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Lise öğrencilerinin eleştirel okuma seviyeleri ve eleştirel okuma seviyeleri ile eleştirel düşünme eğilimleri ve okuma sıklığı arasındaki ilişki
The century we live in is mentioned as ?information age?. The reason for this name is the information density changing and improving from day to day. This density of information necessitates people to select the data through thinking critically. Needless to say that, ?critical thinking? has been one of the most repeated and stressed concepts in educational life. Running parallel to ?critical thinking?, the concept of ?critical reading? has been introduced in teaching programs of many countries. In the Turkish educational system, the instructions supporting ?critical reading? are displayed in the many course teaching programs of almost all grades, and the activities encouraging ?critical reading? are provided in the course books. In high schools the English course is one in which ?critical reading? is forwarded by both the teaching program and the course books. Within this context, could our students genuinely acquire critical reading skills?The purpose of this study is firstly to measure the students? level of critical reading skills; and furthermore to identify whether there is a relationship between students? critical reading levels and critical thinking dispositions and reading frequency in both English and Turkish.The participants of this study, which was conducted in the spring term of 2008-2009 academic year, comprised 147 students in Bilecik Osmaneli 75. Yıl Anadolu High School.Data were gathered through two scales, namely, ?Critical Reading Scale?, and ?California Critical Thinking Dispositions Inventory?.For the statistical analysis of data received from the Critical Reading Scale, mean score and standard deviation were calculated to determine the levels of students? critical reading. The mean score calculated for critical reading skills was separated into three clusters -low, medium, high- through K-means Cluster technique. Additionally, to find out whether there is a difference among the grades (9th, 10th, and 11th), ANOVA and then LSD test were computed. Thirdly, to find out whether there is a relationship between the students? critical reading levels and critical thinking dispositions, data taken from the two scales were compared through correlation analysis (Pearson correlation). Finally, to find out whether there is a relationship between the students? critical reading levels and reading frequency, chi-square value was calculated.The results of the study indicated that 32.4% of the students were at low level, 46.2% of the students were at medium level and 21.4% of the students were at high level. As it is seen majority of the students were at medium level. For the students? level of critical reading, there is a significant difference between the 9th and 11th grades in favor of the 9th grades. For the relationship between the students? critical reading levels and their critical thinking dispositions the findings indicated a positive and direct correlation; however, this relation is not significant. For the relationship between the students? critical reading levels and reading frequency the findings showed that there is no relationship between these two variables.The findings of the study revealed that critical thinking dispositions have a triggering effect for the development of critical reading skills. However, it cannot be said that reading frequency effects critical reading.KEY WORDS: Critical Reading, Critical Thinking Dispositions, Reading Frequency
Yabancı dil öğretiminde yaratıcı drama yöntemiyle almancayı öğrenen bireylerin konuşma yeterliliklerin gelişmesinin incelenmesi
The aim of this study is to investigate the effect of applying Creative Drama Method techniques in teaching German as a foreign language on the speaking skills and performances of pre-service German language teachers. The study was conducted with 18 pre-service teachers studying at Anadolu University, Faculty of Education, Department of Foreign Languages Education, German Language Teaching Program and taking 'Speaking Skills I' course in the autumn term of 2022-2023 academic year. The study consisted of two phases, pre-test and post-test, and was designed in a mixed design with pre-test and post-test control groups. The vocabulary of the pre-service teachers was measured with a performance test before and after the application. A semi-structured interview was conducted with pre-service teachers on awareness, attitudes and expectations regarding the creative drama method. In the control group, lessons were conducted for ten weeks using the functionalist, action-oriented constructivist method with the topics listed in the textbook, and in the experimental workshop group using the creative drama method. Qualitative observations were made in the workshops and a research diary was kept with the researcher's notes. During the implementation, reflections of the prospective teachers were obtained and the intermediate and final examinations of the "Speaking Skills I" course were analyzed. The results obtained from the research show that the use of creative drama techniques to improve speaking skills and performances is important. Keywords: Creative Drama Methods and Techniques, Motivation, Foreign Language German Speaking Proficiency, Foreign Language German Education
