained a new semiotic environment conveying meaning to readers through various modes such as visuals and sounds alongside words. Therefore, it can be concluded that traditional reading instruction practices do not reflect authentic reading tasks. Also, previous studies conducted in various EFL contexts showed that the application of multimodal teaching approach and employing semiotic signs were effective in improving students' reading comprehension. By combining the multimodal and semiotic approaches, this study aimed to explore their combined effect on English reading comprehension through the multimodal semiotic approach (MSA), students' attitudes towards MSA, and the relationships of MSA's effect on reading comprehension levels with attitudes towards MSA and with metacognitive awareness levels of reading strategies (MARS) in Turkish EFL context, so far uninvestigated in the literature. Post-test only with nonequivalent comparison groups design was employed with two groups of students studying ELT at a state university in Turkey to explore the effect of MSA. Then, a Likert-type survey was administered to experimental group to discover their MARS and attitudes towards MSA. The findings indicated that MSA was helpful in increasing students' reading comprehension levels, attitudes towards MSA were positive, and there were positive relationships of reading comprehension levels by MSA with the attitudes and with the MARS levels. Keywords: multimodality, semiotics, reading comprehension, attitude, metacognitive awareness, english language teaching
Okul öncesi İngilizce öğretmenlerinin hizmet içi eğitimi: İhtiyaçlar ve program önerisi
Bu çalışmada okul öncesi eğitim kademesinde görev alan İngilizce öğretmenlerinin hizmet içi eğitim ihtiyaçlarını belirlemek ve okul öncesi kademesinde çalışan İngilizce öğretmenlerine yönelik bir hizmet içi eğitim programı geliştirmek amaçlanmıştır. Okul öncesi kurumlarında görev yapan İngilizce öğretmenlerinin karşılaştıkları temel sorunlar ve hizmet içi eğitim ihtiyaçları araştırılmıştır. Çalışmada İngilizce öğretmenlerinin, okul öncesi öğretmenlerinin ve okul yöneticilerinin görüşlerine yer verilmiştir. İngilizce öğretmenlerinin okul öncesi eğitimde hizmet içi eğitim ihtiyaçlarının giderilmesine yönelik geliştirilen hizmet içi eğitim programına ilişkin öğretmenlere kazandırılması gereken özellikler, düzenlenmesi gereken eğitim durumları ve kazandırılacak özelliklerin nasıl sınanacağına ilişkin öneriler sunulmuştur. Çalışmada katılımcıların, okul öncesi birimlerde görev yapan İngilizce öğretmenlerinin hizmet içi eğitim ihtiyaçları olgusuna yönelik görüşlerinin ve deneyimlerinin araştırılması sebebiyle nitel yöntem desenlerinden fenomenoloji kullanılmıştır. Veri toplama aracı olarak araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formları ve gözlem formu kullanılmıştır. Çalışma 2022-2023 eğitim öğretim yılında Ankara'da okul öncesi eğitim kurumlarında görev yapan yedi İngilizce öğretmeni, altı okul öncesi öğretmeni ve üç okul yöneticisi ile sınırlı olup örneklem amaçlı örnekleme ile seçilmiştir. Yarı yapılandırılmış görüşmeler ve yedi hafta boyunca gerçekleştirilen gözlemler sonucu elde edilen veriler içerik analizi ile analiz edilmiştir. Araştırma sonucunda okul öncesi eğitim kurumlarında çalışan İngilizce öğretmenlerinin en çok sınıf yönetimi, küçük çocuklara İngilizce öğretimi, öğrenciyi tanıma ve paydaşlarla iletişim konularında güçlük yaşadıkları tespit edilmiştir. Veri analizleri sonucunda okul öncesi eğitim kurumlarında görev yapan İngilizce öğretmenlerinin en yüksek frekansa sahip hizmet içi eğitim ihtiyacının sınıf yönetimi konusunda olduğu bulunmuştur. Bu ihtiyaca yönelik "Okul Öncesi İngilizce Öğretmenleri İçin Etkili Sınıf Yönetimi" isimli bir hizmet içi eğitim programı geliştirilmiştir.
