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A comparative study on evaluation of Turkish and English foreign language textbooks from the perspectives of students and teachers
Evaluation and selection of suitable materials that best fit the learners? needs is becoming more and more important for all levels in language teaching. Especially, textbooks are one of the most commonly used teaching and learning materials in today?s education system. Therefore, this comparative study focuses on the perceptions of undergraduate and graduate students as well as teachers regarding the effectiveness of Turkish and English foreign language textbooks currently used by most of the universities in Turkey and in the USA. In order to identify teachers? and students? beliefs regarding ?Turkish Elementary Textbook by Kurtuluş Öztopçu? and ?English Textbook Face to Face?, a questionnaire which consists of 30 statements with two open-ended questions was administered to both teachers and learners. The statements were categorized under such headings as activities and tasks, linguistic and thematic content, layout and design. SPSS pocket programme 11.0 was used for statistical analysis; the questionnaires were analyzed by calculating the percentages and the numbers. The two- open ended questions were analyzed using content analysis. The findings of this research are as follows;1. The views of the teachers and the students in terms of the efficiency of Turkish foreign language textbook are differentiated in all dimensions. Students generally have morepositive attitudes towards textbook than teachers have.2. A significant difference is found in the dimension of language skills. Teachers do not think that Turkish FL textbook provides an appropriate balance of five language skills.3. According to both groups of participants, the most effective aspect of Turkish FL textbook is to present grammar explanations that help students learn structural units.4. There is no significant difference between the views of the teachers and students in terms of the efficiency of English foreign language textbook. However, teachers showhigh rate of uncertainty in all dimensions.5. According to both groups of participants, the most effective aspect of English foreign language textbook is the illustrations that help learners understand the printed text.This study closes with suggestions based on the teachers? and the students? preferences that may help textbook writers, education researchers to acquire useful and accurate insightinto the nature of the existing textbooks. The study sheds light on the necessity of material adaptation as well.
An evaluation of anatolian high schools' 9th grade EFL curriculum and course materials through the principles of the common european framework of reference for languages
The CEFR has been one of the most debated issues in foreign language teaching in the last decade. It aims to standardize language teaching, learning and assessment across Europe through setting some principles. Therefore, some scholars have been praising the CEFR whereas some harshly criticize it. Nevertheless, The MONE has decided to revise EFL curricula and course materials in accordance with the principles of the CEFR. The current curriculum, prepared in 2011, states that communicative approach and the criteria determined in the CEFR were adopted during the development of the curriculum. Besides, in Turkey?s case, EFL curricula are only maintained with and highly dependent on coursebooks. Therefore, both EFL curricula and the related course materials are worth being evaluated in terms of the principles of the CEFR in order to identify coherence of both documents with the CEFR. In this sense, the aim of this study is to evaluate Anatolian High Schools? 9th grade EFL curriculum and the related coursebook titled New Bridge to Success for Grade 9, through the principles of the CEFR.In parallel to the aim of the study, answers are sought to the following research questions that guided the study;1.What are the principles of the CEFR?2.To what extent does Anatolian High Schools? 9th grade EFL curriculum meet the principles of the CEFR?3.To what extent do the Anatolian High Schools? 9th grade EFL course materials meet the principles of the CEFR?As for the method of the study, document analysis method is employed to seek answers to the research questions set. The CEFR, Anatolian High Schools? 9th grade EFL curriculum, and the related coursebook titled as New Bridge to Success for Grade 9 are the documents analyzed in this study. In order to determine the principles of the CEFR according to which the curriculum and the coursebook examined, the CEFR was exposed to multiple readings by the researcher. As a result of this process, the principles of the CEFR were determined. During the analysis of the curriculum these determined principles of the CEFR are sought. Then, the gains of the curriculum for the five language skills were analyzed through a checklist adopted from the A2 level descriptors of the ELP. In this process, the coursebook was first analyzed in terms of the tasks and their distributions among the five skills were determined. Then, they were analyzed in order to identify whether these tasks were suitable for the A2 level or not. Lastly, the coursebook is analyzed again so as to identify the principles of the CEFR.As a result, nine principles of the CEFR were defined. These defined principles of the CEFR are sought in Anatolian High Schools? curriculum, and the following results are reached;1.In general, the curriculum embraces 7 out of 9 principles of the CEFR which are communicative language teaching, task-based learning, learner-autonomy, learner-centeredness, self-assessment, interculturality and pluriculturalism whereas plurilingualism and the ELP are overlooked in the curriculum. However, these 7 principles are not harmonized equally. Communicative language teaching, task-based learning, learner-autonomy, learner-centeredness are prioritized whereas self-assessment, interculturality and pluriculturalism remain in the background.2.The analysis of the gains for the five language skills shows that there is an unequal distribution in the gains for the five skills. Besides, the results show that 38.29% of the gains are appropriate to the A2 level descriptors.3.The general analysis of the coursebook shows that there is an unequal distribution among tasks. In this sense, the coursebook mainly focuses on teaching grammar rules and vocabulary rather than teaching the five language skills since 30.5% of the tasks in the coursebook are related to grammar rules and vocabulary.4.The detailed analysis of the tasks shows that the coursebook titled as New Bridge to Success for Grade 9 are not appropriate to the A2 level since 168 out of 792 (21.21%) tasks match with the A2 level descriptors.5.Lastly, the analysis of the coursebook in terms of the principles of the CEFR shows that the coursebook does not involve any tasks related to plurilingualism. Besides, it does not support the use of the ELP. It provides a limited number of activities related to interculturality and pluriculturalism.
Using blogs and the internet to improve writing skills in university preparatory classes in teaching english
In light of innovations in education since the 2000s, various instructional methods and techniques have been developed. Since the teaching of writing is primarily based on use of a course book, there are no authentic readers for students? writings beyond the class teacher; this has a negative effect on learners motivation, and in many cases, either there is no available technology, or it is not put to effective use in order to make the teaching of writing sufficient to develop learners? skills. Therefore, providing learners with sufficient practice to improve their writing skills is very important. Moreover, various methods and techniques have been applied to encourage learners to practice, not only in class, but also outside the classroom; these have been found to be partially successful. In this study, blog use applications for writing lessons were conducted, and learners? attitudes toward writing were investigated. Thirty students participated in the present study, which was applied at Akdeniz University Higher School of Foreign Languages. Based on both the results of the A1 completion exam, which is used to place learners into English classes according to their levels, and a pre-test, learners were divided into two groups; a control group and an experimental group. After the assessment, an Internet use questionnaire was applied to both groups to investigate any attitudes towards using the Internet which might affect the results of the study. When no significant differences were found, the study was conducted over a 6-week period. During the treatment period, the control group took a writing course in which traditional instructional techniques were applied, while, the experimental group was supported through the use of blogs. Throughout the duration of the study, participants of both groups wrote 3 essays, each consisting of a first, second and final draft. Two of the essays were of the compare-contrast type, and the third was a definition essay. At the end of the 6 weeks of treatment, success of the learners was analysed and compared through use of a post-test. In addition to the post-test, in order to determine the learners? attitudes toward the writing course and use of blogs, a blog use evaluation questionnaire was applied to the experimental group. According to the results of the study, it was concluded that using blogs for writing lessons was an effective method to improve student success; in light of the blog use evaluation questionnaire, it was concluded that learners found the writing lessons supported by blogs to be beneficial.
Developing listening and speaking skills of 6th grade primary school students by using student-centred activities: Burdur Gazi Primary School sample
This study aimed at understanding whether primary school 6th grade students? listening and speaking skills? achievements can be increased by using student-centred activities, and in this way, take them out from a state of passive to active learners. The study was carried on over 16 weeks during 2010-2011 fall and spring terms as two 8-week parts. In the first 8-week part in the fall term, listening skills, and in the second 8-week part in the spring term, speaking skills were dealt with. 48 students of 6th grade from Burdur Gazi Primary School participated. In the study, since the aim is to investigate data obtained by evaluating student achievements, quantitative research techniques were preferred. This study was applied as an experimental one with a pretest-posttest control group design. Students were chosen randomly. In the first part that listening skills were practiced, there were 24 students in each group, and in the second part that speaking skills were practiced, there were 22 students in both experimental and control groups. Experimental and control groups had pretests containing listening and speaking achievement tests in the first weeks of each period, and it was decided that there was no statistically significant difference between groups. With students in experimental group, for both parts of the study starting from the second week, listening and speaking lessons enhanced with student-centred activities were studied as completing tools to the subjects they studied from their coursebooks in one lesson time through 6 weeks. Control group, on the other hand, continued to have their lessons with usual techniques. In each part, in the weeks following 6 practice weeks, posttests containing listening and speaking achievement tests were given. Data gained from pretests and posttests were analysed by using Independent Samples T-test, Paired Samples T-test, and Intraclass Correlation Coefficient (ICC) via SPSS 16.0 statistical package program. In respect of the results evaluated, it was observed that there was a statistically significant difference between experimental and control groups in terms of listening skills? achievements of young adolescent learners, on the other hand, although both experimental and control groups had an increase in their achievement in speaking skills? achievements, the effect size of experimental groups? increase was higher than control groups?. In the light of these results, it was understood that in developing young adolescent learners? listening and speaking skills, lessons enriched with student-centred activities were effective in increasing achievement levels of students in those skills. Keywords: young learners, teaching language skills, developing listening skills, developing speaking skills, learner-centred activities
The use of the internet and Web 2.0 tools among EFL instructors
In language learning and teaching, the Internet and Web 2.0 tools present resources and opportunities for both students and teachers mainly because of these tools? communicative potentials. Thus, EFL instructors should not be uninterested to the integration of technology into their teaching. The purpose of this study is to investigate the use of the Internet and Web 2.0 tools among EFL instructors and examine their perceptions towards the use of the Internet and Web 2.0 tools for teaching purposes. To this end, a quantitative approach was employed. In order to gather data, as an instrument, a questionnaire was developed in light of related literature and experts? opinions. The questionnaire was distributed online to EFL instructors (n=112) from various universities in Turkey. The data were analyzed using SPSS 20.0 and reported employing descriptive statistics, frequencies, means, percentages and standard deviations. According to the results of the study, it was concluded that EFL instructors had positive attitudes towards the use of the Internet and Web 2.0 tools. Although they had positive thoughts for Web 2.0 tools, they were not sufficiently using these tools in their teaching and were not pleased with the opportunities that their schools supplied them to learn about the Internet. Keywords: Technology, the Internet, Web 2.0 tools, Instructors.
