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İşbirlikli öğrenme modeli ve yabancı dil okuma becerilerinin geliştirilmesi
Dünyanın bir çok yerinde yaygın olarak kullanılmakta olan işbirlikli öğrenme çalışmakonusuna bakılmaksızın bir çok çalışma alanına uyarlanmıştır. İşbirlikli öğrenme farklıçalışma alanlarına farklı şekillerde uyarlanmıştır. Bu tez çalışması ile yabancı dil öğrenme veöğretmenin dört temel becerisinden birisi olan okuma becerisinin işbirlikli öğrenme ilkeleri ilegeliştirilmesi amaçlanmıştır.Tezin birinci bölümünde; işbirlikli öğrenme, uygulanışı, sınırlı yanları ve yapılançalışmalarla ilgili art alan bilgilerinin verilmesi yanı sıra çeşitli işbirlikli öğrenme teknikleriile uygulanışı sırasında dikkat edilecek hususlar ele alınmıştır. Bunlardan başka yabancı dildeokuma ile ilgili genel bir bilgi sunulmuştur. Bu kısımda farklı okuma modelleri, şema kuramı,bir okuma parçasının seçilmesi ve okuma amaçları hakkında bilgi sunulmuştur.İkinci bölümde ise işbirlikli öğrenme ile yabancı dilde okuma becerilerininbirleştirilerek yabancı dilde işbirlikli okuma modeli geliştirilmiştir. Bu modelin uygulanışındayapılması gerekenler maddeler halinde sunulmuştur. Bu bölümün sonunda, modelde soyutkalan noktaları somutlaştırabilmek için bir örnek işbirlikli okuma dersi ders planıhazırlanmıştır.Son olarak ise bu modelin uygulanmasından ortaya çıkacak sonuçlar sunulmuştur. Butez çalışmasının ilk öğretimden üniversiteye kadar öğrencilerinin yabancı dilde okumabecerilerini geliştirmek için çaba harcayan yabancı dilöğretmenleri için yaralı olacağı umulmaktadır.
Başlangıç düzeyi yabancı dil olarak Türkçe öğretimi için sözlükçe çalışması
ÖZBu çalışmada Yabancı Dil Olarak Türkçe öğretiminde eksikliği duyulan ÖğreniciSözlüğü biçiminde bir sözlük modeli oluşturmaya ve bunu yaparken de yabancı dil olarakTürkçe öğrenicilerinin gereksinimleri düşünülüp sözlük çokdilli olarak tasarlanmayaçalışılmıştır. İlk bölümde sözlük ve sözlüklerin yapılarından söz edilmiş, sözlüklerinözelliklerine değinilmiş ve öğrenici sözlükleri açıklanmıştır. Araştırma bölümündekaynaklardan yararlanarak genel anlamda anadili konuşucuları sözlüğü içerisindebulunması gereken birimler, sözlüğün özellikleri belirlenmeye çalışılmıştır. Sonrakibölümde bu genel birimlerden ve kaynaklardan yola çıkılarak bir öğrenici sözlüğüiçerisinde bulunması gereken birimler ortaya çıkarılmıştır.
Türkçenin kavramsal izlencesi
ÖZDil bir iletişim aracıdır. Duygular, düşünceler, istekler, dil aracılığı ile iletilir. Dilyardımı ile insanlar çıkarım, yorum, açıklama yapabilir; soru sorabilir, ikna edebilir, özürdileyebilir ve benzeri bu tür eylemleri yerine getirirken insanlar öneride bulunur ya da dahagenel anlamda bazı kavramları ele alır. Kişinin nasıl konuştuğu, onun seçtiği amaca varmayolunu açıklar. şlevsel kavramsal bir izlencede bunlar kavramları oluştururlar.Kavramsal izlence düşüncesi 1971'den başlayarak çok ilgi uyandırmış, son yıllarıngerek izlence yapımı gerekse dil öğretimine verimli ve aydınlatıcı katkıları olmuştur. Çünkükavramsal izlencelerle öğretimin başından başlayarak dilbilgisel ve durumsal etmenler gözdenuzak tutulmadan dilin iletişimsel gerçekleri işin içine katılmaktadırKonuşmanın işlevi, toplum bireyleri arasında etkileşimi sağlamaktır. Bu kullanımdandoğan özellikler dil işlevleri ve söz edimleri olarak geniş ölçüde incelenmiş ve sonradan dilöğretimi izlencelerine sokulmuştur.Kimin, kiminle, niçin, nasıl, nerede ve ne zaman konuştuğuna dair ayrımlar yapılarakhazırlanacak bir izlence dilin iletişimsel yönünü de içine katacaktır. Dilin hangi işlevlerlekullanıldığını gösteren bu ayrımlar ?işlevsel-kavramsal?, ?işlevsel-iletişimsel? terimleriyle,ancak toplum-dilbilim çalışmaları ilerledikten sonra dil öğretimine girebilmiştir.Kimin, kiminle, niçin, nasıl, nerede ve ne zaman konuştuğuna ilişkin yapılan buayrımlar, konuşanın seçtiği amaca varma yolunu açıklamaktadır. Bu ayrımlar konuşanlarınamacını ve tutumunu belirlemekte ve iletişime doğrudan etki etmektedir. Çünkü kavramsalizlence dilbilgisel ve durumsal ögeleri de içine alarak dilin iletişimsel yönünü de en başındanbaşlayarak işin içine katmaktadır. Bu nedenlerle yabancı dil olarak Türkçe öğretiminde dekavramsal izlenceden yararlanılması uygun olacaktır.Yabancı dil öğrenicilerinin bir yere turist olarak gittiklerinde kullanacakları ya daülkelerine gelen bir turistle konuşabilecekleri kadar bir dilin yanı sıra, yüzeysel olmayansosyal diyaloglar kurabilecekleri bir dile sahip olmaları ?eşik düzeyi? olarak tanımlanmıştır.ngilizce için hazırlanmış olan eşik düzeyi çalışması kaynak alınarak yapılan bu çalışma,Türkçe için genel kavramlar dizini elde etmeyi amaçlamıştır. Bu dizin, yabancı dil olarakTürkçe öğrenen kişinin amacına yönelik olarak kullanacağı kavramları belirlemedehazırlanacak bir izlencede gereksinim çözümlemesinin ardından kullanılacaktır.
C. E. F. A1 düzeyi içerik incelemesi (Avrupa Konseyi çerçeve programı)
ÖZSanayileşme alanındaki ortak yatırımlar, ticari ve ekonomik alandaki paylaşımlar,kültürler arası ilişkiler, ayrı diller arasında oluşan gereksinimleri karşılamak için dilöğrenimi alanındaki boşlukları giderme çalışmalarına hız kazandırmıştır. İnsanlar zamaniçinde, iletişim için daha kolay, daha az zaman ve para harcayarak bu gereksinimlerinikarşılamak istemişlerdir. Avrupa Konseyi, bu gereksimi karşılayabilmek için yaklaşık 15yıldır araştırmalarını sürdürmektedir.Gelişmiş ülkelerde diller-arası iletişim yurt dışına gitmeden desağlanabilmektedir. Ülkeler başka ülkelerle yarışırken sempozyumlarda bilgi alışverişinihızlandırmaktadır. Ortak dil, bu yüzden gereklidir. Bir ülkede yazılan metnin, başka birülkede çevirisini okumaktansa; o metnin asıl dildeki anlatısını okumak her zaman dahayararlı olur. Ayrıca, insanların farklı dil ve kültürlere yaklaşımı; milliyetçilik ve yabancıdüşmanlığı gibi uç görüşleri ortadan kaldırarak hareket etmesi; ülkeler arası paylaşımlariçin çok önemlidir.`Avrupa yabancı dil eğitim politikalarını da biçimlendiren kültür boyutlu anlayışagöre, Avrupa'nın kültür mirası olarak değerlendirilen çok dilliliğin korunması yönündetek bir dilin egemenliğinin engellenmesi gereğini savunur' (Polat, 2001:32). Tüm Avrupaülkelerinde konuşulan dillerin, bu yöndeki çalışmaları yapılırken ne yazık ki ülkemizde,Türkçe'nin dil pasaportu için gerekli ölçütler üzerine yeterli çalışma yapılamamıştır. Buçalışmaların hız kazanabilmesi; ancak Türkçe'nin yabancı dil olarak belli ölçütlere bağlıkalarak öğretilmesiyle mümkündür. Çalışmalar, belli kurumların ve belli üniversitelerinçabalarına bağlı olarak sürdürülmektedir. Çalışmaların yaygın hale getirilmesi siyasi veekonomik katkılara bağlıdır.Bu çalışma, Avrupa Konseyinin 2000 yılında yayımladığı `Genel Avrupa DilleriÇerçeve Programı'nda dünyaya duyurduğu ölçütlere bağlı kalarak hazırlanan birizlencedir.. Türkçe'nin A1 düzeyinin incelendiği bir işlevsel-kavramsal izlenceoluşturmak hedeflenmiştir.Belirlenen ölçütlere uygun olarak A1 düzeyi için gereklimetinler oluşturulmuş; ayrıca bu metinlerin sözcüksel ve yapısal bağlamda incelemeleriyapılmıştır.Türkçe'nin yabancı dil olarak öğretimi çalışmaları içinde bu çalışma, kendialanında bir başlangıçtır. Çalışmaların sürdürülmesi ve diğer düzeylerin incelenmesigerekmektedir.
İlköğretimde çalışan İngilizce öğretmenlerinin sınıf içi öğretim uygulamalarına yansıyan ilkeleri konusunda farkındalıklarını sağlayarak eylem araştırma yoluyla eğitimi
Son y llarda ö retmen yeti tirme programlar nda ö retmenlerin, kulland klar yöntemve tekniklerden çok ö retim uygulamalar n belirleyen ilke ve inançlar üzerinde durulmasgere inin vurguland görülmektedir. Bu gereklilik do rultusunda yürütülen bu ara t rmada,ilkö retimde çal an ngilizce ö retmenlerinin s n f içi uygulamalar na yans yan ilkelerikonusunda fark ndal klar n sa layarak eylem ara t rma yoluyla e itimi için bir ö retmengeli tirme modeli sunulmas amaçlanmaktad r.Önerilen iki a amal ö retmen geli tirme modelinin ilk a amas nda, ö retmenlerins n f içi ö retim uygulamalar na yans yan ilkeleri konusunda fark ndal klar n n sa lanmas nayönelik çal malar yer almaktad r. Bu süreci izleyen ikinci a amada ise, ö retmenlerin,belirleyecekleri sorunlar çerçevesinde yürütecekleri eylem ara t rmas yoluyla e itimiamaçlanmaktad r.Ara t rman n uygulamal olarak yürütülen ilk a amas çerçevesinde, bir özelilkö retim okulunda 3 ayr ö retmenin 2. ve 3. s n flar nda toplam 13 ders saati süresince seskayd ve ders gözlemi yap larak sözel metinler olu turulmu tur. Bu metinlere dayal olarakö retmenlerin s n f içi uygulamalar na ili kin görü me sorular belirlenmi tir. Bu sorularaverilen yan tlar, daha sonra ö retmenlerin derslerinde ortak olarak gözlemlenen ö retimuygulamalar na dayal olarak, `anadil kullan m ', `hata düzeltimi', `ö retmen kitab na ba lkalma/kalmama', `yönergelerin verili i', `s n f yönetimi' ve `ö rencinin de erlendirilmesi'ba l klar alt nda s n fland r lm ve bu uygulamalar n kayna n olu turan ilkelerçerçevesinde de erlendirilmi tir. Yap lan de erlendirme sonucunda, ö retmenlerin s n fortamlar nda kendilerini nas l hissettikleri ile s n flar n n genel özelliklerinin, s n f içi ö retimuygulamalar n n düzenlenmesinde etkili oldu u belirlenmi tir. Ayr ca, ö retmenlerin s n f içiuygulamalar ve ilkeleri aras nda nas l bir ili ki oldu u ortaya konmu tur.Önerilen ö retmen geli tirme modelinin `fark ndal k yaratma süreci' olarakadland r lan ilk a amas sonucunda elde edilen bulgular, ö retmenlerin `eylem ara t rmasürecinde' üzerinde odaklanabilecekleri sorunlar n belirlenebilmesine olanak tan y cniteliktedir.