The ideas of tertiary instructors on emergency remote education during Covid-19 pandemic
Öğretmen ve öğrencinin fiziksel olarak ayrı olması prensibi eğitim dünyasında yeni bir olgu değildir. Uzaktan eğitimin kendine has tarihi, yöntemleri ve teorisi vardır (Moore & Kearsley, 2012). Tarihteki ilk uzaktan eğitim örnekleri ile tren yolu yapımının tarihi aynı zamana denk düşmektedir (Peters, 2020). O zamandan beri, uzaktan eğitim devamlı olarak gelişmeye devam etmiştir. Bu ilerleme, eğitimin daha geniş kitlelere ulaşmasına ve yaygınlaşarak herkes için erişilebilir olmasına olanak sağladı. Korona virüs öğretmen ve öğrencinin fiziksel olarak ayrı olması olgusunu son dönemde daha da popüler hale getirdi. Böylelikle; uzaktan eğitim, alanyazındaki diğer terimler ile karıştırılırken, acil durum uzaktan eğitimi terminolojisi de gündeme gelmiş oldu. Bu noktada, kavramlar arasındaki ayrımı iyi yapmak, acil durum uzaktan eğitim sürecini doğru anlamak için önemlidir. Bu çalışma, uzaktan eğitimin tarihini irdeleyerek, öğretmen ve öğrencinin ayrı olduğu eğitim olgusunun temellerini anlatmayı hedeflemektedir. Böylelikle, güncel durumumuzun daha iyi kavranacağı düşünülmektedir. Çalışma, acil durum uzaktan eğitimi kavramı, eğitim dünyasında nispeten yeni olduğu için önemlidir. Acil durum uzaktan eğitimi, güncel durumumuzu iyi değerlendirmek ve geleceği bu doğrultuda şekillendirebilmek için araştırmaya değer bir konudur. Bu çalışmanın ana amacı; İngiliz dili öğretim elemanlarının görüşlerine başvurarak, farklı yapılaşmaya sahip olan eğitim kurumlarının acil durum uzaktan eğitim deneyimlerini karşılaştırmaktır. Çalışma, üniversitelerin yabancı diller yüksekokullarının hazırlık programında görev alan yüz otuz dört öğretim elemanının görüşünü alarak, acil durum uzaktan eğitim deneyimini gözler önüne sermeye çalışmaktadır. Araştırmanın sonucuna göre, acil durum uzaktan eğitim değerlendirmesinde üç farklı boyut elde edilmiştir; Öğretim elemanları acil durum uzaktan eğitimini öğrenci, üniversite ve süreç değerlendirmesi olacak şekilde ele almıştır. Araştırmanın sonucu hem vakıf hem de devlet üniversitelerinin, acil durum uzaktan eğitim sürecini çok benzer şekilde deneyimlediğini ortaya koymuştur. Hem vakıf, hem devlet üniversitesi öğretim elemanları, öğrencilerin öğrenme süreçlerinden memnun değildir. Öte yandan, üniversitelerin acil durum eğitim sürecini başarıyla yönettikleri ve öğretim elemanlarının süreçte teknolojik becerilerini geliştirme fırsatı bulduğu araştırmanın bulguları arasındadır.
Türkiye?deki üniversite yabancı dil hazırlık okulu öğretim elemanlarının kendilerini gözlemlemesi ile akranları tarafından gözlemlenmelerinin kıyaslanması
This study was designed to investigate the similarities and the differences between the types of information provided by peer and self observation conducted in Turkish university preparatory school classrooms by Turkish EFL instructors, as well as the extent to which peer and self observation contribute to reflective thinking in this setting and whether there are any differences in their contribution to reflective thinking. Six teachers, two of whom were focus teachers (FTs), as self observers, and the rest as peer observers (POs) participated in this study. From these participants, two groups, with one focus teacher and two peer observers, were formed. Data were collected through four types of observation instruments completed during or after the teacher observations: observation forms, checklists, open-ended questions and reflective writings.In this study, one lesson of each focus teacher was video-recorded, and both these focus teachers, as self observers, and two of their peer observers were asked to evaluate the videotaped lessons using the observation tools they were provided with. Each group?s documented information collected through observation forms, checklists and open-ended questions were compared to explore the similarities and differences between the types of information provided by peer and self observation. In addition to this, each group?s reflective writings were compared to explore to what extent peer and self observation contribute to reflective thinking and whether there are any differences in their contribution to reflective thinking. All the data in this study was analyzed both qualitatively and quantitatively. In the analysis of the observation forms, checklists and open-ended questions, the categories were developed by the researcher using the general inductive approach described by Thomas (2006), and in the analysis of the reflective writings, a framework for levels of reflective thinking devised by another researcher (Hasanbaşoğlu, 2007) was used.The findings of this study suggest that there are similarities and differences between peer observers and focus teachers in the documentation and interpretation of teacher actions, evaluation of what is observed, suggestions and ideas given, and specific information (via the checklist) about what is the focus of the observation. However, the similarities and differences are affected not only by the type of the observation, but also by variables such as the personal characteristics of the observer, the observation instruments and even the type of lesson observed
