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School of foreign languages directors' views on leadership and management, qualifications for appointment, and continuing professional development needs: A qualitative study in Turkish context
It is apparent that effective leadership is the most crucial factor influencing student success and school improvement following in-class academic activities. It has been emphasized that comprehensive and systematic training for school leaders on their areas of responsibility before their appointment ensures smooth management of all academic and administrative activities and fosters the well-being of all stakeholders. In this context, equipping school leaders with the necessary qualifications, knowledge, and skills to fulfill their duties enables the realization of the institution's future vision and ensures unity, thereby creating a productive and meaningful school culture through active participation of all stakeholders in the educational process. Therefore, the training and qualifications of school leaders, as well as how their continuous professional development needs are met after their appointment, are worth exploring, as they affect the development of the school and the success of the students. In this regard, this study aims to investigate the perceptions of school leaders on management and leadership concepts, the leadership model predominantly used in their institutions, the qualifications required to be appointed as a school leader, the areas in which training should be received before appointment, and how the continuous professional development needs of school leaders should be treated after appointment. A qualitative descriptive research design was used to conduct the current study. A convenience sampling of 17 school leaders serving as foreign language school directors in both state and foundation universities in all seven regions of Türkiye participated in this study. Qualitative data were collected through a questionnaire including open-ended questions, semi-structured e-mail interviews, and a self-assessment sheet. The cyclical model of Creswell's inductive content analysis was used for data analysis. According to the findings of the study, foreign language school directors associated the leadership concept with being an agent of change, fostering a culture of collaboration, creating vision and inspiration, mediation, school improvement, policy-making, quality-oriented and continuous cognitive labor, while they associated the management concept with checking and ensuring policies, paper works and system, quality assurance, mediation, participative approach, and change management. Additionally, it was determined that the participative leadership model is the most preferred leadership model among school leaders in their institutions. The results also indicated that the qualifications required to be appointed as a foreign language school director include an academic background in language education, soft skills such as communication and interpersonal skills, collaboration, strategic thinking, problem-solving, and leadership skills, academic excellence, personality traits, and operational efficiency. Furthermore, according to the research findings, school leaders felt the need for training on their areas of responsibility before their appointment and suggested that instructional leadership, ICT and learning, managing people, communication skills, conflict management, management and administration, law, curriculum, leadership, and strategic planning should be included in the leadership development curriculum program designed in Turkish context. Finally, the research results identified various methods for treating the continuous professional development needs of school leaders after their appointment. These included joining in management-related training, staying informed of recent trends in language education, preparing personalized development programs based on needs analysis, networking, higher management support, mentorship programs, collaborative learning communities, pre- and post-appointment training, succession planning, feedback and evaluation, and action research and reflection. Considering the research process and results, various implications and recommendations were derived for the main stakeholders in language education.
Foreign language teaching anxiety and coping strategies of Turkish EFL instructors at tertiary level
Anxiety, which is likely to influence individuals' behaviors, plays a significant role in the process of learning and teaching foreign languages. Just as foreign language learners are prone to anxiety, foreign language teachers are also susceptible to foreign language teaching anxiety (FLTA), which, if not well managed, can impact their instructional choices, job satisfaction and overall well-being (Horwitz, 1996). Accordingly, this study aimed to explore FLTA among Turkish EFL instructors working at the tertiary level. Specifically, the study investigated EFL instructors' levels of FLTA and its relationship with certain variables including gender, years of experience, last degree, and completed undergraduate program. Moreover, the study explored the sources of FLTA, coping strategies adopted by EFL instructors, and whether they discuss their FLTA experiences with other colleagues. Regarding these aims, the study adopted a convergent parallel research design, a mixed-method research design. The study utilized a personal information form, Foreign Language Teaching Anxiety Scale (Ipek, 2006), and in-depth semi-structured interviews to obtain necessary data. In order to collect the quantitative data, 123 EFL instructors working at preparatory schools in three different state universities were selected by convenience sampling. For the qualitative part of the study, 18 EFL instructors were selected by purposive sampling. SPSS 28 program was used to analyze the quantitative data, and content analysis was used to analyze the qualitative data. The quantitative data analysis yielded that EFL instructors had low levels of FLTA regarding teaching a particular language skill, worry about target language performance, making mistakes, and being compared to fellow teachers subscales; however, they had moderate levels of FLTA in using the native language subscale. In addition, no significant differences were found between the participants' overall FLTA levels and their gender, years of experience, last degree, or completed undergraduate program. However, the female participants had significantly higher levels of FLTA in making mistakes subscale compared to the male participants. The analysis of the qualitative data revealed sources of FLTA among EFL instructors as fear of failure, teaching a particular language skill, teaching students with particular language proficiency level, students, using the native language, keeping up with the curriculum, and unfamiliarity with teaching context and materials. Besides, the study identified several coping strategies adopted by EFL instructors to manage their FLTA, such as developing professional skills, sharing FLTA experiences with other colleagues, practicing mindfulness, building a good rapport in the classroom, and being prepared for the lessons. Finally, the findings offered some implications for EFL instructors, stakeholders, and for further studies. Keywords: Foreign Language Teaching Anxiety, Turkish EFL instructors, tertiary level, EFL instructors' coping strategies.
The development of pre-service EFL teachers' self-efficacy beliefs via micro teaching procedures in a pre-service training course
This study aims to reveal the probable effects of microteaching on the development of self-efficacy beliefs of pre-service EFL teachers. Moreover, it seeks to increase pre-service teachers' awareness of teacher knowledge through their microteaching experiences in the Teaching Language Skills I course. With those targets in focus, this study was designed as a sequential explanatory design method of a case study with mixed methods research using both quantitative and qualitative data collection tools. At the outset, to check the adequacy and effectiveness of data collection tools, to find any deficiencies in the study and to enhance the quality of the research, a 1-week pilot of this doctoral thesis was conducted with four participants. At the beginning of the semester, The Teachers' Sense of Efficacy Scale (TSES) was used to determine the self-efficacy beliefs of teacher candidates before their microteaching experiences, and at the end of the semester to find out whether microteaching experiences have an effect on the pre-service teachers' self-efficacy beliefs. A convenience sampling method was used. The data were analysed using SPSS 20.0. Then, structured interviews, classroom observations and reflection reports were conducted sequentially to collect additional data. In the qualitative part of this study, four pairs, 3 males and 5 females, were selected from the 31 participants who participated in the quantitative part of the study. A purposeful sampling method was used. After this phase, initially, it was planned to observe the preservice teachers in their practicum schools and then conduct interviews. However, due to the devastating effect of the February 6, 2023 earthquakes, changes had to be made in this study phase. In light of the changes made to the dissertation, retrospective surveys were conducted. All the qualitative data were analysed using content analysis. In conclusion, it was revealed that there was an increase in the preservice teachers' self-efficacy beliefs, which was greatest in instructional strategies, followed by classroom management and then student engagement. Moreover, it was concluded that teacher candidates' self-efficacy beliefs are flexible and changeable with new experiences and that their awareness of teacher qualifications increased with microteaching experience, and ultimately, there was a change in their self-efficacy beliefs. In addition, the observations of preservice EFL teachers' microteaching at Time 1 and Time 2 revealed that not all of the espoused theories or teaching beliefs the pre-service teachers put forward in the interviews at Time 1 and Time 2 were observed in the classroom. In this context, it was concluded that without sufficient knowledge and experience in the field, the preservice teachers' thoughts concerning their teaching in the light of the information they had could be misleading. Furthermore, it was revealed that the preservice teachers were unable to implement some strategies because microteaching was not able to fully reflect the real classroom complexity due to its restrictive structure in terms of time and content, as well as the stress and pressure created on them by the video recording of their performances during microteaching. According to the analysis of preservice EFL teacher candidates' reflection reports at Time 1 and Time 2, positive reflections were more prevalent than negative reflections, and most of them were positive descriptions rather than critical evaluations. Besides, it was concluded that at the end of the process, the microteaching experience led to the prospective English teachers gaining a reflective perspective over time and starting to make more critical evaluations, as revealed in the reflection reports at Time 2. As a result of the retrospective surveys, it was concluded that microteaching experience had positive contributions to the development of future ELT teachers' self-efficacy beliefs. Considering this, microteaching practices are recommended for teacher training programs due to their positive effects on pre-service EFL teacher candidates' professional skills and self-efficacy beliefs. What is more, in teacher education programs, the use of applications such as reflection reports, reflective practices, mentoring practices, etc., together with microteaching practices, makes a positive contribution in terms of increasing the reflective and critical thinking skills of future ELT teachers, making learning permanent, providing professional development, guiding them and gaining new perspectives. Keywords: Self-efficacy beliefs, microteaching, teacher education
The effects of explicit instruction of contractions as a connected speech feature on Turkish EFL learners' read speech
Some approaches, such as Communicative Language Teaching, emphasize the importance of intelligibility and comprehensibility in speaking and listening. This focus on suprasegmental features has been growing since the late 1980s. Pronunciation teaching has thrived as a result. Teaching suprasegmental features, including stress, rhythm, connected speech, and intonation, is crucial for effective communication. Connected speech (CS) is important for understanding spoken language. Recent research has focused on connected speech and its positive impact on listening, speaking, and language learning in general. Contractions play a significant role in connected speech. Therefore, this study specifically focuses on the often-overlooked topic of contractions, which can be considered a subcategory of CS. An experimental and a control group from a state university in Türkiye participated voluntarily in the quasi-experimental study, and the experimental group was provided with some special training designed by the researcher, while the control group followed only the curriculum of their institution. Both quantitative and qualitative data were collected through read speech audio recordings, researcher and participant journals, and semi-structured interviews. It was concluded that it is possible to improve Turkish EFL learners' read-speech performance significantly through explicit instruction of contractions as a connected speech feature. It is expected to fill a gap in the connected speech and suprasegmental features literature in the context of Türkiye specifically. As the study is closely linked with the teaching of English, it can be advocated that it has implications for the integration of teaching contractions and connected speech into speaking, listening, reading and writing classes, and it is the other aspect of the present study, i.e., the results and suggestions are expected to be a great contribution to the educational and research sphere. Key Words: Connected speech, contractions, pronunciation teaching, read speech, suprasegmental features
Translanguaging-integrated writing procedures and activities within a tertiary context in Turkiye
Translanguaging has captured attention for its capacity to augment language learning, specifically when English is learned as a foreign language, since it enables learners to fully utilize their linguistic repertoires, creating a more inclusive and efficient learning environment. However, there is a lack of study on translanguaging techniques in the Turkish context with English medium instruction (EMI) writing classrooms despite the increasing studies on translanguaging and its applications worldwide. Therefore, this study examines whether there is a significant difference between the paragraph writing performance of the participants exposed to translanguaging-integrated pre-writing brainstorming activities and the participants exposed to English-only pre-writing brainstorming activities at the tertiary level in Türkiye. Moreover, it also aims to present the EFL learners' views and experiences and the researcher/instructor's observation about implementing translanguaging during pre-writing sessions. The study employs a quasi-experimental pre-test-post-test nonequivalent groups design to assess the influence of translanguaging on the paragraph writing performance of pre-intermediate EFL learners. The participants were 41 EFL learners studying at a compulsory school of foreign languages in a tertiary-level EFL context with EMI in Türkiye, 22 of whom were in the control group while 19 were in the treatment group. The control group had pre-writing sessions with EMI and was encouraged to speak English during writing classes, whereas the treatment group had translanguaging-integrated pre-writing sessions, enabling the instructor and students to use their first language, Turkish, in the context. Both groups followed the same pacing, used the same coursebook, and completed the same paragraph writing assignments based on the writing assessment criteria prepared by the school. The quantitative and qualitative data include pre-test and post-test paragraph writing scores, open-ended questionnaires, activity reflection logs, and the researcher's journals. The findings revealed that the students in the treatment group scored higher in all the tasks, including pre-test and post-test scores, with some statistically significant differences, showing that integrating translanguaging improves the paragraph writing performance of EFL students. Providing opportunities for EFL learners to utilize their mother tongue and the target language resulted in improved academic performance for the learners to enhance their English paragraph writing, as translanguaging facilitates cooperative learning, eliminates linguistic obstacles, and enhances comprehension, fostering a nurturing learning environment. This study, consistent with Sociocultural Theory, emphasized the significance of social interaction and scaffolding in cognitive development. The findings also indicated that integrating translanguaging resulted in a change in perceptions of the writing classes, translanguaging integration, language preference in writing classes, use of the first language, benefits, and challenges of English paragraph writing, and cooperation in writing classes. Furthermore, translanguaging enabled the learners to participate actively, switch between Turkish and English, and cooperate for specific reasons. Therefore, the current research suggests that utilizing translanguaging in pre-writing activities in EFL classrooms can be an effective technique to improve language learning and enhance paragraph writing skills. Educators should consider incorporating translanguaging techniques to assist diverse learners and enhance academic achievements in multilingual contexts. Keywords: Sociocultural theory, English language teaching, tertiary level, EFL writing, translanguaging.
