Yabancı Dil Olarak İngilizce Öğretimi Anabilim Dalı

İngilizce öğretmenlerinin video aracılıklı etkileşimde jest kullanımlarının amaçları ve dizisel düzeni üzerine bir çalışma: Konuşma çözümlemesi yaklaşımı

The purpose of this study is to provide a detailed description of how English as a Foreign Language (EFL) teachers deploy gestures during online synchronous video-mediated interaction (VMI) in an EFL preparatory school from a microanalysis perspective of Conversation analysis (CA). The main aim of this study is to reveal the functions of EFL teachers' gesture use during online synchronous VMI in a higher education setting. The secondary aim is to unfold the features of the sequential organizations of EFL teachers' gesture use in online synchronous VMI. To achieve these purposes, a qualitative research method was adopted. The qualitative data gathered from video-mediated second language (L2) teaching interaction in an English preparatory school at a state university in Turkey were analyzed using CA. The analyses demonstrated that the teachers mainly use several online classroom gestures for language explanation and interaction management. Furthermore, a close examination of the data also displayed that the EFL teachers deploy their gestures to explain vocabularies and grammar structures. Besides, it was observed that the teachers' gestures were also utilized to manage the online classroom interaction and give instruction. Finally, these findings were discussed in the light of relevant previous studies, and pedagogical implications for in-service and pre-service teachers were explained, followed by suggestions for further studies.

Yükseköğretimde İngilizce hazırlık sınıfında çalışan öğretim görevlilerinin biçimlendirici değerlendirme uygulamaları ve algıları

This mixed-method explanatory case study investigated the formative assessment practices and perceptions of in-service English language preparatory school instructors in relation to student monitoring and student scaffolding at the tertiary level. The study also explored how these practices vary depending on instructors' years of experience, degree, and additional assessment training. To this end, 30 in-service instructors completed a questionnaire to obtain the quantitative data in this study. The follow-up semi-structured interviews provided the qualitative data with eight voluntary instructors. The results of the study showed that formative assessment practices are being implemented by English language instructors mainly to monitor student progress, help students internalize the learning process, and encourage student involvement with the help of feedback while creating an interactive classroom culture by using various approaches and methods in teaching. It was also found that instructors' years of experience, degree, and assessment practices did not create any significant difference in monitoring students; however, in terms of scaffolding, instructors without additional assessment training chose to implement scaffolding practices more than instructors who have training. Keywords: Assessment, formative assessment, English language teaching

Biçim odaklı morfolojik öğretimin İngilizceyi yabancı dil olarak öğrenen 11. sınıf Türk lise öğrencilerinin türetimsel morfolojik farkındalıklarına ve sözcük bilgilerine etkisi

The aim of this research was to investigate the effect of form-focused morphological instruction including free base words and derivational suffixes on derivational morphological awareness (MA), and vocabulary knowledge of 11-grade EFL learners studying at a private high-school in the province of Hatay in Türkiye. This study had a quasi-experimental pretest-posttest non-equivalent control group research design. A total of 61 EFL students participated in the study (experimental group: 30; control group: 31). The participants were selected with the use of convenience sampling. Before the intervention, all participants took EF Standard English Test (EF SET), an English proficiency test administered online. During a 6-week timeframe, the students in the experimental group received form-focused morphological instruction twice a week and attended 2 review sessions. On the other hand, the students in the control group continued with their usual school timetable, and received no form-focused morphological training. The Test of Morphological Structure (derivational MA test) (Carlisle, 2000), and updated Vocabulary Levels Test (vocabulary knowledge test) (Webb et al., 2017) were administered to all participants as pre- and post-tests. The data analyses were conducted using independent and paired samples t-tests. The results indicated that while both experimental and control groups made statistically significant gains in derivational MA, the experimental group significantly outperformed the control group. However, neither group showed any improvement in vocabulary knowledge after the intervention. Keywords: EFL, form-focused morphological instruction, derivational morphological awareness, vocabulary knowledge

Eğitim dili İngilizce olan bir yükseköğretim kurumundaki birinci sınıf öğrencilerinin eleştirel düşünme eğilimleri

This thesis investigates the critical thinking dispositions of undergraduate students at an English medium foundation university in Türkiye. It examines the critical thinking dispositions of students enrolled in a first year English composition course and whether their critical thinking dispositions differ according to gender, age, high school attended, attendance of an English preparatory program, and CGPA and course grade previously received in the first semester English composition course, as well as whether there is a relationship between critical thinking dispositions and CGPA. This study adopts a quantitative case research methodology, employing a combination of survey, causal-comparative and correlational design. To this end, the University of Florida/Engagement, Cognitive Maturity, Innovativeness instrument was yes to collect data. The major findings of the study include that the students report to have high moderate levels of critical thinking. They were not found to differ significantly according to the demographic factors with the exception of Cognitive Maturity, which differed significantly according to grade received in a first year English composition course. In addition, there was no significant correlation between critical thinking dispositions and CGPA. Keywords: Critical thinking, critical thinking dispositions, English for academic purposes, English medium instruction

Konuşma odaklı görevlerin kültürlerarası iletişimsel gelişimdeki rolü: yabancı dil olarak İngilizce öğreten lise ders kitapları üzerinde nitel bir içerik analizi

Recent global events and instant communication have significantly increased cross-cultural interaction. Consequently, English is now spoken by individuals from a variety of cultural backgrounds. To achieve effective communication with their interlocutors, language teaching must present knowledge and perspectives on how individuals construct the image of others as well as develop their communicative competence. In this vein, textbooks play a crucial role in facilitating the language learners' communicative and intercultural communication skills. To this end, the present study analyzed the speaking strand in four English language textbooks used in Anatolian high schools in Türkiye, in order to investigate how these textbooks facilitate intercultural communicative competence (ICC) and communicative competence (CC). The learning objectives for developing ICC (Byram, 2021), the communicative competence model (Celce-Murcia, 2008), and Littlewood's (2004, 2013) "communicative continuum" categories were utilised in analyzing speaking-focused tasks. Additionally, the speaking strand objectives were examined according to the Revised Bloom's Taxonomy (Anderson & Krathwohl, 2001) and the functions of the language (Halliday, 1975). The results regarding ICC indicated that tasks lacked depth in content, and that the inclusion of other cultures was limited. Concerning CC, it was observed that tasks required modification to incorporate various strategies allowing for more meaning-focused, authentic tasks that simulate natural language use and effective communication. Finally, the results concerning the cognitive categories and language functions provided insights into the implications of these frameworks for future textbooks. Keywords: intercultural communicative competence, communicative competence, textbook

Yapay zekâ çağında yabancı dil olarak İngilizce yazma eğitimi için yönergeler: Yorumlayıcı bir meta-sentez

This study aimed to develop guidelines for writing instruction for instructors, particularly those teaching English as a Foreign Language (EFL) in higher education contexts, to address the challenges and opportunities in an increasingly AI-integrated educational landscape. To achieve this, an interpretive meta-synthesis approach was employed, focusing on empirical quantitative and qualitative studies published in academic journals that explore the use of AI and the development of writing skills and processes involved. The researcher analyzed and synthesized the purposes, results, and implications of these studies. Through qualitative analysis using open coding and axial coding, core categories were established through selective coding. These core categories were then considered as instructional guidelines, guiding the development of guidelines for writing instruction for educators developing writing skills in English. The framework also made connections with existing international competency standards, discussing alignment with current standards, emerging gaps that are arising, policy impacts, and future directions.

Yükseköğretim bağlamında üç dilli öğrencilerin kelime öğreniminde öz düzenleme kapasitesi

This study aimed to examine the self-regulating capacity in vocabulary learning among trilingual learners in higher education context. Focusing on students enrolled in a trilingual bachelor's program at a foundation university in Türkiye, this study investigated if the perceived overall use of self-regulating capacity in vocabulary learning differed among trilingual learners based on gender, type of high school, years of undergraduate education, achievement as measured by the CGPA, achievement in the core English language classes, and participation in English and French preparatory program. Utilizing a cross-sectional single site survey, data were gathered from 83 students using the Self-Regulatory Vocabulary Learning Capacity Scale (Tseng et al., 2006) questionnaire was administered. The findings reveal that among five facets of the instrument, Environmental Control strategies were the most commonly employed, while Metacognitive Control strategies were the least utilized. Achievement in the first core Freshman English course emerged as a significant factor regarding the employment of self-regulatory strategies in vocabulary learning. In contrast, factors such as gender, type of high school, students' CGPA scores, participation in English and French preparatory programs and lastly their achievement in the second core Freshman English course did not reveal any significant differences. Finally, the results showed, for all five-facets, achievement in the first core Freshman English course was a significant factor; additionally, it was found that English preparatory program participation plays a substantial role in the use of Emotion Control strategies among students when learning vocabulary.

