Hazırlık okulu
57 theses under this subject heading
Clinical supervision: Effects and implications for teacher development and student archivement in preparaty English classes at Çukurova University
The purpose of the present study is to explore the effectiveness of clinical supervision in teacher development and student achievement at university level. The study attempts to find answers to the following basic questions: Will the clinical supervision process, in any way, affect the teachers' instruction in the classroom? If so, to what extent? Is the change in the instructional behaviors of teachers performance-based or competence- based? Will the amount of change in instruction of experienced teachers differ from that of the novice? Will the positive change in the teaching behaviors of the teachers in the experimental group be reflected on the success rate of the students? If so, how significant will be the success? The study adopts a descriptive and quasi-experimental approach, and the research design integrates longitudinal and cross-sectional samples. The data were obtained from the classroom observations of the samples and their students' achievement tests. These data were analyzed by using the distribution of means and standard deviations, and unpaired t-test (2 tail). The overall conclusion of the present study is that clinical supervision has been very effective in improving teachers' instruction in various ways: (a) teachers have become more analytical towards their own instructions in the classroom, (b) It has provided ground on which teachers can discuss the issues related to their instruction with a clinical supervisor and easily get outside assistance whenever they need, (c) Clinical supervision has created self-responsibility and self-confidence in teachers in terms of the preparation, implementation and evaluation of their lessons, and (d) it has also created awareness in teachers towards all the teaching activities taking place in the classroom, after which the teachers have learned to ask themselves the purpose of each activity they are to instruct, (e) It has helped the teachers revise their strategies in teaching four language skills and use educational equipment such as tape-recorder, video, and overhead projector (OHP) efficiently, and (f) also their classroom management strategies, and their roles as a teacher. The other notable finding is that the improvement in the instructions of teachers have been reflected positively on the success ratio of their students to a significant extent. 11
Üniversitelerin hazırlık okullarındaki başarılı yabancı dil öğrencilerinin kullandıkları öğrenme stratejileri ve çoklu zeka özellikleri arasındaki ilşkisi
Üniversitenin Hazırlık Okullarındaki Başarılı Yabancı Dil Öğrenicilerinin Kullandıkları Öğrenme Stratejileri ve Çoklu Zeka Özellikleri Arasındaki îlişki Yazar: Gülsen Can Danışman: Yrd. Doç. Dr. Z. Hülya Bartu Bu araştırmanın genel amacı, eğitimde görev alan öğretmen ve yöneticilerin, üniversitelerin yabancı dil (İngilizce) hazırlık okullarındaki öğrencilerin yabancı dil öğrenirken kullandıkları öğrenme stratejilerinin, çoklu zeka özelliklerinin, yaş, cinsiyet, güdülenme, tutum, endişe, öğrenme biçimleri ve özerkliklerinin farkında olabilmeleri için bu değişkenler arasındaki ilişkiyi ortaya çıkarmak ve yabancı dil öğretiminin kalitesini arttırmaktır. Bu araştırmada problem, üniversitelerin yabancı dil (İngilizce) hazırlık okullarında okuyan başarılı öğrencilerin öğrenme stratejileri ve çoklu zeka özellikleri arasında ilişkinin bulunup bulunmadığının incelenmesidir. Öğrencilerin yaş, cinsiyet, güdülenme, öğrenme biçimleri, ve becerileri/yetenekleri, devlet ve vakıf (özel) üniversitelerinde öğrenci olma, aile teşviği, ailede yabancı dil bilen birinin olup olmaması, erek dil (İngilizce) ve o dilin kültür ve toplumuna karşı tutumlar, lise türü, lisedeki haftalık yabancı dil dersi saati, lisedeki bölüm, İngilizce öğrenme süresi değişkenler olarak kabul edilmiştir. Başarılı yabancı dil öğrenicilerinin hangi stratejiden ne oranda yararlandıkları ve hangi çoklu zeka özelliklerine ne oranda sahip oldukları da