Prospective EFL teachers' self-direction: A comparative study on distance and face-to-face learners
The widespread integration of digital learning and teaching practices into daily lives, driven by the advancements in technology, has greatly reshaped educational methodologies. These advancements in the 21st century have led to an increase in the adaptation of digital implementations especially with the upsurges of global natural disasters and epidemics over the past three years. As a consequence, educators, researchers, and field experts have shifted their focus toward online learning and distance education. This integration of distance education into traditional teaching methods has particularly affected higher education institutions, especially teacher training undergraduate programs in which hands-on and experiential processes are of great importance. Consequently, the shift to distance education has prompted researchers to explore the learners' capacity to navigate this process. Therefore, the central debate revolves around whether learners can effectively direct their learning and develop essential skills in learning settings. Accordingly, numerous studies emphasize the essential role of self-directed learning skills for prospective English as a Foreign Language (PEFLT) teachers, considering the dynamic nature of language teaching which facilitates continuous professional development, keeping educators informed about evolving pedagogical methods, linguistic advancements, and technologies. On that account, this research aimed to examine the self-directed learning skills (SDL) of prospective EFL teachers (PEFLT) in both distance and face-to-face learning settings as well as participants' GPA (Grand Point Average) and gender. Furthermore, the researcher sought to gain a deeper understanding of participants' perspectives regarding the effectiveness of learning settings in the context of English language teacher training. In line with the purpose, this thesis employed an explanatory mixed method design, integrating quantitative data collection (Self-Directed Learning Skills Scale developed by Aşkın Tekkol & Demirel, 2018) and qualitative data collection (online open-ended questionnaire). While a total of 175 participants, selected via convenience sampling, were included for the quantitative part of the study, 17 participants, selected via voluntary sampling, were included for the qualitative data collection processes during the Spring semester of the 2022-2023 academic year. Subsequently, quantitative data were analyzed using one-way ANOVA and independent t-tests whereas qualitative data were subjected to thematic analysis using the MAXQDA software. The findings indicated positive results for SDL skills of PEFLT with the motivation sub-dimension showing the highest level. In addition, participants' SDL skills did not indicate significant difference in terms of gender and GPA, yet it was found that the SDL skills of distance learners showed moderate significant difference compared to F2F counterparts. In this regard, it is believed that the requirements of DE, which necessitate technological skills, encourage participants to acquire proficiency. Conversely, it was found that the majority of the PEFLT had more positive perceptions towards F2F learning settings than DE settings mainly due to the interactive nature. Thus, this research will contribute to the existing literature by providing a basis for the integration of F2F and DE settings and by shedding light on educators, researchers, field experts, and curriculum designers to create and maintain conducive learning settings, especially during times of emergency. Keywords: self-directed learning, EFL, learning settings, distance education, face-toface education.
Designing an ESP course through a PBL approach in an EFL setting
Student-centered and communication-oriented approaches are gaining importance in language teaching studies. Especially with the approaches that enable language learning through mutual communication, many different approaches and methods have been used since the 1970s. In our country, in line with the 2023 Education Vision Document, it is aimed to use language effectively both in and out of the classroom as the first goal among the goals of language education. In this context, this study aims to bring together two approaches that have become increasingly important in the field of language teaching in recent years at the high school level, so that high school students learning English as a foreign language can use the language effectively and actively, solve real-life problems with their language skills, and participate in classes with high motivation while doing so. In this context, the aim of this study is to demonstrate the effectiveness of using Problem-Based Learning (PBL) and English for Specific Purposes (ESP) approaches together to increase high school students' problem-solving skills and English language use skills. The study also aims to measure the effects of using these two approaches together on students' perceptions of the course content created by the use of these two methods. The study will also shed light on the researcher's perceptions during the lessons prepared using these methods. This study was conducted in a high school with the voluntary participation of 25 students. The convenience sampling method was used to select 25 students as participants. Four different data collection methods were used in the study. First, a one-group pretest posttest and delayed test were applied to the students. In this way, the effectiveness of these two methods was investigated. In addition, a questionnaire was prepared at the end of the process and the students were asked whether they were satisfied with the use of these two teaching methods together. Furthermore, semi-structured interviews were conducted with randomly selected students to provide a qualitative analysis of the process. In addition, the teacher, as a researcher, evaluated the process and his own development during the training by evaluating the diaries he kept since the beginning of the implementation. Keywords: English for Specific Purposes (ESP), Problem-Based Learning (PBL), Teaching English as a Foreign Language
Perceptions of primary, secondary, and high school students regarding native and nonnative English speaking teachers in an EFL context
Changes and developments in fields such as economics, education, finance, and history have influenced the status of English worldwide and given it global importance. The abovementioned fields have contributed to the popularization of English in various aspects and led to the acceptance of English as a lingua franca. The purpose of this study was to explore the perspectives of primary, secondary, and high school students at a school where English is taught as a foreign language by native and non-native English-speaking teachers. Additionally, the approaches and methods used by native and non-native English-speaking teachers, and the behaviors and attitudes of students toward their teachers were observed in the classroom context. In this research study, data were collected through a Likert-scale questionnaire, semi-structured interviews, and classroom observations. A total of 103 students (17 primary, 49 secondary, and 37 high school students) receiving education at a private school responded to the questionnaire. Semi-structured interviews were conducted with 12 students chosen via convenience sampling, and a total of six classroom observations were conducted. Students evaluated the strengths and weaknesses of native and non-native English-speaking teachers on specific topics in detail, and the results revealed that students learn more about different cultures and acquire skills in English with their native English-speaking teachers, while their non-native English-speaking teachers empathize with the language learning process of students. Students also evaluated several criteria to distinguish native speakers from non-native speakers of English and concluded that skin color or being born in a country where English is spoken as a mother tongue does not determine whether a person's mother tongue is English or not. Additionally, the results of the classroom observation were consistent with the results of the questionnaire and interviews. This study aims to make important contributions to the field of English language teaching and has implications for native and non-native English instructors and teachers, material developers, and curriculum designers. Keywords: English language teaching (ELT), English as a foreign language (EFL), native English-speaking teachers (NESTs), non-native English-speaking teachers (NNESTs), classroom practices.
Enhancing the motivation of students for writing by using creative writing activities
Along with listening, reading, and speaking, writing is one of the four essential skills in language education. Writing is a crucial aspect of language learning as it enables students to enhance their vocabulary, retain information, and self-monitor their progress. Additionally, if practiced successfully, the process of writing has the potential to be entertaining. If students are intrinsically motivated, they have a better chance to produce high-quality writing. One way to enhance students' creativity and writing motivation is to incorporate more creative writing activities in the writing process. Therefore, the researcher proposed a creative writing intervention to increase the writing motivation of eighth-grade students in the school setting. The aim of this study is to investigate the effects of creative writing practices on writing motivation. The intervention was designed on the socio-cultural research that puts the emphasis on the writing process, which includes setting goals, generating and organizing ideas, and reviewing and editing. The study utilized a mixed-methods research methodology to collect both quantitative and qualitative data. The quantitative data was gathered from the Writing Motivation Questionnaire (De Smedt et al., 2020) as the pre-test and the post-test for the study. Additionally, qualitative data was gathered from both semi-structured interviews and the students' creative writing products. The study revealed that creative writing activities have a positive effect on writing motivation. Students reported in the semi-structured interviews that their will to write continued after the intervention took place. Another finding was creative writing practices had a positive impact on the creativity of the writing products; however, the study revealed that regular attendance is crucial for creative writing practices to have a positive impact on the creativity of the writing products. One unexpected finding was on the students' preferred feedback type. Research findings suggest that providing students with immediate feedback is more beneficial in enhancing their learning outcomes than giving them delayed feedback. The reason why they preferred immediate feedback was due to the writing environment. The students reported instead of writing on their own, they enjoyed writing within a group of writers where they get help from both their teacher and peers. The overall results demonstrated that creative writing practices have a positive impact on both creativity and motivation. Keywords: Writing, writing motivation, creative writing, feedback, immediate feedback, delayed feedback.