Yabanci dil olarak ingilizce öğreten lise ders kitaplarindaki yazma görevlerinin incelenmesi: kültürlerarasi iletişimsel yeterlik üzerine nitel bir içerik analizi

The study explores to what extent writing tasks in EFL high school textbooks in Türkiye provide a platform for developing Intercultural Communicative Competence (ICC) as conceptualized by Byram (2021). Through a qualitative content analysis, four textbooks—Uplift (Grade 9), Count Me In (Grade 10), Spice Up (Grade 11), and Notifier (Grade 12)—were analyzed using multiple theoretical frameworks. For intercultural competence, Byram's (2021) ICC model, with a focus on the Knowledge domain, was employed. To assess communicative competence, the study applied Van Ek's (1986) model, Halliday's Language Functions (1975), Adam's eight Text Types (1985, as cited in Fludernik, 2000), and Bloom's Revised Taxonomy (Anderson & Krathwohl, 2001). The findings indicate that while the writing tasks in the textbooks include some elements supporting the development of communicative competence, there are notable gaps in developing intercultural competence. The analysis of writing tasks revealed limited representation of, or exposure to, intercultural contexts, and a need for a more systematic integration of key elements of both communicative competence and intercultural competence across all grade levels. Recommendations are made for curriculum developers and textbook writers to incorporate writing tasks that enhance both communicative competence and intercultural competence for better alignment with the needs of students in a globalized world.

Yüksek öğretim düzeyinde yabancı dil olarak İngilizce öğretiminde yaratıcı yazma öğretimine yaklaşımlar: Eleştirel yorumlayıcı bir sentez

Creative writing (CW) holds significant potential to address linguistic, cognitive and affective needs by fostering self-expression, cultural ownership and identity formation. While traditional L2 writing instruction often prioritizes form and accuracy, neglecting creativity, CW provides a more meaningful approach that encourages authentic voice, motivation and deeper engagement. This study adopts Dixon-Woods et al.'s (2006) Critical Interpretive Synthesis (CIS) approach to analyze and synthesize existing studies on how creative writing is taught in English as a Foreign and Second Language (L2) as well as English as a First Language (L1) contexts in higher education. By synthesizing findings, conclusions and implications from 98 studies across these contexts, this study aims to uncover practices and insights that inform diverse and flexible approaches tailored to teaching creative writing in L2 contexts at the tertiary level. It provides actionable pedagogical practices and insights for language educators and policymakers, emphasizing CW's role in enhancing L2 writing skills, and fostering creativity and supporting personal development. While focusing on L2 contexts, the outcomes of the study offer broader implications for innovative and student-centered creative writing practices across diverse educational settings.

Baskın dili ingilizce olan yazarların ve yabancı dili ingilizce olan türk yazarların lisansüstü düzeyde dış politika üzerine yazılarında isim tamlaması karmaşıklığının dillerarası bir çalışması

This study conducts a linguistic analysis of noun phrase complexity in graduate level academic writing on foreign policy, based on Kyle's (2016) measures of noun phrase complexity. It focuses on MA theses written by English language dominant writers and English Foreign Language Turkish writers. Focusing on exploring noun phrase complexity is demonstrated and varied with reference to language background, the results of the study highlight differences in nouns as dependents, determiners, adjectives, prepositions, and relative clauses and similarities in following genre requirements and use of possessives, non-clausal adverbial, and verbal modifiers.

Eğitim dili İngilizce olan bir Türk üniversitesinde öğrencı̇lerı̇nı̇n akademı̇k İngı̇lı̇zce konuşma becerı̇lerı̇ üzerı̇ne çok yönlü bir algı çalışması

This study investigated the perceptions of academic speaking skills outlined in the Turkish Higher Education Quality Council's (YÖKAK) Minimum Evaluation Criteria for English Preparatory Schools. Quantitative data were gathered from 265 pre-sessional EAP students, 67 pre-sessional EAP instructors, 47 undergraduate students, and 28 content professors at various departments at an EMI university via questionnaires. Participants' perceptions of the importance of academic speaking skills, practice opportunities in pre-sessional courses, and the competence of undergraduate students in these skills were examined through various parametric and nonparametric tests employing IBM Statistical Package for Social Sciences (V23). Findings indicate a consensus on the importance of academic speaking skills across all stakeholder groups despite some differences between pre-sessional students and content professors. Moreover, perception differences are observed among pre-sessional students based on their disciplines. As to the practice opportunities in the pre-sessional courses, having an ELT educational background is detected to affect pre-sessional EAP instructors' perceptions. Finally, results reveal perception differences between undergraduate students and content professors on students' competency in academic speaking skills. Awareness raising, enhanced practice opportunities, better assessment of academic speaking skills, and encouraging reflective practices are recommended.

Türkiye'deki yükseköğretim İngilizce öğretmenlerinin kültürel duyarlılığa dayalı öğretime hazır oluşları üzerine karma yöntemli bir araştırma

Using a mixed-method design, the focus of this study was Turkish EFL teachers working in the English preparatory programs of various foundation universities in the İstanbul province. The Culturally Responsive Teaching Readiness Scale (CRTRS) with demographic questions was used to collect responses from 95 participants, followed by semi-structured interviews with 10 volunteer participants. The results showed that teachers generally felt personally ready to teach in culturally diverse EFL classrooms, yet they showed lower readiness levels when their professional background was considered. The inferential analysis results revealed that teachers' years of experience play a significant role in their professional readiness levels; experienced teachers showed lower readiness to employ CRT when their professional educational backgrounds were considered. Teachers showed positive attitudes toward the role of culture in English language teaching and regarded culturally responsive pedagogy as relevant in their multicultural classrooms.

Türkiye'de eğitim dili İngilizce olan bir vakıf üniversitesi lisans öğrencilerinin eleştirel düşünme eğilimleri: Kendilerinin ve öğretim elemanlarının algıları

This study investigates the critical thinking disposition (CTD) of undergraduate students at an EMI foundation university in Türkiye, as perceived by the students themselves and by their content professors. A survey was used to collect quantitative data from undergraduate students and content professors using the University of Florida Engagement, Maturity, Innovativeness (UF/EMI) critical thinking disposition instrument. Descriptive and inferential statistical analyses were used to explore and compare students' and content professors' perceptions of students' CTDs overall and in terms of the subconstructs Engagement, Cognitive Maturity, and Innovativeness according to various demographic variables. Students (N = 82) reported moderate CTDs, and no overall significant difference was observed with regard to the demographic features of the students, although attendance in the pre-sessional English preparatory program was significant in terms of students' Innovativeness. Content professors (N = 50) reported low moderate perceptions of student CTDs. No significant differences were observed for overall disposition. Most notably, significant differences emerged between student and professor perceptions, with professors perceiving students significantly lower than the students perceived themselves for overall CTD, and all three sub-constructs. These findings highlight potential mismatches between student self-perceptions and faculty expectations regarding critical engagement and suggest areas for context-aware approaches to fostering critical dispositions in EMI higher education.

İngilizce öğretmeni ve öğretmen adaylarının araştırma anlayış ve faaliyetleri

This study explores how 122 pre-service and 79 practicing EFL teachers at a state university in Türkiye conceptualize and engage in research. Grounded in Borg's (2009) framework, the study combines data from an adapted questionnaire and follow-up interviews with 32 participants (7 pre-service and 25 practicing teachers) to better understand how teachers define research and what prevents them from engaging in it. Findings show that both groups tend to view research as a formal, systematic, and objective process, and they place importance on its practical value in the classroom. Many participants also associated research with informal, everyday problem-solving activities. Despite generally positive views, both groups reported limited engagement in academic research. Key barriers included coursework demands, lack of time, and insufficient training. Overall, the study highlights the need for more accessible, practice-oriented research education in both initial teacher education and ongoing professional development. Supporting teachers in building a more confident and relevant relationship with research can play a key role in bridging the gap between theory and classroom practice.

Mesajlarda ima edilen anlamı anlamak için suprasegmental bilinci yükseltmek

This study investigated the effects of raising EFL learners' awareness of suprasegmental features as an aid to understanding implicatures. This quantitative method study was conducted with thirty-six EFL learners studying at Akdeniz University, School of Foreign Languages. Ten explicit sugrasegmental treatment sessions were implemented over a course of ten weeks. The data were collected through three different instruments: a background and attitudes questionnaire, implicature recognition pre-test and post-test and evaluation forms at the end of each treatment session. The findings obtained through the analysis of the data revealed that receiving explicit training on suprasegmetal features had a statistically significant effect on learners' recognition of implicatures in aural messages. On the other hand, data obtained from the evaluation forms suggest that the learners had positive attitudes towards the use of suprasegmental features to understand and interpret implicatures. Most of the learners found the treatment sessions useful in terms of improving their pronunciation perception and using pronunciation to understand discourse. Additionally, the findings obtained from the open-ended question in the evaluation forms showed that the treatment sessions were also found effective in terms of improving the learners' perceptions of their speaking skills, as well as helping them to develop confidence about their English pronunciation. Finally, the results suggest that the learners strongly support the implementation of regular pronunciation training into the school curriculum as a way of increasing their pronunciation and discourse competence. Considering these results, this study provided further directions in the use of pronunciation to foster the recognition of implied meanings in EFL context.