Teachers' and students' perspectives on the integrated skills approach
Learning a foreign language is becoming more and more important day by day in Turkey, as in other countries worldwide. Over the years, a great number of schools and universities have applied different methods and approaches in an effort to improve the teaching and learning process. The aim of this study is to investigate the perspectives of both teachers and students concerning the integrated skills approach in the Anadolu University Foreign Languages Teaching Department. First, an experiment was carried out to compare this approach with the traditional approach to language teaching and to understand its effects on students' improvement in the target language. For this experiment, two different classes were chosen, and these classes were divided into two groups: an experimental and a control group. In each class, there were four females and five males, for a total of nine students. A pre-test was implemented with both groups to demonstrate that they were at the same level, and the results were analyzed using a One-Sample Kolmogorov-Smirnov test. The results showed that the students were at the same level and that the groups were suitable for carrying out the experiment. Following this phase, the students were taught English for a period of three weeks. In the experimental group, the lessons were taught using an integrated approach; while in the control group, language skills were taught separately. At the end of the three weeks, a post-test was applied, and the results were compared. The results demonstrated that there was no statistically significant difference between the groups, but it may be said that the traditional approach was more effective, especially in terms of reading skills. The opinions of the instructors and the students were obtained through a five-point Likert scale that consisted of 33 statements and 3 open-ended questions. The quantitative data were analyzed using SPSS version 20 software, while the qualitative data were analyzed through content analysis. The primary findings that were obtained are as follows: 1. Numerous advantages and disadvantages were noted with respect to the integrated skills approach. However, these differed between the students and the teachers. 2. Not all language skills may be improved equally using the integrated skills approach. Furthermore, the instructors viewed the approach positively, whereas the students viewed it negatively and preferred a traditional approach to instruction. 3. In this approach, both instructors and students are active participants in the lessons. The instructors, in particular, felt more motivated with this approach. Moreover, they had more freedom to use different materials and activities. However, while most of the instructors found that lessons were more enjoyable using the integrated skills approach, the students had a different perspective, and they believed that the traditional approach would be more useful. 4. In applying this approach, the instructors generally used the communicative language teaching method in their classes. After applying the approach, the grammar translation method and multiple intelligence theory were used in their lessons. The conclusion of this study includes suggestions concerning use of the integrated skills approach for teachers and students. This research may guide teachers, academicians and students who want to apply this approach in their lessons or who are curious to know more about the integrated skills approach to language instruction. Key words: Foreign Language Teaching, Approach, The Integrated Skills Approach, Traditional Instructio
Professional development of pre-service English language teachers in line with the European portfolio for student teachers of languages (Epostl)
In recent years, the increasing focus on professional development has resulted in emphasis on reflection. The fact that professional development starts during pre-service teacher education and that pre-service teachers have varying needs has augmented the significance of reflection during teacher education. However, the development of student teachers' reflective skills has been maintained with individual teacher trainers' own efforts. Besides, the identification of strengths and weaknesses of student teachers is somewhat limited. The European Portfolio for Student Teachers of Languages (EPOSTL) is a standard tool to specify professional development of pre-service teachers, along with their strong and weak competences. The purpose of this study is to reveal the perception of student teachers' professional development, strengths and weaknesses in line with the EPOSTL and to discover the benefits student teachers can obtain with its integration. Ninety-seven third grade ELT students at Akdeniz University participated in the study. The study is a descriptive study spanning one and a half years. In order to find out the degree of development student teachers have undergone and identify their strong and weak teaching competences, adapted EPOSTL survey was administered at the beginning of the third grade. Then student teachers were given a training on the EPOSTL. Upon the completion of their methodology and other teacher development courses, the EPOSTL survey was administered again at the end of the third grade to analyse their professional development. The results of the EPOSTL surveys were compared and the degree of their professional development was identified. Lastly, at the end of the first term of the fourth grade to track the student teachers' progress on the competences included in the EPOSTL, to support the questionnaire results and to specify the student teachers opinions of the EPOSTL an interview was conducted. The findings of the study demonstrate that the student teachers have progressed considerably and the majority of the student teachers perceive themselves competent on the basis of the EPOSTL in terms of most of the skills. However, within the sections and sub-sections of the EPOSTL there are competences such as teaching writing and pronunciation, student teachers report themselves weak. In terms of some of the competences, a regression is detected even upon the completion of the teacher development courses. Additionally, the interview findings support these results. Finally, the interview results indicate that student teachers have a very positive attitude towards the integration of the EPOSTL. They perceive it as a very worthwhile tool to encourage reflection and promote professional development.
A comparison of students' and teachers' perceptions on the use and instruction of vocabulary learning strategies
The aim of the present study was to unearth and compare student and teacher perceptions on the importance and application of the use and instruction of vocabulary learning strategies. The reason for incorporating both students' and teachers' perceptions into the scope of the research is to obtain a complete picture of the vocabulary learning and teaching process. In this descriptive study, 548 ninth grade students studying and 56 English language teachers working at ten different Anatolian high schools in Antalya constitute the research group. Student and teacher questionnaires and interview forms were used for data collection. Convergent mixed methods design was adopted as the research design. The quantitative data were gathered through the questionnaires administered to participant students and teachers, and the qualitative data were collected by means of the semi-structured interviews that were conducted with 20 students and 10 teachers selected among the participants. While quantitative data were subjected to statistical analysis during the process of data analysis, qualitative data were examined by means of descriptive analysis. The results of the analysis indicated that students and teachers are of the same opinion in terms of the considerable importance of the use and instruction of vocabulary learning strategies, and it was acknowledged that there is no statistically significant difference between the levels of importance attached to the use of vocabulary learning strategies by the students and the levels of importance attributed to the instruction of strategies by the teachers. However, regarding the application of vocabulary learning strategies and strategy instruction, it was identified that while teachers report actively teaching a wide variety of vocabulary learning strategies, students implement the strategies to a more limited extent for lexical development, and that teachers' application levels of the instruction of vocabulary learning strategies are significantly higher than students' application levels of vocabulary learning strategies with the exception of cognitive strategies. It was also found that the vocabulary learning strategies that are ascribed a higher level of importance are used by students and taught by teachers to a significantly larger extent. Based on these results, it is recommended to investigate and discern the reasons for the discrepancy between student and teacher perceptions regarding the implementation of vocabulary learning strategies and strategy instruction and to generate effective solutions for strategy instruction to better reflect on students' implementations. It is pointed out that more systematic studies of strategy training might be carried out by this way. Keywords: vocabulary learning strategies, student and teacher perceptions, strategy instruction, lexical development
Teaching speech act theory and its reflections on the study of the theatre of absurd in elt classes
This thesis has focused on the teaching of Speech Act Theory, which is so essential in communication and the acquisition of language. This theory is taught in ELT programmes of the universities but it is forgotten afterwards unless it is practised. As the language is the primary means of communication, the importance of the speech and acts is obvious. Teaching Speech Act Theory through literature, and its being applied to literary works, especially the works of drama, is thought to be helpful in foreign language teaching. For this purpose, The Zoo Story and Waiting for Godot, which can represent the Theatre of Absurd, which is a genre that reflects the fact that communication is based on acts rather than sentences and breakdowns in communication are observed in the situations where these acts are not sensed and the monotony of life that prevents people from realizing the reality, are chosen. The background of Speech Act Theory is given via its basic terms and two plays are analysed through the theory. In addition, the speech acts are studied on the extracts from these plays. This study shows the possibility of using Theatre of Absurd as works of literature in the teaching of Speech Act Theory and the applicability of the theory to the analysis of literary works.Key Words: 1) Speech Act Theory 2) Theatre of Absurd 3) Absurd Theatre
The effects of task-based teaching on foreign language achievements of 6th grade students in manisa yavuz selim primary education school
The purpose of the study is to investigate to what extent do the traditional method and task-based teaching differ in the foreign language achievement of the 6th grade learners. First of all pre-test was given to a total of 32 students including two classes which have 16 students in each. The aim is to measure their English level. No significant difference was found between the scores of pre-test and the data shows that the learners? English level is almost the same.Sixteen students were in control group which followed the traditional method, while other sixteen were in treatment group where task-based method was integrated into the teaching. At this stage in traditional method the book and the teacher were given emphasis whereas in TBT various tasks which should be completed by the students were of vital importance. While comparing the two methods it was observed that in control group the learners tried to make more accurate sentences but in treatment group the students gave importance to interaction and fluency.After almost a 3 months period of treatment each group was given a post-test in order to measure their improvement in foreign language. In control group before the treatment the average of pre-test scores was X= 32,75 and after the treatment the average was X= 69,00 whereas in treatment group the average of pre-test scores was X= 33,8750 and the average after the treatment was X= 83, 3750. This shows us that there is a great improvement of the foreign language achievements of learners and the data shows that there is a significant difference between the post-test scores of each group. This means that TBT is more effective in foreign language achievements of learners.
The effect of cooperative learning activities on anxiety and motivation in multilevel adult classes
The purpose of present research is to investigate the effect of Cooperative Learning activities on motivation and anxiety in multilevel adult classes.Pre-test post-test design with control group was used for the research. Cooperative Learning activities were applied in the experimental group including 12 students and the traditional method was carried out in the control group consisting of 12 students. The data were collected with FLCAS (Foreign Language Classroom Anxiety Scale) and FLMQ (Foreign Language Motivation Questionnaire).SPSS packet programme was utilised in data analysis.Research results suggest that Cooperative Learning activities do not have a significant effect on motivation and anxiety in multilevel adult classes although some positive tendency has been observed in terms of these two variables.Keywords: Anxiety, Motivation, Multilevel Adult Classes, Cooperative Learning
Class and East-West confrontation in E. M. Forster's selected works and teaching of the theme in ELT classes
In this thesis E. M. Forster, a well-known author who has used class and east-west confrontation themes in his literary works, will be taken as a very useful and valuable input source through his works in the so mentioned themes. The purpose of this study is to investigate the benefits and advantages of the classes in which E. M. Forster?s literary texts including the theme of class and East-West confrontation are used. Forster?s five books are handled for this dissertation: A Room with a View including an individual?s opposition to and clash with the society; The Longest Journey, handling Rickie?s labeling people instead of seeing them as plain individuals; Howards End, the tale of typical episodes of class envy and snobbery, a possible budding romance between a wealthy scion and a poor girl, and the like; The Machine Stops with the description of people living in individual cells, empty except for a chair, a desk, and the controls of a machine, from here to people's relationship to a power outside themselves, and their ceasing relationships with each other; A Passage to India, the famous story of East-West confrontation.The themes in these works are quite colorful and useful and thus, they might be a good source of material for writing and speaking sessions in ELT classes. The texts and quotations which can be extracted from these novels can be fitted to any level. But they will be useful in classes and will be very meaningful as outside reading material especially for upper-intermediate and advanced level learners of English.This thesis aims at finding out the applicability of sentences, quotations, specific themes, questions and various implications of statements in E. M. Forster?s literary texts in ELT classes. Two productive skills out of four that one experiences during foreign language learning process are speaking and writing. It is a known fact that learners of English language in various age groups and at different comprehensive levels will have greater tendency towards practicing the language and develop deeper enthusiasm for learning when authentic literary material is provided for activities in productive skills. As literary texts are very useful input resource for ELT classes, such material can be thought as promising a more valuable, thematic and, most importantly, encouraging language learning atmosphere. Recent ELT series like New Cambridge Advanced English or Passages can be parallel to this understanding. When one examines the texts and quotations in these series, one can realize that the learners show greater interest and enthusiasm in speaking and writing classes of those series mentioned above and alike. As for the theoretical base, mainly, Whole Language Learning emphasizes the use of authentic literary material in ELT classes. It is known that the use of such literary texts and quotations is naturally very useful when native speakers of that language are practicing their own language. Likewise, the use of such material in curricula of ELT classes is undeniably important.It can be evaluated that learners of English language in various groups, especially middle school, high school and college students, will show greater interest in studying on the thought inspiring theme of East-West confrontation, cultural diversity and dichotomy, class differences among different strata of society. For Turkish people, it is a very well known fact that a great deal of the intellectual, political, social, educational investments are directed to westernization process throughout the last two hundred and fifty years, mostly to be able to integrate with European Union in recent decades. In our country, when one compares the eastern values and life style to the western understanding, one may come across some paradoxical and thought inspiring situations. Such phenomena, which are handled and studied very meticulously in literary works, naturally arouse the interest in studying on literary texts and quotations in the process of foreign language learning. The use of such material in ELT classes will offer more enjoyable activities and more positive language learning environment and therefore increase the success.
