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An investigation of the specific English language needs of Turkish national athletes
The present research is to evaluate the specific English language needs of Turkish national athletes training for the Olympics and voluntarily enrolling in a Sports English course funded by the government and a private association. To examine this goal, a qualitative case study using a descriptive research technique was performed. As a result, three distinct groups of participants were interviewed: six Turkish national athletes, four coaches, and five English instructors. Volunteers were asked semi- structured interview questions on the English language needs of Turkish national athletes. On the basis of the replies from all three participant groups, special English language needs of Turkish national athletes have been determined. Course designers and material designers, as well as English language teachers and ELT professionals would benefit from this research in terms of designing a Sports English course to support Turkish national athletes in enhancing their English language skills. According to the study's findings, the two language abilities required for Turkish national athletes are listening and speaking. Furthermore, Turkish national athletes struggle the most with listening and speaking skills. "Saving time to do more training," "representing their country in the Olympics," and "playing in a foreign country and communicating with other coaches" are the top three reasons for Turkish national athletes to learn English.
How do the factors of testing, in-class discussion, and extra-mural reading affect L2 reading motivation levels of Turkish university students?
Reading is an important part of learning any new language and thus, being motivated to read in a new language is also an important factor in that process. In this study, two extrinsic motivating factors, the effect of testing and in-class discussion, were examined to see their effect on English reading motivation levels in Turkish university students. Also, intrinsic motivation was examined as the study sought to examine what sources students are reading in English outside of class, why they go to those particular sites, and how often they go to them. 100 students from a university in Turkey's English Preparatory program submitted the questionnaire that was made for this study. Data was then collected from these results. These students were at B1 English level or above at the time of the study, based on the Common European Framework (CEFR). L2 reading motivation research is still limited in Turkey, and the research varies on how motivated students are to read in English outside of class. Since reading motivation is an important part of the L2 reading and learning process, this study sought to evaluate the data on particular motivational constructs. It was found that testing and in-class discussion based on outside reading were motivating factors for the majority of students, but they were not often the sole base of that motivation. In examining the sources students were reading outside of class for non-academic reasons, those cited by the majority of students were books, articles and essays, and entertainment resources. News and magazines, language learning specific, and video content websites were those online resources that students reported they practiced reading in English the most. Entertainment, news and magazine, and interestspecific websites were those most cited by students as the ones they use the most to read in English for enjoyment. The study also found that the highest intrinsic motivational factors that motivated students to use the websites they listed were: interest and curiosity, self-development, learning news and vocabulary, providing fun and enjoyment and providing information on topics of interest. Other intrinsic factors and sources were noted by participants to a lesser degree. The findings of this study revealed that testing and in-class discussion do affect levels of motivation to read outside of class, but they are not the only motivation for students. Students can still be positively motivated to read outside of class without these variables. Moreover, given what sources the students noted they use, how often they use them, and why they use them, two conclusions may be made. One, teachers and curriculum developers can be encouraged that test and in-class discussions do positively motivate students to read in English outside of class, but they do not have to depend on these solely to motivate their students to do outside reading. Finally, teachers and curriculum development members should use the resources, websites, and reasons for motivation to read found in this study to continue to develop higher quality, and more interesting reading materials for students, that they may be more motivated to read in English outside of class. Keywords: L2 reading motivation, testing, in-class discussion, extrinsic and intrinsic reading motivation, extra-mural reading, L2 reading frequency
The barriers to language learners' engagement with teachers' written feedback
This current qualitative research study aimed to find out students' views about feedback, the barriers to their engagement with teachers' written feedback and the suggestions to overcome them. A basic qualitative research design was adopted to address the study questions. Twelve students from different levels studying at a private university in Ankara, Türkiye, participated in the data collection process based on purposive sampling. The data was collected through semi-structured interviews and recorded in audio format. Afterwards, it was transcribed and analyzed using MAXQDA 2020. An inductive content analysis was used to develop codes and themes that would address the research questions. The results showed that learners have different views about feedback regarding effective feedback, the barriers to feedback and suggestions such as detailed and clear feedback to overcome them. This study presents recommendations for future research on feedback literacy. Keywords: feedback, feedback literacy, qualitative research, EFL
A case study of the professional development needs of the English for specific purposes instructors
The aim of this case study was to explore the professional development needs of English for Specific Purposes (ESP) instructors teaching military English at a state university in Türkiye. The study investigated the professional support systems that were available to the ESP instructors in their workplace as well as the challenges they had while teaching ESP. Participants of the study were 29 instructors offering ESP courses to undergraduate students. Data came from a 30-item questionnaire and semi-structured interviews. Descriptive statistics were calculated using SPSS and thematic analysis was done to analyze the interview data. Findings from the questionnaire revealed ESP instructors thought they were professionally competent in terms of academic practice, ESP students, ESP curriculum development, program implementation, and assessment. However, analysis of interviews suggested they faced substantial challenges in performing their duties as ESP instructors, in terms of preparing for lessons, adding to the knowledge of ESP students, and developing ESP materials. Lastly, in addition to the ESP students and their colleagues with whom they were collaborating, their own efforts were ESP instructors' primary professional support resource.