Tarafların bakış açısından İngilizce eğitim veren üniversitelerdeki öğrencilerin akademik yazma ihtiyaçları ve bu ihtiyaçların nasıl karşılandığı: Vaka çalışması

This study aims to explore the academic writing needs of university students studying in various departments of a state university in Ankara, Turkey, where the medium of instruction is fully or partially English, and whether these needs are met as perceived by the main stakeholders. Data come from questionnaires filled by undergraduate students studying in various departments (N=346), English language instructors teaching the English Preparatory school of the university (N=57), and professors teaching in various departments (N=35). Further data were collected via one-on-one semi structured follow up interview with volunteered English language instructors (N= 18) and department professors (N= 23). The results of the study reveal that the skill of writing taught in the preparatory school does not seem to match what different disciplines require in the departments as perceived by main stakeholders.

Yabancı dil olarak İngilizce öğretmenlerinin kimlik koumlandırmaları ve onların yabancı dil öğrenimi ve eğitimi hakkındaki inançları ve online platformlarda bu inaç ve kimlik konumlandırılmalarının görüşülmesi

This study investigated the ways EFL teachers enrolled in a masters' program negotiated language teacher identities (LTI) in terms of their beliefs about language learning and teaching through their positionings in an online discussion forum. The aim of the study was to elaborate on how EFL teachers discuss their beliefs about language learning and teaching in an online forum and while doing this, how their comments revealed clues for positionings of their language teacher identities. To this end, the position papers of teachers who were students in a master's program in teaching English as a foreign language at a foundation university in Turkey were explored. The archival data of the study was collected through the position papers and discussions. All data were analyzed according to Boyatzis' (1998) thematic analysis. The themes emerged from the analysis of the papers were categorized under two main sections as positioning of teachers as language learners and positioning of teachers as language teachers. The findings of the study revealed that participants engaged in positionings not only as learners but also as teachers. Teachers shared their teaching and learning experiences and commented on each other's papers via the position papers uploaded to an online forum. Through this negotiation, some comments revealed how teachers explicitly or implicitly position their identities as learners and teachers. Considering the findings of the present study, it can be concluded that online platforms can serve as an effective tool in providing teachers a way to negotiate their beliefs and identities.

Hizmet öncesi İngilizce öğretmeni yetiştiricilerinin yöntem sonrası pedagoji ve uygulaması üzerine algıları

This study aimed to investigate the pre-service English language teacher educators' perceptions on the postmethod pedagogy in English Language Teaching (ELT) and its application in the pre-service ELT programs in Turkey. In accordance with these purposes, the study was carried out with eight volunteer English language teacher educators from five focus institutions consisting of three public and two foundation universities. In this qualitative inquiry, the data were collected via interviews consisted of semi-structured questions. To analyse the data, Boyatzis' (1998) four stages in thematic analysis and Dörnyei's (2007) four phases of the analytic process were utilized. Along the analysis, the transcripts were examined to develop codes, recode the data, and categorise the emerging codes within the scope of relevant pedagogical parameters proposed in the postmethod pedagogy. The analyses of the data revealed that the English language teacher educators adopted positive stance towards the postmethod pedagogy, which can be interpreted through their prevailing perceptions on the principles, procedures, and practices of this pedagogy. In addition, the responses of the participants indicated that they had a distinct perception on the application of the postmethod pedagogy. The participants' practices in the pre-service ELT programs also showed that they adopted the procedures and applied the principles of the postmethod pedagogy to a certain degree. This study may provide insights about the English language teacher educators' stance in terms of embracing changing trends in the field of methodology. This study may also increase awareness of both pre-service and in-service teachers regarding the changes in language teaching methods. Key words: Postmethod pedagogy, language teaching methods

İngiliz dili ve edebiyatı lisans öğrencilerinin okuma çemberi tekniği aracılığıyla akademik söyleme sosyalleşmesi üzerine bir araştırma

This study aimed to examine the academic discourse socialization of undergraduate English language and literature (ELIT) students through literature circles. In this respect, the researcher explored the expectations of ELIT faculty members and experiences of first-year undergraduate ELIT students who were studying at a foundation university in Turkey. The data were collected through interviews with ELIT faculty members and students, and students' literature circle discussions, role sheets and reflective journals. All the qualitative data were analyzed using Boyatzis' (1998) thematic analysis. The findings of the study pointed out that in order to socialize into ELIT academic discourse, faculty members expect undergraduate students to develop a culture of reading and strategies to study literary texts better. However, the students faced challenges in meeting these expectations due to their educational background, low level of English language proficiency, lack of familiarity with the historical and cultural references, and heavy course loading. In that sense, using literature circles facilitated students' socialization into the ELIT academic discourse community to a certain extent. This study is in line with the existing literature in reaching the following conclusions: undergraduate ELIT students not only need to improve their English language skills to make sense of the language used in literary texts but also gain an understanding of the values and practices of the ELIT academic discourse community. During this process, texts, peers and ELIT faculty members play key roles as socializing agents.

Yabancı dil olarak İngilizce öğretiminde ve mesleki gelişimde internet tabanlı seminerler üzerine öğretmen algıları

The aim of this study was to investigate the perceptions of English as a foreign language (EFL) teachers on the use of webinars in teaching EFL and for professional development purposes. This quantitative study was conducted with 78 participants at an English language school at a foundation university in Ankara, Turkey. The items of the online questionnaire were adapted from Venkatesh, Morris, Davis, and Davis (2003) and Gasket (2002). Descriptive statistics and inferential statistics were used to analyze the data. The results indicated that prior webinar experiences, having more years of teaching experience, older age, and being a native or non-native English speaker significantly affected teachers' perceptions. The implications of this study indicate that EFL teachers need more input and experience in using webinars. Further research is needed to lend more support to the literature to generalize the findings.

Yüksek öğrenim gören ve İngilizceyi yabancı dil olarak öğrenen öğrencilerin teknoloji kabul modeli (TAM) çerçevesinde Edmodo, Quizlet ve Canva kullanımına yönelik algıları

The purpose of this quantitative study was to examine tertiary level EFL learners' perceptions on the use of the Web 2.0 tools (i.e. Edmodo, Quizlet, Canva). This study was conducted with 90 participants at an English language preparatory school of a state university in Turkey. The results indicated that lower level students reported more positive opinions pertaining the use of the tools individually or altogether when compared to higher level students. The participants significantly differed from one another in terms of their perceptions of the awareness and actual system usage of the tools. It was also found that the perceptions of the awareness could slightly and the perceptions of the actual system usage of the Web 2.0 tools could moderately predict the perceptions of the perceived usefulness of the tools. The implications of this study indicate that these already repeatedly used tools as a curricular task could be substituted or replaced with other tools to alleviate the oversaturation and reluctance of the use of the Web 2.0 tools by learners. Also, their opinions could also be taken into consideration when choosing which Web 2.0 tools to be implemented into language laboratory lessons so that their perceptions on the perceived usefulness, awareness and actual system usage of the tools could be positively shaped. Further research is required in the literature to give more support to generalize the results.

Türkiye'deki bir devlet üniversitesindeki İngilizceyi yabancı dil olarak öğreten öğretim görevlilerinin yansıtıcı uygulamaları ve olası dil öğretmeni benlikleri arasındaki ilişkinin incelenmesi

The aim of this study was to investigate whether there was a statistically significant relationship between EFL instructors' reflective practices and their possible language teacher selves. This correlational quantitative study was conducted with 94 EFL instructors working at a school of foreign languages at a state university in Turkey. The data were collected via an online survey, which was designed to investigate EFL instructors' engagement in reflective practice, and their perceived levels of possible language teacher selves. Both descriptive and inferential statistics were used to analyze the data. The results of the analyses revealed that EFL instructors sometimes engaged in reflective practice, and they had a high level of ideal language teacher self. The results also revealed that there was a statistically significant relationship between EFL instructors' overall reflective practice and their possible language teacher selves. Practical, cognitive, learner-related, and meta-cognitive types of reflective practice were found to have a statistically significant relationship with at least one type of possible language teacher selves.