Teaching irony and satire as literary devices in ELT classes through Jane Austen's selected novels
This thesis has focused on the teaching of Irony and Satire, which are so essential in communication and acquisition of a language. These literary devices are taught in ELT programmes of the universities but are forgotten immediately afterwards unless they are practised through the appropriate examples. Teaching irony and satire through literature, and their being applied to literary works, especially the works of Jane Austen ? Pride and Prejudice, Emma and Sense and Sensibility ? are thought to be helpful in foreign language teaching. This paper explains how irony and satire ? these two common tools ? are used by Austen to highlight the ridiculous traditions of the society. These devices are studied with some classroom activities and comprehension questions on these novels. This study shows the possibility of using the novels of Jane Austen as works of literature in the teaching of irony and satire and the applicability of these literary devices to the analysis of literary works.Key Words: 1) Irony2) Satire3) Jane Austen
The effects of using task-based language teaching activities on students' attitudes and vocabulary learning through the use of poetry in the classroom
Bu tezin amacı, Görev Tabanlı Öğrenme Yaklaşımı?nın teorik geçmişini araştırmak ve kelime öğretimi için edebi bir tür olan şiiri öğretime dahil etmektir. Öğrencilerin sınıfın dört duvarı arasında gerçek iletişime maruz kalmasını sağlamak, onları bir amaç için birbirleriyle gerçek anlamda iletişime geçirmek ve şiirleri derinlemesine analiz etmek için farklı şairler tarafından yazılmış 12 farklı şiir ele alınmıştır. Şiirlerin öğrenme için zengin ve çeşitli öğrenme repertuarı sunması ve zevkle öğrenme için de zengin bir kaynak oluşturmasından dolayı bu çalışmanın bünyesinde incelemek için bu tür seçilmiştir. Bunun yanı sıra şiirleri bir ders saati gibi bir sürede de incelemek de mümkündür. Birçok şiirde evrensel temalar ve hayat deneyimleri keşfedildiği için, öğrencilerin derste ilgisini çekmek ve onların doğal bir şekilde dili kullanmalarını sağlamak kolaydır. Bu çalışmada öğrencileri süreç boyunca anlamı inşa etme sürecine dahil edebilmek için farklı `görevlerle? dikkatleri çekilecektir. Ayrıca, çalışmaya dahil olan üniversite öğrencileri gerçek anlamda dil kullanımına maruz kalacak ve bu yüzden normal sözdiziminin görülmedik kombinasyonlarıyla karşılaşacak ve bireysel sözcüklerin diğer sözcüklerle kullanılması konusunun beklentilerine uymayacağını göreceklerdir. Bundan başka, deney süreci boyunca kelime öğrenimlerini geliştireceklerini de göreceklerdir. Görev Tabanlı Öğrenme Yaklaşımı çerçevesi içerisinde aşağıdaki sorular hatırda tutulacaktır:1. Bir şiiri detaylı bir biçimde inceleyip öğretebilmek için şiir ve Görev Tabanlı Öğrenme Yaklaşımı hangi yollarla birleştirilip, kullanılabilir?2. Bu aktiviteler öğrencilerin kelime öğrenimi ve tutumlarına olumlu biçimde katkıda bulunur mu?3. Öğrencilere ön-görev aşamasında ne tür aktiviteler sunulabilir?4. Öğrencilere görev aşamasında ne tür aktiviteler sunulabilir?5. Bir şiiri detaylı olarak çalışmak ve ders sonunda öğrencilerin hedef dildeki sözcüklere odaklanmasını sağlayabilmek için ne tür aktiviteler kullanılabilir?Bu araştırmada kontrol gruplu ön-test / son-test deseni kullanılmıştır. 16 kişiden oluşan deney grubuna Görev Tabanlı Öğrenme aktiviteleri uygulanmış, 15 kişiden oluşan deney grubuna da geleneksel metot uygulanmıştır. `Kelime Testi? ve `Şiir Okumaya Yönelik Tutum Testi? ile veri toplanmıştır. Veri çözümlenmesi aşamasında SPSS paket programı kullanılmıştır.Araştırma sonuçları şiirlerle yapılan Görev-Tabanlı Öğrenme metodu aktivitelerinin öğrencilerin kelime öğrenmeleri üzerinde belirgin bir etkisi olduğunu; öğrencilerin tutumları üzerinde ise belirgin bir etkisi olmadığını göstermiştir.Öğretmenler sınıfta her zaman edebiyat ve şiir kullanılması hususunda zorunlu bir ihtiyaç olmadığını unutmamalıdırlar. Bu çalışma sınıfta şiir öğretimi ve bunun sınıfta kullanımı için yollar bulmayı amaçlamaktadır. Amaç eğlenceli ve motive edici aktivitelerle yapılan şiir öğretiminin öğrenme ortamına olumlu olarak katkıda bulunup bulunmadığını tespit etmeye çalışmaktır. Etki olumlu ise sınıf içerisinde şiir öğretimi yapılırken alternatif seçenekler sunulacaktır. Bunun yanı sıra, varolan kaynaklar araştırılacak ve `edebiyatın yabancı dil sınıflarında kullanımı? ifadesi daha da netleştirilecek ve dil öğrenimi ile şiirlerle yapılan edebiyat öğretimi arasındaki olası bağlar gösterilecektir.Anahtar Kelimeler: Görev-Tabanlı Öğretme Metodu, Kelime Öğretimi, Şiir Okumaya Yönelik Tutum
The study and teaching of stream of consciousness technique in Virginia Woolf's three novels: Mrs Dalloway, To the Lighthouse, The Waves
Virginia Woolf?un Mrs Dalloway, To the Lighthouse, The Waves adlı üç romanı kullanılarak bir edebiyat akımı olan bilinç akışı tekniğinin incelenmesi ve öğretilmesini ele alan bu tez dört bölümden oluşmaktadır.Giriş bölümünde Virginia Woolf?un kariyeri ve İngiliz Edebiyatı?ndaki önemli yeri kritiklerin de görüşlerine yer verilerek anlatılmıştır. Bu bölümde ayrıca bilinç akışı tekniği hakkında bilgide verilmektedir.Zihnin Koridorlarında olarak isimlendirdiğimiz Gelişme bölümünde, Woolf?un bu teze konu olan üç kitabı, tematik olarak incelenmiş ve ayrıca kullanılan tekniğin özellikleriyle ilişkilendirilerek sunulmuştur.Tezin Öğretim bölümünde Virginia Woolf?un adı belirtilen üç romanını kullanarak bilinç akışı tekniğinin öğretilmesi ele alınmıştır. Bu bölümde sadece öngörülmüş olan ders planları teorik olarak hazırlanmıştır. Öngörülmüş olan bu ders planlarının böyle zor bir anlatım tekniğinin öğretilmesine ışık tutacağı umulmaktadır.Sonuç bölümünde, Virginia Woolf?un bu üç ana romanı üzerinde durularak O?nun bilinç akışı tekniğinin kullanılmasına farklı bir tarz getirdiği sonucuna vardık. Woolf bu tekniği kendi tarzına göre şekillendirmiştir. Kelime seçimi, ritm duygusu, şiirsel bir tat eşliğinde kullandığı renkler bilinç akışı tekniğini etkilemiştir. Sonuç olarak, bud a Virginia Woolf?u İngiliz Edebiyatı?nda bilinç akışı tekniğini kullanan en iyi yazarlardan biri haline getirmiştir.
The teaching of symbolism and fantasy in all the books of Lord of the Rings by J.R.R.Tolkien
The Lord of the Rings was written by J.R.R.Tolkien in 1954. It is not just a adventure story about a ring though the plot is not complicated.It is an embodiment of the author's linguistic,philological,geographical and historical knowledge. Due to this background the story can be examined through realistic context. This pecularity differs it from other fantasy fiction.The purpose of this THesis work is to reveal its symbolic value. As the story carries deep moral meaning, themes and messages due to the author's intention to renew fantasy genre, we tried to correlate it with our time and show its significance in planning lessons of the English language. The Lord of the Rings can be interpreted from different aspects which enlarge the readers' opportunity to find important things according to individual taste.
Teaching the humanistic culture of Socrates, Erasmus and Thomas More through textual analysis
Konu her ne olursa olsun humanizm her zaman önemli bir kavram olmuştur. Edebiyatta, Tarihte, Felsefede hatta Yöntem Bilimde bile temel ilgi alanı insanın kendisi olduğu için, humanizm önemli bir konu olarak kabul edilmektedir. Önemli bir başlık olarak humanizm neredeyse her yüzyıla ait eserlerde yer almaktadır. Ancak humanizm denilince ilk akla gelen isimler Sokrates, Erasmus ve Thomas More olduğundan dolayı bu tezde, adı geçen kişilerden her birinin en çok ses getiren eserleri seçilerek, humanizm teması incelenmiştir. Sokrates?in eğitici amacının oldukça net anlaşılabildiği diyalogları olan Crito, Euthyphro, Apology of Socrates ve The Republic humanizm açısından irdelenmiştir. Adı geçen diyolaglarda Sokrates?in insane ve gerekli koşullar sağlandığında yapabileceklerine olan inancı oldukça nettir. Diğer bir önemli dönemin temsilcileri olan Erasmus ve Thomas More?un en çok bilinen eserleri olan Utopia ve The Praise of Folly?de ise yine insan kavramını tartışmanın merkezine koyan ?insanın her şeyi başaracak yeterliliğe sahip olması, savaşın anlamsızlığı, toplumdaki eşitlik ve adalet kavramları? gibi konular ele alınmıştır.Sonuç olarak, adı geçen bu altı eserde insan, potansiyeli, hakettiği hayat tarzı ve yer alacağı toplumdaki vazgeçilmez koşullar ile birlikte temel konudur.Yukarıda adı geçen bütün eserler ELT sınıfları için yararlı kaynaklardır. Başlığa dayalı tahminler, yaratıcı yazma ve tema bazlı tartışmalar gibi aktiviteler sayesinde, ileri düzey ELT sınıflarındaki edebiyat çalışmaları daha verimli hale getirilebilir.Anahtar Kelimeler: Humanizm, Humanist Kültür, Edebiyatta Metin Analizi.
Avrupa Birliği üyelik süreci, AB genel eğitim politikaları ve AB yabancı dil eğitimi politikalarının Türkiye'deki yabancı dil eğitimi ve yabancı dil eğitimi politikaları üzerine etkisi
Ekonomi alanında başlayan Avrupa'daki bütünleşme hareketi bugün, siyasi bütünleşme noktasına gelmiş ve bu gelişmeye paralel olarak daha fazla ulusal politika alanı Birliğin uluslar üstü yapısına dâhil edilmeye başlanmıştır; ancak siyasi bütünleşmenin, Avrupalılık kimliğinin ve hedeflenen dinamik, rekabetçi, bilgiye dayalı ekonomik yapının gerçekleştirilebilmesinin en önemli araçlarından olan genel eğitim ve yabancı dil eğitimi alanlarında Birliğin yetkisi, dolayısıyla üyeleri bağlayan ortak politikaları bulunmamaktadır. Öte yandan, 27 üye ülke, 23 resmi dil ve 40'a yakın yerel dille Babil kulesini andıran Birlik, yabancı dil eğitimini, çok dilliliği, çoğul dilliliği teşvik ederek ve üye ülkelerin yabancı dil eğitimi politikalarını koordine ederek, `çeşitlilikte birliği' sağlamaya çalışmaktadır.Türkiye-AB ilişkileri neredeyse Birliğin tarihi kadar eskidir. Öte yandan, gerek Birliğin eğitim alanında yetkisi ve üyeleri bağlayan ortak politikaları olmaması, eğitim alanını uzun süre bir tabu olarak görmesi, gerekse Türkiye'nin tam üye olmaması ve AB-Türkiye ilişkisinin uzunca bir süre düşük profilli ve çoğunlukla ekonomi ekseninde yürümüş olması gibi nedenlerle, Birliğin, Türkiye'nin yabancı dil eğitimi politikası üzerinde anlamlı bir etkisi olmamıştır. Tarama Süreci de göstermiştir ki, eğitim ve yabancı dil alanında Türkiye zaten Birlik ile uyumludur, zira zaman içinde Türk eğitim sistemi kendi ontolojik sıralaması içinde olabildiğince Avrupalılaşmıştır. Gelecekte AB'nin Türkiye'nin yabancı dil eğitimi politikası üzerinde etkisinin olup olmayacağı ise, Türkiye'nin AB'ye katılıp katılmayacağına, AB'nin yabancı dil eğitimi alanında ortak politikalar geliştirip geliştirmeyeceğine ve bu politikaların kapsamının ne olacağına bağlıdır; zira bugün için Birliğin dil politikaları, Türkiye'nin tekçi Anayasal yapısı ile çelişen ve tehdit algılamalarını artıracak, azınlık dilleri, bölgesel diller ve ana dilde eğitime ilişkin boyutları da olan politikalardır.