Improving phonological awareness through children's stories in a Turkish school
The present study was carried out to examine the changes in phonological awareness skills among Turkish-speaking 1st and 2nd grade EFL learners following a children's literature-based intervention program. The study adopted a pre-posttest quasi experimental study design to examine the efficacy of the phonological awareness instruction. A total of 145 Turkish 1st and 2nd grade English language learners at a private school participated in the study. The phonological awareness skills of the learners were evaluated through phonological awareness and skills test based on 14 different aspects of phonological awareness before and after the intervention program. Students received phonological awareness instruction twice a week for 40 minutes lessons for two months based on a phonological awareness curriculum. The study results showed that both 1st and 2nd grade EFL learners improved their EFL phonological awareness skills following the intervention. It was also found that 1stgraders showed more progress than the 2ndgraders. Finally, students across grade levels the highest achievement was in rhyme production. The results granted promising instructional implications for future uses for the phonics-based story books to improve English phonological awareness of young language learners.
EFL writers' autonomous engagement with and their perceptions of automated writing evaluation feedback from Grammarly in L2 writing process
Learner autonomy has garnered growing attention in language learning in recent years. In this respect, technologies might provide unprecedented opportunities for the development of learner autonomy. One of these technological tools language learners can use autonomously to receive assistance in their second language (L2) writing is Automated Writing Evaluation (AWE) tools. The use of AWE tools in L2 writing has been researched in recent years especially to explore the effectiveness of AWE feedback on L2 student writing (Geng & Razali, 2022 ; Li, Link, and Hegelheimer, 2015) and the accuracy or the quality of the feedback given by popular AWE tools (i.e., Ranalli, Link, & Chukharev-Hudilainen, 2017). However, in understanding the role of AWE on L2 writing development, students' engagement with AWE tool autonomously and their perceptions on their individual use of the tool are vital (Zhang, 2020) since students' perceptions significantly affect their learning process. Despite the existence of studies showing the efficacy of AWE tools, very few qualitative studies (Koltovskaia, 2020; Zhang, 2017, 2020) have been conducted closely examining L2 writers' experiences with AWE tools. Considering student experiences and perceptions are both important indicators of AWE efficacy (Wilson, 2017; Zhang, 2020), in this qualitative case study, writing processes of L2 learners were examined with the support of an AWE tool (Grammarly) in a 14-week long course offered in an intensive English program. It was aimed to explore how these writers receive feedback from the AWE tool once they use it autonomously and what these students' experiences with and perceptions of the AWE system and processes are. The participants were Intermediate level students who were studying English in the Preparatory Programme of a foundation university in Turkey, which adopts English as the medium of instruction. The data was collected through student interviews and their written drafts produced with feedback they received from Grammarly. The findings showed that the participants engaged cognitively with the AWE feedback, which was evident in how they processed the feedback. The participants developed a new awareness through monitoring their own L2 writing progress, and this impacted their decision making process as a result. Besides, the findings revealed the participants' affective engagement with AWE feedback, as well. The participants adopted both positive and negative attitudes toward AWE feedback. They were found to be content with the efficiency of instant AWE feedback on their L2 writing improvement, be more motivated to write in L2 and become more autonomous learners. However, they expressed their disappointment in the deficiency of AWE feedback on other aspects of writing such as coherence and cohesion.