A case study on how to explore and professionally develop Iraqi test writers' language assessment literacy through lesson study model
This qualitative case study explores how Iraqi English as a Foreign Language (EFL) test writers develop their Language Assessment Literacy (LAL) through a collaborative professional development model known as Lesson Study (LS). Although the importance of LAL is increasingly recognised worldwide, structured training opportunities in Iraq remain scarce, often resulting in the continued use of conventional and less effective assessment practises. The study examines LS as a context-sensitive, practise-based framework that fosters collective lesson planning, classroom-based inquiry, and reflective dialogue. Ten university-level EFL instructors engaged in three main stages of LS: planning, implementation, and reflection. The participants jointly designed a classroom-oriented assessment task, implemented it in real teaching environments, and refined it based on feedback from students, peers, and collaborative reflection. Data were collected through semi-structured interviews, focus groups, reflective journals, classroom observations, and document analysis. Thematic analysis revealed notable development in participants' LAL across four domains: (1) technical competence, including enhanced understanding of validity, reliability, and alignment; (2) practical skills in designing more authentic, communicative assessments; (3) critical awareness in challenging previously held assumptions about testing; and (4) contextual sensitivity in adapting assessment practises to local constraints. The LS process encouraged professional agency and fostered collegial engagement, enabling the exchange of ideas and enhancing participants' confidence in their assessment practises. Many reported a clear transition from isolated, procedural approaches to more reflective, pedagogically informed methods. The findings suggest that Lesson Study offers a feasible and sustainable model for LAL development, particularly in resource-constrained environments. The study recommends integrating LS into formal teacher development programmes and encourages further research into its broader application and long-term outcomes. Keywords: Language Assessment Literacy, Lesson Study & Teacher Professional Development.
Perspectives about teaching profession in an ELT context: A journey from pre-service to in-service
The study aims to investigate the nature and evolution of perspectives of the teachers who graduated from the English Language Teaching department in 2012 and are currently working in schools across cities in Türkiye with nine years of experience. The study, conducted as a multiple case study, also investigates what factors may have contributed to changes or non-changes in their perspectives. A qualitative research design, which is based on an interpretive paradigm, was employed in the study. In line with the principles of qualitative research, the multiple case study method was selected. This research design was chosen in accordance with the exploratory, descriptive, and explanatory nature of the study. The participants of the study were five in-service teachers with nine years of experience whose reflective journals from their pre-service years were available to the researcher. Criterion sampling as a type of purposive sampling was employed to select information-rich cases. The research instruments used for data collection were reflective journals written by the participants during their practicum experience and semi-structured interviews conducted nine years after graduation. The layers of reflection, as proposed in the Onion Model by Korthagen and Cabaroglu's model on the process of belief change, served as a guide in the initial understanding of the data. The research adopted an abductive approach in the utilisation of these frameworks in the stages of analysing and interpreting the data through a thematic analysis process. The findings for the first research question highlighted the diversity of perspectives across all layers in the Onion Model, scarcity of perspectives at behaviour and competency layers, dominance of critical reflection over surface level, and prevalence of perspectives at the level of pedagogical belief. It was also found that pre-service teachers tended to modify their perspectives more than they preserved them. Eight distinct patterns of (non-)change were observed in this process of change, which included conservation, clarification, consolidation, reframing, weakening, moderation, simplification, and disagreement. The interrelationship between these patterns was explained by a model of change. For the final research question, the participant teachers referred to a set of factors while explaining the changes and non-changes in their perspectives. These factors were contextual factors (a busier private life, financial difficulties, growing mature, and getting older) and professional experiences (awareness (which included awareness of student reality and awareness of classroom reality), critical incidents, challenges in practice, positive experiences, learning from other teachers, and change in status). On the other hand, the cited reasons for non-changes were consistency between theory and practice, worldview, experience as a student, personality, and experience as a teacher. The participants shifted from idealistic to more pragmatic perspectives in their approaches to teaching. This transition from an initially idealistic to a tempered, realistic stance was evident across various aspects of the teaching profession. In light of the findings, several implications were proposed for both the practical and theoretical aspects of teacher education and professional development, and recommendations for further studies were provided. It was concluded in the study that each of the participants has been through a unique and dynamic process of evolution in line with tenets of the constructivist approaches to learning. This study provided evidence as to the nature and outcomes of this dynamic and multifaceted process. Keywords: Perspectives; pre-service; in-service; multiple case-study; teacher development
English language teacher as researcher: Constructing a bridge between practice and theory
The reconceptualisation of teachers not solely as conveyors of knowledge, but as producers of knowledge as well, has brought about a substantial paradigm shift in education. A key aspect of this shift is the redefinition of teacher identity, particularly through the perspective of the teacher-researcher role. Especially since the early 21st century, global educational policies and teacher education practices have aimed to position teachers as autonomous professionals who question classroom practices, think critically and make decisions through systematically collecting data. In this regard, the current study aims to understand English language teachers' perceptions of research, the relationship between practice and research, the obstacles to teachers' engagement with research, and how they develop a teacher-researcher identity. Adopting a multiphase mixed method design, the study was conducted in four stages: (a) document analysis of curricula, (b) quantitative data collection and analysis through a survey, (c) qualitative data collection and analysis through a training course and subsequent action research, and finally (d) a thorough analysis of semi-structured interviews covering the entire process. Within the first phase, English Language Teaching (ELT) undergraduate programmes of 44 state universities in Türkiye were examined. The analysis demonstrated that Research Methods courses are included in the curricula. However, the duration and content of these courses vary among universities to some extent, with some programmes that allocate more time and offer more comprehensive content. The survey data collected in the second phase revealed that the teacher respondents (N = 112) perceived research as an endeavour that is largely academic, statistically based, and irrelevant to classroom practices. Additionally, the rates of conducting and reading research, as well as perceiving research as a tool for professional development, were notably low. Time constraints, lack of theoretical knowledge and institutional support, and professional isolation emerged as primary obstacles. Within the third phase, in-depth studies were conducted with five volunteer teachers who took part in a teacher research training course and engaged in action research. The participant teachers were observed to experience a significant change in their perspectives on research. Through action research implementation, they developed systematic solutions to classroom-related problems, enhanced their reflective thinking skills, and fostered professional autonomy. The semi-structured interviews, conducted in the fourth phase, revealed that the participant teachers developed positive attitudes towards research thanks to the training course and action research practice. The teachers emphasised the significance of peer collaboration and sustainability despite the challenges they encountered. Overall findings of the study demonstrated that the entire process enhanced the teachers' reflective thinking and systematic problem-solving skills, as well as highlighting to teachers that the teacher-researcher identity could be sustainable regarding professional development. The current research reveals that multidimensional strategies addressing not only knowledge transfer but also motivational factors and institutional support are necessary to enhance teachers' engagement in research. As a consequence of the study, the formation of the teacher-researcher identity can be sustained through structured professional development initiatives, reflective learning environments and collaborative school cultures.
EFL teachers' wellbeing in the context of disaster: Building back better
How can a teacher continue teaching when their city lies in ruins, their students grieve in silence, and they struggle to endure? In disaster-stricken contexts, teachers assume roles beyond merely transmitting knowledge: they provide emotional support, serve as anchors for community recovery, and often act as silent witnesses to profound suffering. With natural disasters occurring more frequently and with greater severity worldwide, education systems cannot limit their focus to infrastructure and curriculum alone; they must also attend to teachers' psychological resilience and professional continuity. In this sense, teacher well-being represents both a moral imperative and a strategic priority. This doctoral dissertation examines the well-being of English language teachers working in public schools in Hatay, Türkiye, in the aftermath of the devastating 2023 earthquakes. The focus on English teachers is deliberate, as language education carries a distinctive pedagogical nature. Language classes often involve real-life communication, emotional expression, and meaningful content, creating uniquely restorative spaces for students in times of trauma. In this regard, English teachers serve not only as academic guides but also as role models of resilience and sources of emotional support. The study analyses how teachers conceptualise their well-being after a large-scale disaster, which individual, institutional, and societal factors support or hinder their well-being, and how participation in the research process influences teachers' understanding of their well-being, and in what ways teachers' experiences can inform the development of trauma-sensitive educational policies and practices. Adopting a mixed-methods design, the research gathered quantitative data from 191 teachers through standardised scales and qualitative data from 19 teachers via semi-structured interviews. Findings indicate that teachers experienced considerable cognitive, emotional, and professional challenges in the aftermath of the disaster, yet they also developed transformative coping strategies and new forms of resilience. The qualitative analysis revealed four central themes: (1) collegial solidarity and peer support as a collective source of recovery, (2) reciprocal healing between students and teachers, with children's resilience inspiring renewed motivation among teachers, (3) a natural shift toward trauma-responsive pedagogy, as teachers reduced academic load and prioritized empathy, play, and flexibility, and (4) the expansion of teachers' roles beyond the classroom, where they became crucial figures of support for families and communities. The results underscore the importance of robust social support networks, flexible educational policies, and teacher-centred well-being initiatives for sustaining the profession in times of crisis. While grounded in the specific context of Hatay, the findings have broader implications for educational contexts facing natural disasters, wars, or other large-scale emergencies. Ultimately, by offering applied, policy-relevant, and context-sensitive insights, this dissertation, which advocates for an integrated and preventive approach to teacher support, contributes to the literature on teacher well-being and trauma-informed pedagogy and advocates for educational systems that are better prepared to withstand crises. Keywords: Teacher well-being, English language teachers, disaster-responsive education, trauma-informed pedagogy, resilience.
Sınıf-dışı dijital ingilizce öğreniminin ingilizce hazırlık sınıflarına dahil edilmesi: Bir ders tasarımı
Various methods are used to enhance and support learning in teaching English as a foreign language. Today, foreign language teaching encompasses not only methods which can be used in the classroom but also language learning activities outside the classroom. The rapidly developing technology and digital environments have a great impact on this orientation. The digitalization which has taken place in education in recent years and especially the changing interests of young adult language learners have led researchers to examine the use of technology outside of school for purposes other than teaching and to include it in the language learning process. Therefore, the aim of this study is to examine the Informal Digital Learning of English (IDLE) behaviors of English preparatory students and to propose a course model for integrating these behaviors into the language learning process. To achieve this aim, a quasi-experimental mixed method design was conducted in the English preparatory classes of a state university. The study was implemented in two classes, consisting of 15 and 17 students. While all students took the IDLE Scale, only volunteers participated in the interviews and journals. Participants were selected via convenience and purposive sampling method. The data collection tools employed in this study included the IDLE Scale, semi-structured interviews, participant journals, and the IDLE-based lesson plans. Following the administration of the pre-test IDLE Scale and initial interviews, IDLE-based practices were implemented for 12 weeks during one academic term. These practices followed a three-stage structure: the In-class Stage (ICS), the Extracurricular Stage (ECS), and the Extramural Stage (EMS). At the end of each stage, the IDLE questionnaire and interviews were conducted again as Post-test 1 and Post-test 2. Throughout these stages, classroom-based technology-supported English activities, guided out-of-class digital learning tasks, and fully student-driven independent digital learning practices were carried out, respectively. This structure aimed to promote a gradual increase in students' engagement with digital learning. The collected qualitative and quantitative data were analyzed using SPSS and content analysis, and the differences between pre-test and post-tests were evaluated. Based on the findings, a lesson plan that integrates IDLE into the English learning process of preparatory students was developed. The findings of the study revealed that the frequency of students' participation in IDLE activities and the variety of digital tools they used increased. In addition, it was observed that students' perceptions and attitudes towards IDLE developed positively; and their English learning outcomes increased and strengthened significantly. On the other hand, it appeared that individual differences such as students' gender and English proficiency levels did not create a significant difference in their IDLE use. This study revealed that a foreign language can be acquired effectively not only through in-class teaching and within a specific curriculum framework, but also through online and unstructured learning activities which are carried out in line with students' individual interests, learning preferences and levels of autonomy. Program developers, experts, teachers, teacher candidates, academics working in teacher training institutions and students who want to learn a language can benefit from the results of this study in various ways.