Directed motivational currents and individual differences: A mixed-method investigation in the Turkish EFL context
This study aimed at investigating the role of individual difference (ID) factors, namely self-regulatory strategy use, language learning effort, ideal L2 self, and imaginary capacity/vision in the long-term sustainment of Directed Motivational Currents (DMC). To do so, a longitudinal mixed-method sequential explanatory research design was employed. Quantitative data were collected from 305 tertiary-level EFL learners via a composite survey instrument and the structural interactions between the variables were analyzed via path analysis. Results displayed that self-regulatory strategy use and language learning effort directly and strongly predicted DMC. While the ideal L2 self exerted an indirect effect on DMC, vision exerted both direct and indirect effects. Qualitative data were collected through language learning diaries and first and follow-up interviews from 9 participants chosen via retrodictive qualitative modeling, and then analyzed utilizing content analysis. Findings supported the impact of self-regulatory strategy use and L2 learning effort in DMC. Volitional use of self-regulation by pure DMC cases was displayed. While the DMC group preferred meta-affective and meta-cognitive strategies to regulate the emotional and mental challenges of the current, cognitive strategies were the most favored ones in the DMC-like, No-DMC and starting in DMC-like, and ending in no-DMC groups. Language learning effort in the groups was mainly in line with their motivational and affective states. On account of these results, this study brings new insights into the individual level variability of the DMC construct and offers several pedagogical implications to ensure sustaining the intense motivational current for optimum benefit in the SLA context.
From arguables to learnables: Resolving disagreements and creating learning opportunities in L2 methodology classroom interaction in a teacher education context
Pre-service teachers (PSTs) engage in various intellectual and social practices such as learning to teach, negotiating beliefs and developing identities, studying a subject matter, and becoming a part of the community of teachers. Within this process, PSTs interaction with their peers and teacher trainers in teacher education classes may play a role in negotiating and shaping their pedagogical and their professional beliefs around arguable matters. However, there are only a handful of studies that investigate L2 teacher education classroom interaction in general and language teaching methodology classes in particular, which aim at building PSTs' pedagogical knowledge. Considering the body of literature suggesting the importance of classroom interaction for learning and teaching, this study aims to explore the interactional resources an L2 teacher educator uses during arguable episodes in a "Teaching English Language Skills" course. Using multimodal conversation analysis for the examinations of 19.5 hours of video recordings, the study details four main interactional resources used by the teacher educator during arguable sequences: reformulations, agreement-prefaced disagreements, understanding checks, and invoking sources of expert knowledge. The findings show how these resources create an opportunity for teacher learning by promoting learnables. The study has implications for pre-service language teacher education and L2 classroom interaction. Keywords: classroom interaction, conversation analysis, L2 methodology courses, arguables, learnables
The interactional management of lack of student participation in video-mediated EFL classroom interactions: Response pursuit practices
As active student participation in classroom interaction is a central component of foreign language learning, eliciting student participation becomes consequential in L2 classrooms. Teacher-fronted classroom interaction mainly shapes around Initiation-Response- Evaluation (McHoul, 1978; Mehan, 1979) sequences in which teachers initiate interaction with questions followed by student response and teacher evaluation in the third turn. When teacher questions are left unanswered, teachers resort to diverse response pursuit practices to ensure interactional and pedagogical progressivity. Previous research has documented various interactional practices that teachers employ to pursue response in diverse face-to-face educational settings. However, in recent years, online classrooms have been getting increasingly widespread, and the dearth of research informing such settings have become more apparent than ever. Although some studies have pointed out the challenges including low student participation in online classroom activities, teachers' actual practices in situ remains largely unexplored. Addressing this research gap, this study deals with the lack of response to teacher questions in a video-mediated L2 classroom in a higher education context. Using multimodal conversation analysis for the examination of screen- recordings of EFL classroom interactions, this study documents the response pursuit practices that an EFL teacher deploys to mobilize student response. The findings of the study show that utilizing diverse verbal and screen-based actions, the teacher restores intersubjectivity, elicits student response, hence ensures the interactional and pedagogical progressivity. Uncovering how these practices maximize interactional space, this study contributes to the understanding of the interactional organization of response pursuit practices and brings new insights to video-mediated L2 classroom discourse.
Language assessment literacy level and needs of in-service EFL teachers in Turkey
The current research study aimed to examine the LAL levels and training needs of in-service EFL teachers who work in different formal and non-formal education institutions. To that end, training in LTA in undergraduate ELT programs and certain areas they perceive a need for training were investigated. Besides, it aimed to investigate whether training needs in LTA of them differ based on the type of institution and grade level they teach at, their level of experience and education. Their experience concerning LTA practices in classroom was also explored. The study employed a sequential explanatory mixed method design. Both quantitative (questionnaire) and qualitative (interview) data were collected from EFL teachers from different education settings in Turkey. Quantitative data collected from 300 in-service EFL teachers was analyzed using descriptive and inferential statistics. Subsequently, qualitative data collected from 20 in-service EFL teachers to triangulate and clarify questionnaire findings was analyzed utilizing coding and categorizing procedures. The results indicated that the training that they received in four domains of LTA was not adequate and the need for intermediate level of further training was expressed. The findings of the qualitative data also demonstrated that LTA training is not evaluated as sufficient by most of them and the course in LTA did not address the fundamental concepts of LTA adequately. Furthermore, they view the acquisition of expertise in LTA as essential for improving the overall quality of education. Considering these findings and the importance of LAL for EFL teachers, implications and suggestions were provided.