Yabancı dil okumada strateji eğitimi
Belirli bir metni okumanın amacı, okuma stratejisinin en önemli belirleyicisidir.Okumamızdan her zaman aynı anlama düzeyini, ayrıntıyı veya anımsamayı beklemeyiz.Öğrenicilerimizi, okuma tekniklerini ve hızlarını okuma amaçlarına göre değiştirmelerikonusunda ikna etmeliyiz. Her şeyi başından sonuna kadar satır satır okumaya zamanbulunmadığı bugünün dünyasında, önceden gerekli görülmüş bir başarı sağlamak için, etkiliokuma kaçınılmazdır. Esnekliğin farkına vardırmayı sağlama ve bunun için de stratejilerigeliştirme, öğrenicilerimizin geleceklerine yapabileceğimiz en yararlı katkılar arasındadır.Bu araştırma, İstanbul Teknik Üniversitesi, Yabancı Diller Yüksek Okulu, İngilizce HazırlıkProgramında İngilizce okuma dersini veren öğretmenlerin, öğrenicilerinin okuma yetisinigeliştireceğini düşündüğü okuma stratejilerinin eğitimini ders süresince verip vermediğini veeğer böyle bir eğitim veriliyorsa hangi stratejilerin eğitiminin verildiğini inceleyen nitel birçalışmadır. Bu araştırma 2005-2006 akademik yılının birinci döneminde İstanbul TeknikÜniversitesi, Yabancı Diller Yüksek Okulunda altı orta altı düzey İngilizce hazırlık sınıfındauygulanmıştır. Araştırmaya orta altı düzey öğrenicilerine İngilizce okuma dersi verenöğretmenler katılmıştır. Gözlem, görüşme, not alma ve ses kayıt bu araştırmada kullanılanbaşlıca veri toplama yöntemlerindendir ve elde edilen verilerin incelenmesinde içerik analiziyöntemi kullanılmıştır.Araştırmanın sonuçlarına göre, altı katılımcı öğretmenin ders esnasında öğrenicilerin okumayetilerini geliştirecek okuma stratejilerinin eğitimini verdiği gözlemlenmiştir. Ayrıca sınıfgözlemlerinden çıkan sonuçlara göre bu araştırmada katılımcı öğretmenlerin eğitimini verdiğiokuma stratejilerinin sayısı toplam 23'tür.Araştırmanın bulguları değerlendirildiğinde, İngilizce okuma dersinde öğrenicilerin okumayetisini geliştirecek stratejilerin eğitiminin verilmesi, öğrenicilere hem akademik hem degünlük yaşantılarında okuma yaparken fayda sağlayacaktır.Anahtar kelimeler: Okuma, Okuma Stratejisi, Stratejik Okuyucu, Okumada Strateji Eğitimi.
Öğretmenler arası gözlem çalışmalarının öğretmen gelişimindeki rolü
Bu çalışmada stanbul Teknik Üniversitesi, Yabancı Diller Yüksek Okulu, ngilizceHazırlık Bölümünde çalışan ngilizce öğretmenleri ile öğretmenler arası gözlemçalışmaları yürütülmüş ve bu çalışmaların katılımcıların mesleki gelişimlerine olankatkısı hakkındaki görüşleri ortaya çıkartılarak araştırmanın yapıldığı kurumdauygulanabilirliği saptanmıştır. Buna ek olarak, elde edilen bulgular doğrultusundakurumda yürütülecek bir hizmet içi mesleki gelişim modeli oluşturulmuştur.Nitel veri toplanan bu çalışmada, araştırmaya katılan dört gönüllü öğretmen iki aysüresince öğretmenler arası gözlem çalışmaları yürütmüş ve araştırmacı onlarıngörüşlerini ortaya çıkarmak için katılımcıların gözlem çalışmaları süresince tuttuklarıgünlükleri ve gözlem çalışmaları bittikten sonra katılımcılar ile yapılan görüşmelerin seskayıtlarının çeviri yazılarını içerik analiz yöntemi ile çözümlemiş ve yorumlamıştır.Araştırmanın sonuçlarına göre, dört katılımcı öğretmen gözlem çalışmaları sayesindemesleki açıdan geliştiklerini, yeni şeyler öğrendiklerini ve bu sayede öğretmenlikbecerilerinin geliştiğini ifade etmişlerdir. Ayrıca, katılımcılar ileride kurumdauygulanabilecek gözlem çalışmaları sayesinde kurumdaki öğretmenlerin de meslekiaçıdan gelişeceklerini belirterek öğretmenler arası gözlem çalışmalarını mesleki gelişimaçısından olumlu olarak değerlendirmişlerdir. Bunun yanı sıra, dört katılımcı da gözlemçalışmaları sonucunda kendilerini değerlendirip sorgulayarak farkındalıklarının arttığınıve gözlem çalışmaları sayesinde hem kuvvetli hem de zayıf yönlerini keşfettiklerini ifadeetmişlerdir. Bunlara ek olarak, araştırmaya katılan dört katılımcı da gözlem çalışmalarısayesinde öğretmenlerin birbirlerine destek olduklarını, aralarındaki meslektaşlıkduygusunun arttığını ve gözlem çalışmaları esnasında birlikte çalışıp deneyimlerinipaylaşarak ilişkilerinin kuvvetlendiğini ifade etmişlerdir.Elde edilen bulgular değerlendirildiğinde, öğretmenler arası gözlem çalışmalarınınkatılımcı öğretmenlerin tümü tarafından olumlu bir deneyim olarak değerlendirildiği vearaştırmanın yürütüldüğü kurumda uygulanabilir olduğu yargısına varılmıştır. Bununsonucunda da bir hizmet içi mesleki gelişim modeli geliştirilmiştir.Anahtar Kelimeler: Öğretmen Gelişimi, Yansıtmacı Yaklaşım, Öğretmenler ArasıGözlem Çalışmaları
Yabancı dil öğretiminde özdeğerlendirmenin rolü
Bu tez çalışmasında konu olarak saptanan ?özdeğerlendirme?, farklı tanımlamalardanyola çıkılarak açıklanmaya çalışılmıştır. Bu açıklamalarda aynı zamandaözdeğerlendirmenin olumlu ve olumsuz yönleri de irdelenmiştir.Olumlu yönler olarak özerklik aşamasında öğrenicinin özdeğerlendirmeyi araç olarakkullanması ve bunu alışkanlık haline getirip yaşam boyu öğrenme görüşünübenimsemesi olarak göze çarpmıştır. Bu süreçte öğrenicinin kendi durumu ile ilgilifarkındalık kazanması ve buna göre kararlar alması gerekmektedir. Öyle ki buaşamalar sonucunda yapacağı karşılaştırmalı özdeğerlendirme onu nesnelliğegötürecektir. Özdeğerlendirmenin bir başka olumlu yönünün de en iyiye ulaşmada vesürekli iyileştirme yaklaşımı için vazgeçilmez bir beceri olduğu olarak belirlenmiştir.nsanın doğası ve yaşadığı toplumun ekinsel etkisi özdeğerlendirmede gerçekçiolmasını zorlaştırmaktadır. Kişi olumlu yönlerini belirlemede ne kadar başarılıysaolumsuz yanlarını saptamada bir o kadar başarısızdır. Bu bir süreç gerektirir. Busüreçte sadece yabancı dilin öğretimindeki özdeğerlendirme yeterli olamayacağındandiğer derslerde bu yaklaşımın uygulanması gerekmektedir.Yapılan araştırmaların sonucunda çok sayıda özdeğerlendirme örneklerinerastlanmıştır. Ancak bu örneklerin her biri farklı durumlarda kullanılabilir olduğundanhiçbiri tam anlamıyla yeterli bulunmamışlardır. Başta bir örnek yaratılması veuygulanması düşünülmüştür ancak araştırmalar sonucunda genel bir modele ihtiyaçduyulduğu belirlenmiştir. Çalışma bu model yolunda sürmüş ve eleştirilebilir vegeliştirilebilir, esnek yapılı bir modele ulaşılmıştır.Yapılan okumalar ve araştırmalar sonucunda oluşturulan model aynı zamanda farklıyaş grup örnekleri temel alınarak uygulanmış ve sonuçlar sunulmuştur.
Avrupa Birliği ortak dil çerçevesi programının Milli Eğitim Bakanlığı Anadolu liselerinde yabancı dil olarak İngilizce dersi öğretiminde uygulanabilirliği
ÖZ Bu çalışmada; Avrupa Birliği, Avrupa Konseyi uyum çerçeve programı ortak dil çerçevesi yabancı dil kullanımına yönelik belirtkelerin Milli Eğitim Bakanlığı Anadolu Lisesi Yabancı Dil öğretim programı ile karşılaştırılarak; Avrupa Birliği ölçütleri doğrultusunda Anadolu Lisesi, yabancı dil olarak İngilizce dersi öğretiminin uygulanabilirliğini saptamak amaçlanmıştır. Bu doğrultuda Avrupa Konseyi yabancı dil öğretim belirtkeleri, her bir düzeyde tek bir önerme içerecek biçimde, listelenmiştir. Temel amacın Anadolu Lisesi, yabancı dil olarak İngilizce dersi öğretimi belirtkelerinin Avrupa Konseyi uyum çerçeve programı ortak dil çerçevesi ölçütlerinde uygulanabilirliğini saptamak olmasına rağmen öğrenicinin, orta öğretim kurumu öncesinde eğitim- öğretim gördüğü ilköğretim okulları yabancı dil olarak İngilizce öğretimi belirtkeleri de dikkate alınmıştır. Buna göre; ilköğretim ve Anadolu Lisesi belirtkeleri de Avrupa Konseyi belirtkeleri gibi tek bir önerme içerecek biçimde listelenmiştir. Elde edilen listelerin aynı yönde hedef belirleyen her bir belirtkesinin eşleştirilmesi yapılmıştır. Ulaşılan sayısal veriler doğrultusunda uygulanabilirlik yönünde değerlendirme ve yorumlama yapılmışta. Çalışmada elde edilen sonuçlar ise, sonuç bölümünde sunulmuştur.
Sinir-dilsel programlama (NLP) destekli dil öğretme-öğrenme modeli
Bu çalışma Sinir-Dilsel Programlama tekniklerini açıklayarak, SDP'nin yabancı dil öğretme-öğrenme sürecinde nasıl etkin bir şekilde kullanılabileceğini ortaya koymak amacıyla yapılmıştır. Çalışmanın birinci bölümünde çalışmanın artalanı, amacı ve kapsamı yer almaktadır.İkinci bölüm SDP'nin tanımı, tarihçesi, varsayımları, temel kavramları ve kullanım alanları ile SDP'de önemli bir yere sahip olan Değerler ve İnançlar konularını kapsamaktadır.Üçüncü bölümde Çerçeveleme, Farklı Bakış Açıları, Eğretileme ve Sözcüklerin Gücü ana başlıkları altında SDP'nin dil ile olan bağlantısı açıklanarak iletişimde dilin önemi SDP'nin yaklaşımıyla ortaya konulmuştur.Dördüncü bölümde yabancı dil eğitiminde SDP'nin rolü anlatılarak öğrenici biçemlerinin öğrenme sürecindeki önemi açıklanmıştır.Beşinci bölümde önce SDP destekli dil öğretme-öğrenme ile ilgili olarak Rusya'da yapılmış olan bir çalışmaya yer verilmiştir. Daha sonra SDP Destekli Dil Öğretme-Öğrenme Modeli sunulmuştur. SDP tekniklerine uygun olarak hazırlanmış olan ders gereçleri yine SDP tekniklerine uygun bir şekilde işlenen derste kullanılmıştır. Aynı zamanda kısıtlı ders süresinden dolayı sınıfta uygulanamayan SDP teknikleriyle hazırlanmış etkinliklere de bu bölümde yer verilmiştir.Altıncı bölüm, Sonuç ve Öneriler başlığı altında, uygulanan SDP Destekli Ders Modeli ile ilgili olarak öğretmen ve öğrencilerin yorum ve önerilerini kapsamaktadır. Son olarak SDP destekli dil öğretme-öğrenme modeli için hazırlanan ders gereçleri Ekler başlığı altında yer almaktadır.