İngilizce derslerinde akıllı tahta kullanımına yönelik öğrenci ve öğretmen tutumları
This study explored the attitudes of students, teachers, and administrators towards the use of interactive whiteboards (IWBs) in language teaching and learning contexts, and also sought insights into students? and teachers? actual use of IWBs in English as a foreign language classes. The study also investigated possible factors affecting teachers? and students? positive and negative attitudes towards IWB technology.Data were collected through questionnaires distributed to 458 students and 82 teachers in different institutions across Turkey, ranging from primary schools to universities. Three administrators were interviewed in order to explore their opinions towards IWB use in language instruction, and three classrooms were observed. Questionnaire results revealed that both students and teachers have positive attitudes towards the use of IWBs in language instruction and are aware of the potential of this technology. Responses given in interviews indicated that all administrators are supportive of IWB technology in English classes, and observations revealed that IWBs are used with their basic functions in English classes. The statistical analysis revealed that the more teachers use IWBs, the more they like this technology. It was also found that as the number of hours of IWB exposure increases, students? awareness of the distinctiveness of IWB technology rises.Key words: Interactive whiteboard (IWB), attitude.
Turk üniverserlerindeki yabancı dil olarak İngilizce öğrencilerinin sınıf içi tartışmalarında eleştirel düşüncenin sözel ifadesi
This study was designed to investigate the amount of the expression of critical thinking (CT) and the nature of L2 in tasks that require critical thinking in English for academic purposes (EAP) classrooms in Turkish universities.This study was conducted with two advanced-level EAP classes, including 34 students in total, at Middle East Technical University, Turkey. The data was collected by video-taping the students? discussion in class and analyzing their transcripts in terms of critical thinking and nature of language.The results indicated that students can express their critical thinking skills orally in L2 to a certain extent but they have difficulty in doing so as a result of their lack of necessary language. This study suggests the need for further work on oral expression of CT in EAP classrooms in Turkish universities in terms of the vocabulary and grammar students need to express themselves more accurately while engaged in tasks that invite CT in their oral L2.
Mesleğin ilk yıllarındaki öğretmenlerle deneyimli öğretmenlerin soru sorma teknikleri arasındaki farklar
This study explored the difference between novice and experienced university teachers? questioning techniques in terms of the number and types of questions they ask, the amount of wait time they give, and feedback they provide to students? answers. I conducted the study with five novice and five experienced English teachers at Bilkent University School of English Language (BUSEL) and Middle East Technical University (METU) Department of Basic English.I collected the data through 20 classroom observations. I observed and audio-recorded each teacher twice in order to reduce the novelty effect. Also, I filled in a checklist, which enabled me to have a structured focus while collecting and analyzing the data. To analyze the data, I transcribed the question-answer episodes of the recordings and carried out priori coding. Novice and experienced teachers? data were compared both quantitatively and qualitatively.The findings revealed that novice and experienced teachers differed in their questioning techniques in some aspects quantitatively, in some aspects qualitatively. The results also showed the distinction between training and experience since they were both found to be influential in teachers? questioning behaviors. It was discovered that while some questioning habits could be developed via experience, some of them were learned via training.The results may call teachers? and teacher trainers? attention to the effect of experience on teachers? questioning techniques. Also, thanks to the findings of the present study, teachers? awareness of the influence of their questioning behaviors on the students? interaction in the target language may be raised. Lastly, administrators and teacher trainers can arrange in-service training programs to make teachers aware of the latest techniques and methods in language teaching, and they can hold regular meetings to enable teachers to share their experiences.