A study on secondary school EFL students' digital literacy levels
This study explored the digital literacy levels of middle school EFL learners based on various factors. The study involved a quantitative research model. 173 lower secondary school students studying in a public school participated in the study during the spring semester of the 2024-25 academic year. A five point Likert type digital literacy scale developed by Pala (2019) and demographic information form developed by the researcher were used as data collection tools. T-tests, one-way analysis of variance (ANOVA), and Pearson correlation tests were used to analyze the data. The findings of the study revealed that digital literacy levels of middle school students are generally moderate-to-high. While there was not a significant relationship between students' digital literacy levels and economic status, parental education status, internet access, and device used, certain factors such as gender, age, grade level, daily internet usage and frequency of doing homework using digital technologies had a significant effect on digital literacy. Keywords: Secondary school students, digital literacy level, educational technologies, digital skills, English language teaching
Investigating the impact of ChatGPT on EFL student engagement, autonomy, and writing skills
This study examines the integration of ChatGPT, an AI-powered language model, into English as a Foreign Language (EFL) writing instruction for young learners and investigates its impact on student engagement, learner autonomy, and writing performance. Conducted over a ten-week period in a private primary school in Türkiye, the research involved twenty-four fourth-grade students who participated in a structured ChatGPT-supported writing program. Using a mixed-methods, quasi-experimental design, data were collected through pre- and post-test writing tasks, engagement and autonomy questionnaires, ChatGPT perception items, and systematic classroom observations. The findings indicate that ChatGPT meaningfully enhanced students' behavioral and emotional engagement, as learners demonstrated increased willingness to participate in writing tasks, sustained attention during lessons, and greater enthusiasm for drafting and revising their texts. Autonomy also developed progressively, with students taking more initiative in planning ideas, revising their own sentences, and using ChatGPT strategically for vocabulary support and idea generation. Writing performance improved notably in areas such as paragraph structure, coherence, topic development, and supporting details, although gains in mechanics succh as grammar, punctuation, and spelling remained minimal, reflecting the instructional focus on organization rather than linguistic accuracy. Students expressed highly positive perceptions of ChatGPT, viewing it as a helpful, motivating, and easy-to-use tool that reduced writing anxiety and supported their confidence. Observation data further revealed that learners interacted collaboratively around the tool and adapted AI-generated suggestions into their own language. Overall, the study demonstrates that when integrated thoughtfully with teacher scaffolding, ChatGPT can serve as an effective pedagogical support in primary EFL writing classrooms, enhancing engagement, fostering emerging autonomy, and improving the overall quality of students' written output.
An analysis of the effect of peer and teacher feedback on EFL learners' oral performances and speaking self-efficacy levels
This is a quasi-experimental study of speaking self-efficacy and the effects of feedback on oral performances. This study aims to determine EFL learners' speaking self-efficacy levels and to examine the changes in oral performances after receiving feedback in three module courses. The study was conducted among thirty-three EFL prep-school participants in a south-eastern state university in Turkey. The relationship between speaking self-efficacy and oral performances after receiving feedback was also studied. The study began with the implementation of speaking self-efficacy scale and a speaking test as pre-tests. This process was followed by three oral treatments under two conditions: teacher and peer feedback and the same speaking test. Repeated treatments and the same speaking test were conducted in the other two modules, as well as a final speaking self-efficacy scale as post-tests. Quantitative method was applied in this study. The results of speaking self-efficacy scale revealed that students generally possess high speaking self-efficacy level. The findings also showed that students demonstrated significant changes in their oral performances following feedback treatment in both groups. In the final speaking test, participants who received teacher feedback improved by 212.36%, while those who received peer feedback improve by 161.20% compared to the first speaking test. However, no significant correlation between two variables was observed. The results may suggest that the sample size was insufficient to observe such a relationship.
An analysis of lesson observation through peer-coaching in a continuing professional development program: Teachers' perceptions of professional development, efficiency and feedback
Teachers' continuing professional development is one of the significant factors both in terms of their job satisfaction and students' academic progress. At this point, it cannot be denied that being responsible for their own learning process during their professional life and managing their perceptions in a proper way have determining roles in achieving the predetermined goals for teachers. In this respect, the purpose of present study was to investigate the teachers' perceptions of continuing professional development and observe to what extend peer-coaching effects their perceptions of professional development. A qualitative research case study design was applied for the present study in accordance with its purpose. 16 instructors (9 female and 6 male) working at the School of Foreign Languages in a private university took part in this study as participants. Collected data was analyzed with Creswell's (2012) inductive content analysis. The findings reached as a result of the study revealed that teachers' perceptions of continuing professional development before peer-coaching process were categorized under four headings. They were (1) lifelong learning, (2) staying up to date, (3) skills development, and (4) team-building process. As a result of the peer-coaching process, a new concept as self-leadership emerged. It was also observed that while the number of participants perceiving the CPD as staying up to date, skills development and team-building process increased, the number of participants perceiving the CPD as lifelong learning remained the same. It was observed that the most meaningful change occurred in perceptions was team-building process with the highest increase followed by skills development with the second highest increase. Additionally, according to the findings, the majority of the participants stated that peer-coaching model was efficient on their professional development processes. Keywords: Continuing Professional Development, Peer-coaching, Professionalism, Efficiency
A suggested syllabus for critical reading and writing course and its effectiveness
The aim of the study was to improve the learners' critical reading and writing skills because one of the needs of the 21st century was to improve learners' critical stance towards reading and writing skills. Hence, this study suggested a syllabus for the Critical Reading and Writing course for 57 sophomores pre-service EFL teachers at the department of English language teaching at Gaziantep University and the research investigated its effectiveness. The syllabus was arranged according to the results of needs analysis gathered from the lecturers of Reading Skill and Writing Skill Course from the previous year. Accordingly, the basic terms of critical reading skills were reinforced through reading activities in the current study. This study compared critical reading scores collected through Questionnaire on Critical Thinking Ability in English Reading which included 6 sub-categories such as explanation, evaluation, inference, analysis, interpretation, and self-regulation. As regards to critical writing, argumentative essay scores obtained from the learners were analyzed. One-group pretest-posttest design, one of the quasi-experimental research designs, was used since there was an experimental group consisted of 57 students. Data were collected through pre and post-tests and analyzed by using paired-samples t-test. The result of the current study revealed that there was a statistically significant difference between the pre and post-test of critical reading and writing (p <.01). Consequently, it could be concluded that the suggested syllabus improved students' critical reading and writing skills. Accordingly, some suggestions were recommended for further studies. Keywords: Critical reading, critical writing, argumentative essay, and syllabus design
The effect of reflective journal writing on EFL students' self-efficacy and foreign language learning anxiety
The aim of this study is to measure the effect of reflective journal writing on students' self-efficacy and foreign language learning anxiety. For this purpose, 39 students studying at English preparatory school were recruited for this experimental study. English as a Foreign Language Self-Efficacy Questionnaire (EFL-SEQ) and Foreign Language Classroom Anxiety Scale (FLCAS) were used to collect the quantitative data both for the pre-test and for the post-test. The experimental group of students participated in an 8-week reflective journal writing process. After the post-test, it was checked whether there was a statistical difference with the pre-test. At the same time, the reflective diaries of the students were content analyzed, and the factors affecting students' language learning anxiety and foreign language self-efficacy perceptions were examined. As a result of this experimental study, it was found that reflective journal writing does not have a statistically significant effect on students' self-efficacy and in-class foreign language learning anxiety. In addition, as a result of descriptive statistical analysis, it was revealed that test anxiety, the change of the instructor and the educational environment caused more foreign language anxiety than other factors, and the assessment of the student's own learning processes, past success and failures were the biggest factors affecting their self-efficacy beliefs. Implications based on the obtained findings are presented. Keywords: self-efficacy, foreign language classroom anxiety, reflective journal
The Effects of using learning strategies on student success at the University of Gaziantep
This study which has been carried out at the preparatory section of the University of Gaziantep is an attempt to investigate the relationship between teaching learning strategies to students and their effect in students' success afterwards. A questionnaire of 26 items was administered to 161 students at the beginning. Later on, 50 students who were given a pre-test at the beginning and a post-test at the end of the study were instructed for forty hours towards the end of the second term of the academic year 1997-1998. The t-test was conducted to research the relationship between the effect of the teaching of learning strategies and students' success. A statistically significant relationship was found.
An Analysis of the opinions of instructors and students towards the problems related with writing activities in writing classes
ABSTRACT AK ANALYSIS OF THE OPINIONS OF INSTRUCTORS AND STUDENTS TOWARDS THE PROBLEMS RELATED WITH WRITING ACTIVITIES IN WRITING CLASSES (A Study Carried out at Foreign Languages Department of Gaziantep University) By Güzide Oner MA in English Language Teaching Supervisor : Assist. Prof. Dr. Elif Leyla Toprak July, 2000, 222 Pages The purpose of the present study is to analyse the problems concerned with writing activities by investigating the differences in the attitudes of the students and instructors at Foreign Languages Department of Gaziantep University. The main concern of the research is to investigate the relationship between instructions and writing abilities. The subjects of this study consisted of 133 students selected randomly from the preparatory classes, and 25 instructors of Foreign Languages Department. In this study, the differences in the opinions of instructors and students towards writing activities were analysed. In order to collect data, a questionnaire was prepared and administrated to these subjects. The data were analysed by using chi square(non- parametric test of significance). The percentages of the results illustrated in the tables indicate that there are not many differences between the opinions of instructors and students. Informants considerably believe the importance of prewriting activities. The preference of instructors and students seem to be for the writing process. Science Code: ELT 599
An Analysis of the relationship between the use of grammar learning strategies and student achievement at English Preparatory School at the University of Gaziantep (A case study of the Gaziantep University)
Ill ABSTRACT AN ANALYSIS OF THE RELATIONSHIP BETWEEN THE USE OF GRAMMAR LEARNING STRATEGIES AND STUDENT ACHIEVEMENT AT ENGLISH PREPARATORY SCHOOL AT THE UNIVERSITY OF GAZİANTEP ( A CASE STUDY ) Erol YALÇIN M.A. in English Language Teaching Supervisor: Assist. Prof. Dr. Filiz YALÇIN TILFARLIO?LU July, 2003 137 pages This study investigated the relationship between the use of grammar learning strategies and student achievement. 425 English preparatory school students from University of Gaziantep participated in this study. In testing the use of grammar learning strategies, a 43 -item questionnaire was administered to English preparatory school students at the University of Gaziantep. Achievement grades, which consists of four midterm exams, 22 quizzes and one final exam, were obtained from the prep-school in order to collect data on student success. For each item in the questionnaire, frequencies and percentages were analyzed. The data was analyzed by using frequencies, percentages, means, t-test and one-way ANOVA. A comparison was made to see whether the self-reported data about the strategy use is consistent with the student's achievement grades. Findings of the study suggest that preparatory school students at the University of Gaziantep use grammar learning strategies. According to the results of the study, the strategies that the students need to develop are: -The use of rhymes toIV remember grammatical rules,- write notes, messages, letters, or reports in English, - arranging their schedule to study and practice English regularly, not for an exam, and -preparing themselves for the new language lessons. Findings of the study indicate that the effect of using grammar learning strategies on student achievement does not indicate a statistically significant relationship. Both successful and unsuccessful students use grammar-learning strategies equally.