Öğrenci güdülenmesini etkileyen öğretmen özellikleri ve bu özelliklerle ilgili öğretmen farkındalığı
Öğretmenlerin sınıf içinde karşılaştıkları zorluklardan biri de hiç şüphesiz ki güdülenme sorunudur. Güdülenme, çeşitli anlamları içinde barındıran geniş bir yelpaze olarak görülebilir. Güdülenme sözcüğü, insan zihninin önemli bir yanına vurguda bulunuyor olması açısından araştırmacılara olduğu kadar uygulayıcılara da yarar getirecektir. Bu yönü ile güdülenme, kişinin sahip olduğu ve makul olarak kabul edilebilecek düşünceler ile ilişikli özelliklerin aksine, kişinin ne istediği veya neyi arzuladığı ile ilgilidir. Bu sorunun aşılmasında, öğretmenin konu ile ilgili bilgi düzeyi ve sınıftaki uygulamaları etkin rol oynayacaktır. Bu uygulamaların başında öğrencileri özgül güdülenme ile ilgili bilgilendirmenin geliyor olması doğal karşılanmalıdır. Bu çalışmada, öğretmenlerin öğrenci güdülenmesini sağlamak için kullanabileceği stratejiler ile ilgili bilgi düzeyi ve bu stratejileri öğretim ortamı içerisinde ne derece etkin olarak kullandıkları araştırılmıştır. Bu nitel çalışmada, sınıf gözlemleri ve sözlü görüşmelerden yararlanılmıştır. Gözlemler, sınıf içerisinde olup biten ile ilgili gerçekçi bilgilerin doğal yollardan edinilebilmesine olanak sağladığı düşünüldüğünden ötürü tercih edilmiştir. Geniş bir artalan bilgisi taramasından sonra, öğretmenlerin kullanabileceği güdüleyici stratejiler belirlenmiş ve deneklerin bu konudaki bilgi düzeyi ve sınıftaki uygulamaları incelenmiştir. Marmara Üniversitesi Yabancı Diller Yüksek Okulunda gerçekleştirilen bu çalışmaya on yabancı dil eğitimcisi gönüllü olarak katılmıştır. Bu araştırma, öğretmenlerin yararlanabileceği güdüleyici stratejilerin sayıca çeşitliliği göz önüne alındığında, ihtiyaç duyulanın nicelikten çok nitelik olduğu gerçeğini ortaya koymuştur.
Uygulanan yabancı dil öğretim yöntemini izleme modeli
Bu çalışma, hızla artan yabancı dil öğretimi yapan kurumlarda, uygulandığı belirtilen yöntemlerin ne kadar sağlıklı bir şekilde işlediğini incelemek gerektiğinde, yapılması gerekenlere bir model oluşturmayı konu almıştır. Bu araştırmada İngilizce öğretirken İletişimsel Dil Öğretim Yöntemi uyguladığını belirten bir kurumda örnek bir yöntem sorgulaması yapılmıştır. Çalışmada öncelikle yaygın yabancı dil öğretim yöntemleri, belirlenen ölçütlerle birbiri ile karşılaştırılmış ve İletişimsel Dil Öğretim Yöntemi diğerlerinden farkını oluşturan temel özellikler ortaya çıkarılmıştır. Bu özelliklerin belirlenmesinden sonra sistemin, bu yönteme ne kadar uygun işlediğini öğretmenler açısından görmek üzere nasıl bir ölçme yapılabileceği düşünülmüş ve sormaca olursa nasıl düzenlenip, değerlendirilip, yorumlanabileceği örneğine yer verilmiştir. Bu araştırma sonucunda, İletişimsel Dil Öğretim Yöntemi ilkelerini benimsemiş bir kurumda, çalışanların ?öğretmen, bölüm idaresi ve okul yöneticilerinin- belirlenen yöntemleri ne kadar uygulayıp uygulamadıklarını farkına varmaları sağlanmış ve zayıf kalınan noktalarda neler yapılabileceği önerilmiştir. Bu çalışmanın bundan sonraki benzer çalışmalara yol gösterici olması ve uygulanan yöntemlerin sorgulanıp geliştirilmesine katkıda bulunması umulmaktadır.
Devlet ilköğretim okulu birinci kademe dördüncü sınıf öğrencilerinin İngilizce öğrenirken kullandıkları öğrenme stratejileri
Son otuz yıl içinde yabancı dil ögrenme stratejileri üzerine yapılan çalısmalarda büyük ilerlemeler kaydedilmistir. Bu alanda yapılan arastırmalarda hem kuram hem de uygulama açısından basarılı sonuçlar elde edilmistir. Yapılan çalısmaların büyük bir kısmı yetiskinler üzerinde odaklanırken özellikle ilkögretim düzeyindeki çocukların strateji kullanımlarına yönelik yapılan çalısmalar yeterli sayıda degildir. Bu arastırmanın amacı devlet ilkögretim okulu birinci kademe dördüncü sınıf ögrencilerinin ngilizce ögrenirken kullandıkları ögrenme stratejilerini ortaya çıkarmaktır. Bu çalısma stanbul Sisli Mahmut Sevket Pasa lkögretim okulunda yürütülmüstür. Çalısmadaki örneklemi olusturan dördüncü sınıfların haftada 2 saat ngilizce dersi bulunmakta, ilk defa dördüncü sınıfta bir yabancı dil egitimi almaya baslamaktadırlar. Veri toplamak için 60 kız 60 erkek olmak üzere toplam 120 ögrenciye Lan'in (2005), Oxford'un (1990) yetiskinler için hazırladıgı Dil Ögrenme Strateji Ölçegini (Strategy Inventory for Language Learning (SILL)) Tayvanlı çocuklar için uyarladıgı otuz bir soruluk sormaca (Taiwanese Children's SILL) uygulanmıstır. Verileri degerlendirmek için Microsoft Office Excel programından yararlanılmıstır. Çalısmada ögrencilerden veri toplamak için sormacanın dısında on ögrenciye yazdırılan günlüklerden de yararlanılmıstır. Arastırmanın sonucunda devlet ilkögretim okulu birinci kademe dördüncü sınıf ögrencilerinin ngilizce ögrenirken en çok ve en az kullandıkları ögrenme stratejileri ortaya çıkarılmıstır. Buna göre ögrenciler tarafından en çok kullanılan stratejiler Tamamlayıcı, Üst-bilissel ve Duygusal Stratejiler'dir. Yine ögrenciler tarafından en az kullanılan stratejiler Bilissel ve Bellek Stratejileri'dir. Ayrıca, kız ve erkek ögrencilerin strateji tercihlerinde büyük farklılıklar olmadıgı genelde aynı stratejileri kullandıkları görülmüstür.
5,6 yaş grubu çocuklarının yabancı dil öğrenmesinin bilişsel ve kültürel gelişimlerine etkileriyle ilgili öğretmen görüşleri
Günümüzde Türkiye'de çok sayıda özel ve bazı devlet okul öncesi egitim kurumlarında, küçük yastaki çocuklara yabancı dil egitimi verilmektedir. Bu arastırmanın amacı, 5?6 yas grubu çocuklarının yabancı dil ögrenmesinin bilissel ve kültürel gelisimlerine etkileriyle ilgili ögretmen görüslerini ve bu görüslerin sınıf ortamındaki yansımalarını ortaya koymaktır. Bu arastırmadaki veri kaynaklarını, 3 okul öncesi yabancı dil ögretmeniyle yapılan görüsmeler ve bu ögretmenlerin 20 ders saatlik sınıf içi gözlemlerinde tutulan alan notları olusturmaktadır. stanbul'un farklı yerlerindeki okul öncesi egitim kurumlarında görev yapan ögretmenlerle yapılan görüsmelerde, ögretmenlerin çalıstıgı kurumlar ve ögrencilerin ögrenme ortamları, ögretmenlerin nitelikleri, okul öncesi düzeyde çocukların yabancı dil ögrenmesinin bilissel ve kültürel gelisimlerine etkileriyle ilgili görüsleri, 5?6 yas grubu çocuklarının özellikleri ve onlara uygun sınıf içi etkinlikler hakkında sorular sorulmustur. Daha sonra, arastırmaya katılan ögretmenlerin yanıtlarıyla, gözlem ve alan notları aracılıgıyla elde edilen sınıf içi uygulamaları karsılastırılmıstır. Bu betimsel çalısma, katılımcı ögretmenlerin, okul öncesi düzeyde yabancı dil egitimiyle ilgili olumlu görüsler tasıdıklarını ve bu düzeydeki yabancı dil egitiminin ögrenicileri bilissel ve kültürel anlamda olumlu etkiledigine inandıklarını ortaya koymustur. Bu arastırma, aynı zamanda gerçek hayattaki bazı sınıf içi uygulamaları ortaya koymaya ve okul öncesi düzeyde etkili yabancı dil ögretimini daha iyi anlamaya katkıda bulunmaktadır. Bu arastırma sonunda okul öncesi yabancı dil ögretiminde ögretmenlerin görüsleri dogrultusunda gidilebilecek düzenlemeler ve iyilestirmeler sunulmustur. Anahtar Kelimeler: Okul Öncesi Yabancı Dil Ögretimi, Okul Öncesi Egitim Kurumları, Okul Öncesi Yabancı Dil Ögretmenleri, 5?6 Yas Grubu, Bilissel Gelisim, Kültürel Gelisim, Ögretmen Görüsleri
Yanlış düzeltiminin öğrenici üzerindeki duygusal etkileri
Yabancı dil öğretiminde yanlış ve yanlış düzeltiminin önemli bir rolü vardır. Yapılan yanlışlar, öğrencilerin verilen bilgileri hangi düzeyde öğrenebildiklerini öğretmenlere gösteren parametrelerdir. Yanlış düzeltimi uygulanırken öğrenciler üzerinde oluşan duygusal etkilerin, bu öğrencilerin derse karşı olan güdülenmelerini olumlu ya da olumsuz yönde etkilediği görülmektedir. Bu araştırma İstanbul'da 7 farklı eğitim kurumunda, 30'ar öğrenciden oluşan 8 ayrı sınıfta öğrencilere 9 soruluk sormaca uygulanarak yürütülmüştür. Araştırmaya katılan okullar, eğitim sitemlerinin devlet veya özel olması göz önünde tutularak, bölgesel olarak rast gele seçilmiştir. Elde edilen verilerin değerlendirilmesi sonucunda, öğretmenlerin, bütün kümelerde büyük oranlarda yanlış düzeltimi yöntemine başvurduğu ve öğrencinin tümcesini bitirmeden hemen yanlış düzeltimine gittikleri gözlenmiştir. Çalışmamızda, öğretmenlerin yanlış düzeltiminin öğrenciler üzerinde büyük oranlarda kızma, utanma veya üzülme gibi duygulara neden olmadığı, öğrencilerin büyük bir kısmının öğretmenlerin yanlış düzeltimini gerekli bulmalarına karşın yaptıkları her yanlışın da düzeltilmesinden hoşnut olmadıkları saptanmıştır. Çalışmamız, öğretmenlerin yanlış düzeltimi sırasında kullandıkları yapıcı geribildirimlerin, öğrencilerin derse karşı olan ilgilerini arttırabileceğini; yapılan yanlışların uygun bir şekilde düzeltilmesinin öğrenciler üzerinde negatif değil pozitif yönde bir etki yapabileceğini göstermiştir. Anahtar Kelimeler : Yanlış düzeltimi, duygusal etkiler, ikinci dil öğrenimi.