Dilbilgisi kavramlarının öğretiminde ana dil kullanımının öğrenci başarısına etkileri
Bu araştırmanın amacı, erek dildeki dilbilgisi kavramlarının öğretiminde ana dildeki kavramlardan yararlanılmasının öğrencilerin dilbilgisi başarısı ve öğrenmenin kalıcılığı üzerindeki etkilerini saptamaktır. Bu nedenle, dil kuramı olarak Minimalist Programı ve öğrenme kuramı olarak Yapılandırmacılığı temel alan bir dil öğrenme modeli ? Anadil Destekli Dil Öğrenme ? tasarımlanmıştır. Bu araştırmanın denencelerini sınamak için kontrol gruplu öntest-sontest deney deseni kullanılmıştır. Araştırma, 2008-2009 Güz yarıyılında Dokuz Eylül Üniversitesi Yabancı Diller Yüksekokulu İngilizce Hazırlık Bölümü C düzeyindeki öğrenciler ile yürütülmüştür. Deney grubunda 24; kontrol grubunda ise 23 öğrenci araştırma sürecine katılmıştır. Deney ve kontrol grubuna araştırmacı tarafından geliştirilen bir İngilizce dilbilgisi başarı testi öntest-sontest-izleme testi olarak uygulanmıştır. Deney süresince; kontrol grubuna erek dildeki dilbilgisi kavramları geleneksel yöntemlerle öğretilirken deney grubuna ise ana dildeki kavramlardan yararlanarak Anadil Destekli Dil Öğrenme (ADDÖ) ile öğretilmiştir. Deney sonunda, deney grubundaki öğrencilerin ADDÖ uygulamalarına ilişkin görüşlerini betimlemek için nitel sorulardan oluşan çıkış anketi uygulanmıştır. İngilizce dilbilgisi başarı testiyle toplanan verilerin çözümlenmesinde, t-testi ve kovaryans analizi (ANCOVA) kullanılmış ve SPSS 16.00 ile TAP istatistik programlarından yararlanılmıştır.Araştırmadan elde edilen sonuçlara göre; deney ve kontrol gruplarının sontest ortalama puanları arasında (p=0,041) ve izleme testi ortalama puanları arasında (p=0,002) anlamlı farklılık bulunurken deney ve kontrol gruplarının izleme testi-öntest ortalamaları (p=0,001) ile izleme testi-sontest ortalamaları (p=0,039) arasındaki farkın istatistiksel olarak anlamlı ve deney grubu lehine olduğu saptanmıştır. Bir başka deyişle; ADDÖ uygulamaları, geleneksel yöntemlere göre İngilizce dilbilgisi başarısını arttırmada daha etkilidir ve ADDÖ ile gerçekleştirilen dilbilgisi öğretimi, geleneksel yöntemlere göre daha kalıcıdır. ADDÖ uygulamalarına ilişkin öğrenci görüşlerini betimlemek amacıyla deney grubuna verilen çıkış anketi verilerinin çözümlenmesi sonucunda ise katılımcıların dilbilgisi öğrenirken ana dil kavramlarından yararlanılmasını olumlu bulduğu görülmüştür.
The effects of using activities based on multiple intelligence theory on 11th grade students' learning and retention of english vocabulary
The purpose of this study is to find out the effects of Multiple Intelligence Theory in teaching English vocabulary. Traditional vocabulary teaching techniques and vocabulary teaching techniques based on Multiple Intelligence Theory are compared in the study. It is a quantitative study which utilizes quasi-experimental non-equivalent control group design. This design is used when random assignment of participants to groups is not possible. In the study, classes were randomly assigned as an Experimental Group and a Control Group. Both of the groups were pre-tested at the beginning of the study by using a vocabulary test. In addition, Multiple Intelligence Inventory was applied to Experimental Group to identify their dominant intelligences and prepare classroom activities accordingly. The results of the study suggest that Multiple Intelligence Theory based activities have a significant effect on achievement and retention of students? English vocabulary.
The effects of project-based learning on student achievement in vocabulary learning on 6th grade students
The purpose of this study was to investigate the effects of the Traditional Method and Project-Based Learning in the vocabulary achievement of 6th grade students.The study was conducted at Bağyurdu Kazım Dirik Primary School in İzmir/ Kemalpaşa. The participants were 48 students including two classes which have 24 students in each.The study was a quantitative quasi-experimental study, in which a pre-test, post-test control group design was used. Both experimental and control groups studied the same target words. The experimental group learnt the words through projects. Both groups had a test before and after the instruction. The tests before the instruction were graded as pre-tests and those after the instruction as post-tests.After 4 weeks treatment period,each group was given post-test in order to measure their improvement in vocabulary learning. The comparison of the post-test scores of the groups demonstrated that there is a significant difference.This means Project-Based Learning is more effective on 6th grade students? vocabulary achievement.
Science and religion in anti utopias and their use in classroom
Anti utopian literature which has been the subject matter of this study has become extensively popular in the years following the two annihilating world wars and subsequent developments. Although it is possible to comb literature and find out the early examples of anti utopias in the Ancient Greek Literature, the first canonical work is Mary Shelley?s `Frankenstein? which was written in the years following the groundbreaking Industrial Revolution. The anti utopian writer as a member of the real society is inevitably affected by the social, economic and political problems strives to warn the readers to take precautions to prevent the awaiting problems he prophesized. He depicts a fictive model of a nightmarish society which confronts with the aggravated version of the problems the real society experiences. Anti utopian themes are varied; yet, as the title of this study may imply, here only themes related to science and religion have been discussed. The menaces of scientific developments and misuse of technology, computerization, the dominance of machines, genetics can be exemplified for the employment of `science? in anti utopias while loss of faith, manipulation of religion, the image of a Saviour have been the most frequently used themes of `religion? in anti utopian narratives. In the first part of this study, the concept of anti utopia and its historical background have been examined besides the themes of `science? and `religion? in anti utopian novels. In the second part of the thesis, six selected anti utopian novels between 1950-2008 have been explored with regard to the themes of `science? and `religion?. The timeline between 1950-2008 is divided into three parts; 1950-1970, 1971-1990 and 1991-2008. Two anti utopian novels from each period are studied in correspondence with the social events and developments of the time they were written in. Thus, it is aimed to find out if there is parallelism between the experiences of the real society and the fictive anti utopian society. As the use of literary texts in teaching has been proven to be helpful to linguistic, psychological and intellectual development, in the third part the classroom implications of anti utopian fiction are tried to be exemplified with activities based on the selected novels.Key words: anti utopias, science, religion, classroom activities
Relationship among English language self efficacy, academic achievement and goal orientation of English as foreign language (Efl) pre-service teachers
Motivation underlies the successful implementation of training activities for education. From this viewpoint, investigation of the relationships among English self efficacy, teacher goal orientation and academic achievement can be noteworthy. This study aims to reveal the relationships among pre-service EFL teachers' English self efficacy, teacher goal orientations and academic achievements. The study is a correlational study, uncovering possible relationships among variables (Büyüköztürk, Kılıç Çakmak, Akgün, Karadeniz & Demirel, 2014). Participants of the research are second, third and fourth grade pre-service EFL teachers of Dokuz Eylül University ELT department. The sample of research was chosen with reference to stratified random sampling (Christensen, Turner & Johnson, 2011). Questionnaire of English Self Efficacy (Wang, Kim, Bong & Ahn, 2013) and Teachers' Goal Orientation Questionnaire, (Nitsche, Dickhäuser, Fasching, & Dresel, 2011) were used as data collection tool. According to results, there are positive correlations between English self efficacy and teacher goal orientation, English self efficacy and academic achievement, academic achievement and goal orientations. The study reveals that English self efficacy shows significant differences among participants' grades, however, there is no significant difference for teacher goal orientation. Finally, research results show that English self efficacy and teacher goal orientations do not show significant differences, in contrast, academic achievement shows significant difference in terms of gender. Keywords: Academic Achievement, English Self Efficacy, Goal Orientation, Self Efficacy, Teacher Goal Orientation.
Prospective English teachers' in-class speaking anxiety and their use of oral communication strategies
Speaking is a fundamental activity of both daily life and education. It is one of the most vital skills that must be acquired in language learning. However, speaking is also the skill that is the most liable to be impaired by anxiety. The feeling of anxiety may have a negative impact on both students and teachers. As a result, they may not want to use communicative activities in their classes. Using strategies in foreign language learning facilitates learning and helps learners to overcome difficulties and anxiety. In terms of speaking, using oral communication strategies helps speakers to have a meaningful and understandable communication. It is also important to know what kind of strategies prospective English teachers use during oral communication. The purpose of this thesis is to describe the prevalence of prospective English teachers' in-class speaking anxiety and their use of verbal communication strategies, as well as to discover the relations among language anxiety, spoken communication strategies, gender, grade and perceived language proficiency. The study was conducted with the participation of 98 pre-service teachers who were selected through cluster random sampling. Data were collected by means of the Foreign Language Classroom Anxiety Scale (FLCAS) and Oral Communication Strategy Inventory (OCSI) during 2017-2018 Spring Semester. In order to analyse data, the Statistic Package for Social Sciences (SPSS) version 23.0 was employed. Results indicated that participants had a moderate degree of anxiety and the intensity of their anxiety does not change depending on grade and gender. Most of the participants reported high levels of oral communication strategy use to cope with speaking problems. They used negotiation of meaning strategy the most and message reduction and alteration strategy the least. There was a weak negative relationship between speaking anxiety and oral communication strategy utilisation. Moreover, there was a moderate correlation between students' perceived oral proficiency and in-class speaking anxiety. Similarly, there was moderate correlation between perceived oral proficiency and oral communication strategy use of the participants.
Göstergebilimsel yöntemin Fransızca öğretiminde kullanılması.
ÖZETBu çalışmamızda göstergebilimsel yöntemin Fransızca yabancı dilöğretiminde kullanılması konusu işlenmiştir. Birçok dalda kendini gösterengöstergebilimi, ülkemizde üniversitelerde kısıtlı olarak sadece uzmanlaşma alanıolarak yerini alır. Ancak birçok getirisi olan bu bilimden daha çok faydalanmanın,özellikle eğitim-öğretim alanında gerekli olduğunu düşünüyoruz. Bu nedenleçalışmamızda bu bilimin öncellikle teorisi sunulmuştur ve bu teoriden yola çıkarakgöstergebilimin öğrencilere ne şekilde verileceği ile ilgili örnek bir ders planıeklenmiştir. Sonuç olarak biraz karmaşık bir yapı gösteren teorinin özüdeğiştirilmeden basitleştirilerek bir ortaöğretim sınıfında kullanılabileceğine kanaatgetirdik.