The impact of Computer-Assisted Language Learning (CALL) applications on foreign language learners' vocabulary use and their learner autonomy levels and attitudes
The rapid advancements in Computer-Assisted Language Learning (CALL) applications used for vocabulary study, and the notion of Learner Autonomy (LA) that subsequently gained enormous momentum have made it fundamentally important to examine the intricate relationship between vocabulary acquisition, technology and learner autonomy. Hence, the present study aimed at investigating the impact of English as a Foreign Language (EFL) students' autonomous use of CALL applications on their vocabulary use as well as their levels of and attitudes towards LA in the context of a Turkish private university. For 11 weeks, the experimental group made use of CALL-based vocabulary revision materials while those in the control group received traditional, paper-based ones. The data obtained via the participants': 1) Pre-tests, 2) Post-tests, and 3) Written tasks was analysed quantitatively via a series of parametric and non-parametric tests. The analyses of the participants' six written tasks revealed that while the autonomous use of CALL for vocabulary revision did not have a significant impact on participants' vocabulary use in the short term, a significant difference was observed in their long term vocabulary use. Similarly, CALL-users were found to experience a gradual increase in their use of the target vocabulary items from the first task to the final one. Furthermore, while both methods of study were found to be beneficial for vocabulary recall, the CALL-users achieved a significantly higher level of vocabulary retention than the control group. Finally, comparisons between the two groups' Pre- and Post- tests revealed no significant difference in terms of the participants' levels of or attitudes towards learner autonomy.
Effects of covid-19: Investigating english instructors' perspectives towards written feedback in emergency remote teaching
The written feedback provided by instructors significantly influences the learning and academic progress of students in an English as a foreign language classroom. It is highly appreciated by both students and instructors as it enables them to recognize and address the strengths and weaknesses that need to be addressed in the classroom setting. The study focuses on 11 full-time English instructors affiliated with a private university in Ankara, seeking to illuminate the challenges and adaptations faced by educators within the context of written feedback during COVID-19 crisis. The study employs a qualitative approach, utilizing semi-structured interviews as the primary method of data collection. The interviews were audio-recorded, transcribed and analyzed using the MAXQDA software. Thematic analysis was applied to derive patterns and insights from the instructors' narratives, in order to address the research questions that guide the study. The results of this study showed that both written feedback practices and English instructors attitudes towards written feedback were affected by the transition to emergency remote teaching in varying degrees. First, there was a change in the medium which resulted in a direct transfer of written feedback practices from analog to digital. This transition to digital feedback caused a change in the feedback provided, which came with certain advantages (flexibility of tools, flexibility in time, increased collaboration and engagement, ease of use, and storage,) as well as some limitations (one-way communication, low readiness, technical limitations, and pedagogical support). In addition, instructors attributed certain qualities (enabling better connection with students, permanence, understandability, clarity, etc.) to written feedback. Instructors also required developmental sessions on written feedback that are systematic, technology integrated and practice-based.