Nöro-linguistik programlama (NLP)? nın İngilizce eğitimi üzerindeki rolü: NLP eğitimi almış İngilizce eğitmenlerinin İngilizce eğitimi verilen sınıflarda uygulanabilecek NLP teknikleri ve stratejileri hakkındaki algıları
This qualitative research study explored 12 NLP-trained ELT practitioners? perceptions about the role of NLP in ELT. More specifically, the particular NLP strategies and techniques that are preferred by the NLP-trained language teaching practitioners, as well as the skills that are addressed by means of NLP were investigated. In addition to these, the study portrayed the reasons why some NLP strategies and techniques are not preferred to be used in language teaching settings. The data collection procedure of this study involved semi-structured interviews that were audio-recorded. The analysis of the interview transcripts showed that NLP is not a set of small scale teaching techniques, but a wide system of communication based on a number of disciplines. There was broad perception over the fact that NLP is not a teaching approach, but a philosophy, the principles of which are applicable to any setting that involves human interaction. Furthermore, the perceptions of most interviewees revealed that NLP involves what is already present in many humanistic approaches in language teaching. According to the interviewees, determining the learning styles of learners (VAK), and exploring their meta-programs will guide the language teachers to design their lessons accordingly. As the variables of language anxiety function like a filter through which instruction passes, it would be sensible to conclude that the findings of the study based on the role of visualisation, brain-gym, and circle of excellence encourage learners to raise their expectations about their learning processes. Moreover, NLP modelling strategy is perceived by the interviewees to be useful in helping students learn how to learn, enhancing learners? study skills and goal setting techniques, as well as developing their listening, speaking, reading, and writing skills. Apart from modelling, visualisation, guided fantasy, metaphors (especially used in stories and games) in NLP are useful in enhancing language skills and vocabulary learning skills.
Akademik bağlamda sözlü üst-söylem analizi: İngilizcenin ortak dil olarak kullanımında bir keşif çalışması
This study investigates the reflexive metadiscourse components in academic English as a Lingua Franca (ELF) context. Specifically, the current research explores the reflexive metadiscursive devices employed in student and examiner talk separately in PhD thesis defense discussions. With this aim, student and examiner talks have been analyzed regarding the frequency and use of discourse functions based on the taxonomy of metadiscourse in spoken and written English by Adel (2010). Concerning methodology, a corpus-based mixed-method analysis was adopted, and the analysis was performed on the data taken from eight defense discussions in the open-access English as a Lingua in Academic Settings (ELFA) corpus. Findings of this study indicate that reflexive metadiscourse components are used in PhD thesis defense discussions, which is observable through data. However, there are certain discrepancies regarding the frequency and use of the discourse functions in student and examiner talks. It has been analyzed that discourse functions in the 'speech act labels' subtype such as arguing and exemplifying, and discourse functions related to 'metalinguistic comments' subtype such as commenting on linguistic form/meaning and clarifying are observed to be frequent in student talk. However, student talk maintains a lower frequency regarding discourse functions related to managing topic under the 'discourse organization' subtype. Student talk is also frequent in terms of imagining scenarios discourse functions in the subtype of 'references to the audience.' Examiner talk shows a higher frequency of cases, especially regarding managing the message and managing the audience discipline discourse functions in the 'references to the audience subtype and adding to topic and concluding topic discourse functions in the 'discourse organization' subtype. Lastly, student and examiner talks have a high-frequency rate of certain 'discourse organization' related discourse functions such as enumerating and endophoric markings. The results of the study offer insights into the nature of the PhD thesis defense discussions.
Joseph Conrad'ın Under Western Eyes ve The End of the Tether eserlerindeki baş karakterlerin etik ikilemlerinin Bakhtinsel incelemesi
Conrad's Under Western Eyes and The End of the Tether dramatize the protagonists' ethical dilemmas by showing how a character can be "moral" and yet "immoral" at the same time. By looking at the ethical dilemmas presented in the two works, to what extent the protagonists, namely Razumov and Captain Whalley, can be claimed to have good morals is studied through the ethical perspective of the Russian philosopher Mikhail Bakhtin. The analysis is made through three main points Bakhtin elaborates on in his Toward a Philosophy of the Act: particularity in relation to the protagonist, plurality of value judgments, and the place of empathy and love in the assessment of a character. Making use of the Bakhtinian ethical perspective, this study maintains the argument that Razumov and Captain Whalley cannot be considered to be totally immoral despite the wrongdoings they have committed.
Akademik yazında sözdizimsel karmaşıklık: Anadili Türkçe ve anadili İngilizce olan yazarların karşılaştırmalı analizi
This study explores syntactic complexity features in applied linguistics research articles authored by L1 Turkish and L1 English writers. Using a corpus-based approach, the study incorporates both large-grained and fine-grained measures to compare clausal and phrasal complexity. The analyses are based on two self-compiled corpora, each consisting of 50 internationally published research articles. One corpus represents writers who are native speakers of English, while the other represents writers who share Turkish as a common L1 and have published research articles in English. The corpora comprise a total of 100 articles (718,105 words) drawn from ten high ranking journals in the field of applied linguistics. The findings of comparative analyses indicate that L1 English writers tend to use longer sentences, higher levels of subordination, and more adjective complements, reflecting a preference for layered syntactic structures. In contrast, L1 Turkish writers rely more on intra-clausal elaboration, including frequent use of coordinate phrases and adjectival modifiers, particularly in noun phrases. While both groups demonstrate genre-specific features of academic writing, the study highlights distinct stylistic preferences and complexities in their syntactic choices. The results contribute to a nuanced understanding of how linguistic background influences academic writing and offer practical implications for English for Academic Purposes (EAP) instruction, particularly for L1 Turkish writers aiming to publish in international academic journals.