İngilizceyi yabancı dil olarak öğreten öğretim görevlilerinin teknoloji kullanım algıları ile olası benlikleri arasındaki ilişki üzerine bir çalışma

The aim of this non-experimental quantitative study was to investigate whether there was a relationship between EFL instructors' perceptions on technology use and their possible language teacher selves (PLTS). It also aimed to find out if there were differences among instructor groups based on their professional qualifications, highest degree earned, and teaching experience regarding their perceptions on technology use and PLTS. The participants were 134 EFL instructors teaching at a public university in Ankara. Survey items related to perceptions on technology use were taken and adapted from Venkatesh, Morris, Morris, and Davis (2003). The items about the PLTS, however, were developed by the researcher. For data analysis, descriptive as well as inferential statistics were utilized. The results revealed that professional qualifications, degrees, and teaching experience affected instructors' perceptions on technology use and their PLTS. Also, a positive relationship between the EFL instructors' ILTTS and their perceptions on technology use, especially when they had professional qualifications or degrees was found. Therefore, EFL instructors should be supported to pursue further academic careers, and in-service training programs, workshops, and best-practice sessions should be organized. To generalize the findings, further research is necessary.

Gelişmekte olan iki dilli bireylerin diller arası geçişlilik uygulamaları, yabancı dil sınıf kaygısı, yeniden kavramsallaştırılmış ikinci dil motivasyonel benlik sistemi ve yabancı dil başarısı üzerine bir yapısal eşitlik modeli

The purpose of this study was to investigate the relationship between translanguaging practices, foreign language classroom anxiety (FLCA), reconceptualized L2 motivational self system (R-L2MSS), and English language achievement scores of emergent bilinguals. To this end, 386 A1 and A2-level English learners, studying at a preparatory school of a university in Turkey, took part in the study. The quantitative data were derived through a 45-item survey. First, an exploratory factor analysis performed on the responses to the Translanguaging Practices Scale and two factors were obtained. Subsequently, the whole data were adapted and tested for measurement model validity and reliability. Partial least square structural equation modeling (PLS-SEM) results, analyzed in Smart PLS (Version 3.2.9), revealed there was a statistically significant relationship between translanguaging practices, foreign language classroom anxiety, and reconceptualized L2 motivational self system. However, the relationship between translanguaging practices and English language achievement scores was not statistically significant.

İngilizceyi yabancı dil olarak öğreten öğretim görevlileri ile öğrencilerinin İngilizce ana dil aksanları ve ana dil olmayan aksanları ile ortak dil olarak İngilizce hakkındaki algıları

In the current study, perceptions of Turkish EFL instructors and their students on native and non-native accents of English and English as a lingua franca (ELF) were explored. Moreover, how the EFL instructors and students see the position and ownership of English as a native language and as a lingua franca all over the world and their own use of ELF was also investigated. The study was conducted with 78 non-native English instructors and 214 English prep school students at a state university. The data were collected over a six-week period via an online survey that consisted of four sections. Descriptive and inferential statistics were utilized in the analysis. The results indicated that both the instructors and students were aware of ELF on a theoretical level, yet had some hesitations about the practical implications of it. The results also showed that participants liked the native accents (i.e. British, American) more than the non-native ones. Moreover, the speakers of the native accents were associated with characteristics that are more positive. Both the instructors and students had a positive attitude towards English language and were aware of its instrumental and widespread value, but regarded the native speakers as the owner of the language.

İngilizce öğrenen yetişkinlerin yabancı dilde telaffuz kaygıları ve İngilizce telaffuzuna dair yeniden kavramsallaştırılmış ikinci dil motivasyonel benlik sisteminin Türkiye'de bir yükseköğretim kurumu bağlamında incelemesi

In this study, foreign language pronunciation anxiety of English learners was examined within the scope of Reconceptualized L2 Motivational Self System. This non-experimental, cross-sectional quantitative study was conducted with 596 participants at the school of foreign languages of a state university in Turkey. A questionnaire was distributed online to collect data. The items of the questionnaire were adopted and adapted from Kralova, Skorvagova, Tirpakova, and Markechova (2017), Peker (2016), and Baran-Lucarz (2016). In order to analyze the data, descriptive and inferential statistics were run. The results indicated that foreign language pronunciation anxiety was a determinant of future L2 pronunciation selves. Moreover, feared L2 pronunciation self negatively correlated with ideal L2 pronunciation self, whereas it correlated positively with ought-to L2 pronunciation self. Finally, foreign language pronunciation anxiety was higher in female learners, less proficient learners, learners who had never been abroad and learners who had been learning English for a shorter period of time.

İngilizceyi yabancı dil olarak öğrenen yükseköğretim düzeyindeki öğrencilerin akademik engellerle mücadele gücü, akademik direnci, yeniden kavramsallaştırılmış ikinci dil motivasyonel benlik sistemi ve akademik başarısı üzerine bir yapısal eşitlik modeli

In this study, it was aimed to investigate the relationship among academic buoyancy, academic resilience, reconceptualized L2 motivational self system, and tertiary level students' academic achievement. The study was conducted at a public university in Ankara, Turkey. The data were derived from 436 tertiary level students receiving one-year intensive English education to start their studies in their departments. They were required to become proficient in English to gain the right to start their majors. The data were gathered through an adopted survey, and analyzed via SPSS v.25 and SmartPLS v.3.2.9. A new model was created to explain the relationships among the variables through Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings revealed significant relationships between the participants' academic buoyancy and their midterm average scores as well as between the feared L2 self and academic buoyancy. Also, participants' ideal L2 selves and English learning experiences were found to be strong predictors of their perseverance. Results were discussed and implications were provided in line with the current findings of the new model. Keywords: Academic Buoyancy, Academic Resilience, Reconceptualized L2 Motivational Self System

Yükseköğretim kurumlarında yabancı dil olarak İngilizce öğreten, anadili İngilizce olan ve olmayan öğretim elemanlarının yabancı dil öğretme kaygısı ve öz-yeterlik algıları

This quantitative study investigated the foreign language teaching anxiety and teacher self-efficacy perceptions of 53 native and 180 non-native teachers of English as a foreign language (EFL) in Turkish universities. The findings revealed low levels of anxiety and high levels of teacher self-efficacy among the participants. A weak to moderate negative correlation was found between the two constructs. Non-native teachers had significantly higher FL teaching anxiety than the natives; however, no significant difference was found in their perceived teacher self-efficacy. Female participants in both groups had significantly higher levels of anxiety and teacher self-efficacy than the males. No other significant result was observed among the natives. However, significant differences in anxiety among the non-native participants were found in terms of age, major, and years of experience. Similarly, significant differences in teacher self-efficacy were observed in terms of major, years of experience, and students' proficiency levels of the non-natives. Qualifications and last completed degree made no significant difference in anxiety or self-efficacy perceptions of native and non-native teachers.

Kur tekrarı yapan ve yapmayan öğrencilerin yeniden kavramsallaştırılmış ikinci dil motivasyonel benlik sisteminin, yabancı dil sınıf kaygısının, algılanan sağlığının, ve başarısının araştırılması

The purpose of this study is to examine how repeat and non-repeat students differ in terms of their R-L2MSS, FLCA, and PW. Furthermore, it is investigated how R-L2MSS, FLCA, and PW correlate with each other, and what factors can predict student achievement. The survey used in the study was a combination of R-L2MSS (Peker, 2016), FLCAS (Horwitz, Horwitz, & Cope, 1986), and PWS (Adams, Bezner, & Steinhardt, 1997) scales. Participants in the study were 164 students enrolled in an English preparatory school program of a foundation university in Ankara, Turkey. Independent t-tests, Pearson's correlation tests, and a multiple linear regression test were used to analyse the quantitative data obtained for the current study. Results showed that repeat students had higher levels of PW compared to non-repeat students. In addition, correlation tests showed that students with higher OL2S or FL2S had higher levels of FLCA while students with higher IL2S, or better ELE had lower levels of FLCA. FLCA was also found to be the only construct that predicted midterm scores. In line with these findings, implications were provided.

Çok sözcüklü ifadelerin Türkiye'de bir üniversitede İngilizceyi yabancı dil olarak öğrenen öğrencilerin İngilizce genel yeterlik ve yazma yeterlikleri üzerindeki rolünün incelenmesi

The purpose of the current study was to investigate the relationship between frequency values of multi-word expressions (MWEs) and the writing proficiency and overall proficiency of tertiary level English as a Foreign Language (EFL) students. The correlational study was conducted with 63 learners at the school of foreign languages of a state university in Ankara, Turkey. Having collected the essays written by the learners, the researcher applied a two-step item extraction method. After MWEs in the essays were tagged by two experienced raters, frequency-based association strength values were assigned to each phrase. The association strength values were obtained through a reference corpus to determine the MWEs accepted for regression analyses. The results indicated that proportion and mutual information scores of MWEs were significant predictors of the writing proficiency of the learners. Another finding of the study was that no relationship was found between proportion and mutual information scores of MWEs and the overall proficiency of the learners. As MWE frequency measures were predictive of writing proficiency, inclusion of MWEs thoroughly in EFL curricula might be suggested as an implication.