incelenmiştir. Araştırmanın evreni, İstanbul ilindeki tüm devlet ve vakıf (özel) üniversitelerinde yabancı dil hazırlık okullarında öğrenim gören başarılı öğrenicileri kapsamaktadır. Araştırmanın örneklemi ise ikisi devlet ve üçü vakıf üniversitesinden 42 kız ve 41 erkek olmak üzere toplam 83 öğrenciden oluşmaktadır. mÖğrenme stratejilerini ölçmek için Oxford'un (1990) îngilizceyi yabancı dil olarak öğrenen öğreniciler için geliştirdiği Dil Öğrenme Strateji Envanteri (Strategy Inventory for Language Learning - SILL) ve bu envanter için geliştirilmiş ölçek kullanılmıştır. Bu ölçekte, öğrenicilerin altı öğrenme stratejisinden hangilerini ne oranda kullandıklarım anlamaya yönelik 50 soru sorulmaktadır. Çoklu zeka özelliklerini ölçmek için ise Wingate'in (1997) ve Gregory ve Chapman'nın (2002) Gardner'm Çoklu Zeka Kuramı'na dayanarak hazırladıkları Çoklu Zeka Envanteri (Muliple Intelligences Inventory) ve bu envanter için geliştirilen Ölçek kullanılmıştır. Bu ölçekte, öğrenicilerin sekiz çoklu zeka türlerinden hangilerine ne oranda sahip olduklarını bulmaya yönelik 56 soru sorulmaktadır. Değişkenleri içeren bir sormaca da benim tarafımdan hazırlanmıştır. Bu sormacada, öğreniciler hakkında bilgi toplamaya, onların yabancı dil öğrenimi, erek dil toplumu hakkında neler düşündüklerini, İngilizce öğrenme nedenlerini, yabancı dili konuşurken neler hissettiklerini ve yabancı dil öğrenme biçimlerini ortaya çıkarmaya yönelik 25 soru sorulmaktadır. Hazırlanan envanter ve değişkenler sormacası, envaterler çeviri yapılıp tekrardan düzenlendikleri, kendi hazırladığım sormaca ilk kez benim tarafımdan uygulanacağı ve ileride karşılaşılacak eksikliklerin önceden giderilmesinin gerektiği düşünüldüğünden, 10 üniversite yabancı dil hazırlık öğrenişinden pilot grubu oluşturularak pilot grubunun öğrenicilerinden sormacaların yanıtlamaları istenmiştir. Pilot çalışmada ortaya çıkan eksiklikler not alınarak sormacalarda gerekli düzenlemelere gidilmiştir. Araştırma sonuçlarına gore, üniversite yabancı dil hazırlık sınıfı öğrenicilerinin sözel/dilsel zekalarıyla tüm zihinsel işlemleri kullanma, eksik bilgiyi giderme, duygularını kontrol etme ve başkalarıyla öğrenme stratejileriyle; doğa zekalarıyla da tüm zihinsel işlemleri kullanma ve duygularını kontrol etme stratejileri arasında anlamlı bir ilişki olduğu bulunmuştur. ivBazı değişkenler ile öğrenme stratejileri ve çoklu zeka özellikleri arasında anlamlı ilişkilerin olduğu (örneğin, 'cinsiyet' değişkeni ile etkin anımsama stratejisinin kullanımı arasında anlamlı bir ilişki olması ve 'kız' öğrenicilerin etkin anımsama stratejisini erkeklere oranla daha fazla kullanmaları; aynı değişken ile mantıksal/matematiksel zeka arasında anlamlı bir ilişki olduğu ve 'kız' öğrenicilerin erkeklere oranla mantıksal/matematiksel zeka oranının daha yüksek olduğunun bulunması gibi) tespit edilmiştir. Bazı değişkenlerin sadece öğrenme stratejileri ile aralarında anlamlı ilişki olduğu (örneğin, öğrenicilerin 'yabancı dili öğrenme süreleri' değişkeni ile öğrenmeyi düzenleme ve değerlendirme ve başkalarıyla öğrenme stratejilerini kullanma arasında anlamlı bir ilişkinin olduğu ve bu farkın yanıtı 'bir yıldan daha az süredir yabancı dil öğrendiğini' belirten öğrenicilerin bu iki stratejiden daha fazla yararlandıklarının; bu değişken ile çoklu zeka özellikleri arasında anlamlı bir ilişkinin olmadığının bulunması gibi) bulunmuştur. Bazı değişkenlerin sadece çoklu zeka alt boyutları ile aralarında anlamlı bir ilişki olduğu (örneğin, İngilizce konuşurken kendini o dilin konuşucusu gibi hissetme değişkeni ile öğrenme stratejilerini hiç biriyle anlamlı ilişkinin olmadığı; bu değişken ile mantıksal/matematiksel zeka, bedensel/devinduyusal zeka ve doğa zekası arasında anlamlı bir ilişkinin olduğu ve bu soruyu 'Evet' olarak yanıtlayanların bu üç stratejiyi de etkin olarak allandıklarının bulunması gibi) tespit edilmiştir. Bazı değişkenlerin ise ne öğrenme stratejileri ne de çoklu zeka alt boyutlarıyla aralarında ilişkinin olmadığı (örneğin, aile teşviği değişkeni ile öğrenme stratejilerini kullanma ve çoklu zeka türleriyle aralarında anlamlı ilişkinin bulunmaması gibi) tespit edilmiştir.