A Study of the extent to which receptive types of vocabulary knowledge indicates subjects depth of vocabulary knowledge (A case study in a secondary school medium)
Vocabulary has been the main concern of many studies in foreign language teaching field. Therefore, the present study was carried out in the belief that further research dealing with the assessment of lexical knowledge may bring valuable contributions to second language teachingMearning process. This descriptive study was carried out in secondary school medium. There were a total of fifty- seven preparatory students. The subjects were between 14-15 years old. The two receptive tests which were chosen for the purposes of this study were the multiple-choice and matching tasks. The purpose in establishing a variety and balance in choice of vocabulary items was to eliminate unwanted contamination in our research results due to any uncontrolled conditions. As a matter of fact, the effects of the four parts of speech on subjects' performance in the given tests were individually tested before moving onto determine whether receptive tests were reliable indicatorsIll of our subjects' depth of knowledge regarding the same lexical items. Two tests were constructed (Test- A, Test-B), each of which contained twenty-four items which were comprised of six abstract nouns and six state verbs in the matching format; six action verbs and six concrete nouns in the multiple- choice format (Test- A). The words which were tested through matching format in Test-A were tested through multiple- choice format in Test-B and vice versa. In other words, half the class took the test of the same items in multiple- choice format while the other half did so in the matching format. The purpose of doing this was to observe the differences in subjects' performance in relation to different parts of speech. After the data were collected, the results were analyzed by means of SPSS. Therefore, regression analysis and independent samples t- test were conducted. One of the main findings was that subjects' success in recognition types of vocabulary tests such as multiple-choice and matching tests will not be a significant predictor of subjects' success in productive types of vocabulary tests such as the Vocabulary Knowledge Scale. Another main finding was that if a measurement technique consists of verbs only (i.e. state or action verbs) or words of abstraction (i.e. state verbs or abstract nouns), test type plays a significant role in subjects' performance in these tests. On the other hand, test type is not a significant factor for vocabulary tests containing nouns only (i.e. abstract or concrete nouns) or words of concreteness ( action verbs and concrete nouns).
The washback effects of foreign language component of the university entrance examination on the teaching and learning context of English language groups in secondary education (a case study)
The notion that tests have a strong influence on teaching and learning is referred to as `washback? or `backwash?. The nature of washback is divided into two categories: negative and positive. Negative washback is commonly described as the phenomenon in which teachers drop curriculum and teach toward tests. However, the promoting of beneficial changes in language teaching programs through making changes in examinations is called positive washback. Assumptions that washback occurs automatically and inevitably have led to studies in various contexts of English teaching and learning. Some of these washback studies have focused on high- stakes examinations such as the National Examinations for Entrance into Universities. However, there is not much research carried out on the washback effect of tests within English as a Foreign Language (EFL) context in Turkey. This case study was designed to examine the washback effect(s) of the Foreign Language Examination (FLE), which is a component of the nationwide university entrance examination.In some countries, beneficial backwash is aimed at when a new or revised examination is introduced into the education system with the aim of improving teaching and learning. However, in Turkey, FLE component of the university entrance examination is not known to have such a purpose of improving the classroom educational practices; in essence, the main function of the FLE is to select prospective students that aim to study in a language-oriented department. Therefore, this study aims to investigate the nature of washback that retrospectively reflects into the teaching and learning behaviors of teachers and students alike in the foreign language classrooms of 10th and 11th grade high schools.The FLE is an examination which can rightly be called of the recognition type, and therefore productive skills of writing and speaking, as well as any aural comprehension are totally neglected and untested. When this is the case, it was doubtful if the teachers and students would be observed to be studying or practicing these communicative language skills in the language classrooms. Thirteen FLE teachers and 87 FLE students from six different high schools- Anatolian, Private and Super High Schools in Gaziantep- were included in the study as participants. In order to investigate the effects of the FLE on teaching and learning, (1) the classroom activities of 11th grade FLE groups were observed; (2) during the observation process, casual interviews were carried with teachers of those classrooms; (3) all FLE teachers and all 10th and 11th grade FLE students in the study were administered a questionnaire inquiring into the classroom practices of teachers and students and opinions on the FLE; and lastly, (4) post-observation interviews were held with the same teachers to clarify issues related to classroom observations and questionnaire results. As a difference, this study aspires to obtain data from the dual perspective of teachers and students to compare and contrast information obtained from both parties.The results indicated that there is a negative washback effect of the FLE on EFL teaching and learning in secondary schools. First of all, most of the teachers ignored the official curriculum which stated the learning objectives and educational gain of the 11th graders; therefore, teachers and students only held on the aim of success on the FLE. Secondly, all classroom materials, teaching and assessment techniques were totally governed by the FLE, rather than the more scientific and learned methodologies. Thirdly, most of the time and energy that is expected to go into the teaching and learning of English was spent on test-taking exercises and practices. Moreover, modes of instruction and variety of classroom discourse were reduced to test-oriented practices; in other words, use of methods and materials that are incompatible with standardized testing formats were excluded all together from these classrooms. Finally, students did not develop communicative skills, which should be the major goal of any language learning; hence, they merely adopted a memorization approach with reduced emphasis on critical thinking. The results of this research will have several implications for teachers, administrators, and the Ministry of Education in relation to the undesired effects of the FLE on high school English-oriented classrooms.Key words: Washback effect, Foreign Language Examination, English as a Foreign Language, teaching and learning.
An Analysis of in class behaviour of good language learners at Gaziantep University
This thesis aims at analysing in - class behaviour of good language learners in Foreign Language learning in preparatory section at Gaziantep University. The problem, the purpose and the scope of the study are included in Chapter I. Furthermore a brief view on the background to the study is given and hypotheses are put forth within the scope of this chapter. Chapter II presents a brief review of literature. Chapter III deals with the characteristics of the subjects, the questionnaire and the student evaluation form as research tools. Brief information about the textbooks, language laboratory and teachers is also presented in this Chapter. Data collection is included in this chapter. Chapter IV deals with methodology and data analysis. The fifth chapter presents the findings concerning the relations between the variables. This chapter includes the discussion of results and comments on the findings. Chapter VI presents a summary of the study and conclusions. This thesis includes 5 appendices; 22 tables, and 12 figures. Science Code : ELT 599 m
The relationship between vocabulary learning strategies and vocabulary proficiency
Vocabulary knowledge and the variables which are related to this knowledge have been the focus of many studies in foreign languages teaching field. Among these variables Vocabulary Learning Strategies (VLS) have been attached great importance by the researchers. The current study was carried out to examine L2 learners? VLS use habits and the relationship of VLS with their vocabulary proficiency levels. In addition, language learners? beliefs about VLS in terms of usefulness were also studied to understand L2 learners? VLS use habits more deeply. To examine these matters, a descriptive research design was employed. The participants included 252 preparatory students from different proficiency groups (Upper-Intermediate, Intermediate, Pre-Intermediate, Beginner) at Gaziantep University Higher School of Foreign Languages. To collect the related data, they were given ?Vocabulary Learning Strategies Questionnaire? and ?Vocabulary Levels Test?.The data analyses were conducted by descriptive and inferential statistics. The results of the study showed that the participants used a wide range of VLS, and there was an overlap between their beliefs about VLS in terms of usefulness and how often they used them to a large extent. Secondly, Memory Strategies correlated positively with the participants? academic and general vocabulary proficiency levels. When the correlation tests were run for each proficiency group, it was seen that Metacognitive Strategies correlated positively with the vocabulary proficiency levels of the different proficiency groups. However, there were also some differences among the proficiency groups with regards which VLS correlated with their vocabulary proficiency levels. As to the regression analysis results, none of the VLS predicted participants? vocabulary proficiency levels.
A Study on the identification of the use of dramatic techniques and activities in the English preparatory school of the University of Gaziantep
The purpose of this study was to investigate the use of the dramatic techniques or activities in the English Prep Schoool of "the" University of Gaziantep. The primary focus is on how and to what extent these techniques or activities are used in the ELT classrooms. Therefore, a descriptive study was carried out by administering questionnaires to the subjects involved in the English Foreign Language teaching/learning processes at the University of Gaziantep. Data were gathered through those questionnaire forms answered by nineteen instructors and ninety students out of two hundred and fifty as a sample. The obtained data were classified and analyzed, then percentile ranking procedure and chi square formulas were applied to see whether there vtas a statistically significant difference among the instructors' and students' opinions on the subject. The analysis of the data indicated that there is no statistically significant difference among the instructors' and students' opinions on the use of the dramatic techniques or activities. The findings revealed that the use of these techniques or activities still has some lacks.
Error analysis preparatory class students in the use of English grammetical prepositions and non-li teral phrasal verbs at the university of Gaziantep
This study was carried out to analyze the sources of major errors in the use of English grammatical prepositions and non-literal phrasal verbs committed by the students in Foreign Language Learning in preparatory section at the University of Gaziantep. This study also aims at assessing whether or not preparatory class students avoid using English grammatical prepositions and non-literal phrasal verbs. The subjects were a hundred thirty four students who were randomly selected from fifteen classrooms. Data on the perception of errors were gathered through three types of exercises which were multiple- choice, fill-in-the-blank and translation exercises. A descriptive study was conducted to investigate the major errors and the percentages of the results have been illustrated in the tables. In this study findings have indicated that a) the major errors in the use of the grammatical prepositions and phrasal verbs that the preparatory class students committed; b) the sources of errors; c) the students at the University of Gaziantep avoid using English grammatical prepositions and non-literal phrasal verbs; and d) avoidance behaviour of the subjects is not only due to the native language interference but also due to some other affective variables which could be determined with the information obtained in this study.