Yabancı dil olarak İngilizce dersinde akran ilişkisi: Öğrenci motivasyonu ve akademik katılımla olan bağıntısı

This study investigated first and second grade students' peer-relatedness, quality of L2 motivation, and their agentic and behavioral engagement in Turkish EFL classrooms. Students' sense of relatedness was measured through the Relatedness to Social Partner Questionnaire (Furrer & Skinner, 2003), which was presented orally to students. Students' quality of motivation was assessed with a Thematic Apperception Test-Like (TAT-Like) projective measure (Katz, Assor, & Kanat-Maymon, 2008) in one on one interviews with students. Their agentic and behavioral engagement were measured through a short survey adapted from the Behavioral Engagement Questionnaire (Skinner, Wellborn, & Connell, 1990), which was filled by EFL teachers. Therefore, a mixed method and corss-informant assessment was adopted. The sample included 62 first and second grade students along with eight EFL teachers from five private schools in Ankara, Turkey. Students participated from 10 different EFL classrooms. Logistic regression analysis showed that these students' sense of peer relatedness was positively and significantly related to their autonomous motivation in EFL lessons. There was not any significant relation among students' sense of peer relatedness and their agentic and behavioral engagement. Similarly, no significant relation was found among students' quality of L2 motivation and their agentic and behavioral engagement. Supplementary analyses (non-parametric 2-independent Mann Whitney U Tests) showed that students with only autonomous motivation do not differ from students with only controlled motivation in their agentic and behavioral engagement. The findings of the study underscore the importance of the social environment in the elementary EFL classroom for young students' quality of motivation.

Türkiye'de bir vakıf üniversitesi ingilizce hazırlık programında uygulanan kurumsal sınıf gözlem sistemi üzerine paydaş algıları

This case study investigated the perceptions of the main stakeholders on an institutional classroom observation system in the English language preparatory program of a foundation university in Ankara. In this regard, it explored how the stakeholders perceive the relationship between the institutional classroom observation system and English as a foreign language teachers' professional development in terms of teaching quality and teacher reflectivity. To this end, 44 EFL instructors, eight classroom observers, and three administrators took part in the study. The data were derived through a questionnaire with open-ended questions, semi-structured interviews, and the document regarding the system was utilized as another data source. The results of the content analysis revealed that each stakeholder group has their own perception on the observation system, and its relation to teaching quality and teacher reflectivity.

Türkiye'de eğitim dili İngilizce olan üniversitelerdeki öğrencilerin akademik konuşma ihtiyaçları hakkında öğrenci ve öğretim elemanı algıları

This study investigated the perceptions of the main stakeholders on the academic speaking needs of students who study at 25 EMI universities in various departments in Turkey. In this regard, it explored to what extent the current approach applied to teach speaking in English in these universities meet the needs of students studying at various departments. To this end, 101 university students, 62 English language instructors, and 31content professors of varying disciplines filled in a questionnaire to take part in the study. The quantitative data were derived through the questionnaires and further data were collected via semi-structured interviews with volunteered participants consisting of eight students, 12 language instructors and three content professors. The results of the study reveal that there is a mismatch between the current approach applied at universities to teach students academic speaking skills and the academic speaking skills that students need in their departments. Some discrepancies among stakeholders were also identified.

İngilizceyi yabancı dil olarak öğreten öğretmenlerin çevrimiçi hibrit eğitim algıları

The aim of this study was to explore English as a Foreign Language (EFL) instructors' perceptions about bichronous online teaching and to examine if the perceptions change according to their age, academic qualification, professional qualification, years of experience in the profession, and perceived competence in the use of educational technologies. This quantitative descriptive study was conducted with 141 English preparatory school instructors of a public university in Ankara, Turkey. The items related to teachers' perceptions of bichronous online teaching were adapted from Venkatesh et al. (2003) for the online questionnaire. Descriptive and inferential statistics were used for data analysis. The results showed that age, academic qualifications, professional qualifications, years of experience in the profession, and perceived competence in the use of educational technologies seemed to have affected the perceptions of some groups of EFL instructors on bichronous teaching, even though most of them were in favor of bichronous online teaching with the constructs in the "Unified Theory of Acceptance and Use of Technology (UTAUT) model" (Venkatesh et al., 2003). The findings also indicated that there is a need for encouraging the instructors to get further training and qualifications, and having a support system and an online community. The instructors should also be motivated so as not to feel intimidated and forced. Furthermore, there should also be rationale justification and clarification as to why and how to use bichronous online teaching.

Türkiye'de Anadolu lisesi bağlamında yabancı dil olarak okutulan İngilizce ders kitaplarındaki görevlerin incelenmesi

This study was an attempt to investigate tasks in four English as a Foreign Language (EFL) textbooks designed by the Ministry of National Education (MoNE) and studied in the Anatolian high schools in Turkey in the 2020-2021 education year. Specifically, the study sought to identify task characteristics the activities possess, determine task types, and explore task complexity dimensions in the selected textbooks. The study also aimed to compare and contrast the grade levels with one another regarding these issues. In line with the research purposes, three checklists were generated, drawing from relevant frameworks for task characteristics (Ellis, 2011; Ellis & Shintani, 2014), task types (Ellis, 2003, 2011) and task complexity dimensions (Robinson, 2001a, 2001b, 2003, 2007, 2008, 2011, 2015; Skehan & Foster, 2001). Then, the activities in the textbooks were analysed through content analysis. The results demonstrated that only a small part of the activities in the textbooks qualify for a task, most of them failing to satisfy the "gap" and "outcome" criteria of taskness as defined by Ellis (2009, p. 223) and Ellis and Shintani (2014, p. 135). The findings related to the task types revealed that the sequencing of the task types across the grade levels, and therefore, proficiency levels, is not in line with the recommendations by Ellis (2020). Similarly, no systematic progression from simple to complex tasks as prescribed in the SSARC model by Robinson (2015) was detected within the textbooks. Implications of the study can be considered for practice and further research on task-based language teaching.

The relationship between introversion-extroversion and the composing process

The relationship between introversion- extroversion and the composing process Author: Aynur Baysal Thesis Chairperson: Ms. Patricia Brenner, Bilkent University, MA TEFL Program Thesis Committee Members: Dr. Arlene Clachar, Dr. Phyllis L. Lim Bilkent University, MA TEFL Program The focus on learners in second -and foreign- language learning has revealed that the personality traits of students are related to their success and performance in the target language. Research on personality traits of learners has shown that certain behavioral characteristics may inhibit or foster learning. This study dealt with the personality traits of introversion-extroversion with respect to composing in the foreign language. This process was examined by looking at the strategies involved in prewriting, planning, composing, and rescanning. The hypothesis that there is a relationship between introversion- extroversion and the composing process was tested. The study was carried out with six subjects - three extroverts and three introverts. These subjects were selected according to their results on the Maudsley Personality Inventory (Eysenck, 1970). After this, the subjects were asked to write a composition on which they were going to be graded. They were observed in the process of composing and an observation form was completed by the teacher and the researcher (see Appendix B).The results show that there are some similarities as well as differences between introverts and extroverts concerning the stages involved in the composing process. The prewriting time of introverts was found to be longer than that of extroverts (3.5 and 1.5 minutes, respectively). The planning behavior (which was a strategy observed in the prewriting stage) was the same for both groups, that is, they both did their planning mentally and in writing. With respect to the composing stages, introverts, with a mean length of 65 minutes, used a longer time to compose than did extroverts with a mean of 44.3 minutes. During this time, subjects paused and asked questions and rescanned. These behaviors also showed some differences. The pausing frequency of the introvert group had a mean of 22.3, whereas the extroverts had a mean of 17.3. The questions which were addressed directed to the teacher during composing were different with respect to their nature and frequency of occurrence. Introverts, having an inhibited personality (Mischel, 1973), asked fewer questions (M = 2.6) than extroverts (M = 6.3), who are considered to be uninhibited. The nature of the questions which were asked were also different. Extroverts tended to ask more content-based questions, whereas introverts focused on the precise meaning of words. The rescanning stage of the different groups shows that introverts focus more on form-based issues and mechanics while correcting, whereas extroverts simply correct and reread with the aim of rephrasing ideas rather than correcting minormistakes. This study also showed that introverts tried to avoid including personal information when the task is school-sponsored. They stated that they usually focus on the organizational patterns of the composition rather than on specific ideas and content. Extroverts, on the other hand, stated that they like including personal information and do so, whether the task is school- sponsored or not. The findings of this study suggest a relationship between introversion-extroversion and the composing process in the second and foreign language. It was suggested that more studies on the relationship between introversion and extroversion and other language skills be carried out in order to provide a more indepth understanding of the role that personality factors play in second- and foreign-language learning.