The vocabulary learning strategies employed by ninth graders and relations with their personal characteristics
The purpose of this study is to investigate the vocabularylearning strategies employed by ninth graders and relate them with theirpersonal characteristics. This study also aims to find out whether or not thevocabulary learning strategies employed by ninth graders demonstratesignificant differences in terms of gender, educational backgrounds of thefather and mother, the numbers of the brothers and sisters in the family,the occupation of the mother and father, income of the family,achievement in English, having a computer and room at home.This is a descriptive study which is based on survey searchmethodology. The sample of this research includes all the ninth graders ofBuca Hoca Ahmet Yesevi High School, İzmir. 504 ninth graders whoselevel of proficiency is elementary participated in this study.In order to investigate the relationship between the vocabularylearning strategies employed by ninth graders and their personalcharacteristics, the data have been acquired through the administration of apersonal information form and vocabulary learning strategiesquestionnaire. The vocabulary learning strategies questionnaire in whichthe statements are based on Schmitt?s (1997) taxonomy was developed byŞener (2003).As a result of data analyses gained by means of the statisticaltechniques frequency, arithmetic mean, percentage, standard deviation, t-test, the analysis of variance and LSD test, it has been found that thevocabulary learning strategies employed by the ninth graders varysignificantly in terms of mother?s occupation. As for the analysis of thevocabulary learning strategies employed by the ninth graders in terms ofother variables, it has been found that the vocabulary learning strategiesused by the students do not vary significantly in terms of gender, mother?seducational background, father?s educational background, the number ofbrothers and sisters in the family, father?s occupation, economic conditionof the families, achievement in English in the first term of the year, havinga computer at home, having a room at home.This research also enlightens the reader about the mostfrequently and the least frequently used vocabulary learning strategies byninth graders. As a result, it can be seen that the three most frequently usedvocabulary learning strategies are strategy 43 ?When I read or hear theexplanation of a word, I remember the word I have learned before.? (M=3.9802), strategy 25 ?I learn the meaning of a word better when I look itup in a picture dictionary.? (M=3.8829), and strategy 12 ?When I do notknow the meaning of a word, I use a bilingual dictionary.? (3.8651).On the other hand, the three least frequently used vocabularylearning strategies are strategy 60 ?I keep a diary in English.? (M=1.9246), strategy 52 ?I take the cards which contain English words on oneside and Turkish meaning on the other side.? (M= 2.1865), and strategy 13?When I do not know the meaning of a word, I use a monolingualdictionary.? (M= 2.2639).
Restructuring Arthur Miller's three plays through multiple intelligences activities
This thesis aims at exploring the theoretical background of MultipleIntelligences and tracing the genre of drama, from Aristotle to Arthur Miller. Threeplays by Arthur Miller have been tackled through New Criticism and MultipleIntelligence activities have been adopted to highlight the plot summaries, characters,settings, themes, motifs and symbols. Within the framework of MultipleIntelligences, the following questions have been kept in mind:1. In what ways drama activities and multiple intelligence activities can becombined to teach a play?2. Are these activities appropriate for all kinds of students?3. Which activities work well with students with verbal-linguistic intelligence?4. Which activities work well with students with logical-mathematicalintelligence?5. Which activities work well with students with visual-spatial intelligence?6. Which activities work well with students with bodily-kinestheticintelligence?7. Which activities work well with students with musical-rhythmicintelligence?8. Which activities work well with students with interpersonal intelligence?9. Which activities work well with students with intrapersonal intelligence?10. Which activities work well with students with naturalist intelligence?Teachers should remember that each person possesses all eightintelligences. People can develop each intelligence to a sufficient level ofcompetency. They should not forget that intelligences work together in complexways and there are many different ways to be intelligent within each category.
The effective techniques in teaching speaking
The purpose of this study is to investigate how effective the methods ofteaching speaking are, and how successful the students are in speaking English. Andalso this study aims to find out the role of the language teacher in teaching speaking.The participants in the sample group of this study were intermediate levelundergraduate preparatory program students at the School of Foreign Languages atDEU and EU.The data were obtained by two instruments, a questionnaire and oralinterview. The questionnaires were distributed to 229 students from DEU and 195students from EU. In oral interview, 40 students participated.The data analysis conducted by means of frequency, mean and percentagerevealed that the students are unsuccessful in speaking English although they arehighly eager for having this skill. High anxiety level is an important factor in thisfailure. The findings of oral interview demonstrated that the students only feelthemselves not irritated while playing games.The techniques and the methods used in teaching speaking in English assistlearning this skill positively but it is confirmed that this is not enough.The attitudes, manners and behaviour of the language teachers who teachspeaking English to the language learners are appreciated by the students; however,this does not change the reality that they are unsuccessful in speaking English.
A study on the correlation between the learning strategies of the 4th and 5th graders and those in the textbook.
The aim of the study is to find out the learning strategies of the 4th and 5th graders insocio-economically three different Primary Schools and the correlation of these strategies andthose in the textbook; and to bring out logical and applicable suggestions for the solutions ofthese problems. Totally 306 students, attending the randomly chosen 3 Primary Schoolslocated in the centrum of İzmir, Balçova, formed the sample of the research. ?LanguageLearning Strategies Scale?, including 32 test items was administered to the students by theresearcher, herself. In the scale prepared, the learning strategies that are used by the studentsin their foreign language learning, were put into three main groups; Memory and CognitiveStrategies, Social Strategies, Metacognitive and Affective Strategies.The data obtained were analyzed in terms of the computer assisted SPSS statistical packetprogram and the following results were reached: There is not a correlation between thelearning strategies of the students and those in the textbook. In addition, there is not asignificant difference between the learning strategies of the students and their gender.Considering socio-economical levels, whereas socio-economically low school students uselearning strategies the most, socio-economically high students use the learning strategies theleast. In addition, there is not a significant difference between the learning strategies of thestudents and their classes.
A discourse analysis of two gothic stories through Halliday's functional grammar in language teaching
The purpose of this study is to provide a functional approach to the study oftexts and to develop the EFL students? critical reading skills needed to understandand assess information as well as the motives of the writers. Two Gothic stories,`The Black Cat? (Edgar A. Poe) and `The Mortal Immortal? (Mary W. Shelley) werechosen as the corpus of the functional grammatical analysis. In each text, ranking andembedded clauses were identified. Then, the functional constituents were determinedin each clause and ascribed three sets of functional labels, for each text was analyzedwith respect to the three systems of the Ideational, Interpersonal and Textualmetafunctions in Functional Grammar: Transitivity, MOOD (and Modality), andTheme systems. Finally, the sum of the functional constituents representative of thelinguistic event under investigation was calculated and tables of frequency wereformed out of the input from the sum total of the functional units in each category.The following conclusions were reached through the evaluation of theempirical data derived from the frequency count in the functional text analysis. Whenthe two texts were studied in terms of:1. the MOOD selections in the Interpersonal system: the most frequent typeof MOOD class was found to be the declarative. The domination of the declarativeand the sparse population of the interrogative and imperative MOOD was a definingcharacteristic of texts `in the written mode?, where the writers adopted `a monologicstyle of narration?.2. the mode of the MOOD choice: it was found that the congruent mode ofMOOD choice was dominant in both texts yet the writers made use of theincongruent realizations of the Mood especially in the expository and rhetoricalquestions.3. the Modality system: it was found that there was a low use of modality inboth texts, for the writers didn?t need to modify their propositions by hedging in thespecific genre.4. the mode of expression in the modality: it was found that Mary Shelleyused subjective modality more and so, the writer?s degree of `affective involvement?and `dogmatism? was increased in the text.5. the use of adjuncts: both texts were found to draw on the linguisticresources of adjuncts to a great extent to provide the reader with `non-negotiableinformation?.6. the types of adjuncts: vocative and continuity adjuncts were used more inThe Mortal Immortal because the mode of conversation switched from `monologue?to `dialogue? in the narration.7. the personal pronouns used in the interpersonal system: it was found thatthe writers used `the inclusive we? or `synthetic personalisation? in order to extendthe readership.8. the types of themes used in the textual system: it was found that simplethemes outnumbered multiple themes, which is not uncommon in the textualorganization of texts produced in the `written mode?.9. the types of themes used in the textual system: it was noted that the textualthemes were used frequently in both texts to show the readers the movement ofreasoning and to characterize the narrative as an argumentative exposition.10. the types of themes: it was found that the writers used interpersonalthemes to indicate the stance of their narrators on their propositions and although theinterpersonal meanings of modality were made in the two texts, the non-thematicmodal finites were used to assert the writers? authority over the texts.11. the types of themes: it was found that the overwhelming majority of thetopical themes consisted of the first-person singular pronoun in order for the writersto maintain a consistent point of view.12. the types of themes: both writers were found to highlight thecircumstantial elements by foregrounding to draw the reader?s attention to thelocative orientation in the thematic progression of the two stories and to convey theimplicated meanings effectively in the marked themes.13. the process types selected from the Transitivity system: the materialprocesses were found to dominate in the specific genre and the participant thatassumed the role of the Actor frequently was the male narrator in Poe?s story, for heconstructed the male narrator as more powerful than the female participant. Suchrepresentations of women reveal the ideological concerns of the writers in the texts;i.e. gender-stereotypes hidden in the grammar of the material clauses at work.14. the process types: it was found that the density of the behaviouralprocesses was lower than that of the mental processes in the two texts, for the first-person narrator couldn?t observe his behaviour from outside. As a result, the all-knowing narrator would have given a more pictorial representation of theparticipants? behaviours in the two texts if the story had been told from the`omniscient point of view?.15. the density of the circumstances used in the ideational system: it wasfound that Edgar A. Poe used circumstances more frequently to divert arguabilityaway from the particular participants and to supplement the experiential content ofthe story by providing evidential data about the circumstances in which the eventstook place.Keywords: The Ideational, Interpersonal and Textual Metafunctions.
A study of the effects of models of teacher education and professional development in elt on practising and prospective teachers of English at universities
The purpose of this study is to determine serving or practising teachers?satisfaction with their initial or pre-service teacher education they have received atuniversities and also their attitudes towards teacher learning or development.There is a great wave of educational change all over the world. Yet, it isdebatable whether or not there is much progress in ELT in Turkey and we cankeep up with the latest developments and innovations in this field.Experts hold pre-service or initial teacher education and teachers?attitudes towards professional development responsible for failure. This has beenproved to be right in the questionnaire conducted.The research was carried out in two phases. First, theory on secondlanguage teacher education, models of initial teacher education, pre-serviceteacher education curriculum and professional development, professionalism, in-service teacher education, models of teacher learning was defined. Then, aquestionnaire in which 250 instructors of English from 17 state and foundationuniversities were asked about pre-service education and professional developmentwas conducted at universities as a research method so as to prove hypotheses. Theinformation compiled was examined and analysed, using the SPSS 11.5 statisticalsoftware.In the light of this study, new contributions may be made to foreignlanguage teacher education and teacher learning. For example, constructiveteacher education model should be adopted and widely applied in pre-serviceeducation of student teachers at universities. Also, a new teacher educationsyllabus or curriculum, which is person-centred, has been proposed. Also, on thepart of serving teachers, enquiry-based teacher development models likereflective learning or inquiry learning as well as life-long learning should besupported for professional development.