The relationship between writing self-efficacy and writing performance in a university English preparatory course
Students have to deal with many problems while writing essays as it requires a lot of skills at once. Therefore, there are many points to consider during the writing process and how students feel about their writing skills is one of the most crucial factors that affects their writing performance; hence, writing self-efficacy should be investigated in detail. In addition, some students may feel less efficacious about their writing skills which can be caused by a number of problems they face while writing. Consequently, these problems should be understood by teachers to help students overcome them so that their writing performance and writing self-efficacy can be improved. The purpose of this study is to identify the preparatory school students' writing self-efficacy beliefs and the relationship between their level of writing self-efficacy and writing performance. It also aims to find out if there is a relationship between the students' writing self-efficacy and their level of English. Besides these, it further tries to investigate the problems the students face while writing essays. This study is both a descriptive and correlational study which lasted 7 weeks. 22 preparatory school students at Hasan Kalyoncu University, Gaziantep, were chosen by using convenience sampling strategy for the study. At the beginning of the study, a questionnaire with close–ended items was administered to see whether participants were aware of writing self-efficacy beliefs. The same questionnaire was administered at the end of the study to find out to what extent the students showed improvement in their writing self-efficacy beliefs in accordance with their level of English. The students' exam results were also acquired in order to understand whether there was a relationship between their level of writing self-efficacy and writing performance. Moreover, 7 students with lower level of writing self-efficacy were chosen and asked to write one essay by applying thinking aloud protocol in order to identify the problems they faced while writing essays. The data gathered from thinking aloud protocols were supported by analyzing the minute papers students wrote after writing the essay in order to learn more about their opinions about the writing process. The quantitative data were analyzed by using descriptive statistics and the qualitative data were analyzed through content analysis. The analysis revealed that although students were not fully unaware of their writing self-efficacy beliefs at the beginning of the study, there was a positive change in their writing self-efficacy beliefs after completing one particular proficiency level. Moreover, it was found out that there was a significant positive correlation between the students' writing self-efficacy and their writing performance. Finally, the findings from thinking aloud protocols and minute papers showed that the students with lower level of writing self-efficacy faced a lot of basic problems in terms of brainstorming, introduction, body paragraphs, conclusion, grammar and vocabulary and they were analyzed in depth to have a deeper understanding about their writing performance. Keywords: Writing self-efficacy, writing performance, writing problems, English preparatory school students.
Causal attributions and self-efficacy beliefs of efl learners at Mersin University English Preparatory School
The aim of this study was to investigate the learners' causal attributions for success and failure, the different attributional patterns between success-oriented and failure-oriented learners, the participants' self-efficacy beliefs about learning English and the relationship between causal attributions and self-efficacy beliefs. The participants of the study were 150 students studying English at preparatory class at Mersin University. Three questionnaires were admisinistered to the participants; LAAS (Language Achievement Attribution Scale), CDSII (Causal Dimension Scale II), and Questionnaire of Self-efficacy. Causal attributions for success and failure were ability, effort, task difficulty, mood, luck and the teacher in LAAS. The attributions were analyzed in terms of the dimensions of locus of causality (internal-external), stabilty (stable-unstable), personal control dimension and external control dimension. Self-efficacy questionnaire had 32 items asking the participants how well they think they can carry out the given tasks in English. It was explored in the study that 75,3% of the participants percieved themselves as unsuccessful (failure-oriented). The results of the study indicated that the participants in general tend to attribute their achievement to external reasons like task difficulty. The difference between success-oriented and failure-oriented participants showed that success-oriented learners were more likely to make ability attribution while failure-oriented learners made task difficulty attribution. The dimensions of the causal attributions were analysed and according to the results success-oriented learners' attributions were more internal, stable, and personally controllable in comparison to the failure-oriented group. Another result of the study concerned self-efficacy beliefs. The results of the study showed that participants in general had a high self-efficacy forlearning language and their self-efficacy beliefs receptive and productive skills were nearly the same. The last purpose of the study was to uncover the relationship between attributions and self-efficacy beliefs. According to the results, the participants with higher self-efficacy beliefs attributed their success to more internal and personally controllable causes. Keywords: Causal attributions, dimensions of causal attributions, self-efficacy beliefs, success-oriented learners, failure-oriented learners.