Türkiye'de yabancı dil olarak İngilizce dersi alan bir sınıftaki öğrencilerin motivasyon, endişe, kendine güven ve dışa dönüklük, içe dönüklük durumları ile sınıf içinde aktif derse katılımları arasındaki ilişki

Title: The relationship of motivation, anxiety, self- confidence, and extroversion/introversion to students' active class participation in an EFL classroom in Turkey. Author: Meral Kaya Thesis Chairperson: Dr. Phyllis L. Lim, Bilkent University, MA TEFL Program Thesis Committee Members: Ms. Susan D. Bosher, Ms. Bena Gul Peker, Bilkent University, MA TEFL Program This study was designed to explore the relationship of affective variables, specifically motivation, anxiety, self- confidence, and extroversion/introversion to students' active class participation in an EFL classroom in Turkey. This study was conducted at Middle East Technical University Preparatory school. The subjects were 21 Turkish EFL students at the upper- intermediate level of proficiency. The data were gathered by using two instruments : a questionnaire assessing the strength of these affective variables in individual students, and classroom observation to determine the extent of their class participation. Three research questions were asked in this study. The first question concerned the relationships among motivation, anxiety, self-confidence, extroversion/introversion, and class participation. Pearson product -moment correlation was used to determine the strength of those relationships. The study revealed that there was a strong relationship among each of the variables mentioned above. The highest correlation was between self-confidence and anxiety, butcorrelated negatively (r=-.83, £=.000). The lowest one was between motivation and anxiety, and again they correlated negatively (r=-.50, p_=.022). Nevertheless, all variables correlated highly with each other. The second research question dealt with the relationship of motivation, anxiety, self-confidence, and extroversion/introversion to active class participation. The strongest correlation was between self-confidence and participation (r=.74, p_=.000); the lowest one was between anxiety and participation, with a negative correlation (r=.-61, p.=.003). Squared correlation coefficients (r2) were calculated to determine the amount of variance in class participation that could be explained by each of these variables. Results of this procedure indicated that all the affective variables in this study have an important relation to students' active class participation. The highest variance was between self-confidence and participation (r2=54%) ; the lowest one was between anxiety and participation (r2=37%). The last research question investigated to what extent the affective variables used in this study predict classroom participation. Multiple regression was used to determine the answer to this question. The results showed that there was no single predictor among the affective variables, although the total amount of variance explained by all of them was a very strong 60%. When the two variables with thelowest correlations with participation were taken out of the regression equation, self-confidence emerged as the single most important predictor of class participation, and together with motivation accounted for 59% of the variance. The findings of this study indicate that motivation, anxiety, self-confidence, and extroversion/introversion together have a strong relationship to students' active class participation. It can thus be claimed that motivated, self-confident, and extroverted students participate more than unmotivated, anxious, and introverted students. As a conclusion, this study will fill the gap in the literature about the relationships among the affective variables included in vthis study and class participation. In addition, this study suggests the need for teachers to consider the importance of affective factors in understanding the dynamics of students' participation in the classroom.

Bir Türk üniversitesinde yabancı dili İngilizce olan öğrencilere, anlamı olan sözcüklerin öğretiminde, belleğe dayalı görsel-işitsel materyallerin etkinliği

ABSTRACT Title: The Effectiveness of Mnemonic Audio-Visual Aids in Teaching Content Words to EFL Students at a Turkish University. Author: A. Reha Kiline Thesis Chairperson: Dr. Susan D. Bosher, Bilkent University, MA TEFL Program Thesis Committee Members: Dr. Theodore S. Rodgers, Ms. Bena Gul Peker, MA TEFL Program This experimental study aimed at investigating the effects of mnemonic audio-visual aids on recognition and recall of vocabulary items in comparison to a dictionary using control group. The study was conducted at Middle East Technical University Department of Basic English. The participants were 64 beginner and upper-intermediate level students in four intact classes. Research questions focused on the differences, if any, between the groups of. each level in terms of recognition and recall of vocabulary items, as well as the differences, if any with respect to retention of the learned vocabulary after treatment. To answer the research questions, four intact classes were chosen from the Middle East Technical University. One group of each level was instructed in the mnemonic audio visual method. The other groups were asked to learn the vocabulary items by using dictionaries as the control groups. Each group was allowed ten minutes to learn the same 20 target vocabulary items.Before the treatment, each group was given a pretest, and the same test with items in different places was given as a posttest immediately after treatment to test immediate recognition and recall- To measure long-term retention, that is, delayed recognition and recall, the same test was given to all groups after two weeks. These groups, as well, included separate recognition and recall sections. Pretest and posttest scores of recognition and recall were compared to measure acquisition of vocabulary items. Later, the posttest and retention test scores were compared to measure long-term retention. For the analysis means and standard deviations were calculated and t-tests were conducted separately for all comparisons. Results did show statistically significantly differences between the groups for the tests of immediate and delayed recognition and recall of vocabulary items in favor, in all cases of the experimental treatment groups. The experimental treatment worked equally well for beginner and upper-intermediate groups and for the learning of concrete and abstract words. Findings suggest that the mnemonic audio-visual technique is highly superior to traditional dictionary look up technique for both recognition, and recall at both immediate and delayed testing in various university classroom conditions.

Türk üniversitelerindeki İngilizce öğretmenlerinin duygu ve düşünceleri

ABSTRACT Title: The Sentiments of EFL Teachers at Turkish Universities Author: Kazim Ar Thesis Chairperson: Dr. Tej B. Shresta Bilkent University, MA TEFL Program Committee Members: Dr. Patricia Sullivan Dr. Bena Gül Peker Marsha Hurley Bilkent University, MA TEFL Program Teachers are the most crucial aspect of a school. Neither teaching methods and techniques, well-designed curricula, nor any kind of research projects in English as a Foreign Language can be practiced without teachers. However, very few studies have been conducted to examine teachers' sentiments about their work. This study investigated the sentiments of EFL teachers at Turkish universities about their work conditions, sources of their satisfaction and dissatisfaction, and changes they would like to see in their work conditions. The subjects of this study were twenty-three EFL teachers from three universities located in different provinces in Turkey. To collect data, a questionnaire was distributed and interviews were conducted with the respondents. In data analysis, both quantitative and qualitative techniques were used. The findings of this study show that, although there were differences among the three universities and even within a university, most of the teachers had positive sentiments about their administrators' attitudes towards them and they believed that their administrators tried to do as much as they could when there was a problem. On the other hand, the teachers were not asked for their opinions and suggestions. Thisstudy reveals that most of the teachers were satisfied with teaching as a profession. The sources of satisfaction for EFL teachers were identified as students, teaching, working with people, regular and manageable working hours, freedom in work, students' advancement or learning, working in a prestigious institution, holidays, and opportunities. The reasons behind dissatisfaction were low salaries, lack of cooperation and relationships among teachers, heavy workload, curriculum, memorisation or test oriented education system, lack or quality of facilities and teaching materials, and students' and administrators' attitudes. This study also shows that there should be changes in EFL teachers' work conditions. The changes the teachers would like to see in their work included pay raise, improvement in facilities and teaching materials, career or self-development opportunities, participation in making decisions, administrators' interest in solving problems, and less workload. Considering all of the findings which are explained in detail throughout the thesis, it is hoped that this study informs educational institutions such as the Ministry of Education, Higher Education Council, administrative personnel of universities, new teachers, and general public about the lives of EFL teachers at Turkish universities.

Bilkent Üniversitesi birinci sınıflar için İngilizce dersinde yer alan akran dönütü oturumlarının analizi

ABSTRACT Title : An Analysis of Peer Review of Writing in a Bilkent University Freshman English Course Author : Özlem Ayar Advisor : Dr. William E. Snyder Bilkent University, MA TEFL Program Thesis Chairperson : Dr. Patricia N. Sullivan Bilkent University, MA TEFL Program Committee Members : Mr. David Palfreyman Ms. Michele Rajotte Bilkent University, MA TEFL Program This research study had two main goals. The first one was to find out how Bilkent University Freshman English students participated in peer review sessions. The second one was to find out the perceptions of Bilkent University Freshman English students of the effectiveness of the peer review sessions. The subjects of the study were three Bilkent University Freshman English students from the Economics Department. It was a case study, where, firstly, the researcher videotaped four peer review sessions of one peer review group. Next, the researcher conducted a group interview with the students in the peer review group. The interview had two parts. In the first part, the researcher asked the students ten questions that were determined according to the data obtained from the video recordings of the peer review sessions. In the second part of the interview the researcher asked the subjects' comments about some scenes in the second and the third peer review sessions. The interview was audiotaped and later both the videotapes and the audiotapes were transcribed for discourse analysis by the researcher. In this case study, the researcher analyzed the transcriptions of the peer review sessions in terms of Issues of Control, The Language That the Students Used,The Peer Review Sheets, and Revising After Peer Review Sessions. The researcher analyzed the transcriptions of the group interview under the following headings: Peer Review: Beneficial or Not, Incorporation of Peer Feedback, How to Make Peer Review More Effective, Training Before Peer Review Sessions, Peer Review Group Members, Using Native Language in Peer Review Sessions. According to the results, two of the three students were more expressive and they controlled the peer review sessions. Also, the student who was most expressive almost always went to his peers' papers for specific examples while the most quiet one generally used vague language and did not support his feedback with specific examples. The other student sometimes used vague language and sometimes supported his feedback with specific examples from his peers' papers. In this study, the researcher argues that the questions on the peer review sheets have an impact on students' language and suggests that the peer review sheets should have questions that promote discussion and urge the students to go to their peers' papers for specific examples to support their feedback. Moreover, all three students said that they benefited from the peer review sessions. However, two of the students never revised their writings after peer feedback while one revised only one. The students said that they did not revise because the mistakes that their peers pointed out were not important ones and they wanted to change their writings after they received feedback from their instructor. Finally, the limitations and pedagogical implications of the study are provided.