Designing an effective ELT primary school textbook model by means of evaluating the primary school ELT textbooks: A sample in the designated group and context
The aim of this study is to investigate the effectiveness of the textbook Spotlighton English used in the state primary schools in Turkey based on the post-usetextbook evaluation practice and ultimately to develop a new model which willcompensate for the weaker parts of the textbook.The participants in the study are two hundred English teachers at the state primaryschools in five districts in the zmir city: Buca, Gaziemir, Konak, Karşıyaka, andBornava.In order to evaluate the textbook, a textbook evaluation model was developed byreviewing the related literature. The components of the textbook that are investigatedare:- practical considerations- language content- design and organization- language skills- exercises and activities- cultural considerationsThe data analysis was carried out by frequency analysis. The statistical analyseswere carried out using SPSS software program. The results of the frequency analysisare used to interpret the results.Based on the data collected, it is seen that the textbook has major weaknessesespecially under the categries of language content, design and organization, languageskills and exercises and activities. The sample units from the suggested textbookmodel are presented to compensate for these weeknesses and to suggest how apossible textbook model might look like.
Yabancı dil öğretimindeki hedeflerin gerçekleştirilmesinde (clustering) yazılı anlatım tekniğinin öğrenci tutumu ve başarısı üzerindeki etkileri
Bu araştırmanın amacı, kümeleme yazma tekniğinin üniversite öğrencilerinin akademikbaşarısına ve yazmaya karşı tutumuna olan etkilerini ortaya çıkarmak ve araştırmanınsonuçlarına göre çözüm ve öneriler sunmaktır. Bunun için öğrencilerin tutumları ve kümelemestratejisinin başarıya olan etkileri belirlenmeye çalışılmıştır. Araştırmada, deney grubunakümeleme tekniği öğretim programı, kontrol grubuna ise geleneksel öğretim programıuygulanmıştır. Araştırmada, Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Yabancı DillerEğitimi Bölümü ngilizce Öğretmenliği birinci sınıfında okuyan 47 öğrenci yer almıştır.Kontrol grubu 1/C sınıfındaki 20 öğrenciden, deney grubu ise 1/B sınıfındaki 27 öğrencidenoluşmuştur. Bu araştırma, 2003-2004 akademik öğretim yılı güz yarıyılındagerçekleştirilmiştir.Deney ve kontrol grupları, sınıfların doğal yapısı korunarak oluşturulduğundan yarı-deneysel araştırma modeli uygulanmıştır. Araştırmaya başlamadan önce öğrencilerin ÖSSpuanı ve hazırlık sınıfı ngilizce kompozisyon notları incelenmiş ve gruplar arasında anlamlıbir fark saptanmamıştır.Araştırma öncesi ve sonrasında her iki gruptaki öğrencilerin yazmaya karşı tutumlarınısaptamak için araştırmacı tarafından geliştirilen Yazma Dersi Tutum Ölçeği, yazma başarısınıölçmek için başarı testi (kompozisyon yazma) uygulanmıştır. Uygulama öncesinde,kompozisyon dersine yönelik görüşlerini almak ve ortaöğretimde ne kadar sıklıklakompozisyon dersi işlediklerini saptamak üzere her iki gruba sorular sorulmuştur. Ayrıca,uygulama sonrasında, deney grubundaki öğrencilerin clustering yazma tekniğine ilişkingörüşlerini belirlemek amacıyla açık uçlu bir soru sorulmuştur. Araştırma süresince her ikigrubun yazma dersini araştırmacı kendisi vermiştir.Veriler, her iki gruba yöneltilen açık uçlu sorulardan, tutum ölçeğinden ve anlatısalmetin konusunda bilgilendirilen üç araştırmacı tarafından değerlendirilen kompozisyonkâğıtlarından elde edilmiştir. Her iki gruptaki öğrencilerin kompozisyon dersine ve uygulamasonrasında deney grubunun öğretim stratejisine yönelik görüşlerini almak için açık uçlusorular sorulmuş ve öğrencilerin yanıtları analiz edilmiştir.Araştırmada, clustering yazma tekniğinin deney grubundaki öğrencilerin yazmabecerilerini geliştirip geliştirmeyeceği, yazmaya yönelik tutumlarını olumlu yönde etkileyipetkileyemeyeceği araştırılmıştır. Elde edilen veriler çeşitli istatistiksel yöntemlerledeğerlendirilmiştir. Kullanılan çözümleme teknikleri: Aritmetik ortalama, puanların aritmetikortalamadan farkını ortaya koymak için standart sapma, yapı geçerliğini belirlemek amacıylafaktör analizi, ortalamalar arasındaki farkın anlamlılığını belirlemek için t-testi.Elde edilen bulgularda, deney ve kontrol grupları arasında bilişsel düzeyde deneygurubunun lehine anlamlı farklar ortaya çıkmıştır.
A comparative analysis of Thomas More's utopia and Plato's republic in the enhancement of teaching language procedure
The ideas of Thomas More and Plato have influenced many people through the ages. Each ofthe authors has written a utopian work: Republic and Utopia. One central feature of utopianthinking is the attempt to articulate a better possible state than the one we live in. That is why,there are suggestions for a new social paradigm. The novels highlight the shortcomings andthe false values of the societies of the Greece and Europe.Utopia and Republic are among the most important literary works. Their contribution toliterature can not be denied. The purpose of this present study is to make a comparativeanalysis of Thomas More?s Utopia and Plato?s Republic and then show its enchancement inthe language procedure.There are similarities in the way that these two works describe ideal states. The novels arewritten in a dialogue form which is a good vehicle for philosophical discussions. Apart fromsimilarities, differences are also seen. The society is divided into three classes in Republicwhereas there are not any in Utopia. Their perspective on the subject of marrriage, family,ruling system are not the same.In the first part, a general view on the utopian thought and literature is presented. In thesecond part, a comparative analysis of two works are given and next part is related to teachingof the comparative anlaysis. The fourth section is about how a comparative analysis of theworks can be taught. The last part is the conclusion. These two novels will have a great valuein the teaching of English for the teacher to apply in their courses and this comparativeanalysis of Utopia and Republic will be benefical both for the students and the teachers.
The effects of web-based reading activities as extensive reading on the l2 reading motivation and language proficiency
This study investigates the effects of web-based reading activities as extensivereading (ER) on the L2 reading motivation and language proficiency on learners. The researchwas conducted on 36 pre-intermediate level preparatory class students of Celal BayarUniversity. The Traditional Group (TG) followed an ER program via graded readers; theInternet Group (IG) followed a program of web-based activities (webquests) for six weeks.The control Group (CG) received no ER. These groups were given pre- and post-tests to elicitdata on L2 reading motivation and language proficiency. The learners in the experimentalgroups were also given an interview after the treatment. Quantitative data was analyzed usingSPSS program; qualitative data was analyzed descriptively. The proficiency post-test scoresof the IG showed a significant difference from those of the TG and the CG. The three groupsalso showed a significant difference from each other in terms of the differences obtained fromtheir pre- and post-test proficiency scores (p< 0.05). Within-group comparisons of theexperimental groups revealed a significant difference in their L2 reading motivation (p< 0.01and p< 0.05 for the IG and TG, respectively). However, they were not different from eachother in terms of their L2 reading motivation post-test scores. There was also a positivecorrelation between the post-test proficiency and L2 reading motivation scores of theexperimental groups (p< 0.01), which was not the case in the CG. The analysis of theinterview revealed that the learners in the experimental groups found the programs beneficialfrom many respects such as an increase in their vocabulary storage, reading speed, readingcomprehension, motivation in reading in English, developing some comprehensiontechniques, and transferring the vocabulary items gained through ER to the productive skills.
Turkish EFL learners' comprehension and production of implicatures
The purpose of the present study is to investigate to what extent Turkish upperintermediate level learners of English as a foreign language (EFL) can comprehend and produce implicatures. To this end, 90 participants first completed a 14-item multiple-choice test, and then responded to 12 situations in a discourse completion task (DCT). The scores of the participants were compared, and analysed according to descriptive and inferential statistics. The results of the comprehension data analysis indicated that the participants had a moderately high level of success. Although the learners had considerable difficulty in comprehending understated negative criticism items, which flout the maxim of quantity, they were highly competent in comprehending relevance implicatures. The rates of success in quality and manner implicature comprehension were moderate. Participants were more successful in understanding particularised implicatures when compared with generalised implicatures. A significant difference was not observed between the implicature comprehension levels of boys and girls. As for the production aspect, out of 1080 participant responses to the DCT instrument, 762 contained implicatures. The mostly widely flouted maxim was the quality maxim for the purposes of creating sarcasm and achieving face management and politeness. Students also preferred to flout the maxim of quality when responding to bad news or expressing anger in an unpleasant situation. When trying to express their opinions about the quality of a particular thing/person, participants tended to flout the maxim of quantity to avoid saying their opinions directly, and making the referent disappointed. The participants did not tend to make use of implicatures in the case of requesting. The participants who realised requests via implicatures flouted the quantity maxim mostly. In order to see whether the participants? level of pragmatic production was compatible with the target language norms, their responses were rated for appropriacy. The ratings revealed that the appropriacy of the responses were moderately high. Apart from this, it was concluded that a significant relationship did not exist between the pragmatic comprehension and production levels of the participants.
Effectiveness of a call program with a morphological analyser on Turkish students' vocabulary learning
The aim of this research is to investigate the effectiveness of an Intelligent Computer Assistant Language Learning (ICALL) program on Turkish learners? vocabulary learning. Within the scope of this research, an ICALL application was developed and used in an English language preparatory class to measure its effects on students? achievement in vocabulary acquisition as well as their attitudes towards such an ICALL environment. This study employed a pretest-posttest control group design. The sample consisted of 42 low intermediate learners who were assigned to experimental and control groups. The experimental group members were exposed to reading activities in the computer lab with YVZ, i.e. the ICALL application developed for this research and the control group followed a conventional reading program through traditional techniques, such as the use of monolingual and bilingual dictionaries or guessing word meaning from the context. Both groups used the same reading book but the experimental group saw only the electronic version. The instruments for data collection were the Self-Report Vocabulary Mastery Scale and the ICALL Attitude Scale. The independent samples t test was used to study the differences in continuous variables between the experiment and control groups. The improvement in the vocabulary knowledge of the participants was measured as to two different aspects, i.e. morphological knowledge and the knowledge of words? definitions and usage. The results indicate that `reading activities with YVZ? have proved to have positive effects on both learners? vocabulary learning and their attitudes towards the use of an intelligent CALL application in the classroom. It is believed that this study can provide language teachers with necessary knowledge and enthusiasm to incorporate an ICALL application intended to teach vocabulary in their language classrooms. It can also be concluded that the morphological analyser of YVZ has proven to be technologically mature and pedagogically effective
Teaching vocabulary at intermediate levelin efl classes
In chapter one, the meaning of 'Intermediate Level in EFL classes' is elaborated on, with some definitions of major terms that constitute the background of the thesis, its purpose and scope of study. In chapter two, in addition to the importance of learning and language strategies, word learning strategies are also explained. In this context, the meaning of knowing and being able to recall a word is studied. In chapter three, the methods and approaches in EFL classes in vocabulary teaching are studied from the past to today together with their applications, and how they can best be used functionally in classes. The fourth chapter summarises the main criteria for selecting vocabulary. In this part of the study, factors which influence teachers' selection of vocabulary during teaching are examined, and also how learners influence some of those decisions. In chapter five, techniques for vocabulary teaching are introduced, examining the most common and useful methods. In addition, the traditional techniques that help to convey the meanings of new lexical items are studied. In chapter six, some teaching and practice activities based on the previously mentioned factors are suggested, along with other games that would be beneficial in practising the known vocabulary. In the Conclusion section, it is deduced that the expansion of vocabulary at Intermediate Level should not be ignored, or else, there will not be ongoing development in the following stages. Furthermore, the techniques used in vocabulary teaching for Intermediate Level EFL classes should be different from the ones used at other levels.