Die emotionale einstellung der daf-lernenden zum Deutschen: Eine fallstudie
In der vorgelegten Arbeit wurde zuerst die Stellung der Einstellung und der Emotion in der Psychologie, Emotionstheorien und in der Fremdsprache beschrieben. Danach ist eine neue holistische Begriffsdefinition die „emotionale Einstellung" ins Leben gerufen worden. Zur Erstellung der emotionalen Einstellungen der Studenten der Hochschule für Fremdsprachen an der Universität Akdeniz ist eine Qualitative Untersuchung gemacht worden. Demzufolge ist auch betont worden, dass mit welcher emotionalen Einstellung die Studenten der Hochschule für Fremdsprachen am Semesterbeginn auch anfangen, die Lehrkraft Institution in den Semestern bei der Wandlung der emotionalen Einstellung zum positiven oder zum negativen eine große Rolle spielen. Im empirischen Teil der Arbeit sind mit einem Auswahlverfahren Studenten der Abteilung Deutsch als Fremdsprache der Hochschule für Fremdsprachen an der Akdeniz Universität bestimmt. Und mit den Studenten wurden insgesamt in zwei Semestern drei Interviews, zwei Assoziationsverfahren, und zwei Polaritätsprofile durgeführt worden. Nach den Interviews hat sich herausgestellt, dass die Probanden im Allgemeinen keine negative Einstellung zur Deutschen Kultur und zu Deutschland hatten. Im Gegensatz zu denen hatten sie eine negative Einstellung zur Deutschen Sprache. Die Polaritätsprofile ergaben auch die gleichen Ergebnisse wie die Interviews. Bei dem am Anfang des Semesters vollzogenen Profil ist als Ergebnis herauszustellen, dass 80% der Probanden die Wörter „schwer" und „unelegant" für die Deutsche Sprache als negativ gebraucht haben. Und bei den am Ende des Semesters durchgeführten Profilen stellte sich das Ergebnis heraus, dass Wörter schwer" und „unelegant" bei allen Probanden ins positive sich entwickelt haben. Und als man die Matapheranalysen untersuchte ergab sich, dass die positiven oder negativen Einstellungen auf der einen Seite von der Kommunikation und Interaktion zum Lehrer und auf der anderen Seite von der Angst die sie zur Deutschen Sprache hatten abhängig waren.
An investigation into the freshmen's and lecturers' views about the preparatory school english language teaching program of a state university
The aim of this study is to investigate the English Preparatory Program at Fırat University School of Foreign Languages according to the views of the freshmen graduating from the program and continuing their studies in undergraduate programs where the medium of instruction is wholly or partially English and of the lecturers teaching undergraduate courses in English in those departments, and then to cross-compare their views. 100 students enrolled in the first grade of three undergraduate programs (Mechanical Engineering, Software Engineering, and English Language and Literature) of three faculties in 2019–2020 academic year and nine lecturers teaching in the same programs were included in the study. Developed by Köse (2012), two questionnaires—one for the students and one for the lecturers—were used as data collection tools. In addition to these instruments, one-to-one semi-structured interviews and a focus group meeting were conducted with the teaching staff and undergraduates, respectively. For this purpose, two different sets of open-ended questions had been prepared by the researcher so that the freshmen and lecturers could express their opinions in written form and verbally, respectively. In the light of the data analyzed by quantitative and qualitative methods, the strengths and weaknesses of the program were tried to be investigated and the realization level of its objectives to be determined. At the end of the study, the results revealed that there are some drawbacks of the program, and hence some revisions and improvements are needed in the program to meet students' language needs and lecturers' expectations. Keywords: EFL, English Preparatory Program, program evaluation
A Study on the identification of the use of dramatic techniques and activities in the English preparatory school of the University of Gaziantep
The purpose of this study was to investigate the use of the dramatic techniques or activities in the English Prep Schoool of "the" University of Gaziantep. The primary focus is on how and to what extent these techniques or activities are used in the ELT classrooms. Therefore, a descriptive study was carried out by administering questionnaires to the subjects involved in the English Foreign Language teaching/learning processes at the University of Gaziantep. Data were gathered through those questionnaire forms answered by nineteen instructors and ninety students out of two hundred and fifty as a sample. The obtained data were classified and analyzed, then percentile ranking procedure and chi square formulas were applied to see whether there vtas a statistically significant difference among the instructors' and students' opinions on the subject. The analysis of the data indicated that there is no statistically significant difference among the instructors' and students' opinions on the use of the dramatic techniques or activities. The findings revealed that the use of these techniques or activities still has some lacks.
