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Yükseköğretimde İngilizce hazırlık sınıfında çalışan öğretim görevlilerinin biçimlendirici değerlendirme uygulamaları ve algıları
This mixed-method explanatory case study investigated the formative assessment practices and perceptions of in-service English language preparatory school instructors in relation to student monitoring and student scaffolding at the tertiary level. The study also explored how these practices vary depending on instructors' years of experience, degree, and additional assessment training. To this end, 30 in-service instructors completed a questionnaire to obtain the quantitative data in this study. The follow-up semi-structured interviews provided the qualitative data with eight voluntary instructors. The results of the study showed that formative assessment practices are being implemented by English language instructors mainly to monitor student progress, help students internalize the learning process, and encourage student involvement with the help of feedback while creating an interactive classroom culture by using various approaches and methods in teaching. It was also found that instructors' years of experience, degree, and assessment practices did not create any significant difference in monitoring students; however, in terms of scaffolding, instructors without additional assessment training chose to implement scaffolding practices more than instructors who have training. Keywords: Assessment, formative assessment, English language teaching
Biçim odaklı morfolojik öğretimin İngilizceyi yabancı dil olarak öğrenen 11. sınıf Türk lise öğrencilerinin türetimsel morfolojik farkındalıklarına ve sözcük bilgilerine etkisi
The aim of this research was to investigate the effect of form-focused morphological instruction including free base words and derivational suffixes on derivational morphological awareness (MA), and vocabulary knowledge of 11-grade EFL learners studying at a private high-school in the province of Hatay in Türkiye. This study had a quasi-experimental pretest-posttest non-equivalent control group research design. A total of 61 EFL students participated in the study (experimental group: 30; control group: 31). The participants were selected with the use of convenience sampling. Before the intervention, all participants took EF Standard English Test (EF SET), an English proficiency test administered online. During a 6-week timeframe, the students in the experimental group received form-focused morphological instruction twice a week and attended 2 review sessions. On the other hand, the students in the control group continued with their usual school timetable, and received no form-focused morphological training. The Test of Morphological Structure (derivational MA test) (Carlisle, 2000), and updated Vocabulary Levels Test (vocabulary knowledge test) (Webb et al., 2017) were administered to all participants as pre- and post-tests. The data analyses were conducted using independent and paired samples t-tests. The results indicated that while both experimental and control groups made statistically significant gains in derivational MA, the experimental group significantly outperformed the control group. However, neither group showed any improvement in vocabulary knowledge after the intervention. Keywords: EFL, form-focused morphological instruction, derivational morphological awareness, vocabulary knowledge
Uluslararası Bakalorya Diploma Programı öğretmenlerinin bilgi kuramı öğrencilerinin eleştirel düşünme becerilerini geliştirmelerine ilişkin uygulamaları ve algılanan öz yeterlikleri
This present study investigated the Theory of Knowledge teachers' perceptions regarding the definition of critical thinking, implementation of critical thinking, and their perceived self-efficacy. A questionnaire was used to collect data from 77 Turkish and international teachers. Following the interviews, selected respondents agreed to be interviewed to provide further insights into the analysis. Correlational design was used to examine the relation between participants' perceived self-efficacy and a number of variables, including experience, subject area, and professional development. The results found significant relationships between the participants' perceptions of their self-efficacy and their education level and International Baccalaureate professional development. Furthermore, the study provides insights into teaching methods and resources teachers often use to support students' critical thinking during their Theory of Knowledge courses. In general, Theory of Knowledge teachers perceive critical thinking is integral to their course. Teachers' self-efficacy regarding developing students' critical thinking may be improved through targeted professional development courses. Keywords: Critical thinking, Theory of knowledge, Self-efficacy, Practices for critical thinking
Eğitim dili İngilizce olan bir yükseköğretim kurumundaki birinci sınıf öğrencilerinin eleştirel düşünme eğilimleri
This thesis investigates the critical thinking dispositions of undergraduate students at an English medium foundation university in Türkiye. It examines the critical thinking dispositions of students enrolled in a first year English composition course and whether their critical thinking dispositions differ according to gender, age, high school attended, attendance of an English preparatory program, and CGPA and course grade previously received in the first semester English composition course, as well as whether there is a relationship between critical thinking dispositions and CGPA. This study adopts a quantitative case research methodology, employing a combination of survey, causal-comparative and correlational design. To this end, the University of Florida/Engagement, Cognitive Maturity, Innovativeness instrument was yes to collect data. The major findings of the study include that the students report to have high moderate levels of critical thinking. They were not found to differ significantly according to the demographic factors with the exception of Cognitive Maturity, which differed significantly according to grade received in a first year English composition course. In addition, there was no significant correlation between critical thinking dispositions and CGPA. Keywords: Critical thinking, critical thinking dispositions, English for academic purposes, English medium instruction
Müfredat bütünleştirmesi aracılığıyla 1. sınıf kavramsal fen bilimleri öğreniminin zenginleştirilmesi
Ever wondered how to blend three different educational frameworks into one? This study investigates the steps necessary to integrate the Turkish Ministry of National Education, Cambridge Primary Science, and International Baccalaureate Primary Years Programme standards within Concept-Based Instructional Unit Design. Led by a sagacious teacher-researcher who explicated and validated five Conceptually-Based units with expert interviews, the study revealed an agreement among experts on the practicality and alignment of the units. Recommendations include familiarizing integrators with all curricula, utilizing Concept-Based Instructional Unit Design models, and prioritizing conceptual understanding. The successful integration of eclectic educational structures shows the potential of Concept-Based Instructional Unit Design as a unifying pedagogical approach. The findings of this study carry inherent implications for further educational practice. Moving forward, supernumerary research is warranted to inquest the nuances associated across various educational settings.