A longitudinal conversation analytic study on L2 construction learning in a kindergarten classroom
This study documents the intricate relationship between classroom interaction and L2 learning by bringing empirical evidence for L2 construction learning in a kindergarten EFL classroom. The longitudinal video-recorded data were collected from a face-masked kindergarten classroom during the Covid-19 pandemic and examined using Multimodal Conversation Analysis. The analysis showed the emergence of two L2 constructions as the immediate learning objects and the retrospective and prospective examination of the data allowed for the documentation of their gradual sedimentation into two different learners' L2 repertoires. For the better understanding of the learners' and the teacher's roles in shaping the learning processes, the analysis was organized as (i) teacher initiated L2 construction learning (i.e., little bit) and (ii) learner initiated L2 construction learning (i.e., me too). With the examination of the cases of little bit, interactional routines, embodied explanations, translanguaging, choral repetition, understanding checks, repairing dispreferred responses, and designedly incomplete utterances were found as the teacher practices deployed strategically for the introduction and circulation of the construction to facilitate L2 construction learning. The analysis of the construction me too indicated the learners' collaborative accomplishment of resolving an interactional trouble as the point of emergence, and the focal learner's peer-prompted and finally unprompted use of the construction in situ. Accordingly, learner initiated L2 construction learning was enacted as an outcome of the prominent role of peers, thus their learner initiatives, in creating learning opportunities. The findings bring new insights into L2 learning in kindergarten classrooms and provide rich pedagogical implications to kindergarten language teachers.
EFL instructors' digital technology perceptions, motivation, and job satisfaction levels in emergency remote education
The present study investigated EFL instructors' digital technology integration, motivation, perception and job satisfaction levels regarding SAMR Model in the Emergency Remote Education (ERE) process caused from Covid-19 pandemic. The study was employed at 20 universities in Türkiye, and 162 female and 81 male EFL instructors participated in the quantitative study, and 14 of them participated in the qualitative part via convenience sampling method. A mixed-method explanatory research design was employed. Quantitative data was collected via online questionnaires, and qualitative data was collected via semi-structured interviews, reflection journals, and open-ended resposes. Descriptive Statistics, Pearson Correlation Analysis, Hierarchical Multiple Regression, Anova, and Content analysis methods were utilised. The results discovered that EFL instructors' digital technology integration levels circulated around the Substitution and Modification levels, and instructors were neither motivated nor satisfied with teaching online during the ERE. It was revealed that there was not a significant relationship between instructors' digital technology integration levels and their motivation and job satisfaction levels. Multiple Hierarchical Regression results showed that instructors' gender, background education, and online teaching experiences have a siginificant relationship with their digital technology integration levels, age and seniority do not have. The findings pointed that instructors' digital technology integration practices were rendered mainly because of passive students and insufficient infrastructure. To ensure a sustainable education, educational bodies are recommended to strengthen infrastructure, and develop regular Professional Development Units to meet the addressed gap of the instructors' insufficient background education and online teaching experiences with the upgraded methods.
Emergency remote teaching: EFL instructors' technological pedagogical content knowledge and satisfaction with teaching online
The present study aimed at investigating Turkish EFL instructors' perceived level of Technological Pedagogical Content Knowledge (TPACK) and satisfaction with teaching online in an emergency remote teaching context. A total of 205 instructors of English working at universities located in Turkey participated in the study. A mixed-method approach was used for data collection in which both quantitative and qualitative methods were used. Quantitative data were collected through the Online Faculty Satisfaction Survey (OFSS) and the TPACK-EFL scale. Qualitative data were gathered through semi-structured interviews with the instructors who were determined based on voluntariness. The findings showed that the general TPACK of the participants in this study was relatively high and they evaluated their CK as the highest and their TPACK as the lowest. It was also revealed that the mean scores related to non-technological knowledge domains of TPACK were significantly higher than the mean scores related to technological domains. Instructors who participated in this study were not very satisfied with teaching online in general, which stemmed mainly from student-related factors such as low motivation, participation, and attendance levels of students in online courses, lack of face-to-face contact and interaction with students, lack of technological equipment and internet connection problems. And lastly, it was found that instructors' level of TPACK could predict their satisfaction with teaching online. The findings of the present study have several important implications for language educators' TPACK, its implementation in both online and face-to-face education, and the improvement of online education practices in Turkey.