An analaysis of the attitudes of the instructors and students towards the use of literature in English language teaching
This thesis aims at investigating the relationships betveen the study of literatüre and language teaching in preparatory classes. The study also intends to investigate vhether there exists a statistically significant difference between the opinions of instructors and students on the study of literatüre in language teaching with particular reference to their departmental affiliations. For this purpose subjects were chosen randomly from three different universities --Gaziantep University, Atatürk University and Van 100. Yıl University-- having English Language and Literatüre Department Preparatory Classes. Subjects were also included from two other departments that offered English instruction as & service course for students from other departments in the University of Gaziantep, Foreign Languages Department and Girne American University Business Management Department Preparatory Section. A descriptive type of investigation has been undertaken in this study. in order to collect data, a guestionnaire has been prepared and administered to the subjects. After the administration of the guestionnairfe the differences between the opinions of instructors at the departments and opinions of students based on the departmental affiliations have been analyzed. The percentages of the results have been illustrated in the tables and the results have been tested by the non-parametric test of 'significance', chi-square. iiiThe analysis of data indicated that there existed a significant difference between the opinions of students and instructors for some of the questions on the use of literature in language teaching. This difference originates from the departments they study in. In the light of the findings of this study further recommendations have been made. Science Code:ELT 599 IV
The Attitudes of teaching staff and students towards the preparatory curriculum of the department of foreign languages in the University of Gaziantep
ABSTRACT THE ATTITUDES OF TEACHING STAFF AND STUDENTS TOWARDS THE PREPARATORY CURRICULUM OF THE DEPARTMENT OF FOREIGN LANGUAGES IN THE UNIVERSITY OF GAZİANTEP TOKER, Olga M. A. in Educational Sciences Supervisor: Assoc. Prof. Dr. Erdal CEYHAN January, 1999 The purpose of this study was to investigate the attitudes of teaching staff and the students toward the Preparatory School Curriculum in the University of Gaziantep, and to give a general information about the Preparatory School Phenomenon. The subjects of this study consisted of 120 students selected randomly among freshman classes, and 35 instructors in Preparatory section. In this study, the differences between the attitudes of freshman students and the ones of Preparatory School instructors were analysed. In order to collect data, a questionnaire was conducted and administered to these subjects. The data were analysed by using chi square(non-parametric test of significance ). The percentages of the results were illustrated in the tables. In the end, a summary of the study, a conclusion and further recommendations were presented. Science Code: ELT 599 HI
Exploring preparatory school efl learners' and teachers' beliefs about language learning
In the study, the primary aim was to explore preparatory school students' and teachers' beliefs about language learning at Gazi University in Turkey. The second aim was to investigate whether teachers' beliefs and practices exert an impact on learners' beliefs. The study included 620 students and 33 teachers. The BALLI (Horwitz, 1987), a student interview and a teacher interview were used to gather well-rounded data about the learners' and the teachers' beliefs about language learning. The interviews showed that teachers' practices are parallel with their beliefs and that they exhibit different types of teacher beliefs about language learning. Since different beliefs and practices may not leave the same effect on learner beliefs, the teachers and the learners were categorized into three groups in accordance with the teachers' beliefs about language learning and their classroom practices. The teachers' and the learners' beliefs about language learning were discussed under these groups. Descriptive statistics and content analysis were used to analyze the data. The findings indicated that after taking English classes for 5 months, there were some significant differences in the learners' beliefs. However, the significance of changes and the statements that contain significant differences were varied markedly in each group. Also, the learners' beliefs in the post-test showed parallelism with their teachers' beliefs. The findings of the study led to some conclusions: 1) The teachers' beliefs and practices had an impact on learner beliefs, 2) learner beliefs tended to show similarity with teacher beliefs in time and 3) the teachers were influential in exerting an impact on learner beliefs. Furthermore, the study indicated that belief change is possible but a radical change in beliefs about language learning requires considerable amount of time and effort. Key words: Beliefs about language learning, Learner beliefs, Teacher beliefs, Belief change, Teachers' effect on learner beliefs
Foreign language anxiety: A study at Ufuk University Preparatory School
This study investigates the effects of previous preparatory class experience, age and gender on foreign language anxiety at Ufuk University Preparatory School. 124 preparatory school students have participated in the study. Data were collected through the Turkish version of the Foreign Language Classroom Anxiety Scale (FLCAS), which was developed by Aydın (2001). The questionnaire was administered online to the students via the Ufuk University online questionnaire system. The analysis of the quantitative data revealed that Ufuk University Preparatory School students had moderate levels of foreign language anxiety. Moreover, the results indicated that age had a significant effect on foreign language anxiety. On the other hand, previous preparatory class experience, and gender were found to have no significant influence on foreign language anxiety levels of Ufuk University Preparatory School students.
The investigation of summer learning loss among university preparatory students
Learning occurs when knowledge or behavior is constantly repeated and reinforced—just like in the learning processes of other information, learning a language is a process that requires constant repetition and practice. Just as it is inevitable that all unused information is forgotten, language is also forgotten when it is not used. Therefore, the frequency of repetitions and reinforcers, that is, time, is fundamental in language learning. In other words, the prolongation of the time interval leads to learning loss. Although there are many reasons for prolonging the time interval that causes learning loss, the longest break in a regular education process occurs during the summer vacation. In many countries of the world, university students have a summer break of about three months and take a long break from learning. Although studies since the 60s have shown that students experience significant learning losses after summer vacation, the studies have been carried out in the last ten years have revealed some changes regarding summer vacation learning loss, considering the changing world and education systems. In the light of this information, this study was conducted to examine whether university students forgot the language skills they learned during the year after the summer vacation. The study was carried out with the students of the English preparatory school at Antalya Bilim University at the end of the 2018-2019 Spring term and at the beginning of the 2019 -2020 Fall term. Data were collected by means of applying a general English proficiency test consisting of 35 questions on grammar, vocabulary, and reading skills to a total of 95 students from three different language proficiency levels (intermediate, upper-intermediate and advanced) as a pre-test before and as post-test after the summer vacation, and a dichotomous questionnaire consisting of 10 questions asking students about how they had spent their summer holiday was also administered to 95 students. Pre-post test and questionnaire results were analyzed by means of T-test comparisons, and One way ANOVA test. The analyzes show that the students do not experience a general learning loss after the summer vacation; however, they experienced a slight loss in the reading section. Although it is not statistically significant, the students' total scores who gained some knowledge in the vocabulary and grammar sections prevented the average from falling. As a result, there was a loss in reading skills in university preparatory class students in the study after the summer vacation.