Kendi kendine dil öğrenme modeli ve Türkçenin yabancı dil olarak öğretimi
öz Bu çalışmada Yabancı dil olarak Türkçe öğrenim sürecini kendi başına tamamlamak isteyen bir bireyin öğrenen özelliklerinin neler olması gerektiği ve bu süreçte gereksinim duyacağı bir gerecin nitelikleri belirlenmeye çalışılmıştır. Çalışmada öncelikle yetişkin eğitiminde kullanılan kavram ve tanımlamalara yer verilerek öğrenen özellikleri sunulmuştur. Araştırma boyutunda ise bireylerin gereksinmelerini karşılayacak bir gerecin niteliklerinin neler olması gerektiği ulamlanmıştır. Yapılan araştırma verilerine dayanılarak kendi kendine öğrenme modeli çıkarılmaya çalışılmıştır. Sonraki bölümde ise çıkarılan model temel alınarak çalışma yapraklan ve örnek bir yoğun teker hazırlanmıştır. Çalışma yapraklarında seçilen etkinliklerin gerekçeleri sunulmuştur. Son bölümde sonuç ve önerilere yer verilmiştir. ıı
Yabancı-dil öğretiminde anadil kullanım alanları
Bu araştırma, 1) öğretmen ve öğrencilerin aynı anadile sahip olduğu (tek-dilli) yabancı-dil sınıflarındaki anadili kullanım alanlarının 'yararcılık' ölçütü temel alınarak bir model çerçevesinde belirlenmesi ve 2) bu modelden yararlanarak, yabancı-dil sınıflarındaki anadili kullanımlarının saptanmasına yönelik bir gözlem aracı oluşturulması amacıyla yürütülmüştür. Araştırmanın birinci aşamasında, konu ile ilgili yazın taramasına ek olarak, farklı konularda yazılmış üç yüksek lisans tezinin veri tabanım oluşturan yabancı-dil (İngilizce) derslerine ait çeviri yazılardaki öğretmen ve öğrenci anadili kullanımları incelenmiş ve saptanan anadili kullanımları 'yararcı' olup olmamaları ve iletişimsel Özellikleri açısından iki bölümlü bir model (Yabancı-Dil öğretiminde İD Kullanımı Modeli) içerisinde ulamlanmışlardır. Daha sonra, bu model bir gözlem cetveline (Yabancı-Dil öğretiminde İD Kullanımı Gözlem Cetveli) dönüştürülerek bir gözlem aracı oluşturulmuştur. Araştırmanın ikinci aşamasında ise, oluşturulan model ve gözlem aracının sınanması amacıyla bir uygulama yapılmıştır. Bir lise hazırlık sınıfında dört ders saatinin ses kayıtlan yapılmış ve çeviri yazıya dönüştürülmüştür. Daha sonra, oluşturulan gözlem cetveli kullanılarak bu çeviri yazılardaki öğrenci ve öğretmen anadili kullanımlarının saptaması yapılmıştır. Uygulama sonucunda, gözlem aracının, uygulandığı farklı sınıflardaki öğretmen ve öğrenci anadili kullanımlarına ait somut ve ayırt edici veriler sağladığı belirlenmiştir. Model ve gözlem cetvelinde yeterince açık bulunmayan bazı ulamlarla ilgili olarak ise, 'Değerlendirme' bölümünde gerekli açıklamalar yapılmıştır.
Öğrencilerin yabancı dil derslerini algılamaları üzerine bir model ve uygulama: İstanbul Atatürk Fen Lisesi`nde İngilizce dersinin görülüşü
ÖZ Bu uygulama araştırmasında yabancı dil olarak İngilizce'ye ve İngilizce dersine yönelik öğreniri görüşleri ışığında yabancı dil öğrenme sürecinde dil öğrenimine etki eden etkenler incelenmektedir. Bu araştırmanın amacı etkin bir yabancı dil öğrenimi sağlanması konusunda ne tür süreç ve etkenler üzerinde durulabileceği ve öğreniri gözüyle öğreniri gereksinimlerini karşılayabilecek örnek bir model sunabilmektir. Bu çalışmada ayrıca yabancı dil ders öğretmenlerinin görüşlerine yer verilmiş olup gözlemleri değerlendirilmiştir. Bu uygulama araştırması özellikle şu sorulara yanıt aramaktadır: 1) Yabancı dil olarak İngilizce'yi öğrenme sürecinde etki eden etkenler hangileridir? 2) Öğreniri gözüyle öğrenme sürecinde etki eden etkenler hangileridir? 3) Yabancı dil öğrenme ve öğretme deneyiminde, arzu edilir sonuçlar elde edebilmek için hangi öneriler yer almaktadır? Araştırmaya İstanbul Atatürk Fen Lisesi'nden (IAFL) 274 öğreniri ve 5 yabancı dil öğretmeni katılırken, İstanbul dışında Adana, Aydın, Düzce, Diyarbakır, Konya ve Kütahya olmak üzere toplam 6 fen Lisesi öğreniri ve öğretmenlerinin görüşleri dahil edilmiştir. Bu çalışmada IAFL' de öğrenicilere ve ayrıca öğretmenlere uygulanmak üzere 3 sormaca, Olimpiyat ve TÜBİTAK katılımcıları olan öğrenicilerle görüşme, 9. sınıf öğreniri günlükleri ve diğer illerdeki fen lisesi okulları öğreniri ve öğretmen görüşlerini kapsayan mektuplar olmak üzere toplam 4 tür veri toplama yolu üzerinden 3'ü nitel, 3'ü nicel olmak üzere 6 küme veri derlenmiştir. Araştırma sonucunda verilerden elde edilen bulgulara göre, öğreniri görüşleri çerçevesinde oluşturulan model önceden araştırmacıların belirlediği sınıflamaya ve/ya modele birebir uymasa da çoğu etkenlerin benzer olduğu ve etkin bir yabancı dil öğretimi sürecinde arzu edilir sonuçlan elde etmek için öğreniri görüşlerini içeren, onların gereksinimlerini karşılayan tutum ve koşulların sağlanması gerektiği belirlenmiştir. İncelenen veriler doğrultusunda dil öğrenme sürecine, öğretmen etkeninin yanı sıra, fiziksel, kişisel, kişiliksel, ruhsal etkenlerin ve özellikle de güdülenme düzeyi ile öğrenirinin yabancı dil öğrenme amaçlarının en yüksek oranda etki eden etkenler olduğu ortaya çıkmıştır. ıı
The effects of 10 minute mindfulness exercises on the disruptive behaviors of young learners in EFL classes: An experimental study on classroom climate improvement
Disruptive behaviors in educational settings can hinder the learning process and create a negative classroom climate. In recent years, mindfulness practices have gained recognition as a potential intervention to address these issues. This study aimed to investigate the effects of mindfulness exercises on the disruptive behaviors among young learners in English as a Foreign Language classes, along with gathering students' perceptions of their experiences and the perceived change in disruptive behavior of themselves and their peers. 39 3rd grade students participated in the study and were assigned to the experimental group and the control group. The experimental group engaged in mindfulness exercises at the beginning of English lessons for eight weeks, while the control group followed the regular EFL curriculum. Disruptive behaviors were assessed using the Video-based Observation Chart. Interviews were conducted with students to explore their perceptions of the intervention and its impact on their behavior and the behavior of their peers. Results indicated a significant decrease in overall disruptive behaviors in the experimental group compared to the control group. The experimental group showed significant reductions in certain types of disruptive behaviors, while other categories displayed positive but not statistically significant decreases. The qualitative analysis of interviews provided insights into students' experiences, feelings, and ideas regarding the mindfulness exercises. Participants reported positive experiences and enjoyment as well as perceived increase in attention skills, improvement in emotion regulation and emotional well-being, as well as improved classroom climate and learning experience. While the participants reported a decrease in disruptive behaviors among themselves and their peers, a minority of the expressions stated that they did not observe any difference in the behavior of some of their disruptive peers.
The impact of group work on social and emotional learning in EFL classrooms: An experimental study
The importance of social and emotional learning skills for students has been widely acknowledged. In this regard, this study examined the impact of group work on Social and Emotional Learning (SEL) skills in an EFL classroom. The research aimed to investigate how incorporating group work activities in the classroom affects students' SEL development and determine gender differences in SEL skills. It also sought to understand students' perception of their own SEL skills. The study employed a mixed methods approach, combining quantitative and qualitative data collection tools. Quantitative data was collected through pre- and post-tests using a validated SEL scale (SELLS), while qualitative data was gathered through student interviews. The participants of the study were 8th grade students from two different classes in a secondary school in Gaziantep, Turkey. The findings indicated that group work had a positive and significant impact on students' SEL skills in the EFL classroom. Through the collaborative tasks, students demonstrated improvements in areas such as communication, problem-solving, coping with stress, and self-esteem enhancing skills. Moreover, it was found that there was no significant difference between genders in terms of SEL skills, which indicated the impact of group work on SEL skills was consistent regardless of the gender. The study also revealed that students perceived group work as an enjoyable and beneficial approach, enhancing their participation in the classroom. Students reported increased self-confidence and empathy, in addition to their SEL skills. These findings highlight the importance of incorporating group work to enhance SEL skills, promoting students' overall holistic development.
Teachers' views on ChatGPT-generated lesson plan in 7th grade English course
This study was carried out to explore the teachers' views on plan generated by ChatGPT, an Artificial Intelligence based chatbot, for A2-level English learners to teach the Wild Animals Unit, in Adıyaman. The participants, twenty English teachers determined through Non-Probablity, Convenient Sampling were asked to provide their comments on the efficacy of this ChatGPT-generated lesson plan. Data was collected through a face-to-face questionnaire using a semi-structured form with fourteen questions. Following the data collection step, content analysis was conducted by transcribing and analyzing the collected data. Then codes and themes were created based on the participants' responses. The findings indicated that most of the participants were optimistic about the ChatGPT-generated lesson plan as it is a well-developed lesson plan capable of enhancing the quality of the teaching process. They stated that lesson plan generated by ChatGPT had the potential to meet the lessons' objectives and students' learning needs. Furthermore, this AI technology was found to be teacher-friendly in terms of reducing workload and creating extra time for teachers, enabling them to use that AI technology in creating their future lesson plans and course content.
Secondary school students' perceptions of classroom justice and their effects on motivation in EFL classes
The purpose of the current study is to investigate Secondary School Students' Perceptions of Classroom Justice and Their Effects on Motivation in EFL Classes. In order to achieve this goal, the mixed method research design was adopted to collect data. Scales and interviews were both used in the research to examine the link between classroom fairness and motivation in second language learning. Quantitative data was collected by two scales which are "Perception of Justice in Classroom Management" and "Motivation Scale in English". Qualitative data was collected by semi a structured-interview done with the participants. Interview form consisting of 5 open-ended questions was applied to 10 participants. Since the study aimed to reveal the relation between classroom justice and motivation in second language learning, the data collected from the two scales was analyzed with Correlational Survey Model. Secondary school students studying in Gaziantep province were the universe of this research. 337 students studying in secondary schools in Gaziantep were asked to participate in this research. The participants were selected from 5th, 6th and 7th grades through convinience sampling. Both quantitative and qualitative data revealed that teachers treated students fairly, regardless of their gender and success in the lesson. Reward, procedural and distributive justice dimensions differed significantly according to the grade variable. According to the results of the scales, no significant relationship was found between perception of justice and motivation, but the interview results showed that it was the opposite. Keywords: justice, classroom justice, motivation, foreign language learning
The impact of Flipped Classroom instruction on secondary school learners' listening achievement and listening anxiety
The purpose of this study was to investigate the use of Flipped Classroom Instruction (FCI/M) on secondary school learners' listening achievement and listening anxiety. Participants included 44 students from a Secondary School in Şahinbey, Gaziantep. Two classes including 7th grade students were examined: one as a control group consisting of 22 students and the other as an experimental group consisting of 22 students. In the study an experimental method of data collection was employed, utilizing pre- and post-listening tests and foreign language listening anxiety scale FLLAS for both groups. In addition, a focused group interview was conducted to collect participants' opinions about FCM. The purpose of the pre and post-tests was to detect whether any statistically remarkable difference existed between the control group, who was practiced by a traditional, teacher-based listening instruction, and the experimental group, who was practiced by Flipped classroom instruction over the course of eight weeks. For analyzing the data obtained from the tests, an independent-sample t-test was employed. The results of the data were analyzed using SPSS 25. Findings pointed out that a statistically significant difference existed between the control and experimental groups and, the students of the experimental group performed better on the listening tests than students of the control group. Also, the decrease of listening anxiety level of experimental group participants was significant. The feedback gathered from the interview showed that the majority of the learners had positive attitudes towards flipped classroom instruction. Keywords: Flipped classroom model, FLLAS, listening achievement, listening anxiety, traditional teaching.