Hizmet içi eğitimde eğitilenlerin beklentilerinin kar şılanması

ABSTRACT Title: The Fulfillment of Trainees' Expectations in In-Service Teacher Training Programs Author: N. Feyza Altınkamış Türkay Thesis Chairperson: Dr. Hossein Nassaji Bilkent University, MA TEFL Program Committee Members: Dr. James Stalker Dr. William E. Snyder John Hitz Bilkent University, MA TEFL Program In recent years, the importance of in-service teacher training programs has been realised for professional development. Therefore, in-service teacher training programs have been started to be established in most educational institutions. The purpose of this study was to investigate the teachers' expectations for in service programs in two universities and whether these expectations were fulfilled or not. The research was conducted in two different institutions. 36 teacher trainees and two trainers form Çukurova University, and 12 teacher trainees and a trainer form Hacettepe University, Preparatory Schools participated in the study. Data were collected through interviews and a questionnaire. The questionnaire was administrated to teacher trainees. The in service administrators were interviewed. The questionnaire consisted of three parts and a total of 30 items. Part 1 collected demographic data. Part 2 elicited data on expectations and fulfillment ofexpectations. Part 3 provided open ended comment. There were ten questions in the interviews. Data from the questionnaire (part 2) were analyzed calculating frequencies and percentages in order to find out the teachers' expectations. Then, the pairs of the questions regarding expectations and fulfillment were correlated to see whether the expectations were met or not. Data from the questionnaire (part 1, 3) and data from interviews were analyzed focusing on the question asked. The results of the study revealed that teacher trainees expect in-service teacher training programs A) to provide them new methods and trends in ELT field, B) to provide them practical teaching skills, C) to provide them theoretical information in ELT field, D) to provide activities that increase their language proficiency, E) to motivate them for further academic education, F) to encourage them to pursue their professional development outside the in-service program. Also, teacher trainees expected the administrators to provide support, time and budget them to attend in-service teacher trainig programs inside and outside the institution. They also thought that attendance in an in-service teacher trainig program should be voluntary. The fulfillment questions showed that not all expectations were met by the INSET programs.

Öğretmen ve yöneticilerin öğretmenlerin birbirlerini gözlemlemesine karşı tutumları

ABSTRACT Title: Attitudes of Teachers and Administrators towards Peer Observation Author: Sevil Karabağ Thesis Chairperson: Dr. Bill Snyder Bilkent University MA TEFL Program Committee Members: Dr. James C. Stalker Dr. Hossein Nassaji John Hitz Bilkent University MA TEFL Program Peer observation is a kind of observation in which two colleagues observe each other's classes, take notes and give feedback. The purpose of this activity is to help teachers learn about their own and other teachers' styles, techniques, and class management and apply what they have learnt to be better teachers. This study aimed at investigating the attitudes of teachers and administrators towards peer observation. As a part of the teacher development program, a peer observation process will be implemented at Anadolu University Foreign Languages Department (AU-FLD) in the 2000-2001 academic year. Before implementing such a process, it is necessary to find out teachers' attitudes towards peer observation for the success of the process. Also, the study aimed at discovering if there is a difference between experienced and inexperienced teachers in their attitudes. Forty-eight teachers and 4 administrators working at AU-FLD participated in the study. 26 of these teachers were inexperienced and 22 were experienced. To collect the data for the study, the teachers were given a questionnaire and the administrators were interviewed to discover their attitudes towards peer observation. I distributed the questionnaires to the teachers at AU-FLD and collected them after one week.The questionnaires were analysed using frequencies and percentages. For the open-ended questions in the questionnaire, categorisation was applied. Interviews were analysed qualitatively using categorisation. The results of the questionnaires show that teachers have positive attitudes towards peer observation. They believe that peer observation will be for raising then- awareness in teaching and enhancing their development and want to have peer observation in their department once a month. Teachers would like to be observed by a trainer or by their fellow teachers and think that the observation documents should be kept by the observer and the observed teacher. There is not a major difference between experienced and inexperienced teachers' attitudes. Teachers believe that a training session will be useful to know how to do peer observation. The results of the interviews show that administrators believe that peer observation is useful for the teachers to develop themselves. They would like to implement it once every two weeks and they are planning to have training sessions before starting peer observation. In addition to the observed teacher and the observer, they are planning to keep the observation documents. These two points, scheduling and keeping the documents, are the only differences between teachers and administrators.

Web dil kurslarının dizayn ve uygulamasıyla ilgili konular

ABSTRACT ISSUES IN THE DESIGN AND IMPLEMENTATION OF WEB-BASED LANGUAGE COURSES Bingöl, Azra Nihal Master of Arts in Teaching English as a Foreign Language Thesis Advisor: Dr. William Snyder Thesis Chair person: Dr. Fredricka L. Stoller July 2003 This study explored the factors that course designers have taken into account in the design and implementation of web-based courses, how the design and implementation of the web-based courses were effected by these factors, and course designers' views of possible future directions for developing and implementing web- based courses. From the results of this study, some recommendations are made for Bilkent University School of English Language (BUSEL), which is thinking of designing and implementing web-based courses in an English as Foreign Language (EFL) setting. Nine English Language Teaching (ELT) professionals, from different institutions inside and outside of Turkey, participated in this study. A questionnaire was sent to eight participants through email in four different sections. One participant was interviewed as she lives in Ankara, Turkey. The interview consisted of the same questions as the questionnaire. inThe questionnaire and the interview results were analyzed qualitatively. The data analysis was based on the interpretation of patterns emerging from participants' responses. The data results reveal that it is important to take student concerns, technical concerns, and pedagogical concerns into consideration in designing and implementing web-based courses. The results especially suggest a need for teams of teachers to work together to reduce potential problems while designing and implementing web-based courses and maximize efficiency in the process. They also call for both teachers and students to receive orientations into the process of web- based instruction (WBI) before commencing it. Key words: Distance education, Internet, World Wide Web, Web-based instruction, CmC (Computer Mediated Communication) tools. IV

Zonguldak Karaelmas Üniversitesi Alaplı Meslek Yüksekokulu öğrencilerinin motivasyon düşünceleriyle motivasyon düzenleme stratejileri kullanımları arasındaki ilişki

ABSTRACT THE RELATIONSHIP BETWEEN ZONGULDAK KARAELMAS UNIVERSITY ALAPLI VOCATIONAL COLLEGE STUDENTS' MOTIVATIONAL BELIEFS AND THEIR USE OF MOTIVATIONAL SELF-REGULATION STRATEGIES Okumuş, Nuray M. A., Department of Teaching English as a Foreign Language Supervisor: Dr. Fredricka L. Stoller Co-Supervisor: Julie Mathews Aydınlı July 2003 Research on motivation in language learning has identified classroom motivation, student motivation, and teacher motivation as influential components of learning in English as Foreign Language classroom settings. The focus of this study is student motivation, in particular, roles of students' motivational beliefs and motivational self- regulation strategies. The value students attach to English tasks, students' perceived self- efficacy, and the goals students set for learning constitute students' motivational beliefs. Learners employ cognitive, meta-cognitive, and motivational strategies to regulate their learning processes, thereby taking responsibility for their learning; to take control over one's learning is called self-regulation. The level of student motivation does not remain stable; demotivating factors cause decreases in students' levels of motivation. The instrategies students use to counter demotivating factors are labeled as motivational self- regulation strategies. These strategies help learners regulate their motivation, avoid states of demotivation; thereby, helping them persist in academic tasks. This study investigated the relation between students' motivational beliefs and their use of motivational self- regulation strategies. Data were gathered through a questionnaire, with 36 items related to motivational beliefs and motivational self-regulation strategies. The questionnaire was administered to 414 students of Zonguldak Karaelmas University Alaph Vocational College. The data were analyzed through frequency tests, Pearson product-moment correlation analyses, and a series of multivariate regressions. The findings suggest that there is positive correlation between students' motivational beliefs and their use of motivational self-regulation strategies. Moreover, students' motivational beliefs can be used to explain their use of motivational self-regulation strategies. Key words: student demotivation, motivational beliefs, motivational self-regulation strategies IV