Oral corrective feedback & repair techniques in dyadic online EFL young learner speaking lessons
Corrective feedback has been at the centre of many SLA studies due to the desire to reveal its impact in creating opportunities for learning. Many of those studies have been mostly delimited to the experimental settings to compare different types of oral corrective feedback, primarily their effectiveness for learning grammatical structures. However, very few studies examined video-mediated or natural interactions to understand oral trajectories of feedback and its impact on young learners. With this in mind, this study explored what kinds of oral corrective feedback practitioners enacted on meaning and form in an informal video-mediated young learners EFL interaction setting and how/if these actions led to learner repairs. Aligning with this purpose, this study, in the first place, analysed the frequencies of corrective feedback through coding based on Lyster & Ranta's (1997) model and repairs with respect to error distribution (syntactic, morphological, phonological, semantic). In the follow-up analysis, the researcher traced the details of correction sequences longitudinally across ten different one-to-one sessions of learners through discourse analysis. Nearly 20 hours of data coming from EFL-speaking lessons of 10 young learners inform us that teachers' preferences in online settings mainly rely on recasts with relatively fewer use of elicitations followed by explicit feedback and other CF moves. However, elicitation and sporadically used double corrective moves proportionally led to more repairs of learners than the most preferred CF, recasts. Nonetheless, some errors repaired by learners were repeated in future sessions, unveiling that the impact of correction and repair may not be long-lasting.
English language student teacher anxiety in online and face-to-face practicum
Language learning is an indispensable part of the current educational system. Researchers and educators are striving to discover the most effective methods of teaching and acquiring additional languages. In addition to studies on second language acquisition (SLA), extensive research has been conducted on various factors influencing this process, including affective factors such as anxiety. Numerous studies have explored anxiety in relation to foreign language learning, teacher and teaching anxiety, and the impact of anxiety on the teaching and learning processes. However, insufficient attention has been given to investigating EFL student teacher anxiety, necessitating further research in this area. Therefore, the present study aims to uncover EFL student teacher anxiety during their teaching practice and examine the changes in anxiety levels experienced by pre-service English teachers over time. A mixed-methods approach employing a sequential explanatory design model was adopted for this study. A total of 182 EFL student teachers participated, providing quantitative data through a 5-point Likert scale called the Foreign Language Student Teacher Anxiety (FLSTA) scale. Additionally, 14 participants were involved in qualitative data collection, which included interviews and reflective journals. The collected data were analyzed statistically to obtain descriptive and explanatory results. The findings revealed that participants in each group (junior and senior students in online practicum, and senior students in face-to-face practicum) exhibited a moderate level of anxiety. Furthermore, the sources of anxiety and the solutions to alleviate anxiety levels varied across different educational settings.
The relationship between high school students' l2 digital identities and their self-efficacy
Language learner identity is the core of learners' choices, perceived roles, and ways to portray themselves to the world in their learning process. With the rise of informal digital learning of English, many learners learn English on various platforms with diverse goals and motivations. This situation makes language learners create a second language (L2) digital identity by leading them to assume new roles suitable for these digital learning platforms. Numerous studies have been conducted to investigate the impacts of these constructed identities on learners' language skills or willingness to communicate. However, there is a scarcity of research on how language learners construct their L2 digital identities, and whether these identities affect learners' beliefs about their capabilities in the classroom. Therefore, by focusing on learners' experiences and feelings in digital language activities and their beliefs about their abilities in classroom tasks, this study uncovered the relationship