Designing an in-service teacher training program for english language instructors and identifiying the effectiveness of the program: An implication at Afyon Kocatepe University
It is of crucial importance for teachers of English to develop professionally at this time of rapid change. In order to encourage this aim of the teachers, the institutions should have attempts like having offices responsible for professional development of the academic staff and organizing events for the sake of on-going development. This study was conducted at Afyon Kocatepe University School of Foreign Languages Department and the participants of the study were the 10 newly hired teachers and 12 experienced teachers. In order to meet the needs of the academic staffs? professional development Teacher Training and Development Office was founded and it organized in service teacher training program (hereafter INSET) considering the needs of the participants. To be more helpful and beneficial, needs were analyzed in a comprehensive way. During the implementation of the program different techniques, models, activities like microteaching, peer observation, on the job observation, intensive INSET program were applied to meet the needs of the participants and the effectiveness of these studies was evaluated as a part of this study. The research questions posed for this study investigated to what the novice teachers and experienced teachers? needs are and what aspects affect these needs and to evaluate the effectiveness of the overall program. Two data collection instruments were employed in this study. First, a survey was completed at the beginning and at end of the program. Second, semi-structured interviews with ten randomly chosen participants were conducted after the intense 15-day INSET and after microteaching activities. Generally speaking, the results showed that novice and experienced teachers? needs differ in most of the components, their needs were met at the end of the program, and all components of the program resulted in success.
Teachers' and students' conceptions of assessment in a university EFL preparatory school context
The purpose of this study was to study and investigate teachers and students conceptions of assessment in a university EFL Preparatory School context. Using survey instruments designed for each group, teachers and students provided demographic information about themselves and their conceptions of assessment practices. Data were gathered through the short version of Teacher Conceptions of Assessment Scale (TCoA-IIIA), which had 27 items and Student Conceptions of Assessment Scale (SCoA), which was the adapted form of TCoA. A total of 400 students enrolled at Çağ University Preparatory Department and 31 teachers teaching at Çağ University Preparatory Department completed the questionnaires.The Exploratory Factor Analysis results revealed that there were four factors in the scale affecting teachers conceptions of assessment, namely Student Accountability, School Accountability, Improvement, and Irrelevance as in the original scale of TCoA. There were also affecting students conceptions of assessment, specificically Irrelevant, Affect/Social Benefit, External Attributions and Improvement as in the original scale of SCoA.A Multivariate Analysis of Variances with Pillai's Trace test was employed to investigate whether the significant differences among dependent variables across independent variables existed both for teachers and students. The findings of Multivariate Analysis of Variance (MANOVA) with Pillai's Trace test indicated that years of teaching experience did not make any significant difference in teachers conceptions of assessment. However, teachers gender and education level showed a significant difference in the conception of School Accountability. The undergraduate institution teachers graduated from did have a significant difference in their conception of Improvement. When student conceptions of assessment were taken into consideration, it was observed that the type of school they graduated from did not have a significant difference in their conceptions of assessment according to the findings of Multivariate Analysis of Variance (MANOVA). However, there was a significant difference based on gender in students conception of Irrelevance.Key Words: Assessment, Conception, Traditional Assessment, Alternative Assessment,Formative Assessment, Summative Assessment
An analysis of the final speaking exam at an English preparatory school in Turkey
Speaking as a language skill has always been important both for foreign language educators and learners. The reason for this may be the fact that the success in speaking a foreign language is considered as an indicator for success in that language. However, although speaking ability is one of the most important skills, it is also the most difficult skill to assess. Therefore, appropriate ways for assessing speaking skill has been one of the most common research issues in this field.The main purpose of this study is to investigate whether or not the speaking component of final exam at Zirve University Preparatory School has any problematic areas. In order to reach this aim content validity and inter-rater reliability of the exam are examined. Moreover, the ideas and suggestions about the exam were gained by interviews held with the students and the instructors.The participants of the study are 15 students and 10 teachers of Zirve University Preparatory School. Interviews conducted with the participants are used to gather data for identifying the weak points of the exam and suggesting appropriate and better ways to do the speaking exam. It was found out that although the exam was discovered not to have content validity, the inter-rater reliability of the exam was satisfactory. Furthermore, using the participants? opinions and recommendations gathered from the interviews, ways for a better speaking assessment procedure for Zirve University Preparatory School was suggested.