An investigation on the effect of teacher-student rapport on 4th grade students' attitudes towards English course and achievement in classroom
This study aims to investigate the relationship between teacher-student rapport behaviours and their effects on 4th-grade students' attitudes towards English lessons and academic achievements. The research involved 257 4th-grade students in a Gaziantep primary school and employed both quantitative and qualitative data. Quantitative data were collected using scales and a self-assessment test, and a focus group interview was conducted. To identify the significant difference between variables, Pearson Correlation was used while analysing the data. Based on the results of the data analysis, a significant, negative, medium-level correlation was found between teacher-student rapport and students' attitudes towards English lessons, while there was a significant positive correlation noted between rapport and achievement. When teacher-student rapport behaviour levels were high, a notable decline in student attitudes towards English lessons but an increase in achievement were observed. This unexpected finding underscores the complex relationship between teacher-student interactions and student outcomes, emphasizing the necessity for more comprehensive investigation in future research. Recognizing the potential impact of cultural factors, this study unveils a divergent pattern in the association between teacher-student rapport, student attitudes, and academic performance within the Turkish context, as opposed to regions such as Western societies. To address this intriguing contrast, forthcoming research endeavours should employ culturally nuanced methodologies, alternative assessment instruments, and targeted interventions. Keywords: teacher-student rapport, foreign language attitude, achievement
Teaching English through literature: The function of novel in English language teaching in Iraqi universities
The aim of this study is to examine the function of the novel in the English Language-Teaching (ELT) classrooms of Iraqi Universities based on university lecturers and students' opinions, perceptions and experiences. Furthermore, a primary objective is to re-examine the difficulties and shortages present in these classrooms in order to offer potential solutions to these challenges. Finally, the types of literary texts preferred by lecturers and students in acquiring English language proficiency is also of interest in this paper. The research method in this study was the administration of questionnaires to 100 students and 60 lecturers from a variety of Iraqi universities. Each questionnaire consisted of 11 questions involving both quantitative and qualitative data. The quantitative data were inserted into SPSS 19 then subjected to a crosstabs and chi-square test per question. According to collected data, majority of students (70%) and lecturers (65%) believe that the novel is a profitable language resource which has a vital function in Iraqi Universities' ELT classrooms. Consequently, they think the novel should be a mandatory component of these classrooms. Nevertheless, both educators and students observed some shortages with and faced difficulties pertaining to the use of literature in the language classroom. The identified shortages and difficulties by both students and educators are similar, with few minor differences. The majority of participants stated difficult language and contexts of selected novels to be the most common difficulty faced in classrooms. Another common issue was stated to be a lack of linguistic and literary background on behalf of students. To overcome these problems, they advise that selected novels should parallel student language competency levels and written in contemporary, simple, and interesting language in order to overcome the above-mentioned problems. Besides this, participants identified a variety of advantages of utilizing the novel in classrooms, for example the enrichment of student language and improvement of overall understanding of the language as well as the introduction to English-speaking cultures and conversations styles. Regarding the chi-square test, there was no statistical difference between student and lecturer views, as P-values for all questions were greater than .05 (P .05). Keywords: ELT, Literature, Novel.
An evaluation of "Sunrise 9'' from EFL teachers' and students' perspectives in Northern Region of Iraq
Basically, textbook is one of the most essential parts in the process of teaching/learning all around the world, also there is debatable case about using and non-using a textbook in the first place in EFL program. Moreover, there are three basic components in EFL program including (teacher, student and textbook), but amongst them textbook plays a significant role in the process of English Language Teaching. It is one of the main crucial materials that have been using by students and the language teachers throughout the world. Additionally, educationalists claim that textbook is the heart of the English language classrooms. Some indisputably enunciated that textbooks guide teachers and facilitate the process of teaching and learning. In accordance with, the present study aims at evaluating SUNRISE 9 from teachers' and students' opinions and finding out whether there is a statistically significant difference between the teachers' and students' responses with regard to the strengths and weaknesses of the textbook which are used in language classrooms in all basic schools in the Northern Iraq. The findings reveal that the teacher participants have negative opinions towards most of the sections of the textbook and some others have not stated any opinions but the student participants generally have positive opinions about SUNRISE 9. Moreover, two data collection tools or/and instruments were carried out in the current study. Thus, the teachers' and students' opinions were conducted on SUNRISE 9, a student questionnaire and a teacher questionnaire. Furthermore, the evaluation of the textbook was carried out in terms of five criteria which include: the layout and design, activities, skills, language type, subject and content and conclusion. The quantitative data were obtained using questionnaire for teachers and students with a total number of 375 9th grade students and 40 9th grade teachers. They were chosen randomly from Sulaimanyah city in the North of Iraq. For the qualitative part of the study, semi-structured interviews were held among 13 teachers to gather more necessary data. The quantitative data obtained, were analysed using SPSS, a Statistical Program for Social Sciences. A five-point Likert type scale was used for analysis. To analyse the qualitative data, a deductive content analysis was employed. Keywords: Textbook, Evaluation, Textbook Evaluation, Material, Materials Evaluation
The relationship between learner motivation and vocabulary size: The case of Iraqi efl classrooms
The study investigated the relationship between learner motivation and vocabulary size in EFL classrooms at Duhok University. The participants included 100 students: 55 male and 45 female students. All participants were pursuing their third years of study in an English department, which means they had completed two years of EFL study prior to their participation. In order to determine the relationship between learner motivation and vocabulary size, it was first necessary to measure these two variables among participants. Thus, two instruments were employed: questionnaires regarding Motivation for Foreign Language Learning (MFLL) and Vocabulary Size Test (VST). The questionnaires also distinguished between the types of motivation (extrinsic and intrinsic) significantly affecting language acquisition by students. Findings showed that female students experienced both types of motivation, with the mean score of extrinsic motivation being 29.91, and that for intrinsic motivation being 31.20, while the mean score of male students was 27.10 for extrinsic motivation and 28.00 for intrinsic motivation. The vocabulary size test ranged from 1,000 to 14,000 word-families, and the vocabulary size of both groups was over 6,000 word-families. Following the administration of questionnaires and test, correlation analysis was conducted to determine the relationship between learner motivation and vocabulary size. For both groups, the results indicated no relationship between these two aspects of students' foreign language leaning. To investigate the difference between motivation and vocabulary size, an independent samples t-test was utilized. A statistically significant difference was determined to exist between the motivations of both groups, while no difference was found to exist between the vocabularies of both groups.
Iraqi high-school efl students' and teachers' attitudes towards written feedback in writing classes: A case of Suleymaniyah and Erbil
The aim of this study is to investigate the attitudes of Iraqi high-school teachers and students towards teacher written feedback in writing classes in Suleymaniyah and Erbil. A quantitative method was conducted in this study. Two different instruments were used in the study; teacher questionnaire and student questionnaire. A total of 100 teachers (50 males and 50 females) and 200 students (100 males and 100 females) participated in filling the questionnaire then the collected data were analyzed through SPSS. The findings showed that teachers' written feedback generally plays a significant role in improving students' writing skills. The study also showed that students are encouraged and improved when English teachers provide them with optimistic and constructive written feedback. It was also observed that students show high preference of specific written feedback to facilitate the correction of mistakes. The findings showed that teachers' positive written feedback on their daily assignments and paper tests was highly preferred by students. Additionally, the study showed that teachers' written feedback in its time has a powerful impact on students' writing skills. A t- test analysis indicated that there were no statistically significant differences between male and female teachers and also students towards teacher written feedback. Keywords: Written feedback, Iraqi EFL learners, high-school students
Integration of lean method in English language teaching and learning: A new perspective for elt methodology
The purpose of the study is to describe the lean method and to discover the extent to which it can be integrated into English language teaching and learning processes or not and regarding its effects. Through applying a lean methodology to the teaching processes, additionally the teachers can eliminate reasons that do not add value and are thus wasteful, and they can focus their efforts on the advancement of teaching and learning. By applying the lean principles and techniques developed in the industry, educators can refine the content, pedagogy, organization, and assessment methods employed in their accounting courses to help and ensure that students gain the knowledge and skills that will make them most desirable to students. Lean can be taught throughout several methods and tools, such as readings and class discussion, game- and simulation-based methods, and the open forum method. The readings and discussion method present students with the opportunity, and even the obligation, to express their Point of view on certain issues, requiring the students to think critically on the subject and use logic to evaluate others' positions through open and active participation. Some of the benefits of using readings and discussion as a learning method are that it helps students to explore and analyze a variety of perspectives, it increases their intellectual quickness and teamwork habits; it develops students' combination and integration skills, and it leads to transformation (Bonwell&Eison, 1991). When applying lean production to learning, we should first identify the process and then maintain focus on what adds value (i.e., student improvements), empower students to do CI (continuous improvement), eliminate what does not add value through Kaizen (brainstorm alternatives and identify a hypothesis to test), conduct PDCA (develop an experimental plan, carry out the plan or do it and then check for results and adjust accordingly), and make a team work to support and share with each other. To apply lean thinking and to create a lean culture classroom, the classroom should first be organized; thereafter, visual sheets should be managed, pre-planning must be done, takt-time should be established, and work should be standardized by creating syllabi and schedules and associated materials. Other classroom tools must be available as well, such as Pareto charts, and weekly quality assessments. A lean classroom means respect for individuals to empower students for CI, high expectations, and continuous feedback and communication. It also provides them with a safe environment, which means learning and solving the problem, experimentation, and no blaming (Ziskovsky, 2012). To fulfill this objective, a research question has been approved as a data collection instrument in this descriptive study, a 35 item questionnaire was administered to English preparatory school student at Duhok city and an interview was conducted with twelves students with different levels in Sabis International School. In the first phase of the study lean learning strategies Questionnaire consisting of 35 items was piloted to 50 students from one level of the students to test the validity and reliability of the questionnaire as a preliminary study. The split-half and Alpha reliability were used to measure the reliability of the questionnaire. The split-half reliability coefficient was calculated to be 0,80 which was defined to be reliable for Likert-type attitude scales Quantitative data was analyzed by calculating the frequencies and percentages of each item of the questionnaire response. The data was analyzed by using frequencies, percentages, mean, correlation, linear regression, and ANOVA. The frequency and the percentage of the male participant in the data is (340), (54.7) while the frequency and the percentage of female participant is (282), (45.3). Besides, the frequency and percentage of the participant who take (1-5) years is (182), (29.2), (5-10) years is (219), (35.2), (10-15) years is (221), (35.5). The data showed that the student of Sbis International School in Duhok city can use lean learning strategies, in sum the results indicated that the use of the strategies by overall students stays within the scope of high frequency (3.5-5.0) and moderate use (2.5-3.4). So, according to the results, there was not low frequent use of any of the strategies (1.0-2.4). In addition, the overall average reported frequency of strategy use was 3.2. Moreover, the descriptive statistics indicated that the male learners employed language learning strategies more frequently (average=3.3) than the female learners (average=3.2) One can conclude that male students use lean learning strategies more than female student do. The value of (F) is 2.479, which reflects the dependency to be at significant levels (>0.01 at the level of 1%). Rendering to this model, duration of taking English (b = 1.534, p= .116 p > .01) is statistically not significant predictor of learning lean method. Value of T which is (27.87> .01) and the Value of P (.000) reveals the descriptive factor of gender effect on learning lean method as statistically significant. Besides, all the values in the regression model come out to support the view that gender is effective in the use of learning the lean method. The result also indicates that the duration of taking English does not significantly effect on learning and using lean learning strategies as it reveals in ANOVA analysis. In conclude, the result showed that when student get older and takes more English course, the more learning lean methods they apply in learning language Keywords: Lean, English Language Teaching, Lean Strategies, Lean Methods, Academic Achievement.