İngilizce yabancı dili öğretmenlerinin COVID-19 dönemindeki kimlik değişimleri
This narrative inquiry aims to investigate how the professional identities of English language teachers were reconstructed during the Emergency Remote Teaching (ERT) period of COVID-19 pandemic at university English Preparatory Program settings in the context of the Turkish education system. It explores the professional histories of eight teachers in the English as a foreign language context. Their teaching profiles, perceptions of students and colleagues, and situatedness of their identities in the ERT period when they had to improve their adaptive expertise by switching their mode of teaching to online spaces are examined. Teachers were interviewed to gather data about the shift of their identities in COVID-19 period and the data was analyzed according to codes and themes. The emergent themes include the following: challenges of ERT, teacher growth and adaptability, and confidence in teacher competences.
Öğretmen adayları ve eğitmenlerinin algılarına dayalı lise 3 boyutlu geometri dersleri için BİT entegreli klavuz geliştirilmesi
Information and Communications Technology (ICT) involves a collection of technologies used for information processing, communication, and distribution. In education, the use of ICT technologies has several benefits. Especially, in mathematics, ICT tools improve problem-solving abilities, increase student engagement, and help to visualize abstract concepts. The primary aim of this study was to explore how pre-service mathematics teachers' perceptions in regard to effectiveness and challenges of using ICT tools in 3D Geometry lessons vary across different universities. The secondary purpose of the study was to investigate how sufficient are the Instructional Technology and Material Development courses at different universities in preparing pre-service mathematics teachers to integrate ICT tools effectively in 3D Geometry lessons. Lastly, the study aimed to identify how instructors at different universities perceive and integrate ICT tools, and what are the perceived benefits, challenges, and effective strategies for developing pre-service teachers' competency in using these tools.
Karar ağacı analizi kullanarak üniversite öğrencilerinin öğretim elemanı değerlendirme formlarındaki memnuniyetinin yordayıcılarını belirlemek
Student evaluation of teaching is a prevalent method to assess instructional quality and student satisfaction in higher education all over the world. However, there is an ongoing debate as to which characteristics of instructors make them effective. This study aimed to discover which instructional characteristics can predict student satisfaction levels. To this end, a CHAID analysis, a form of decision tree analysis, was conducted on SPSS to reveal the relationships between instructional characteristics of instructors and student satisfaction level measured by a SET form. The study was conducted at an English language preparatory school of a non-profit private university in Türkiye. 4281 forms including 23 Likert-type questions were analyzed. The findings show effectiveness and being supportive are the most significant predictors of student satisfaction. Following them, enabling students to evaluate different perspectives, encouragement to share views, feedback, and positivity are highly valued by students. Less significant predictors are found to be variety of activities, asking questions to encourage students to express opinions, subject knowledge, guidance, encouraging active participation, preparedness, and recommending publications in English. All in all, 13 of 23 items were significant predictors of student satisfaction.
Konuşma odaklı görevlerin kültürlerarası iletişimsel gelişimdeki rolü: yabancı dil olarak İngilizce öğreten lise ders kitapları üzerinde nitel bir içerik analizi
Recent global events and instant communication have significantly increased cross-cultural interaction. Consequently, English is now spoken by individuals from a variety of cultural backgrounds. To achieve effective communication with their interlocutors, language teaching must present knowledge and perspectives on how individuals construct the image of others as well as develop their communicative competence. In this vein, textbooks play a crucial role in facilitating the language learners' communicative and intercultural communication skills. To this end, the present study analyzed the speaking strand in four English language textbooks used in Anatolian high schools in Türkiye, in order to investigate how these textbooks facilitate intercultural communicative competence (ICC) and communicative competence (CC). The learning objectives for developing ICC (Byram, 2021), the communicative competence model (Celce-Murcia, 2008), and Littlewood's (2004, 2013) "communicative continuum" categories were utilised in analyzing speaking-focused tasks. Additionally, the speaking strand objectives were examined according to the Revised Bloom's Taxonomy (Anderson & Krathwohl, 2001) and the functions of the language (Halliday, 1975). The results regarding ICC indicated that tasks lacked depth in content, and that the inclusion of other cultures was limited. Concerning CC, it was observed that tasks required modification to incorporate various strategies allowing for more meaning-focused, authentic tasks that simulate natural language use and effective communication. Finally, the results concerning the cognitive categories and language functions provided insights into the implications of these frameworks for future textbooks. Keywords: intercultural communicative competence, communicative competence, textbook
Yapay zekâ çağında yabancı dil olarak İngilizce yazma eğitimi için yönergeler: Yorumlayıcı bir meta-sentez
This study aimed to develop guidelines for writing instruction for instructors, particularly those teaching English as a Foreign Language (EFL) in higher education contexts, to address the challenges and opportunities in an increasingly AI-integrated educational landscape. To achieve this, an interpretive meta-synthesis approach was employed, focusing on empirical quantitative and qualitative studies published in academic journals that explore the use of AI and the development of writing skills and processes involved. The researcher analyzed and synthesized the purposes, results, and implications of these studies. Through qualitative analysis using open coding and axial coding, core categories were established through selective coding. These core categories were then considered as instructional guidelines, guiding the development of guidelines for writing instruction for educators developing writing skills in English. The framework also made connections with existing international competency standards, discussing alignment with current standards, emerging gaps that are arising, policy impacts, and future directions.