Supporting self-efficacy and learner autonomy in relation to academic success in EFL classrooms (a case study)
English is the leading foreign language among other languages having a prestigious position in the educational world in Turkey. However, most people who learn English complain that they cannot attain the desired proficiency level in English. The problem behind this may be that not only the relationship between self-efficacy and learner autonomy but also the relationship between these two concepts (self-efficacy and learner autonomy) and language learning may be ignored. This research has been conducted for revealing the missing point of the discussions related to foreign language teaching and learning in Turkey. This study intended to investigate the relationship between self-efficacy and learner autonomy, and these two concepts (self-efficacy and learner autonomy) and academic success. The present study was conducted at Gaziantep, Zirve, İnönü, Selçuk and Karatay Universities in 2010-2011 academic year. In the study, there were 50 preparatory level students out of 250 participants from each of the following universities: Gaziantep University, Zirve University, İnönü University, Selçuk University and Karatay University (n=106 females and n=144 males). The data were collected through two questionnaires: Self-Efficacy Questionnaire (SEQ) and Autonomous Learner Questionnaire (ALQ). The reliability of the SEQ was .91 while the reliability of ALQ was .76. The data were analyzed by using SPSS 19.0. The analysis of the data revealed that there was a positive relationship between self-efficacy and learner autonomy (r= .667 p>.01), self-efficacy and academic success (r=.597 p>.01), and learner autonomy and academic success (r=.506 p>.01). Also, it was found out that self-efficacy affected academic success positively and learner autonomy had a positive effect on academic success. Furthermore, self-efficacy and learner autonomy affected academic success positively.Key Words: Individual Learning, Learner Autonomy, Self-efficacy, Autonomous Learner, Self-efficacious Learner, Academic Success.
An Analysis of the opinions of instructors and students towards the problems related with the main idea construction in freshman classes
rv ÖZET İNGİLİZCE OKUMA DERSLERİNDE ANA FİKİR BULMADA KARŞILAŞILAN PROBLEMLERE İLİŞKİN Ö?RETMEN VE Ö?RENCİ GÖRÜŞLERİNİN İNCELENMESİ ( Gaziantep Üniversitesi Yabancı Diller Bölümünde Yürütülen Bir Çalışma ) KUTLAR, Emine Lale Yüksek Lisans Tezi, İngiliz Dili Eğitimi Tez Yöneticisi: Yrd. Doç. Dr. Elif Leyla Toprak Haziran, 2001, 141 sayfa Gaziantep Üniversitesi' ndeki Mühendislik Fakültesi, Elektrik- Elektronik, Makine, İnşaat, Gıda, Fizik ve Tekstil Bölümü birinci sınıf öğrencileri İngilizce derslerinde anlatımsal tarzda yazılmış bir çok okuma parçasını incelemek durumundadırlar. Bu okuma parçalarını incelerken, okuma parçasını kavramakta bazı zorluklarla karşı karşıya kalmaktadırlar. Karşılaştıkları zorluklardan en önemlisi ise parçanın ana fikrini bulmaktır. Bu araştırmanın amacı, Gaziantep Üniversitesi Yabancı Diller Bölümü'ndeki öğretim elemanlarının ve öğrencilerinin görüşleri karşılaştırılarak, İngilizce derslerinde bir okuma parçasındaki ana fikri bulmada öğrencilerin karşılaştıkları problemleri ortaya çıkarmaktır. Bu araştırmada veri toplama aracı olarak, Mühendislik Fakültesi' ndeki birinci sınıfı okutan İngilizce öğretim elemanlarına ve Mühendislik Fakültesi birinci smıf öğrencilerine uygulanmak üzere geliştirilen Likert tipi bir anket kullamlmıştır. V Anket verileri ki-kare(x2) testi kullanılarak değerlendirilmiştir. Ankette 35 adet soru vardır. Öğretmen ve öğrencilerin görüşleri arasındaki ilişkiyi belirlemek amacı ile anketteki her soru için frekans, ortalama, standart sapma ve yüzdelik hesapları yapılmıştır. Bu çalışmaya 174 birinci sınıf öğrencisi ve 11 öğretim elemanı katılmıştır. Bu çalışmada 3 ana hipotez ve bu hipotezlerle bağlantılı 35 tane alt hipotez vardır. İstatistiksel işlem sonucunda 35 hipotezden 3 tanesi kabul edilmemiştir. Bu sonuç, öğretim elemanı ve öğrenci fikirlerinin genelde birbiri ile aynı doğrultuda olduğunu göstermektedir. Araştırma sonucunda elde edilen bazı bulgular aşağıda belirtildiği gibidir: 1- Birinci sınıf öğrencilerine, okuma parçasının ana başlığına ve alt başlığına dikkat ederek, parçanın konusu hakkında tartışma imkanı verilmektedir. 2- Araştırma sonucunda, 174 öğrenciden 125 'i ve 11 öğretim elemanından 8' i ana fikri bulmak için okuma parçasını okumadan önce, parça ile ilgili bir resim kuUanımının hemen hemen hiç uygulanmadığım belirtmişlerdir. 3-11 öğretim elemanından 7'si, destekleyici ifadelerle birlikte ana fikrin bulunması çalışmasının çok seyrek uygulandığını belirtmiştir. 4- Mühendislik Fakültesi birinci sınıf öğrencilerinin İngilizce derslerinde bir okuma parçasındaki paragraflardaki ana fikirleri bir liste olarak çıkarma çalışmasını yaygın olarak uygulamadıkları saptanmıştır.VI 5- 174 öğrenciden 108'i okuma parçasının özetini çıkararak ana fikri ifade etmediklerini belirtmiştir. Bilim Kodu: ELT 599
Fairy-tales in English in the teaching of English as a foreign language with a special reference to young learners in reading classes in Turkey
This study aims at analyzing the agreement between the opinions of the teachers and students related to uses of fairy tales in the teaching of English as a foreign language in reading classes in three private schools in Gaziantep. Two questionnaires have been adopted as data collection instruments in this descriptive study. Frequencies and percentages were calculated for each item of the questionnaires. One of the questionnaires was given to the students of sixth, seventh and eight year classes and the other questionnaire was given to their English instructors at these three private schools; TED College, Sanko College and GKV College. 262 students and 28 English instructors answered their own questionnaires. This study has seven main research questions which have also their subsequent subresearch questions for teachers and twelve main research questions having also their subsequent sub-research questions for students. Key words: reading stages, reading comprehension, fairy tales
The sources and relations of foreign language listening anxiety with respect to text type and learner variables: A case study at Gaziantep University
The primary concern of this thesis was to explore the effects of different listening text types on EFL learners? Foreign Language Listening Anxiety levels. The sample consisted of 157 Turkish EFL students at Gaziantep University ? School of Foreign Languages. The participants were administered the Foreign Language Classroom Anxiety Scale and the Foreign Language Listening Anxiety Scale in order to find out their classroom and listening anxiety levels. A background questionnaire was administered to determine the demographic qualities of the sample. Three types of listening texts (i.e. dialogue, lecture, and radio talk show) of three proficiency levels were administered to the participants and the anxiety levels were measured each time using an anxometer. The sources of Foreign Language Listening Anxiety were also analyzed based on students? responses to pre-identified sources. As a result of an exploratory factor analysis, it was found that there were eight subcomponents of Foreign Language Listening Anxiety. Statistically significant negative correlations were obtained regarding the effects of Foreign Language Listening Anxiety and Foreign Language Classroom Anxiety on subjects? listening performance and general English proficiency. It was also discovered that Foreign Language Classroom Anxiety was significantly related to subjects? exposure to English in the school medium but not significantly related to age, gender, or schooling background of participants. In terms of Foreign Language Listening Anxiety, none of the four factors was distinctive. The current study also demonstrated that listening text type was a distinctive factor for Foreign Language Listening Anxiety. Finally, three of Kim?s (2000) sources of listening anxiety were found to influence the levels of listening anxiety experienced by subjects more than the other eleven sources. Key words: Foreign Language Listening Anxiety, Foreign Language Classroom Anxiety, Listening Text Type, Affective Domain
Self-efficacy in EFL: its sources and relationship with success (a case study at Gaziantep University)
This study intended to investigate EFL self-efficacy of the students at GUSFL. In a more detailed sense; it was aimed to explore EFL self-efficacy level of the students, relative contributions of sources of self-efficacy to EFL self-efficacy; their relation to EFL success at Gaziantep University School of Foreign Languages (GUSFL). In addition, demographic variables like age, gender and schooling background were studied in relation to self-efficacy.The present study was conducted at the end of the spring semester of 2007-2008 academic year. 175 preparatory students at GUSFL (n= 60 females and n= 115 males) participated in the study the mean age of 19.7. The data were collected through two questionnaires: the English as a Foreign Language Self-Efficacy Questionnaire (EFL-SEQ) and the Sources of English as a Foreign Language Self-Efficacy Questionnaire (SEFL-SEQ).The data analyses of the present study were conducted by descriptive and inferential statistics. The analysis of EFL self-efficacy survey revealed that EFL learners at GUSFL had higher sense of self efficacy on language learning tasks. Also, self-efficacy was disclosed to be an influential aspect of language learning. Among the four sources of self-efficacy mastery experiences and social persuasion positively correlated with their EFL self-efficacy level (r = .676 and .698 respectively; p>.01). Furthermore, none of the above mentioned demographic variables disclosed statistically significant relation to EFL self-efficacy.
The organization of 8th grade learners' beliefs related to learning English as a foreign language
The primary concern of this study was to investigate the organization of 8th grade Turkish learners? beliefs about learning English as a foreign language (EFL) in Turkey with gender and school status (private vs. public) as determining variables. The Language Learning Beliefs Scale (LLBS), newly developed by the researcher, was administered to 738 students. As a result of an exploratory factor analysis, eight factors were identified as the underlying constructs of subjects? language learning beliefs. Among these factors, six were explained by gender and school status. The three LLBS factors were found to be significantly predicted by only gender; ?self-efficacy and confidence?, ?threat to personality?, and ?error correction and age factor?. More specifically, our results indicated that, female learners appear to have more self-confidence and yet feel more timid in speaking the language, and are more likely than males to believe in the importance of age factor and the necessity of error correction in language learning. School status, on the other hand, determines learners? beliefs related to the importance and status of learning English as a foreign language in their country. The results revealed that the students of private schools are more likely than the students of state schools to believe in the importance of the learning context in language learning. As the third category of our findings, both gender and school status affect learners? beliefs regarding foreign language learning and communication strategies, and oral communication. Overall, our findings suggest that such variables as gender and school status are significant predictors of learners? beliefs about learning English as a foreign language.
Teachers' perceptions on coursebook ?Time For English 5?: the 5th grade state schools
The purpose of this study was to investigate the 5th grade English language teachers? beliefs on coursebook ?Time for English 5? and to find out to what extent the coursebook presents the principles of constructivism. To fulfill this aim, a teacher questionnaire was adopted as a data collection instrument in this descriptive study. 140 English language teachers working in different state primary schools in Gaziantep participated in the study. Quantitative data was analyzed by calculating the frequencies and percentages of the responses given to the questionnaire.The data revealed that the coursebook did not enable the teachers and learners to teach and learn in constructivist environment. Teachers were not satisfied with the number of vocabulary items, the presentation of geographical features, the language level in first units of the coursebook. Moreover, they needed supporting materials and better guidance from teacher?s book. In the light of findings recommendations were made for the solution of the problems to the relevant parties.Key Words: Constructivism, Curriculum, Coursebook, Young Learners.