Iraqi EFL teachers' beliefs and practices of multimedia in ELT classes
Technology has become an important and inevitable part of our lives nowadays, especially in the field of education; it has a big role in improving ways of teaching and enhancing teaching techniques in many ways. In language teaching, multimedia has a great impact on students' achievement. This descriptive study investigated Iraqi EFL teachers' beliefs and teachers' practice of multimedia by using quantitative data collection methodology. The participants of the study consisted of 39 females and 64 male EFL teachers from various schools of Iraq. The results of the study showed that while Iraqi EFL teachers had a positive attitude towards the integration of multimedia in their classes, they had a low level of their practice of multimedia in their own classes. However, the results in both cases showed a little difference in both male and female teachers. According to the results of the study, female teachers were more positive about using multimedia and more active in their integration of multimedia in their classes when compared to male teachers. Keywords: Multimedia Technology, Information and Communication Technology, Teachers' Beliefs, English as a foreign language, Teachers' Practices.
The impact of english learning on idp and refugee adolescent resilience in Iraq: a sample of Duhok
One of the central aspects of displacement and migration is resilience on behalf of the affected individuals. As it is crucial to communication and, thus, survival, language is vital to promoting such resilience. Nowadays, English language learning provides numerous opportunities for individuals to succeed; hence, it is essential in building resilience among displaced populations. Nevertheless, the current study seeks to verify the impact of English language acquisition on adolescents' lives. The study has been conducted in camp and non-camp schools via the delivery of a CD-RISC-25 questionnaire to 223 adolescents aged 16 to 17 years. In the current study, it is assumed that Iraqi IDP and Syrian refugee adolescents have low resilience due to the harsh circumstances they endure and that no statistically significant differences exist between Iraqi IDP and Syrian refugee adolescents in relation to their resilience and poor qualities of life. It is also hypothesized that learning English as a foreign language (EFL) increases the resilience of both groups. In this study, it is concluded that Iraqi IDPs ad Syrian refugee adolescents have medium resilience levels and that no statistically significant differences exist between Iraqi IDP and Syrian refugee adolescents' resilience. It is also concluded that EFL learning promotes the resilience of both groups.
The role of motivation and motivational strategies on oral communicative competence in efl learners' success
This study examined the role of motivation and teaching strategies on Iraqi EFL learners' oral communicative competence by investigating the relationship among motivation, teaching strategies, and oral communicative competence. The research was conducted in two state high schools in Sulaymaniyah-Iraq during the 2016-17 academic years. As this study was descriptive in nature, the following data collection instruments were employed: a 30-item questionnaire, which was administrated to 406 EFL learners, and a semi-structured interview regarding the results of the quantitative research, which was conducted individually with 12 participants at different educational levels. Quantitative and qualitative methods were used to analyze the collected data. The quantitative data were analyzed using SPSS, which utilized descriptive and inferential statistics to analyze the questionnaire results. A Pearson Product-Moment Correlation Coefficient was also employed to examine the relationship between motivation, teaching strategies, and oral communicative competence. The qualitative data were analyzed by means of content analysis. The data analysis results indicated a positive relationship between oral communicative competence and motivation according to the medium degree (r= .233 p> .01). Furthermore, another medium degree was (r= .204 p> .01), implying a positive relationship between oral communicative competence and teaching strategies. Likewise, there was a positive significant correlation between teaching strategies and motivation according to the medium degree (r= 711, P>.05). This meant that an increase in teaching strategies affected an increase in motivation. Additionally, the qualitative data indicated that integrativeness, attitude toward the situation, and motivational intensity affected learners to become motivated for better oral performance. The participants' explanations indicated that integrativeness significantly affected learners' motivation for learning the language. Finally, it was discovered that teachers' communicative style and language class activities increased learners' motivation. Participants specified teacher feedback as a vital factor in their motivation. This study examined the relationship between motivation and oral communicative competence as well as teaching strategies and oral communicative competence in an effort to determine which factors influenced learner motivation and communicative performance as well as which teaching strategies increased this motivation.
An experimental study on enhancing eight grade students' academic achivement in teog English examination by implementing innovative lean educational method
The present study is the first experimental example of the application of innovative Lean Educational Method in middle school English classes in Turkey. How to learn and teach foreign languages has become the preoccupation of teachers, researchers, educational authorities, parents, and the students. All of the stakeholders in the education processes want to meet the learning needs of the students ideally. As a result of the relevant efforts, many teaching methods emerged in the field of ELT. In other words, related methods and techniques have caused uncountable changes on how to teach and learn English, but almost all of them could not meet the needs of all of the stakeholders who attend the educational processes. Nowadays, large scale standardized tests (i.e. TOEFL, IELTS, PET, KET, FCE, CAE, CPE, PTE, SAT, LYS, TEOG etc.) play a major role in the context of ELT, especially in Turkey. Exams are the indispensible component of all teaching processes, because exams provide the information about how much the language instruction in educational institutions is successful. In the second step of primary education, which is middle school contexts, when the students reach the grade of eight, Ministry of National Education place them into secondary schools (high schools) by applying TEOG (Transition from Primary to Secondary Education) examination. In TEOG English examinations, with the help of questions, not only the level of comprehension, but also the ability to reading more correctly, making coherent inferences, and the vocabulary knowledge of the students are also measured. Besides, the organization of the each question was in an understandable context, and generally in a question-answer format, which increases the quality of the questions. However, the results taken from TEOG English examinations are not in the expected levels (Average of 2016-2017 academic year was 57,371). Lean Educational Method (hereafter LEM), which is a methodological innovation in the field of ELT offers a remedy for this problem. In LEM, the measurement and evaluation process is completed with weekly small exams (quizzes) and achievement tests. With the help of weekly small exams, the errors and mistakes in the language learning and teaching process can be diagnosed on the spot, and they can be treated immediately, so the possibility of future learning problems can be prevented. In LEM, the main aim is to increase productivity and efficiency in all of the learning and teaching processes by eliminating the wastes of them. In this study, the effect of LEM was investigated on the eighth grade learners' vocabulary, grammar and reading acquisition in English classes. In order to question the effect LEM in English lessons, an experimental study was conducted. A control group, which contains 40 students, and an experimental group, which contains 40 students, were chosen through random cluster sampling in a public middle school. The experimental group subjected to foreign language instruction in line with LEM, and the control group took standard foreign language instruction. The analyses were carried out on total number of 80 students from a middle school context. The experimentation process continued 19 weeks, and before the experimentation both experimental and control groups took pre-test, after the experimentation two groups took a post-test, in order to see the effect of LEM on foreign language achievement. Statistical analyses of the collected data were conducted through descriptive statistics and the variance analyses carried out through one-way ANOVA. It has been found out that there is a statistically significant difference between the experimental and control groups in terms of their scores in the pre-test and post-test (control group's pre-test mean=8.9, sd=3.801 / post-test mean=8.775, sd=4.293; experimental group's pre-test mean=8.45, sd=4.437 / post-test mean=13.375, sd=3.998). In the post-test, it has been found out that the average achievement of the experimental group has increased by a mean of 4.925, approximately 60%, while the average achievement of the control group has decreased by a mean grade of .125, approximately 2%. Additionally, variance analyses of the pre-test and the post-test showed a statistically significant difference on the dependent variable (F=27.197, p<.05). The results showed that the implementation of Lean in middle school contexts is quite possible. It has been found out that LEM increases the foreign language achievement in nation-wide public exams. In addition, some clues about how to form efficient classroom practices by providing practical implications for foreign language teaching are also presented in this study. Keywords: Lean, Lean educational method, English language teaching, Foreign language achievement
Reading comprehension in paper and digital based English texts: A comparative study
Reading mediums, which were primitive materials like clay, leather, and papyrus, then paper dominated reading for a long period, now have been evolving into digital screens. While the act of reading constitutes a significant role in our daily lives, how we read what we read is very important, since platforms from which we read, do seem to affect not only our comprehension but also help us raise awareness about our reading preferences specific to a particular medium. Therefore, the first stage of this study is to identify preferences of university students who were treated as participants of the study. Considering that the main purpose of reading can be regarded as comprehension, the primary aim of this research is to investigate whether reading mediums have an impact on reading comprehension. For this, as a first stage, our participants, 170 undergraduate students from the Electrical-Electronics Engineering (EEE) and the English Language Teaching (ELT) departments at Çukurova University in Turkey, were administered a questionnaire inquiring about reading medium preferences and pertaining reasons. As a second stage, they were administered a reading comprehension test through digital screen and printed-paper with an eight-week interval between the two mediums. Participants' preferences and their test performances were analyzed through SPSS 20.0 utilizing descriptive statistics (frequencies and crosstabs) and a paired-samples t-test. The findings of the study indicate that the majority of participants preferred printed-paper over digital screen for their reading activities. While no statistically significant difference was found between preferences of the EEE and the ELT participants, a significant difference, however, was observed in favor of females preferring printed-paper. In terms of reading comprehension, while reading from printed-paper was found to provide higher comprehension performance for overall participants in general and ELT participants, regarding comprehension performance of EEE participants, no statistically significant difference was observed between the two mediums. This study, by its nature, has significant implications for all readers in general, and specifically, for students performing academic work, teachers, school administrators, policy makers, and e-reading designers.
Motivation of young learners towards learning English in Turkish state schools
Motivation towards learning English has been considered as an important factor in language learning. In this study, we aim to study motivation of the students from grades fourth to eighth at state schools when they first start to learn English and continue for five years. 500 participants studying English at state schools contributed to the motivation scale in Academic Year 2011-2012. The design of the present study is a mixed method design, which combines and associates both qualitative and quantitative designs. The data were collected through a motivation scale developed for this study by the researcher which was analyzed quantitatively; also, open-ended questions and interviews were used to support the findings which were analyzed qualitatively. The data collected through the motivation scale was analyzed by SPSS 17.0 statistical package program, and frequency, percentage, standard variation, t-test, one-way variance analysis were used. The findings of the study revealed that overall state school students in Turkey had positive perspectives on motivation towards learning English as a foreign language and they had high motivation level in terms of three factors, that is, attitudes, learning environment and instrumentality. Students' motivation towards learning English significantly differed across grades and there was a significant gender difference in that female students had higher motivation level. The factors that influenced state school students' motivation mostly were teacher attitudes, DynEd program, the difficulty of English lessons, friends, and the course book. This study confirmed the dependency of young learners on teachers and learning environment (classroom). The vast majority of the students were highly motivated extrinsically. Keywords: Motivation, young learners, attitudes, learning environment, instrumentality.
An analysis of lexical richness in written production of Turkish efl students
This study primarily aims at analysing L2 lexical richness and word frequency levels in free essays written by students studying at foreign language departments of high schools and attending to two private language teaching institutions located in Hatay, Turkey. It also targets to find out whether there is a correlation between the average score of students' pilot LYS- 5 foreign language exam and lexical richness in their essays. The analysis of lexical richness and identification of word frequency levels were carried out by using two measuring software programs called RANGE and FRE-QUENCY. Developed by Heatley, Nation, and Coxhead (2002), RANGE gives information about the distribution of words or other lexical units across a set of two or more texts. Included in the same package with RANGE, frequency list of all the words in a single text can be found by FREQUENCY. As a second researching area, 4 teachers of English who are educating 50 participants partaking in the current study were interviewed in order to find out their general opinions on L2 lexical richness and what they do in order to enhance their student's lexical knowledge. The result of the analysis showed that students free written essays contained higher percentages of words belonging to the word list one than it is supposed to be. By word list one, it is meant the most frequently used words in English. When examined individually, students with higher average pilot test scores are found to use lexically richer words compared to the students with lower average pilot test scores in general terms. Then the students were grouped in three according to their average pilot test scores. Group 1 consisted of students with the highest average test score. Group 2 were formed with the students having a medium average test score and lastly, Group 3 included students with the lowest average test score. When the lexical analysis of essay of these three groups was made, it was found that essays written by the participants may not reflect their academic success in English test scores or the average test scores that the participants have may not always guarantee the usage of words that belong to the academic word list. As for the result of the interviews, teachers fundamentally highlighted that increasing lexical richness is students' own responsibility. Additionally, all the interviewees agreed that rich vocabulary help students produce better quality essays because students having a wide range of rich vocabulary can express their ideas effectively. Keywords: Lexical richness, lexical frequency profile, RANGE, essay writing
Factors Influencing Teachers' Professional learning: A Study of Turkish EFL Teachers
The primary aim of this thesis was to investigate the factors influencing teachers' professional learning the most under four factors; (a) teacher cognition and beliefs, (b) teacher emotions, (c) teacher motivation, and (d) contextual variables and find out whether or not there is a difference between gender, teacher experience, teaching level (primary school, secondary school, and high school), degree (Bachelor's degree, Master's degree, and PhD), age and teaching level. The research sample consisted of 1015 teachers of English from different cities, teaching levels, and various ages in Turkey. In order to find out what factors influence English Teachers' professional learning the most, English Language Teacher Learning Scale (ELTLS) which was developed by Aliakbari and Malmir (2017) to measure only English teachers' learning was used. The data collected through this instrument was analyzed by using Statistical Package for the Social Sciences (SPSS 21.0). Frequencies, percentages, mean and standard deviation values were calculated for the analysis of the data, and to find out the differences, independent samples t-test and one way ANOVA were used. According to the results, teacher cognition and beliefs factor influenced teacher learning the most with a mean of 3.98 and contextual variables were the second influencing factor with a mean of 3.52. Teacher cognition and beliefs factor consists of some sub-dimensions which are subject matter knowledge, pedagogical knowledge, prior learning experience, teaching experience, personal theories, teacher commitment, teachers' awareness and sensitivity, peer observation, and self-reflection. When examined the differences it was found out that there was statistically significant difference only between teacher cognition and beliefs, and teacher experience. The post-hoc test revealed that there was statistically significant difference between 21 and above year-experienced teachers and 0-5 year-experienced in teacher cognition and beliefs factor (p<.05).