Identification of motives for language study at the Police Academy

Öğretmenlerin yabancı dil olarak İngilizce sınıflarında anadilin kullanılması konusundaki görüşleri ve uygulamaları

This study explored teachers' attitudes towards their use of L1 in language classrooms and their practices in terms of use of L1 both as a communicative and methodological tool. The study was conducted with the participation of 120 teachers teaching at Anadolu University School of Foreign Languages, who were asked to fill a questionnaire survey developed by the researcher. The questionnaire's focus was on the teachers' attitudes and practices as a communicative tool and methodological tool. While answering the practices parts, teachers were asked to take the lesson and the level that they were teaching into account. The results of the quantitative analysis revealed that the teachers mostly had negative attitudes towards the use of L1, especially towards its use as a communicative tool; however, the teachers did not believe that L1 had negative effect on L2 acquisition. They were in favor of L1 since they believed that the learners did not have any other opportunity to access the target language. Thus, they believed that they should interact with the learners in TL as much as possible. This study implied that further research is needed to find out the variables which affect the teachers code-choices in more detail and see the picture from the students' point of view. Key Words: code-switching, teachers' attitudes, the use of L1, teachers' reported

Yazma becerisi eğitiminde yeni bir dönüt yöntemi olarak video içerikli portfolyo (VIP)

Feedback provision is an important duty of foreign language writing teachers. Yet, the attitudes of teachers and the feedback channels they use might affect the amount of correction students can incorporate into their written work. For example, learners incorporate more correction when they have the opportunity to have short conferences with their teachers. However, holding conferences with the learners might not always be possible due to crowded classroom settings. Then, writing teachers provide their learners with feedback traditionally, mostly by indicating learners' errors and mistakes, and commenting on their written work. While some learners utilize teacher feedback delivered traditionally, some others cannot benefit from the teacher feedback equally as it either includes too much metalinguistic explanation, learners interpret teacher comments incorrectly, correction symbols are confusing, or etc. Therefore, this study investigated whether a new form of teacher feedback delivered through videos might be an alternative to traditional feedback. To explore whether computer technology might be used as a new method, the researcher formed two groups of learners: an experimental group and a control group. The sample included students in the foundation course at Kadir Has University, the researchers home institution. While the experimental group received video feedback, the control group received traditional feedback for five of their weekly assignments. Since the feedback videos were part of a portfolio writing task, the researcher named the feedback videos "Video Inclusive Portfolio" (VIP). The data were collected and analyzed in three steps. Firstly, the amount of overall correction incorporated by the experimental group and the control group was calculated and analyzed with a Mann-Whitney U test. The findings revealed that video feedback helped learners incorporate more correction into their subsequent drafts. Secondly, the study also investigated whether video feedback helped learners incorporate more correction for feedback from different categories (e.g., explicit feedback, simple mechanical, complex mechanical, and organizational feedback). A second Mann-Whitney U test analyzed how learners of the two groups utilized feedback from different categories. The findings indicated that while the form of feedback (video feedback or traditional feedback) did not exhibit any statistically significant difference for explicit feedback category, video feedback enabled learners to incorporate more correction in terms of simple mechanical, complex mechanical, and organizational feedback. Finally, learners' perceptions were investigated through a questionnaire administered to the experimental group at the end of the study. The findings of the questionnaire also confirmed that video feedback might be an alternative to traditional feedback in teaching writing skill.

Amerikan tv dizileri izlemenin yükseköğrenim düzeyinde yabancı dil olarak İngilizce öğrenenlerin kalıp ifadeleri kullanmasına etkileri

This study investigates the effects of watching an American TV Series, How I Met Your Mother (HIMYM), on tertiary level English as a Foreign Language (EFL) learners' use of formulaic language. The participants were 66 Upper Intermediate level students studying at Akdeniz University, School of Foreign Languages, Intensive English Program. The study employed an experimental and a control group. At the beginning of the study, both groups were administered a pre-Discourse Completion Test (DCT) to determine their knowledge of formulaic language. After the pre-test, the experimental group received formulaic language training through watching an American TV Series HIMYM while the control group received a traditional training of formulaic language without watching any American TV Series. At the end of the 3-week training, both groups were given a post-DCT to see if they have developed their use of formulaic language. After a two-week interval, both groups received a recall-DCT to check the long term effects of formulaic language training. The findings revealed that, both the experimental and the control groups have made progress in their use of formulaic language at the end of the formulaic language training. However, the experimental group's development is statistically much higher than that of the control group in the recall-DCTs, which indicates the long-term effects of watching an American TV Series HIMYM. The findings revealed that formulaic language training through watching American TV Series is effective in improving the students' formulaic language use in the long term. This finding confirms the previous literature which emphasizes the influence the use of authentic media tools has on foreign language acquisition. The present study has filled the gap in the literature on formulaic language use by suggesting the use of an American TV Series HIMYM as a source to develop EFL learners' formulaic language use. This study gives the stakeholders; the administrators, curriculum designers, material developers, and teachers the opportunity to draw on the findings in order to shape curricula, create syllabi, develop materials, and conduct classes accordingly. Key words: formulaic language, develop, use, EFL, American TV Series

Anadili İngilizce olan İngilizce öğretmenlerinin kültürler arası hassasiyeti arttırmadaki rolü

This study investigated the role of native English speaking teachers (NESTs) in promoting intercultural sensitivity (IS), student ideas about the role of NESTs and non-native English speaking teachers (NNESTs) in terms of promoting IS and teaching target culture, and the effect of various other factors such as academic departments, gender, previous international experience, nationality, foreign languages and type of high school graduated from. The participants were 435 English preparatory class students from six different universities in Turkey, 196 being taught by only NNESTs while 239 being taught by both NESTs and NNESTs. A questionnaire was used to collect data which was composed of three parts: open-ended and multiple-choice questions to gather demographic information about the participants; an intercultural sensitivity scale, and a section with questions about the role of teachers in promoting IS. The analysis was done by grouping and comparing participants' IS scores according to whether they were educated by NESTs or NNESTs, their academic departments, gender, previous international experience, nationality, foreign languages and high schools. Also, the participants' ideas about NESTs and NNESTs in terms of their effects on students' feelings about their own culture and other cultures, and teaching culture were investigated. The findings indicated that even if there is not a statistically significant difference between total IS scores of students educated by NESTs and NNESTs, students feel that NESTs have a more positive effect on students' feelings towards other cultures. According to the findings, international experience and knowing a foreign language contribute to one's interaction confidence. Also, male students scored higher in interaction confidence while female students scored higher in interaction attentiveness. It was also found that students think family is the most effective element in forming students' opinions about other cultures. The study contributes to the existing literature by having studied IS level differences between students taught exclusively by NNESTs and those who have had exposure to NESTs. The study also contributes to the intercultural communication literature by investigating various factors such as academic departments, gender, previous international experience, and the number of foreign languages known, which may have an effect on students' IS levels. Lastly, the present study offers some pedagogical implications that institutions teaching foreign languages, and language teachers (especially EFL teachers) can benefit from, and revise their culture teaching practices accordingly. Key Words: Intercultural Sensitivity, Intercultural Communication Competence, NESTs, NNESTs, international experience, gender, foreign languages

Metot mu metot sonrası mı?: İngilizce öğretmen adaylarının bakış açıları üzerine bir anket çalışması

This descriptive study investigated the awareness level of ELT students regarding postmethod pedagogy, and the teaching methods in Turkey. Having emerged in the early 1990s, postmethod pedagogy has received mixed reactions in the ELT world. Based on the idea that the concept of method has a limiting impact on language teachers, postmethod condition suggests that method is an artificially planted term into the language classrooms; therefore, should no longer be regarded as a viable construct. While postmethod pedagogy calls for a closer inspection of local occurrences, its presence in local curricula among countries outside the European periphery remains questionable in that the innovative condition of postmethod is fairly new, and is still widely overshadowed by Communicative Approaches in educational contexts. By employing a quantitative approach, this study traced the echoes of methods and the postmethod condition in ELT departments in Turkey. Eighty-eight ELT students from six different universities in Turkey participated in the study. An online survey with four sections was employed for the data collection stages of the study. Analyses of the data revealed that the Communicative Approaches are the widely preferred methods among third- and fourth-year ELT students in Turkey. Additionally, these students had negative perceptions towards the earlier methods of teaching English. Regarding the postmethod condition, the results indicated that Turkish ELT students still had strong links with the methods, and they were unwilling to abandon the guidance that ELT methods provided them. However, significant difference was observed between teacher groups regarding the Particularity principle of the postmethod condition. The findings of this descriptive study supported the existing literature in that while Communicative Approaches are the dominant methods of instruction in Turkey, which is an English as a Foreign Language setting, some complications remain among prospective teachers in implementing deep-end ELT methods to local agenda. Keywords: Postmethod pedagogy, methodology, ELT methods, methods and approaches, Communicative Language Teaching, ELT students, prospective teachers