Teachers and students' views on using mother tongue in elt classrooms
There has been a debate upon the use of mother tongue (L1) in foreign language classrooms for years. While some linguists assume that mother tongue should not be used either by teachers or students, others think that use of mother tongue makes an undeniable contribution to this process.The purpose of this study was to determine to what extent teachers and students use mother tongue in the classrooms and to investigate teachers and students? opinions about the use of mother tongue in the classrooms.The present study was conducted at the end of spring semester of 2008-2009 academic year in Gaziantep. Sixty English language teachers working in Gaziantep University School of Foreign Languages and one hundred preparatory class level B students participated in the study. The data was analysed using quantitative in design. The findings were collected through two questionnaires and an interview. The relationship between English language teachers? views and students? views was measured through the questionnaires administered to teachers and students. Interview was carried out with five preparatory class students.The data revealed that mother tongue was an inseparable part of language teaching and there was no significant difference between teachers and students? views concerning the use of mother tongue in the classrooms. By referring to the current theories of second language acquisition and reviewing the recent literature, it can be seen that the first language of learners has a necessary and facilitating role in all aspects of language instruction.Key Words: Use of mother tongue, Second language, Teacher and student views.
An investigation into the effects of creative drama activities on young learners' vocabulary acquisition: A case study
The primary concern of this study was to investigate the effects of creative drama activities on young learners? vocabulary acquisition. The current study was conducted on 78 seventh grade students at 30 Ağustos Primary School in Gaziantep. The participants consisted of two groups, treatment and control group. A variety of creative drama activities were administered to the treatment group for a duration of eight weeks. At the end of treatment period, both groups were administered a vocabulary achievement examination as a posttest as well as Gardner?s Attitude-Motivation Test Battery. Students? self-related and lesson-related feelings concerning creative drama classes were measured through an evaluation checklist immediately following each drama module.As a result of the quantitative analyses, it was found that creative drama activities had a significant effect on enhancing vocabulary acquisition of young learners in the treatment group. Students? responses to the checklists were supportive of creative drama lessons as the subjects found these lessons entertaining and educative. It was also discovered that students? motivation had a predictive effect on subjects? vocabulary examination scores. The results revealed that gender played a distinguishing role where females displayed higher success on the vocabulary measures than males while males in the treatment group made greater vocabulary gains compared to the males in the control group. Moreover, our results indicated that the treatment group students who achieved higher vocabulary scores also received higher grades from their English Course at the end of the term. In sum, our findings suggest that vocabulary attainment levels were superior when students are exposed to new vocabulary items by means of creative drama activities. The pedagogical implications of this study for primary school English classes are discussed and recommendations are made for further study in view of the findings.
Building up a learner corpus through creative nonfiction prose: An experimental study
With this research, it is aimed to contribute to the field by means of investigating the effects of a learner corpus based upon Creative Non-fiction Prose. The weak point of corpora studies are regarded as their providing artificial or receptive-only real life examples. Whereas, this research aims to prove that a corpus study can also stand for a creative way of teaching English as a foreign language. The population of this research is 95 intermediate level students from four different classes. A pre-test, created through the vocabulary items given in their course books, is given to the participants. Following the pre-test, two control groups and two experimental groups were randomly sampled. The control groups were just given a pre-test and post-test. Whereas, the experimental groups were given vocabulary items they might be familiar with from their course books of the first semester. But the vocabulary items were not given all together at one time. For each practice of the experiment, they were given a particular amount of items. One of the two experimental groups was acknowledged in how to use reference corpora sources in the computer lab. Then, they maintained their study through using these resources by themselves. Meanwhile, each member of the other experimental group was demanded to use these vocabulary items within a prose through using creative non-fiction. Completing each task, the writings of the students are collected and inserted in WordSmith 5 corpus program and practised in the classroom environment. As the treatments were over, a post test was applied to all four participant classes. The Independent Samples t ? Test results of the experimental group whose participants were required to take part in building up a learner corpus through creative nonfiction prose were significantly different when compared with the results of the other controlgroups and the other experimental group.Key words: Learner corpus, Reference corpora, Creative nonfiction prose, Computer mediated communication, Qualitative data, Quantitative data, Empirical research
Students' perceptions of effective teachers' behavior
The relationships between the teachers and the students are the basis of teaching and learning process. While people are learning a foreign language, they need a teacher to facilitate teaching and learning process and to lead them reach their educational objectives. Thus, effectiveness of the teacher has big influence both on learners and on process of teaching and learning.In this research, it was aimed to find out the ?Effective Teachers? Behavior (ETB)? used by the teachers in preparatory classes of Higher School of Foreign Languages in University of Gaziantep (HSFLUG). This study was carried out from students? perspective since they are at the core point of the teaching/learning process.The present study was conducted in the middle of the fall semester of 2008- 2009 academic year. 170 preparatory students at HSFLUG (n= 56 females and n= 114 males) participated in the study whose age ranged between 17 and 25. The data were collected through a developed questionnaire which had thirty-five items. The reliability of the questionnaire was .96.The data analyses were conducted by descriptive and inferential statistics. The analysis of the questionnaire disclosed that to what extent teachers have each behavior. Chi-square was applied for each item and it was understood that there were no significant difference between the English proficiency level of students and the way they evaluated their teachers. Significant difference was found only for eight items. Students? success was correlated with the scores that they gave to their teachers (r = -.063 and .411). As a result, no significant relationship between students? success and teachers? effectiveness was found. It was found that effective teachers? behavior does not effect on students? success (t=14.87 and p= .62).
Language instructors' perspectives on textbook content in terms of intercultural communicative competence: Gazi Üniversity case
The purpose of this study is to discover the perceptions of language instructors who teach English at the School of Foreign Languages, Gazi University, about textbooks? content in terms of intercultural communicative competence.The present study is based on the analysis of language instructors? perspectives gathered through a questionnaire and an in-depth interview at the School of Foreign Languages, Gazi University, in 2012- 2013 academic year. The data were obtained by conducting `Teaching Materials Evaluation Guide? with 20 items and interview with 3 questions.As a result of the present research, it was found that language instructors think textbook series of English for Life is not sufficient to enhance language learners? intercultural competence through its content. Concerning the components of Intercultural Communicative Competence, the results of sections which are related with attitudes, knowledge and intercultural awareness indicate that language instructors believe sub-dimensions of ICC are not included in the units of the textbooks.In addition, the results show that language instructors are conscious of the importance about Intercultural Communication and its integration into textbooks? content.
The effect of short stories on vocabulary teaching to very young learners (Aged 3-4 years): A suggested common syllabus
As English is the most popular foreign language all over world, nowadays it is known that it should be learnt in an effective way. Therefore, teaching English has gained importance not only for adults but also for children. It is a real that learning starts in infancy and it continues through early childhood. For this reason, it can be claimed that teaching a foreign language should be started as early as possible for a successful learning process. But in Turkey, there is not any curriculum or syllabus purposefully designed for foreign language teaching to very young learners. So, in this study, it is aimed to develop a syllabus for teaching vocabulary in English language to very young learners through the short story-based sample syllabus. The research questions posed for this study investigated to how very young learners can learn English effectively through and how it can be permanent for them. Hence, this study was carried out in `Neşeli Adımlar? Preschool in Ankara, Turkey and the participants of the study were 28 preschoolers aged 3-4. Children at the same age were chosen randomly for the study and they were classified into two groups as experiment group and control group at the beginning of the study. As reviewing the literature, first, the needs and interests of the children were determined and some short stories were written for very young learners. The same vocabulary items were chosen teach in the same period (7 weeks). The units designed with the short stories were used for experiment group; the children in control group also had English course, but in their courses there were not any kinds of short story or short story-based activities. As a data collection instrument, an observation checklist designed for the children was used in order to determine the effectiveness of the short story-based syllabus. To analyze the permanence of the syllabus, two other observations were conducted after the study and the results were compared. Within this perspective, it can be suggested that the children in the experiment group were more motivated and involved in the English courses. Additionally, the results of the permanence observations showed that children in experiment group could remember more vocabulary items than the others since they learned them in a meaningful context. As a result of these findings, a short story-based common syllabus designed for very young learners was suggested at the end of the study.
Student teachers and teacher educators perceptions about the use of Facebook in english language teaching
This study aims to find out student teachers? and teacher educators? perceptions about the use of Facebook in English language teaching and their preferences on how to integrate Facebook into English classes. This study, which has a mixed methodology research design, consisted of written and oral interviews with 221 student teachers and 6 teacher educators in the English Language Teaching (ELT) program at Gazi University during the fall semester of the academic year 2012-2013. Qualitative data were gathered with the help of the written and oral interviews while quantitative data were gathered with the calculation of frequencies, percentages, chi-square tests, the mean and standart deviation of certain variables. Besides, data gathered were coded according to the types of FB use as in-class, outside-the-class and self-study activities.Of the 221student teachers 38 (18%) male and 173 (82%) female. 174 (82.5%) of them had FB accounts while 37 (17.5%) of them did not have FB accounts. 146 participants (69.2%) were in favor of FB integration into English classes while 58 participants (27.5% ) were against and finally 7 participants (3.3%.) were undecided. Of the 6 teacher educators 2 were females and 4 were males and all got FB accounts. 5 of them were in favor of the application while one of them was neutral. In both groups (student teachers and teacher educators) adolescents were mostly preferred while adults were midly preferred and young learners were least preferred age group to be taught English on FB; intermediate level was the most preferred language level to be enhanced via FB while advanced level was in the second place and beginner level was in the third place. Besides, self -study was seen as the most important, outside-the-class was mildly important while in-class was seen as the least important type of FB use in both groups. These similarities show us how student teachers? educational preferences can be changed in line with education they receive so they should be trained according to the current educational moves and communication tools. Keywords: Facebook, social networking sites, student teachers, teacher educators.
Teaching vocabulary to very young learners with reference to multiple intelligence theory
This specific study concerns itself with the teaching vocabulary to preschool students aged five by using multiple intelligence based activities. The purpose of the thesis is to identify the multiple intelligence profile of very young learners and prepare multiple intelligence based lesson plans to present and teach new vocabulary. Another purpose of the thesis is to find out how long preschool students could store new vocabulary which was taught in line with their multiple intelligences. In order to achieve this, TIMI Test (Teele Inventory for Multiple Intelligences) has been administered so as to determine students' dominant intelligences. Data gathered has been analyzed. Following that, MI based lesson plans have been developed. After the six-week implemenation process, the performances of children have been assessed. MI Vocabulary Test 1 for Assessment and MI Vocabulary Test 2 for Assessing retention have been developed and administered. Help and feedback from two faculty staff who specialize in teaching young learners have been sought after. Then, the results have been analyzed and discussed. The findings of the research reveal that the activities from the lesson plans related to MI theory have a positive influence on the students' vocabulary learning and retention. Keywords: Very young learners, Teaching vocabulary, Multiple Intelligence Theory.