On the role of short films in enhancing reading comprehension skills: Critical discourse analysis of perceptions of EFL students
The historical background of using technology in EFL classrooms has an important role for the development of 21st century perspectives. This study aimed to investigate whether short films have a role in improving English reading comprehension skills of preparatory school students in a state university in Turkey. Also, this research aimed to analyse the students' perceptions on the effects of short films which were integrated into the classes for 12 weeks. This study employed an experimental research design based on a mixed approach. For quantitative data, a reading test which was given as pre-test and post-test was benefitted to investigate whether the students enhance their English reading comprehension skills and do better after the treatment, namely watching short films during the targeted period. For qualitative data, semi-structured interviews including a set of open-ended questions were conducted with randomly selected 13 students at the end of the treatment period. The analysis results of the quantitative data collected through pre-test & post-test which had been applied to both control group and experimental group demonstrated that there was a statistically significant difference between the experimental group and the control group (t=-13.805; p=.000). Besides, the critical discourse analysis of the qualitative obtained from semi-structured interviews made with randomly selected 13 participants at the end of the 12-week treatment period revealed that integration of short films was an effective and useful method in enhancing English reading comprehension skills of EFL learners. Key Words: Reading comprehension, short films, EFL classrooms, critical discourse analysis
A study on sympathetic tendency of efl learners through competition games
Sympathy which is an emotion that is required for people to direct their lives since it enables to build healthy relationships by experiencing the same feeling with other persons (Decety & Chaminade, 2003) differs from empathy that means putting oneself in another's place (Tuncay & İl, 2009). Sympathetic tendency is also a term used to express the penchant towards people or things that is a new term in educational field. This study is the first experimental research working on sympathetic tendency in ELT field. This research aims to seek answer whether there is a relation between various competition games played in ELT classrooms and sympathetic tendency of EFL learners towards English lesson. The study was carried on 302 participants consisting of 9th grade students from Istanbul Gaziantepliler Anatolian High School, Gaziantep. These participants were divided into two groups by random sampling as experimental and control groups. Within the 15 weeks of experimental process of the study, various competition games designed by the researcher according to participants' and English curriculum' needs were played with the experimental group unlike the control group which continued their lessons without playing games. The sympathetic tendency questionnaire was applied at the 14th week so as to discover whether there is a relation between the various competition games and sympathetic tendency of participants towards English lesson and a vocabulary knowledge test was applied as pre and post-test to see the progress and find whether there is an effect of various competition games on students' vocabulary knowledge. According to the T-test results used to analyze the collected data from sympathetic tendency questionnaire, the sympathetic tendency of students did not change when experimental and control groups' results were compared. However, according to sympathetic tendency results compared to genders (t=3.599; p=.000), female participants' results (M=139.68) were higher than males participants (M=128.78). The results demonstrated that when the groups were examined according to gender separately, the female participants' results (t=3.400; p=.001) (M=141.26) were higher in experimental group, but there were no significant differences according to genders in control group. The results indicated that female participants had higher sympathetic tendency towards English lesson than males. According to T-Test results of vocabulary test revealed that there were no significant differences according to pre-test results between the groups; however, post-test results (t=12.762; p=.000) illustrated that post-test results of experimental group (M=34.23) were higher than the post-test results of control group (M=24.18). One of the other results of the study demonstrated that various competition games were practical to improve vocabulary knowledge EFL learners in Turkey. In addition to that, the results stated that various competition games were effective to improve participants' collaboration skills that help improving sympathetic tendency according to T-test results between the experimental (M=4.57) and control group (M=4.29) (t=2.484; p=.014). Keywords: Sympathy, competition games, sympathetic tendency, empathy
The effect of the use of dictogloss technique on the acquisition of passive voice
English, which is used as a lingua franca, has become a necessity to gain a seat various fields of business including both private and public sectors. Thus, the studies in English language teaching have gained popularity and increased noticeably. These studies, majority of which have been conducted on EFL learners, investigate different aspects of language teaching. Based on the extensive studies previously conducted in the field, this study investigated the effects of dictogloss technique on teaching passivity. Passive voice is one of the language structures that is expected to cause difficulties for Turkish EFL learners due to the syntactic differences between their native language and foreign language. This study investigated the difference between the effects of dictogloss task and classical language teaching method on the acquisition of passivity. Moreover, the effects of collaboration during dictogloss task acquisition were examined. The participants were grouped into a control group instructed with classical teaching method and two experimental groups that worked individually and collaboratively during dictogloss tasks. The participants were 59 high school students. A quasi-experimental pre-test post-test research design was used for this research. According to the results of the analysis, the control group outperformed the experimental groups in the comprehension test. However, a statistically significant difference among the groups was not found in the production test. Furthermore, there was not a significant difference between the experimental groups. In conclusion, it was found out that dictogloss tasks did not have a facilitative effect on learning passive voice in English. In the meantime, it was revealed that there was not a significant difference between individual and collaborative work during the reconstruction task.
An analysis of lexical stress in English pronunciation of indo-european words loaned to Turkish by Turkish speakers of English
This study intended to investigate lexical stress placement in English pronunciation of Indo-European words loaned to Turkish by Turkish speakers of English. Furthermore, it was aimed to increase awareness on prosodic features since the misusage of primary stress may cause breakdowns in communication. The sample of this study consists of 20 students in the English Language Teaching Department of the Education Faculty at Gaziantep University and 10 native English speakers. Non-native speakers were chosen from among the sophomore and junior students of the department. In order to achieve the aim of this research, participants were asked to read the 30 words in isolation and in sentences while their speech was being taped. The audio files were analyzed through Praat by the researcher to determine where the participants placed the primary stress. The accuracy of primary stress placement for each word was determined according to IPA transcriptions. After acoustic analyses with Praat, statistical analyses were conducted through SPSS. The findings of the study revealed that there is a statistically significant difference in primary stress placement between native speakers and Turkish speakers of English. None of the Turkish speakers could pronounce the selected words without negative L1 transfer or the negative effect of their previous experiences with the words. The non-native speakers were divided into two groups for the purpose of observing the effect of treatment on lexical stress patterns of English. The results showed that the participants who were subjected to the treatment made a significant progress. As a result of analysis, no statistically significant difference between isolated utterances and in-sentence utterances of these words was found.
A language learning needs analysis for Syrian EFL learners in Gaziantep city
This study was conducted in the 2018-2019 academic year in Gaziantep city. It casts lights upon the significance of needs analysis of the Syrian students in Gaziantep-Turkey who mainly want to enter universities where the medium of instruction is English.Some Turkish universities demand some certificates like (SAT or TOEFL, etc.) if foreign students want to get better opportunities to enter and study Medicine or Engineering faculties. Medicine or engineering faculties of Gaziantep University, teach their courses in English, which require a good level of English language in order to study in one of these faculties or even in many other faculties all around Turkey. Because of the previously mentioned circumstances, Syrian and other foreign students have to pass the English exams universities do, and so as to pass this exam they have different needs to fill the gaps and weak points and to improve their English language level in order to go to universities that have programs in English. Many studied similar researches that deal with the needs of the first year preparatory students, but the current study focuses more on Syrian students who are high school students or finished high school and preparing to enter universities. On the other hand, the results of this research can be generalized to cover similar cases of all foreign students who want to continue their university studies in many Turkish universities, which have their medium courses mainly or partly in English language. The purpose of this study is to identify the language learning needs of Syrian students in Gaziantep-Turkey who were high school students. The main objective of this study is to recognize the target needs of the students and to investigate whether the materials they study and use fit these needs or not. To reach this end, the researcher used both a structured questionnaire and a semi-structured interview. In this study, the data was collected using needs analysis questionnaire and interview protocols. Group interviews and individual ones inside classrooms were made, in which the researcher asked questions and students gave their opinions and answers one by one. A larger number of participants (N=183) participated in m questionnaire which gave statistical data to conclude the results. There were four groups from three different high schools in this study. The first and second groups were composed of female students. The third and fourth groups were composed of male and female students from the same high school. All those students were high school students of the 2019 academic year, who were possible university students in the following year. Other teachers also helped me to do the questionnaire after the researcher explained the procedure they should follow. The study found that the highest two needs for learning English among students were to continue with their university studies and for their future career. The majority of the participants agreed that their study provides well-written exercises. In the interview, most of the participants stated that their study focuses heavily on grammar. On the other hand, most of the participants think that they could not meet all their needs at school because of the relatively low course hours.
The relationship between English teachers' self-efficacy beliefs and their classroom practices: A Southeastern case from Turkey
The aim of this study was to determine the relationship between the levels of English teachers' self-efficacy beliefs and their classroom practices. The research sample consisted of 152 English teachers working at different schools in Nizip, district of Gaziantep. In this study, the mix method research design was utilized. The questionnaire used to obtain quantitative data consisted of two parts. The Teacher Self-Efficacy Scale (TSES), developed by Tschannen-Moran and Hoy (2001) and adapted by Choi and Lee (2018), determined the levels of English teachers' self-efficacy beliefs. The Teaching Practices Scale developed by Choi and Lee (2018) determined the teaching practices employed in the classroom. SPSS version 20.0 was used to analyze the data obtained through the questionnaire. Means, standard deviations, percentages and frequencies were calculated through this program. Then, Pearson correlation was utilized to examine the relationship between self-efficacy and teaching practices. Independent sample t-test was used to determine whether there was statistically significant difference between gender in terms of these two concepts and one way ANOVA was used to unearth if there was statistically significant difference among experiences and teaching levels in terms of English teachers' self-efficacy and their classroom practices. In the qualitative study, 14 teachers who volunteered among the teachers participating in the questionnaire were interviewed and in order to analyze the data obtained through the interview, the content analysis was used. The results show that the levels of English teachers' self-efficacy beliefs are quite high. As for the teaching practices employed by English teachers in the classroom, it was determined that they use both teaching practices, although the frequency of employing communicative teaching practices is higher. Moreover, while there is a significant positive relationship between self-efficacy and communicative teaching practices, no significant relationship was determined with non-communicative teaching practices. That's to say, as the self-efficacy of English teachers increases, the tendency to employ communicative teaching practices in the classroom increases. Finally, when examined the differences, it was found out that there is no statistically difference among demographic characteristics in terms of English teachers' self-efficacy and their classroom practices.