İngilizce öğretmenlerinin ve öğrencilerinin İngilizce yazma eğitiminde ChatGPT'nin etkisine ilişkin görüşleri
This study investigates both EFL teachers' and students' perceptions regarding the integration of ChatGPT into L2 writing classes in the context of higher education in Türkiye. It explores how teachers perceive and approach such integration in their classes, as well as how students react and respond to this. Moreover, the study explores the changes in student writing outcomes as a result of the implementation. Adopting a mixed methods embedded case study design, the study involved nine teacher and nine student participants for the qualitative phase while written products of 63 students were analyzed quantitatively. Through semi-structured individual and focus group interviews, reflections, field notes about the class observations, and written student products both qualitative and quantitative data collected to answer the postulated research questions. Findings revealed that there is a discrepancy between the views of teachers and students about employing ChatGPT regardless of the changes. The quantitative data indicates that students with lower writing proficiency benefit more compared to those with higher writing proficiency.
Konu-odaklı öğretim ortamında uygulanan çoklu zeka etkinliklerinin İngilizce dilbilgisi, kelime, yazma ve okuduğunu anlama ile öğrencilerin ve öğretmenlerin tutumlarına etkileri
It is a well known fact that each and every individual is different from each other in terms of many personal characteristics. The case is the same for foreign language learners, as well. Each language learner possesses distinct characteristics that s/he brings into language learning environments. Their distinct characteristics are also reflected on their intelligence profiles; therefore, each language learner is unique in terms of his/her intelligence profile. However, although it is an undisputable fact that each and every human being is unique, in language classrooms, most of the students are instructed through same methods, which can be named as traditional way of instruction, being expected to learn the same topics in the same ways with their peers no matter how they are different from each other. Traditional method of instruction involves instructing different students through the same techniques such as lecturing, drills, and memorization. Traditional method of language teaching is often based on verbal / linguistic and logical / mathematical intelligences of learners ignoring students' strengths or weaknesses in other domains. As a reaction to traditional view of considering all individuals as similar, Gardner proposed Multiple Intelligences Theory (MI Theory) which has fundamental implications for the processes of teaching and learning a foreign language. MI Theory is based on the idea that intelligence is not restricted by only verbal and mathematical abilities; instead there are multiple types of intelligence, which can be listed as visual, verbal, mathematical, kinaesthetic, interpersonal, intrapersonal, naturalistic, and musical intelligence. It suggests that people have unique combinations of these intelligences; thus each and every learner can have distinct ways of learning. Therefore, instead of following one type of instructional method, instructors need to incorporate various instructional techniques in their lessons in order to reach as many students as possible. The basic purpose of the present study is to explore the effects of Multiple Intelligences based activities implemented in a content-based context on grammar and vocabulary learning, reading comprehension, and writing development of EFL students at both 6th and 9th grade levels. The current study also aims at finding out whether there are any differences in students' attitudes towards learning English after the implementation of the MI-based activities through a content. Besides, the study has a goal of exploring teachers' attitudes towards the processes involved in the application of MI-based activities in language teaching. For these ends, a quasi-experimental study with a pretest – posttest design was conducted at both 6th and 9th grade levels. The findings suggest that instruction conducted through MI-based activities in a content-based context has been more effective than the traditional method in improving students' knowledge of grammar, vocabulary and their skills of writing and reading comprehension in English at both grade levels. The study also reveals that the students have positive attitudes towards English lessons conducted through MI-based instruction at both grade levels. In terms of teachers' opinions, the study puts forward that teachers have also positive attitudes towards MI-based instruction; however, they also have some reservations about the challenges involved in the process of implementing MI-based activities. In conclusion, it is appropriate to state that the findings of the present study have important implications for the processes involved in foreign language teaching in Turkey. Key Words: Foreign Language Teaching, Traditional method, Multiple Intelligences Theory, Content-Based Instruction