The relationship between AI-TPACK and self-efficacy of pre-service English language teachers
The rapid development of technological tools in education has led to the emergence of frameworks such as the Technological Pedagogical Content Knowledge (TPACK) model, which examines teacher competencies linked to critical qualities regarding the use of technology. In today's educational landscape, proficiency in technological tools positively influences teacher self-efficacy. As such, AI-TPACK (Artificial Intelligence Technological Pedagogical Content Knowledge) has become a crucial competency for pre-service English language teachers upon the leading dominance of AI. The present study aims to investigate the relationship between AI-TPACK and self-efficacy perceptions, reveal to what extent AI-TPACK sub-dimensions predict self-efficacy, and explore the underlying factors of fourth-year pre-service English language teachers' perceptions of both frameworks from their own perspectives. The study applies sequential explanatory mixed-methods. The sample consisted of fourth-year pre-service English language teachers who had completed relevant teaching practice and technology-related courses. In quantitative part, correlational research design and convenience sampling was employed to recruit participants with the desired characteristics, and 303 pre-service English language teachers volunteered to participate in the study. Two scales, i.e., Teachers' Self-Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) and AI-TPACK Scale (Ning et al., 2024) were used as data collection tools. Data were analyzed using descriptive statistics, independent T-tests, one-way ANOVA, and multiple regression analysis. In the qualitative part, which includes case study method, focus group discussions were held, and the data were collected from 13 participants. The qualitative data were analyzed using Creswell (2007)'s data analysis spiral. The findings revealed a low positive correlation between AI-TPACK and teacher self-efficacy. No significant differences were found in AI-TPACK or self-efficacy based on gender, GPA, or teaching experience. However, a significant difference was observed in GPA scores regarding three sub-dimensions of AI-TPACK: content knowledge, pedagogical knowledge and AI-technological pedagogical knowledge. In addition, findings obtained from qualitative data revealed that fourth-year pre-service English language teachers do not possess sufficient knowledge, experience, and self-efficacy related to the use of AI-based tools in foreign language teaching, and it is also necessary to provide domain specific training in this area. Thus, the study concludes that pre-service English language teachers' self-efficacy levels are influenced by their AI-TPACK competencies, highlighting the importance of integrating AI-related knowledge into teacher education programs.
AI-assisted assessment of ESL writing: University instructor perceptions & human-AI scoring correlations
This thesis investigates the integration of artificial intelligence (AI) into English writing assessment through two interconnected studies: a survey of university instructors' perspectives and a correlational analysis of human and AI scoring of argumentative English as a Second Language (ESL) essays. First, a cross-sectional survey (N = 96) captured instructors' usage patterns, trust, perceived effectiveness, ethical concerns, and future outlook regarding AI tools. Usage of general purpose AI tools such as ChatGPT and Grammarly were prevalent. The survey additionally revealed high adoption (82%), moderate confidence in AI feedback for grammar and organization, but considerable reservations about AI's grading capacity, ethical implications, and the necessity of sustained human oversight. Second, a correlational design examined scores assigned by 4 human raters and 25 AI tools on 60 argumentative ESL essays, employing Krippendorff's alpha (Ka), intraclass correlation coefficient (ICC2k), paired t-tests, Wilcoxon signed-rank tests, and Pearson (Pr) and Spearman (Sρ) correlation coefficients. Human raters demonstrated excellent inter-rater reliability (Ka > 0.7; ICC2k > 0.94), while AI tools showed moderate inter-rater reliability (Ka ≤ 0.5; ICC2k > 0.94). AI scores correlated moderately to strongly with human means (Pr ∈ [0.51, 0.65]; Sρ ∈ [0.52, 0.64]) but systematically under-scored by approximately 0.5 to 1 points on all criteria and 2.5 points on total score (p < 0.001; Cohen's d ∈ [-0.98, -0.47]). Among AI tools, OpenAI o3-mini assigned scores which consistently achieved strong correlation with human scores. These findings suggest that, although contemporary AI tools can approximate human judgment in writing assessment, it exhibits systematic bias and limited construct validity. The study underscores the importance of human and AI collaboration, ethical safeguards, and ongoing validation when deploying AI for high-stakes language assessment, pointing to a complementary role for AI that enhances efficiency without displacing human oversight.
The possible relationship between self-efficacy beliefs, teacher identities, and choosing teaching as a career for EFL instructors
The aim of this sequential explanatory mixed methods study was fourfold: First, (1) to determine the self-efficacy levels of Turkish instructors teaching English at English Preparatory units of state and foundation universities in Istanbul, as well as to investigate whether their self-efficacy levels vary according to their educational levels, undergraduate field degrees, years of professional experience and gender. The second aim was (2) to identify what type of teacher identity the instructors have as well as to determine whether their teacher identities varied across their educational levels, undergraduate field degrees, years of professional experience and gender. The third aim was (3) to investigate the motivations why instructors chose teaching as a profession and whether these reasons varied according to their educational levels, undergraduate field degrees, years of professional experience and gender. The final aim of the study was (4) to explore whether there was a possible relationship between instructors' self-efficacy beliefs, their teacher identities, and their motivation for teaching profession as a career. In accordance with these aims, the study adopted a descriptive cross-sectional correlational research design. A total of 356 Turkish EFL instructors working in the English Preparatory Departments of 53 different state and foundation universities in Istanbul participated in this research voluntarily. The quantitative data of the study were obtained from three different Likert scale questionnaires, and the qualitative data were elicited from semi-structured interview questions. Findings illustrated that the instructors generally had high self-efficacy levels. These self-efficacy levels came to the fore in areas such as planning the teaching process and determining teaching strategies and classroom management. At the same time, it was also revealed that the teacher identities of the instructors, especially the pedagogical expertise, didactic expertise, and subject matter expertise, were highly developed. In addition, among the reasons why instructors chose the teaching profession as a career, the finding that stood out was their interest in language learning and seeing language teaching as a mental stimulant. Finally, while there was no significant relationship between the self-efficacy levels of the instructors and their teacher identities, a significant relationship was found between self-efficacy and the reasons for choosing the profession, as well as between the teacher identities and the reasons for choosing the profession. According to the conclusion drawn from the study, universities should assign more importance to professional development (PD) activities and help lecturers improve their teaching skills. In addition, it was concluded that institutions should take the necessary steps to ensure the continuity of EFL instructors' intrinsic motivation. Keywords: Self-efficacy, teacher identity, career motivation
Comparison of worksheet-based and digital game-based vocabulary exercises in terms of vocabulary retention and intrinsic motivation
Two techniques for vocabulary learning and retention that educators have effectively utilized thus far are digital game-based vocabulary exercises, which incorporate elements of gamification, and worksheet-based vocabulary exercises. The significance of vocabulary retention and motivation is undeniable in English as a foreign language (EFL) education. Paper worksheets have served as an effective technique for learning and enhancing vocabulary retention. On the other hand, the evolving learning preferences of today's "digital natives" and the challenges they encounter, such as difficulties in vocabulary retention, have underscored the importance of integrating technology and digital game-based vocabulary exercises into language teaching. In essence, the study aims to explore and compare the potential effects of digital game-based vocabulary exercises, utilizing two platforms, Memrise and Easy Notecards, with those of worksheet-based exercises, on vocabulary retention and intrinsic motivation regarding doing vocabulary exercises. The study was conducted at the School of Foreign Languages of a state university. The participants consisted of Turkish EFL students enrolled in the preparatory school. Participants who could not complete the final module, B2, were studying in the Summer School program to continue their studies. The study, which focuses on two distinct groups, the control group (n= 19) and the experimental group (n= 25), aims to comprehend the potential impact of digital game-based exercises and worksheets on vocabulary retention and intrinsic motivation levels. Methodologically, the study was conducted using a quasi-experimental design with both control and experimental groups, employing a pre-test and a post-test. The study involves 44 B2 level students (23 male, 21 female) enrolled in an English preparatory program over a 4-week period. The results of the 'Vocabulary Retention Test' and 'Intrinsic Motivation Inventory Regarding Doing Exercises', which are data collection tools, indicate a significant improvement in both groups in terms of vocabulary retention and intrinsic motivation. However, statistically significant differences in post-test scores between digital game-based and worksheet-based exercises were not found, suggesting similar effectiveness for both approaches. On the other hand, the intrinsic motivation inventory regarding doing exercises indicates a moderate increase in positive motivation for both groups and suggests potential advantages of digital game-based exercises in reducing stress levels. In conclusion, the findings of the study demonstrate that both digital game-based and worksheet-based vocabulary exercises can be used as effective instructional methods in foreign language education, promoting both intrinsic motivation and supporting vocabulary retention.
EFL teachers' intercultural communicative competence and their related in-class practices
English has become an international language in today's world, and it has been used as a global means of communication not only in the inner circle countries, such as the UK and the USA but also in the outer and the expanding circle countries, such as India and Türkiye. Hence, intercultural communicative competence plays a crucial role in successful and intelligible communication in English as a foreign language education, so English language teachers are required to be interculturally competent to raise competent students. Thus, the current study attempts to investigate EFL teachers' intercultural communicative competence and their related in-class practices. The study also aims to explore whether there is a significant difference in teachers' intercultural communicative competence practices regarding their educational backgrounds and experiences of abroad. A mixed methods explanatory sequential research design was adopted within the scope of the study; quantitative data were collected through a likert-scale ICC questionnaire, while qualitative data were gathered via vignette-based interviews. 67 Turkish EFL teachers working at private middle schools involved in the questionnaire to reveal how often they practice ICC, and 14 of those teachers participated in the vignette-based interviews to reveal their in-class ICC practices. The data elicited via the questionnaire were analyzed through descriptive statistics and an Independent Sample T-test using SPSS; in addition, findings of the last item (item 20) in the questionnaire were analyzed by using inductive content analysis. On the other hand, the data gathered from the vignette-based interviews were analyzed through thematic analysis. The results of the quantitative data revealed that Turkish EFL teachers frequently integrated culture teaching activities related to values and attitudes more than the culture teaching activities related to their own experiences and culture teaching practices that take time and effort. Moreover, findings did not illustrate a statistically significant difference in teachers' ICC practices concerning their experiences of abroad whereas there was a statistically significant difference in teachers' ICC practices regarding their educational backgrounds. According to interview findings, some teachers integrated ICC practices, such as comparing different aspects of foreign cultures, planning extra lessons and materials for culture teaching, and showing videos or pictures about foreign cultures in their lessons. However, there were still some other teachers who did not incorporate ICC practices in their lessons and depended on the native cultures of English (i.e., British). Exploring these ICC practices can support the previous studies and contribute to the literature on intercultural communicative competence. Following the results, the study concludes with pedagogical implications and suggestions for futher research.