Adopting CDIO method on English language teaching
This experimental study is an attempt to bring a new perspective and a new teaching method CDIO (Conceiving, Designing, Implementing and Operating) to the ELT field. The CDIO method was applied on the 11th grade in a private high school in Diyarbakir, Turkey. The total number of the participants in this experimental research is 120 students, 60 in the experimental group and 60 in the control group. The students were subjected to a pretest before the treatment process and to a posttest after the process. The treatment procedures and materials were prepared according to the CDIO curriculum and standards. The treatment process lasted for fifteen weeks for the experimental group while the control group continued learning English without being exposed to CDIO teaching method. Subsequently the collected data was analyzed with the assistance of IBM SPSS Statistics 23.0 to see whether the CDIO methodology has effective results on the students' performance or not. After the data was collected and analyzed, the results showed that the students performed better after learning English using CDIO in the rate of 14.45%, where the mean score of the pretest was 71.66 while the mean score of the posttest was 86.23. Moreover, the results exhibit that the participants' fulfillment developed in grammar in a rate of 4.60% where it was 29.80% in the pretest and it increased to 34.20% in the posttest. Similarly, the participants' achievement developed in vocabulary in a rate of 4.20% where it was 32.00% in the pretest and it increased to 36.20% in the posttest. On an equal footing, the participants' performance raised in a rate of 5.73% where it was 10.06% in the pretest and it promoted to 15.80% in the posttest. Accordingly, there is a great improvement in the students' performance of the experimental group. Also, the outcomes show that the CDIO has played a big role in developing the students' level and has showed a positive effect in learning English. It is expected from this research to open the door for schools and faculties of teaching English to adopt the CDIO approach and apply it in their programs. Besides, it is expected from this research to be the start whistle for the Turkish schools and universities to adopt this new method for teaching English and cultivate the outcomes of it. Key words: CDIO method, CDIO standards, grammar, vocabulary and reading skills, experimental research.
A descriptive research on speaking problems faced by Turkish EFL learners: A case study in a high school
This study was carried out to investigate the difficulties in speaking skills experienced by Turkish EFL learners. The reasons for these difficulties are also in the scope of the current study. The problems were considered from both teachers' and learners' perspectives. The study was conducted at a high school in Diyarbakır, Turkey. The participants were 135 Turkish EFL students from 9th and 10th grades of the same school and 30 English teachers from various public high schools in the city. A quantitative approach was taken, and a 5-point Likert-scale questionnaire was used to collect data, and the data were analyzed through SPSS ver. 21. The findings showed that some social factors, the curricula of the education system, lack of classroom facilities, linguistic factors, and some teacher-related problems were the most common reasons that affect the 9th and 10th graders' speaking skills adversely. Moreover, teachers noted that psychological factors also negatively affect students' desire to speak. Based on the total scores, t-test calculations yielded statistically insignificant results for students in terms of their grade and gender. On the other hand, there were statistically significant differences between students and their teachers. Based on the t-test results for each category, significant differences were observed between male and female students concerning social factors, while no significant differences were noticed between teachers and students in this matter. Besides, significant differences were observed between the grades in terms of some perceptions concerning speaking skills. Key words: English speaking problems, English as a foreign language, gender, EFL teachers
A study on the relationship between musical aptitude levels and pronunciation skills of EFL learners
The main purpose of the present study is to investigate if there is any relationship between musical aptitude and pronunciation performance, and to what extent musical aptitude, measured by the AMMA, affects judgments of pronunciation performance of EFL learners. This study was conducted at Gaziantep University in the department of English Language Teaching with 51 sophomore students in the 2019-2020 academic year. The data were collected in two phases. Firstly, the participants' musical aptitude levels were measured via AMMA. Secondly, the data for pronunciation were collected through comments on a silent film, and these data were recorded via a voice recorder. Finally, three native English raters judged the pronunciation performance of the participants holistically. In this step, TESOL pronunciation rubric, a component of speaking rubric, was adopted. The current study's data analysis is descriptive in nature. All results were analyzed via Pearson product-moment correlations, independent samples t-tests and one-way ANOVAs. The findings of this correlational study showed that there is a statistically significant moderate positive correlation between participants' musical aptitude and their pronunciation performance. Furthermore, it was found out that musical aptitude explains the success in pronunciation, which is meaningful considering many variables affecting the language learning process. This result pointed out the important role of musical aptitude on foreign language pronunciation ability. The findings supported the idea that music and language are mutually dependent phenomena. Implications and suggestions for further research are given based on the obtained findings. Keywords: Musical aptitude, Foreign language pronunciation, EFL learning, Pronunciation performance
Effects of song-based lessons on English learning motivation and attitudes toward the English language and foreign culture: A case of 12th grade foreign language students in Turkey
The power of music as a source of inspiration and expression has been recognized throughout history. Motivation and cultural components in foreign language teaching has also been widely regarded by both teachers and researchers as the key factors that affect the success of foreign language learning. Authentic English songs in this case can offer potential materials to increase students' foreign language learning motivation and cultural awareness of the target language. This research aimed to determine whether using authentic English songs in foreign language classrooms in Turkey affected language learning motivation and awareness of the target culture. Data collection was conducted through a mixed-method research design. The research was an action research through employing convenience-sampling method. The participants of the study were 12th grade foreign language students from an Anatolian High School in the province of Gaziantep, Turkey. The data was collected through two data collection tools. The first one was a Questionnaire on Appreciation of English Songs (QOAOES). It was employed to 22 participants for quantitative data. Secondly, semi structured interviews were conducted to gain a deeper understanding of the effects of authentic songs on language learning motivation and cultural awareness of the target language. The findings of the paired-samples t-test indicated that the song-based lessons did not provide statistically significant increase in student motivation and cultural awareness although there was an improvement in mean scores. Three English teachers including the researcher himself coded the interviews. The qualitative data were analyzed inductively using content analysis. According to the qualitative data, it was found that most of the participants showed an increase in their motivation to learn English. The findings also revealed that most of the participants gained cultural awareness of the target culture thanks to authentic English songs. These songs were also reported to have provided different perspectives toward various issues in the target culture such as human affairs and traditions.
The relationship between occupational professionalism and job satisfaction of EFL teachers: Kilis sample
Today, occupational professionalism and job satisfaction have an important place in education as in all sectors. Teachers' occupational professionalism and job satisfaction are important factors that increase the quality of education. It is thought that occupational professionalism affects job satisfaction and job satisfaction also affects occupational professionalism. In this context, the purpose of this study is to reveal the relationship between English teachers' occupational professionalism and job satisfaction. The research sample consists of 150 English teachers working at different schools in Kilis province. In this study, quantitative and qualitative research methods were used together and thus mixed design was preferred. Two scales were used to obtain quantitative data which were Occupational Professionalism of Teachers Scale and Teacher Job Satisfaction Scale. SPSS Statistics 23 was used to analyze the data obtained through the questionnaire. Means, standard deviations, percentages and frequencies were calculated through this program. Spearman's rho correlation coefficient was used to examine the relationship between occupational professionalism and job satisfaction. In addition, one-way ANOVA and Kruskal Wallis H test were used to find out whether the occupational professionalism and job satisfaction of English teachers differ according to demographic characteristics. In the qualitative dimension of the study, interviews were conducted with 15 teachers according to the scale scores among the English teachers who participated in the survey. The findings showed that English teachers' occupational professionalism level is high and their job satisfaction level is medium. Besides, a significant positive relationship was found between the occupational professionalism of English teachers and their job satisfaction. Based on the demographic characteristics of the participants, there was no significant difference between their occupational professionalism and job satisfaction. Finally, the results obtained from the interviews with the teachers also support the quantitative results.
Textbook dependency and teacher autonomy in EFL classes
Teaching materials are one of the important elements of the EFL teaching process. In particular, textbooks are of particular importance as they are the most common and widely used teaching materials in EFL classes. The textbook dependency concept, which has been scarcely investigated in EFL, can be defined as the implementation of textbooks by teachers in in-class and extracurricular activities faithfully without making any modifications. Another important focus of the study is teacher autonomy, teachers' freedom to make decisions on matters related to their profession such as planning and management besides the implementation of education. The current study aimed to determine the dependency of EFL teachers to the textbooks and find out any possible relationship between textbook dependency and teacher autonomy. Participants were 250 EFL teachers (130 male and 120 females) who teach at different levels and at different types of institutions. Quantitative data were collected through two different data collection tools, namely the Coursebook Dependency Questionnaire and the Teacher Autonomy Scale. Qualitative data collection was done with a semi-structured interview protocol with 5 EFL teachers. The results of the independent samples t-test analysis showed that male and female participants did not differ in terms of their Coursebook Dependency Questionnaire and Teacher Autonomy Scale scores. On the other hand, one way Anova tests showed that teachers in 0-10 group had statistically higher means of the Coursebook Dependency Questionnaire than 20+ year experience group. Another Anova test was conducted for difference among teaching experience groups and results showed there was not a statistically significant difference among the participants. A Pearson Correlation test was done to find out any possible relationships between the means scores of the Coursebook Dependency Questionnaire and the Teacher Autonomy Scale. The results illustrated that there was a negative statistically significant correlation between these two concepts. Qualitative analysis of the semi-structured interview data showed that teachers perceived two main considerations for the relationship between textbook dependency and teacher autonomy, namely formal consideration and high stakes tests.
İstanbul Saint Josef Fransız Lisesi eğitim ortamında öğrenme stratejilerinin izleri: 1923-1968
Tarihin başlangıcında ihtiyaçlardan doğup, tarihsel süreç içinde ihtiyaç halini alan dil, insanlığın varoluşundan itibaren mahiyetini kaybetmemiş, aksine daha fazla büyüyerek bilimin saflarında kendine yer bulmuştur. Geçmişten bugüne bireyler, toplumlar ve uluslar arasında iletişime imkân sağlayan dilin dünya üzerindeki çeşitliliği, ekonominin ve sanayinin iletişim köprüsü üzerine kurduğu maddi köprülerin toplumları birbirine yaklaştırması ve küreselleşmenin ilk adımlarının atılmasıyla farklı bir boyut kazanmıştır. İşte bu dil çeşitliliğinin ve yakınlaşmaların ürünü olarak yabancı dil kavramı önem kazanmış ve onun etkili öğrenilmesi ihtiyacı doğmuştur. Yukarıdaki bilgiler ışığında denilebilir ki: bir toplumda öğrenilen yabancı dilin ne denli etkin bir şekilde öğretildiği ve ne tür bir yöntem uygulanması gerektiği, söz konusu dilin o toplumdaki tarihi süreci incelenerek elde edilebilir. Nitekim Türkiye?de de eğitim camiasında önemli bir yere sahip olan yabancı dil eğitimi konusunda Türk Eğitim Tarihi kapsamında araştırma yapılması gerekli görülmektedir. Zira, Türk eğitim tarihinin amacı, en eski tarihlerden günümüze kadar Türk milletinin ürettiği benimsediği, giriştiği eğitim ve öğretimle ilgili düşünceleri, kurumları, uygulamaları ortaya koymak, insan yetiştirilmeye çalışıldığını araştırmak, Türk toplumlarının mutluluğu ve mutsuzluğu ile eğitim ve öğretim ilişkisini araştırmak, bugünkü eğitimin sorunlarımızı en iyi biçimde çözebilmek için geçmişten bir takım dersler çıkarılıp çıkarılmayacağını tartışmaktır. (Akyüz,2011:1) Ülkemizde son yıllarda ikinci yabancı dil eğitimi konusu önem kazanmış ve İngilizcenin yanı sıra Almanca ve Fransızca dilleri orta öğretim kurumlarında zorunlu ders olarak konulmuştur. Bu sebepledir ki Fransızcanın öğretim etkililiğini artırmak için eğitim tarihi araştırmaları ışığında dilsel ve kültürel açıdan Fransızca öğretiminin incelenmesi gerekmektedir. Biz bu çalışmamızda, 1923-1968 yıllarını kapsayan bir dönemde İstanbul Saint Josef Lisesi eğitim ortamında öğrenme stratejilerinin izlerini bulmayı amaçladık. Stratejileri belirlemede Paul Cyr?in (1996) ?Öğrenme Stratejileri? isimli eserinden faydalanmaya çalıştık. Büyük ölçüde O?Malley ve Chamot?un(1985a, (1985b) öğrenme stratejilerini sınıflandırılması ile ilgili çalışmasından beslenerek ortaya konulan bu eser, izini süreceğimiz stratejileri belirleme açısından kullandığımız temel kaynaklardan birisidir. İkinci yabancı dilde ilerleme kaydetme sürecinde S. J. ?de eğitimim gören öğrencilerin kullanmaları muhtemel öğrenme stratejilerinin varlığını tespit ederken, bu süreçte öğretmenin rolüne de değinmeye çalıştık.