Foreign language learning anxiety in preparatory school students contributing factors
English is the most commonly preferred language among foreign language speakers. Throughout the world, when people with different languages come together they commonly use English to communicate. But, of course, learners may encounter many difficulties while learning an English language. This qualitative study has two aims: one of them was to state preparation school students? English learning anxiety reasons and the other one has been to identify learners? suggestions to alleviate their anxiety. The study was carried out at the preparation department of Çağ University in Mersin. The data was gathered through interviews with eighty learners whose ages were between 18 and 22. Results have demonstrated that there are four anxiety-provoking situations among the learners. These are; tests, speaking in front of others, reading a text aloud and answering the teachers? questions. Fear of negative evaluation from peers and fear of being laughed at by other students, teachers? attitudes, students? personalities, lack of preparation and course materials are the reasons that affect learners negatively during the English lessons. According to the findings, there are some recommendations that may help students alleviate anxiety.
Implementation of writing portfolios at a preparatory school in a university context
This study aims to investigate the implementation of writing portfolios at a preparatory school and the effects of portfolios on students in becoming aware of their strengths and weaknesses. 17 students of Zirve University English Preparatory School participated in this study for eight weeks. Data collection tools were the researcher?s diary and cover letters of students. The results of the data analysis indicated that the use of portfolios could be implemented and portfolios helped students become aware of their strengths and weaknesses in writing.
The effect of a selected graphic novel on reading comprehension
Literacy in the 21st century is constantly evolving. To teach literacy effectively, educators need to embrace and understand linguistic, cultural and textual practices that are relevant for students. Reading graphic novels is one of the 21st century literate practices. This study focuses on how 18 preparatory school students who are in intermediate level develop their reading comprehension after reading a selected graphic novel and a non-graphic novel. In addition, it focuses on whether reading a graphic novel has changed students' attitudes toward reading at the end of the study. The study evaluated the reading comprehension scores of these students after reading selected non-graphic novel and selected graphic novel through reading comprehension check questions. The results were considered. These two sets of scores were then compared. In addition, a reading attitude questionnaire was administrated to these students as pre- and post-test to learn students' attitudes toward reading and whether this graphic novel implementation has changed their attitude at the end of the study and the mean of the responses were compared through SPSS. The results of this study did not conform the hypothesis that graphic novels increase the reading comprehension scores of students and students' attitudes toward reading will change in a positive way.
The effects of drama on students' self-confidence and motivation in language learning process
In modern education system, the most effective ways of teaching English have been researched. Motivation, self-reliance and the methods that are used in language classroom are closely related to each other. Drama can be an alternative way to integrate into the language learning process to make language learning more effective. In this respect this study aims to find out if drama effects the motivation and self-confidence of students in learning English. To achieve this, an 8-week lesson plan was designed. The study was carried out with 100 elementary level students at the Preparatory school of Hasan KALYONCU University. The aim was to find the answers for the following research questions which are (1) Is using drama activities effective for developing students' self confidence and motivation? (2) What are the students' perceptions towards using drama activities? Regarding these questions, three different data collection tools were used; the teacher kept weekly diaries after the drama classes for 8 weeks. Also students answered questionnaires. Lastly, at the end of the term, an interview was conducted with 10 students. The results from the interviews were analyzed by content analysis and the questionnaire data was calculated based on a five-point Likert scale. The findings showed that using drama in language learning was quite effective. Also students reflected positively about the drama lessons in terms of improving their motivation, and developing their self-confidence.
An efl teacher training programme on adapting writing rubrics to evaluate university students' essays
This study aimed to adapt the writing rubric that is used to evaluate essays in Preparatory School at Toros University. A six-week workshop was conducted to achieve the aim of the study. During the workshops, ideas were exchanged and experience was shared. After the methods to evaluate writing papers were reviewed, the methods that are used at Toros University and in the international exams such as TOEFL and IELTS were examined. In this concern, the rubric that is in use in Preparatory School at Toros University was examined in detail and it was decided to make some changes in some parts to make it more clear and understandable. In this study, qualitative data was used. The participants of this study included the researcher of the study and a writing instructor who were at the same time the Testing Coordinators at Toros University Preparatory School.