Taking the bad with the good: How prior language learning experiences shape EFL teachers' beliefs and practices
This qualitative study employed an explanatory case study design, focusing on multiple cases to delve into the potential influence of prior foreign language learning experiences, specifically the concept of the apprenticeship of observation (Lortie, 1975), on the teaching beliefs and practices of Turkish EFL (English as a Foreign Language) teachers. To collect rich and nuanced perspectives, the research employed a comprehensive approach. Data were gathered through two main sources: narrative frames developed by Moodie (2016), and semi-structured interview questions. A total of 12 participants, working at primary, secondary, and high school levels, including both female and male teachers, with representation from both novice and experienced cohorts, actively participated in the research on a voluntary basis. These participants were currently engaged in teaching English in various educational settings, including private and state schools, within the Turkish educational context. The study focused on the Eastern Marmara Region of Türkiye, encompassing the provinces of Kocaeli and Sakarya. Qualitative content analysis was employed as the method of data analysis. This analytical approach allowed for the systematic examination of participants' narratives and interview responses, enabling the identification of recurring themes and codes. Based on the findings of this qualitative study, it was observed that prior foreign language learning experiences significantly shaped the teaching beliefs and practices of Turkish EFL teachers. The concept of the "Blended Apprenticeship of Observation" (Cancino et al., 2020) played a crucial role in this process, with many participants indicating that their teaching practices often reflected a direct connection to their experiences as language learners, encompassing both the adoption of effective techniques (AoO) (Lortie, 1975) and the avoidance of less favorable ones (Anti-AoO) (Moodie, 2016). Key themes that emerged from the qualitative content analysis included the impact of positive and negative learning experiences, the role of teacher-student relationships, and the importance of interactive and communicative teaching methods. Participants with positive language learning experiences tended to adopt more student-centered and communicative teaching practices. They emphasized the importance of creating an engaging and supportive classroom environment, drawing on their own positive encounters with language learning to foster a similar atmosphere for their students. For instance, teachers who experienced interactive and communicative methods during their language learning were more likely to implement these approaches in their own classrooms, recognizing their effectiveness in enhancing student engagement and language acquisition. Conversely, those with negative experiences often highlighted the need to avoid similar practices in their own teaching. They strove to create a more inclusive and empathetic learning atmosphere, actively seeking to mitigate the adverse effects they had encountered as learners. Negative experiences frequently involved grammar-based teaching and teacher-centered instruction, which many participants recalled as disengaging and demotivating. These teachers also were particularly mindful of avoiding practices that caused anxiety or humiliation, aiming instead to build a classroom environment characterized by support and encouragement. Overall, the findings underscore the influence of prior language learning experiences, specifically the apprenticeship of observation, on EFL teaching beliefs and practices. The study highlights the need for teacher education programs to address these experiences explicitly, supporting teachers in developing effective and reflective teaching strategies. By acknowledging and exploring the impact of their own language learning experiences, teachers can better understand their teaching choices and make informed decisions that enhance their effectiveness in the classroom. By integrating this concept into teacher education, professional development, educational policy, and classroom design, educators can create more effective, engaging, and inclusive learning environments, ultimately benefiting student learning outcomes.
Dyslexia in English language education: A study on primary school EFL teachers' awareness
Dyslexia is a specific learning difference affecting reading ability due to a miscommunication between information processing and decoding. This difference is estimated to be predominant towards the 10% of the world, connoting a high possibility of encountering at least one dyslexic student in each classroom. In the context of foreign language classrooms, processing and decoding information in an additional language when they already are behind in their native language development might be confusing for dyslexic students. That being the case, without being aware of dyslexia and the presence of their dyslexic students, EFL teachers might misinterpret and mistreat them and leave a negative impact on the students' target language learning progress. With the aim of enabling such students to have the minimum risk of failure and being destitute of support in their EFL development as far in advance as possible, the present study measures how aware Turkish primary school EFL teachers are of dyslexia in Türkiye, which is a gap in the related literature in terms of its context, and suggests what should be done in the Turkish education system in order to maximize the number of opportunities to be provided for dyslexic EFL students in the near future. In light of this ultimate aim, the present study makes an in-depth investigation of EFL teachers' knowledge of dyslexia and how to teach dyslexic EFL students in inclusive classrooms to identify the points where they lack knowledge and to reveal the reasons behind this situation. With a mixed-method design that is explanatory in nature, the present study included two data tools, which were a three-point scale with 36 items developed by Soriano-Ferrer and Echegaray-Bengoa (2014), namely, the Knowledge and Beliefs about Developmental Dyslexia Scale (See Appendix A), and a structured-interview with seven questions developed by the researcher (See Appendix B). Accordingly, with the participation of 288 Turkish primary school EFL teachers from five cities in the Marmara Region of Türkiye, namely Balıkesir, Bursa, İstanbul, Kocaeli, and Sakarya, the data were collected online. Following this step, the quantitative data were analyzed through descriptive analysis, whereas what was conducted for the qualitative data was inductive content analysis. Regarding the findings, it could be put in a nutshell that the Turkish primary school EFL teachers are mostly unaware of what dyslexia actually is. They only have a basic understanding of the connection between dyslexia and reading skills. However, when it comes to specific details such as the prevalence of dyslexia, its impact on phonological processing, the effects on self-confidence in individuals with dyslexia, its hereditary nature and incurability, or methods for teaching EFL to dyslexic students, and so on, their level of unawareness reaches a peak. Moreover, the participants wrongly associate dyslexia with the visual perception of reversed or mirrored letters and words. In spite of all those, what is promising is that the primary school EFL teachers are aware of their unawareness and would like to help their dyslexic students by maximizing their dyslexia awareness and improving their teaching skills. In order to take a step towards such a future when dyslexic students are actually seen, understood, and provided with support for their learning needs in the process of their target language development, the present study suggests that content preparing EFL teacher candidates for teaching reading and writing skills to students with dyslexia, related training programs for in-service EFL teachers, and the adjustment of dyslexia-friendly primary school curricula with additional individualized education programs on English should be provided.
The correlation between elt students' listening anxiety, listening self-efficacy and listening comprehension in EFL
This study aims to explore the correlation between listening anxiety, listening self-efficacy, and listening comprehension among ELT students in an EFL context. The primary aim is to determine whether listening comprehension skills and listening self-efficacy are significant predictors of English listening anxiety and its sub-factors, namely "Tension and worry over English listening" and "Lack of confidence in listening." The research employs a correlational design, one of the quantitative research methods, and was conducted with 192 native Turkish-speaking students learning English at three universities. Data collection tools included a demographic information form, the Foreign Language Listening Anxiety Scale, the English Listening Self-Efficacy Scale, and a listening comprehension test. Pearson correlation and multiple regression analyses revealed that listening comprehension skills significantly predicted English listening anxiety and its sub-factors while listening self-efficacy did not. These findings suggest that improving listening comprehension skills can significantly reduce listening anxiety, but the role of self-efficacy is uncertain and requires further research. This study helps clarify the relationship between EFL students' listening self-efficacy, listening comprehension, and listening anxiety. It also offers suggestions for language educators on the importance of focusing on improving students' listening comprehension to reduce anxiety. Given the scarcity of literature examining these three variables collectively, this study is expected to fill this gap in the literature.
Evaluation of english language coursebooks in türki̇ye regarding 21st-century skills and bloom's taxonomy
Adopting a qualitative methodology, the present study addresses the gap in the literature on English language coursebook evaluation and 21st-century skills by evaluating four high school English language coursebooks developed and supplied by the Turkish Ministry of National Education (MoNE). The evaluation focused on the presence and distribution of the 4 C skills (i.e., creativity, collaboration, critical thinking, and communication) as well as the six cognitive skills of Bloom's revised Taxonomy (i.e., remember, understand, apply, analyze, evaluate, and create). Accordingly, two checklists were developed to code the activities in the coursebooks according to these skills. The analysis revealed that while all four coursebooks included the 4 C skills and the six cognitive skills of Bloom's revised Taxonomy, their distribution was uneven. Findings regarding 4 C skills showed that creativity was the least emphasized skill, followed by critical thinking. Collaboration was moderately represented, whereas communication was the most emphasized skill. In other words, the 4 C skills were not equally represented across and within the coursebooks, with creativity consistently underrepresented throughout. Regarding the six cognitive skills of Bloom's revised Taxonomy, the skills remember, understand, and apply were the most prevalent in the coursebooks, while the skills analyze, evaluate, and create were relatively underrepresented. Similar to the findings of 4 C skills, the six cognitive skills were not equally distributed across or within the coursebooks. Findings are discussed and interpreted with comparison of those of earlier studies. The study concludes with suggestions for future studies and implications for coursebook developers and educators. Keywords: English language teaching, Coursebook evaluation, 21st-century Skills, 4 Cs, Bloom's Taxonomy
Exploring the foreign language medium of instruction in tertiary level education in Turkey
This study investigated students' opinions of their achievement, motivation, and anxiety in one French-medium (FMI) and two English-medium (EMI) universities in Turkey investigating such variables as gender, context (EMI, FMI), grade, year of study, prep school education and GPA scores. To this end, 358 students were asked to complete a student questionnaire with 5-point Likert scale items as well as giving them opportunities to make comments for each item. In addition, 17 students were further invited to participate in semi-structured interviews. In order to analyze the quantitative data, first, factor analysis was run, and the overall reliability was calculated as .87. Descriptive and inferential statistics were run to analyze quantitative data using SPSS 20th edition, and qualitative data were analyzed by means of thematic analysis (pattern coding). The quantitative data indicated that while all students had higher median scores of achievement and motivation, they had lower sense of anxiety. Also, there were significant differences according to the variables of gender, context, grade, year of study, prep school education, and GPA scores. As for contextual differences, EMI students were more motivated while FMI students were more anxious. Regarding the qualitative results, while EMI and FMI students had positive opinions on their achievement and motivation, they were found to be anxious related to their learning in EMI or FMI.
The effects of written corrective feedback types on the prepositions of time and place and students' perceptions on written corrective feedback in efl context in Turkey
Written Corrective Feedback (WCF) has been a centre of a lively debate among English as a Foreign Language (EFL) and English as a Second Language (ESL) researchers and practitioners. Although there is a good body of research which was aimed at investigating the effectiveness or ineffectiveness of WCF, the dispute over WCF has yet to be settled. The present study set out to examine the effects of WCF on the accuracy of the EFL students in L2 writing. For this reason, a pretest-posttest-delayed posttest design was used to compare the effects of direct-focused and direct-unfocused WCF on the accuracy of the prepositions of place and time: '-in', '-at', '-on' and '-to'. The students who were in the focused WCF group received direct correction on the errors related to the target structure only whereas the unfocused WCF group received direct correction on all of their errors (grammar, spelling and punctuation) including the target structure errors. In the posttest and delayed posttest, both experimental groups outperformed the control group, which received no correction. Between the focused WCF and unfocused WCF groups, on the other hand, no statistically significant difference was found in the posttest and delayed posttest results. Thus, it was concluded that WCF, focused or unfocused, was helpful for the students to use the target structure more accurately. Finally, a structured interview was implemented with a third of the total students and it was revealed that the students had a positive attitude towards WCF and viewed it as a useful tool.
Pre-service and in-service CLIL teachers' perceived competencies and satisfaction with the training programmes: An investigation in Spanish context
"Changing the language of instruction in educational systems, or teaching children through an additional language is a historical global phenomenon that is often a direct result of social, political and economic strategic actions" (Marsh, 2013: Foreword) In 1990s, Content and language integrated learning (CLIL) approach emerged in Europe as an outcome of sociopolitical and educational projection of globalisation. On the other hand, concerns for its fair implementation have been holding growing space within research domains. CLIL teachers' competency areas and training at initial or in-service levels, to this end, have been valid concerns in many contexts including Spain. This study leans over this issue and investigates pre-service and in-service teachers' perceptions with respect to their self-efficacy and satisfaction with the education they have received in gaining them the competencies to perform their best in CLIL classrooms in Spanish context, where CLIL provision in mainstream schools has been experienced since the early 2000s. To collect data a mixed-method approach was sought followed by content analysis and statistical analysis to yield results in the light of the research objectives. The analyses of the quantitative results indicate that pre-service and in-service teachers' perceptions of competencies and satisfaction with the education they have received vary and differ at certain points. Quantitative results present more positive perceptions of competencies on the part of the in-service teachers compared to the qualitative results. The qualitative data, on the other hand, provide more in-depth insight into the multifarious issues regarding CLIL implementations. The results are discussed through comparison of the quantitative and qualitative data gathered through a questionnaire and interviews in line with the relevant literature, and implications based on the study are shared at the end.