The effect of flipped classroom instruction on Iraqi EFL learners' writing skills
The purpose of this study was to examine the use of Flipped Classroom Instruction (FCI) on Iraqi EFL learners' writing skills. Participants included 66 students in the College of Languages, English Department at Salahaddin University. Two sophomore writing classrooms were examined: one as a control group consisting of 32 students and the other as an experimental group consisting of 34 students. The study employed a mixed method of data collection, utilizing pre- and post-writing tests as well as a questionnaire for both groups and interviews conducted only with the experimental group. The purpose of the writing tests was to determine whether any statistically significant difference existed between the control group, who was administered a traditional, teacher-based writing instruction, and the experimental group, who was administered FCI over the course of eight weeks. For analyzing the data obtained from the writing tests, an independent-sample t-test was employed, and a descriptive and thematic analysis was conducted to explore the views of students towards FCI. Findings indicated that a statistically significant difference existed between the control and experimental groups and, more specifically, that the students of the experimental group performed better on the writing tests than students of the control group. The majority of the learners' attitudes towards FCI were positive.
A suggested syllabus for the ?effective communication skills? course for the pre-service English language teachers at Gazi university
Communicating effectively is central to the teaching process. Successful classroom learning and teaching relies on effective communication between the teacher and the students. Without effective communication, ideas, directions, and thoughts may be lost or misunderstood. The aim of this study is to encourage and assist pre-service language teachers to become high quality teachers who know not only how to communicate with students, colleagues, parents and administrators and but also how to deal with communication apprehension and utilize communication technologies. It is the aim of this study to prepare a syllabus that will provide pre-service language teachers with the basic communication concepts and theories and to demonstrate how principles of communication could be applied to classroom setting.This study has six chapters. The first chapter includes the background, aim, hypothesis and research questions, scope and limitations of the study. The second chapter is Review of Literature. It covers information about definition of communication, communication models, principles of communication, barriers to effective communication and communication in the classroom. Chapter 3 focuses on the method and the data collection process of the study. In Chapter 4, the collected data are analyzed and the results are discussed. Chapter 5 provides a suggested syllabus for the ?Effective Communication Skills? course. In this chapter modules of the suggested syllabus are given in detail in line with the pilot study outcomes. The last chapter is designed for the conclusion and suggestions for further studies.Throughout the study, the data are gathered via a variety of scales. First of all, the ?Teacher Communication Behavior Student Questionnaire? is given to high schools students to explain their views on their English language teachers? communication skills. On the other side, these teachers are asked to evaluate their own communication skills by the help of ?Do You Communicate Positively?? and ?İletişim Becerileri Envanteri?. Here the aim is to see whether the teachers and students share parallel thoughts in terms of teachers? communication skills used in actual classroom settings. Then, the pre-service language teachers and the instructors who deliver effective communication skills course are given a checklist about communication skills topics adapted from May?s study to decide on modules of the syllabus. The findings are reflected in the syllabus suggested.The suggested syllabus is implemented in one of the first grade pre-service English teachers? class in Effective Communication Skills course at Gazi University for 15 weeks. These students are given training on effective communication skills and their knowledge and skills are assessed both before and after the training via pre- and post-tests via t-test. The results indicated a remarkable progress of the subjects of the study in using communication skills effectively. The same post-test is implemented in another class in which existing program is used. The results are compared using t-test to see if the suggested syllabus makes a change in pre-service language teachers? training.Finally, throughout the study, the prospective language teachers are asked to keep reflection journals and evaluate their classroom experience. Their sincere thoughts in these journals guide the researcher to examine whether the suggested syllabus contributes to their communication skills. All these findings indicate that the suggested syllabus contributes to communication skills of the pre-service language teachers.Key Words: Effective communication skills, communication competence, teacher immediacy, instructional communication, communication apprehension, active listening, verbal and nonverbal immediacy.
Foreign language anxiety: A study at Ufuk University Preparatory School
This study investigates the effects of previous preparatory class experience, age and gender on foreign language anxiety at Ufuk University Preparatory School. 124 preparatory school students have participated in the study. Data were collected through the Turkish version of the Foreign Language Classroom Anxiety Scale (FLCAS), which was developed by Aydın (2001). The questionnaire was administered online to the students via the Ufuk University online questionnaire system. The analysis of the quantitative data revealed that Ufuk University Preparatory School students had moderate levels of foreign language anxiety. Moreover, the results indicated that age had a significant effect on foreign language anxiety. On the other hand, previous preparatory class experience, and gender were found to have no significant influence on foreign language anxiety levels of Ufuk University Preparatory School students.
An analysis of preparatory school students' needs from a constructivist perspective with a focus on bottom-up learning
This study investigates the possible effects of a quasi-negotiated syllabus on learners' needs and on fostering a constructivist venue for learning with a focus on bottom up learning. It tries to answer several questions related to the role of negotiation process on classroom instruction and on constructivist learning.A pre-test post-test experimental design with a control group was applied in this study. The control and study group of the research included 4 classes with 88 students in total. The research was carried out at Ankara University Foreign Languages Department during the 1st semester of the 2010-2011 academic year. Two types of quantitative data were gathered using an attitude questionnaire and the end-of-term academic achievement scores of the learners.The analysis of the pre-test and post-test results for the questionnaire, as well as the academic achievement scores, revealed that the quasi-negotiated syllabus had a positive effect on the learners' attitudes towards learning English, the instructor, anxiety levels, autonomous learning, collaboration, and on the negotiation process. Moreover, the overall academic achievement scores of study group learners turned out to have improved when compared to the control group learners. Therefore, a quasi-negotiated syllabus can be suggested as an effective way of changing learners' perception of their language learning experience, promote a constructivist learning environment, and improve learners? academic success. In light of the findings, suggestions are made for further studies to be carried out with different groups of learners in different settings.
Dynamic assessment of ELT students' speaking skills
This dissertation offers an alternative way of testing oral skills by integrating assessment and instruction into a single unit. Improvement of oral narrations of English Language Teaching (ELT) students is the main focus of the study. Therefore, it has been hypothesized that the target group will develop their speaking abilities through `Dynamic Assessment? (DA) procedures and the `Enrichment Program?.DA is based on L.S Vygotsky?s socio-cultural theory of cognitive development. Its basic principle is that learners? cognitive development is fully understood by tracking their processes of development. Therefore, it is believed that assessments should reveal the underlying causes of learners? poor performances and actions should be taken to remediate these underlying problems to foster development. DA is also based on the notion of ZPD `Zone of Proximal Development?, which means that the assessment procedure is built on mediator-learner dialogues. This collaborative work is thought to reduce the reliability by some critics; however, in DA, it is aimed that the mediation the examiner supplies changes the focus of the assessment from learners? success or failure, but the amount and quality of mediation they require and to what extent the learners can respond to the mediation offered. DA is distinguished from other forms of assessment in that the mediator and the learners engage in the meditational and reciprocating moves, that is interactive moves, of which learning is the natural result. The learning can be monitored if the learners have internalized the knowledge through mediation, and can use this knowledge in other assessment contexts without mediation.In the light of theoretical foundations of DA, learners? test scores were not the concern of this study, but their development was attempted to be promoted. This dissertation investigated the effects of dynamic assessment on improving ELT learners? oral skills at School of Foreign Languages, Gazi University. It compared both the control and the experimental groups? results of non-dynamic assessments and dynamic assessments before and after the treatment called the enrichment program. The test type used in the assessment procedures was `Retelling Story Test? type in which learners were provided with authentic news stories and expected to narrate the event in the story.At the beginning of the study, subjects were delivered a questionnaire which aimed to obtain personal information. Then pre- non-dynamic and pre- dynamic assessments were carried out in both groups. Non-dynamic assessment (NDA) was used to evaluate learners? independent performance and DA was used to reveal the specific areas that needed further improvement. The enrichment program followed the pre test sessions, and it was only applied to the experimental group. During this program, learners were offered tasks that assisted them to overcome their problems. After the enrichment program, the initial assessments were repeated in both groups and the extent of their developments was evaluated. At the end of the whole procedure, a student evaluation form was delivered to the experimental group to get their opinions regarding the dynamic assessment procedures and the enrichment program. The statistical data were analyzed by Mann Whitney U- Test and Wilcoxon Sign Test.The results of the study indicate that interactions in the ZPD helped the mediator to understand the learners? linguistic competence and helped the learners to overcome their linguistic problems. The qualitative data obtained from the student evaluation form revealed that learners found the assessment procedure beneficial.
Improving writing skills through supplementary computer-assisted activities
Computer-assisted language learning (CALL) has been an indispensable part of English language learning and teaching recently owing to the rapid developments in computer technology. Today, a great number of institutions, teachers and students take advantage of this technology in their language teaching and learning process.This dissertation concentrates on integrating writing skills with computer-assisted language activities at the intersection of English Language Teaching (ELT). This is an experimental study that aims at exploring the effectiveness of computer-assisted language activities on students? second language writing skills. The data are collected both quantitatively and qualitatively in this study.This study was conducted at the department of ELT, Gazi University throughout a term. Two groups of students in their freshman year were the participants with one of the groups the control group and the other the experimental group. The sampling was of convenience type. This study was incorporated within the Advanced Reading and Writing II course the ELT students had to take in the second term of their first year. The syllabus of this course involves teaching the students to write different kinds of essays, which is an essential component of academic writing skills. An online program to improve students? writing skills was designed in line with the objectives of this course for the present study.At the outset, both groups were given a pre-test with the aim of revealing the participants? level of competence in second language writing skills. In addition, a computer literacy survey was administered to the experimental group to collect data on their computer literacy. Once the subjects started to be instructed about writing different kinds of essays, the online writing program got started. This program, which was delivered with Moodle, a learning management system, provided the subjects with detailed information on each type of essay and essay writing activities. Throughout the term, the subjects logged in the online program and fulfilled the requirements of the online course both at school and outside class, which is a kind of blended learning. The researcher checked the open-ended assignments of the subjects sent by e-mail and gave them detailed feedback via e-mail. The grades of the open-ended assignments assigned by the researcher and the grades of the other activities in the online program assigned by the system itself constituted twenty per cent of the overall grade of the subjects to pass the Advanced Reading and Writing II course.At the end of the treatment, a post-test was conducted to both groups in order to compare their progress at the end of the term. The experimental group was also given a student evaluation form to find out their opinions about the online writing program. Three raters graded the pre-tests and post-tests of both groups using an analytical rubric. The test results were statistically analysed using T tests and ANCOVA. In addition, the answers to the computer literacy survey and student evaluation form were examined using frequency analysis.The results of the study demonstrate that the online writing program has proved to be effective in improving the subjects? writing skills. Furthermore, the answers of the subjects in the student evaluation form reveal that the subjects are generally satisfied with the online program; however, not all of them find the program as motivating and enjoyable as expected by the researcher.