The relationship between emotional intelligence and foreign language anxiety among efl preparatory school students
The main aim of this quantitative study is to explore the relationship between foreign language anxiety levels and emotional intelligence levels of 158 A1 level Çağ University preparatory students learning English as a foreign language in Turkey. In addition, level of EI and FLA , the level of FLA and EI in relation to gender and level of success, relationships between the 15 facets and 4 factors of trait EI and FLA, the effect of the emotional intelligence level on the foreign language anxiety level were examined. Students' level of success was determined by the first term exam scores. The participants were asked to complete the ''Foreign Language Classroom Anxiety Scale" and the ''Trait Emotional Intelligence Questionnaire". Foreign language anxiety level was determined via Foreign Language Classroom Anxiety Scale (FLCAS). The emotional intelligence level of the students was measured by using Trait Emotional Intelligence Questionnaire (TEIQue), and the data was analyzed by using the Statistical Package for Social Sciences (SPSS). Data analysis and statistical calculations demonstrated that the relationship between the FLA and EQ is statistically significant and there is a weak negative correlation between two. Moreover, the relationship between students' 15 facets and 4 trait factors of EI were also found negatively correlated with FLA. The students at Çağ University were found moderately anxious. The emotional intelligence level of the EFL students was found to be approximately % 25 above average level. FLA was found at a moderate. The results indicated that students' language anxiety levels do not differ according to gender. However, level of success was an important factor in students' foreign languge anxiety. Whereas an important difference in terms of the level of success was not found, the difference was found to be significant in terms of male and female students. Accordingly, the results showed that students who are female have higher emotional intelligence level than male students.
Encouraging extensive reading through reading circle activity at a preparatory school in Turkey
Main reason to learn a foreign language is to communicate; therefore, language might be considered as an effective, active, and dynamic tool to accomplish this purpose. As one of the receptive skills, reading plays a vital role in language learning journey. Learning the target language and culture through one of the receptive skills in a qualified, effective, and meaningful way is a must for all the language learners. Extensive reading is one of the ways of teaching reading and it includes various activities providing various quantities of input. One of the extensive reading activities is reading circle, which consists of high level of enthusiasm, independent readers, and cooperative learning. This study aimed to investigate the learners' perceptions about extensive reading with the reading circle activity and to explore whether there were any contributions of reading circle activity to improve learners' reading skills. In this study, six of the voluntary students took part because of the number of the roles in reading circle activity. In this way the students made the group to enable reading circle roles equally. The study included the qualitative and quantitative approaches with the features of mixed-type research design in order to collect data. Data of this study were collected from four essential sources: reading circle role sheets, researcher's diary, interviews and learners' exam results. The data were analyzed by content analysis, observing frequency and improvement. The results of the data showed that the reading circle activity may encourage the language learners to read in target language with enjoyment and improve language proficiency.
The relationship between preparatory school students' academic resilience and English language achievement
The present study aims to investigate preparatory school students' academic resilience levels and examine both family-based and education-related factors on their academic resilience in Turkish EFL context. Whether gender can be a factor on the students' academic resilience was also examined. Additionally, to figure out the correlation between students' academic resilience and their English language achievement is within the aims of this research. To achieve this, a quantitative research design was adopted and an academic resilience scale was administered to the preparatory school students who major in English Language Teaching Department and English Language Literature Department. Findings of the study indicate that academic resilience levels of the preparatory school students are at medium level. The sub-categories of the questionnaire have shown that the students are highly perseverant while they are reflective, adaptive help-seeker and they avoid negative effect and emotional response at medium level in the face of academic adversity. Gender differences have been determined among students in terms of the third sub-category of the academic resilience and it has been posed that male students are less affected by negative events and give response less emotionally when they face difficulty in academic context. Regarding the family-based and education-related factors, the statistical findings have indicated that both family and education have important effect on promoting the students' academic resilience. On the other hand, it has been revealed that there is a positive but weak correlation between the students' academic resilience and their achievement in English.
L2 motivational self system of Turkish EFL learners and their achievement attributions
This quantitative study aims to investigate the L2 Motivational Self System of preparatory school Turkish EFL students in terms of linguistic self-confidence, ideal L2 self, ought-to L2 self, and L2 learning experience (attitudes towards learning English). In order to investigate L2MSS of EFL students, Motivation Questionnaire consisting of 30 items was administrated. This study also aims at finding out EFL students' attributions on success and failure in learning English. To investigate the attributions of the participants, Achievement Attributions Questionnaire including 23 items was conducted. This study was carried out in the School of Foreign Languages at Mersin University in 2018-2019 academic years. Data of 274 participants was used for the analysis. To be able to respond the research questions of the study, both descriptive statistics and paired samples t-test were utilized from on SPSS. The results of the study suggest that preparatory school Turkish EFL students have strong linguistic self confidence and ideal L2 self. Also, students' overall L2 learning experience (attitudes towards learning English) is positive. However, ought-to L2 self does not have much significant contribution to their L2MSS. The results of the present study also reveal that preparatory school Turkish EFL students generally attribute not only their success but also their failure to internal and uncontrollable causes. Also, while their success in English is attributed to stable causes, their failure is attributed to unstable causes. Lastly, students' achievement is found as a factor both in their L2MSS and attributions in English.