between learners' L2 digital identity constructions and their self-efficacy. Adopting an exploratory sequential mixed method, this study used semi-structured interviews and structured questionnaires as the data collection tool which were collected from 116 high school students. Interviews were analyzed with thematic analysis and questionnaires were analyzed with correlation and regression analysis. The findings showed that there is a positive relationship between learners' L2 digital identities, their classroom involvement and English self-efficacy. The study will raise teachers' and educators' awareness of learners' needs and wants and help them to keep up with this era's changing needs through new digital-based language materials and methods supporting autonomous learning. Keywords: Language learning, second language (L2) digital identity, self-efficacy, informal digital learning of English, high school student
Ortaöğretim ingilizce öğretmenlerinin programı bağlılıkla uygulama durumlarının incelenmesi
Bu araştırmanın amacı, 2018 Ortaöğretim İngilizce Dersi Öğretim Programının bağlılıkla uygulanma durumunun ve bağlılıkla uygulanmasını etkileyen faktörlerin öğretmen görüşleri çerçevesinde incelenmesidir. Nitel araştırma desenlerinden iç içe geçmiş tek durum desenindeki bu çalışma, maksimum çeşitlilik örnekleme yöntemi ile belirlenen Van ili Muradiye ilçesindeki Anadolu Lisesi ve Anadolu İmam Hatip Lisesinde görev yapan yedi İngilizce öğretmeni ve bu liselerde 9-12. sınıflarda öğrenim gören 16 öğrenci ile yürütülmüştür. Yarı yapılandırılmış bireysel görüşme formu aracılığı ile elde edilen verilerin analizinde içerik analizi; sınıf içi gözlem formu aracılığı ile yürütülen gözlemlerden elde edilen verilerin analizinde ise betimsel analiz kullanılmıştır. Araştırmadan elde edilen bulgular doğrultusunda, öğretmenlerin çoğunluğunun kazanım öğesi haricindeki öğelerin bağlılıkla uygulanabilir olduğu görüşünde oldukları fakat programın bağlılıkla uygulanmasına ilişkin bileşenler kapsamında (uyma, doz, uygulamanın kalitesi ve katılımcı tepkileri) içerik ve eğitim durumları öğeleri haricinde 2018 ortaöğretim İngilizce dersi öğretim programını yeterli düzeyde bağlılıkla uygulayamadıkları belirlenmiştir. Öğretim programının bağlılıkla uygulanmasını etkileyen faktörler kapsamında ise en sık vurgulanan faktörün öğrenci özellikleri olduğu; program özellikleri, örgütsel özellikler, öğretmen özellikleri ve öğretmen eğitiminin de etkili olduğu sonucuna ulaşılmıştır. Araştırmadan elde edilen bu sonuçlar doğrultusunda, programın bağlılıkla uygulanabilirliğinin artırılabilmesi için 2018 ortaöğretim İngilizce dersi öğretim programına ilişkin gerekli düzenlemeler ve öğretmenlerin sahip olması gereken nitelikler kapsamında mevcut uygulamalara ve araştırmacılara yönelik öneriler sunulmuştur.
İngilizce kelime bilgisi testinin (VST) bireyselleştirilmiş bilgisayarlı test olarak uygulanabilirliğinin incelenmesi
Bireyselleştirilmiş Bilgisayarlı Testler (BBT) ölçülmek istenen yapının daha az madde ile ölçme kesinliğinden ödün vermeden ölçülebilmesine olanak sağlar. İngilizce kelime bilgisi gibi ölçülebilmesi için çok sayıda maddeye ihtiyaç duyulan yapılar için BBT bu noktadan önem teşkil eder. Bu çalışmada, İngilizce kelime bilgisini daha kısa sürede ve daha az madde ile ölçebilmek amacıyla, alan yazında İngilizce kelime bilgisini ölçmek amacıyla en çok kullanılan testlerden biri olan Vocabulary Size Test'in (VST) BBT versiyonu (BBT-VST) geliştirilmiştir. VST 140 maddeden oluşan çoktan seçmeli bir testtir. Öncelikle VST'nin kâğıt-kalem formu ile 1622 lisans ve lisansüstü öğrenciden toplanan veriler ile VST'nin geçerlik kanıtları araştırılmıştır. VST'nin İngilizce kelime bilgisini ölçmek için geçerli bir ölçme aracı olduğunun belirlenmesinden sonra aynı verilerle post-hoc simülasyonlar yapılmıştır. Çeşitli BBT kurallarının test edildiği simülasyonlardan elde edilen bulgulara göre gerçek zamanlı BBT uygulaması için en uygun yetenek kesirim yöntemi EAP, madde seçim yöntemi MFI, sonlandırma kuralı "SH ≤ .25" ve madde kullanım sıklığı kontrol yöntemi de "randomesque = 5" olarak belirlenmiştir. En uygun BBT kurallarının tespitinden sonra Concerto platformu ile BBT-VST geliştirilmiştir. Altmış lisans ve lisansüstü öğrenciden VST'nin hem kâğıt-kalem hem de BBT versiyonu ile iki versiyondan elde edilen bulguları karşılaştırmak amacıyla veri toplanmıştır. Bulgulara göre kâğıt-kalem versiyonu ile BBT versiyonunda kestirilen yetenek puanları arasında yüksek ilişki vardır (R= .83, %95 GA = .73, .90). BBT uygulamasında ortalama test uzunluğu 12 olmuştur. Bu sonuç da göstermektedir ki BBT-VST %91 oranında daha az madde kullanarak İngilizce kelime bilgisini güvenilir bir şekilde kestirmiştir.