Higher education content lecturers' attitudes towards English medium instruction (EMI), their challenges and coping strategies in EMI classes
The adoption of English-medium instruction (EMI) at higher education institutions (HEIs) has become a growing phenomenon globally as a strategic response to the internationalization of HEIs, especially in non-Anglophone countries including Turkey. As the key stakeholder in EMI practices, content lecturers play a pivotal role in the effective implementation of EMI. Research on content lecturers' attitudes towards EMI has revealed inconclusive and conflicting results. Scant studies have examined challenges encountered by EMI content lecturers and their coping strategies. Considering the gap in the literature, the present study aimed to investigate content lecturers' perceptions of EMI, their challenges and coping strategies across 8 universities in Turkey, employing a mixed methods design. Quantitative data collected from an online questionnaire were analyzed using descriptive statistics and one-way ANOVA. Qualitative data gathered through semi-structured interviews were analyzed through thematic analysis. The findings revealed the participants were mostly supportive of EMI due to its potential benefits, but they expressed some concerns. Students' low English proficiency, low level of learner engagement and assessment-related challenges were found as the major challenges. The coping strategies included simplification, L1 use, providing additional support and integration of fun elements into course plans. No significant difference between the perceptions, challenges and strategies was identified across disciplines. The findings suggest implications for content lecturers, higher education administration and EMI policy makers about prep year language education, the extent of L1 use in EMI classes, and translanguaging implementations.
Developing awareness of sustainable cities and communities (SDG11) in english courses through creative methodology
The aim of this action research is to incorporate the topics related to SDG 11- Sustainable Cities and Communities into English language courses using creative methodology. More specifically, the study has proposed three lesson plans that addressed the issues of walkability, liveability, and manageability in large cities for the high school English curriculum in Türkiye. Participants of the study were eleven 11th grade students and an English language teacher. Data came from lesson evaluation forms and focus group interviews. Thematic analysis was conducted to analyse the interview data. Findings revealed that the participants developed awareness of sustainable urban living, especially of earthquakes and local community issues such as unsafe walking paths, environmental cleanliness and safe infrastructure. Creative teaching approaches such as poetry and drama engaged students more to the topic and the lessons and helped them look at the glocal issues from different angles. Lastly, the courses contributed to students' vocabulary expansion and communication skills.
Exploring implementations of active learning strategies in an English preparatory school: A qualitative case study at a Turkish foundation university
This research study explored the implementation of active learning strategies in an English preparatory school in Ankara, Turkiye. Conducted in alignment with the qualitative case study design, this study aimed to shed light on the active learning strategies embedded in the preparatory school educational materials such as curriculum guides, coursebooks, and supplementary materials. Furthermore, in the context of the English Language School of this foundation university, the active learning strategies employed by the teachers in EFL classrooms, perceptions of 8 English instructors and one level head towards active learning strategies were investigated. The data collection methods included semi-structured interviews with the English instructors and the level head as well as document analysis of both electronic and printed educational materials. Findings of the study showed that collaborative learning was a prevalent approach practiced in the form of pair work and group work techniques which showed coherence across the educational materials, the English instructors' perspectives and the level head's perspective. The main drawbacks of active learning included time constraints, the loaded curriculum, and concerns about fossilized errors. Finally, the prioritization of certain techniques over others showed alignment with the mission statement of the selected English preparatory school. Pedagogical implications and suggestions for further research were also added at the end of this study.
The perspectives of EFL instructors on the use of drama in class
Drama has emerged as a valuable pedagogical tool in English as a Foreign Language (EFL) education, offering significant benefits such as promoting authentic language use, enhancing student engagement, and reducing language anxiety through context-rich, interactive activities. These methods provide learners with opportunities for spontaneous language production and immersive practice, fostering both linguistic competence and confidence. This study aimed to explore EFL instructors' perspectives on the use of drama in language education, focusing on the challenges they encounter in applying drama-based pedagogies and the practical strategies they propose for more effective integration. The research was conducted through semi-structured interviews with twelve instructors from a tertiary-level English preparatory program in Turkey. Data were collected using open-ended interview questions designed to capture instructors' beliefs, experiences, and perceptions of drama as a teaching method. To enhance the credibility and transparency of the analysis, the MAXQDA 2020 software was utilized for coding and organizing data, facilitating efficient data management and visualization of emerging thematic relationships. Thematic analysis identified key themes, including the benefits of drama in promoting authentic language use, fostering creativity, and creating supportive, low-risk environments for communication. However, participants also identified significant barriers, including institutional constraints, time limitations, and the need for professional training. To address these challenges, instructors emphasized the importance of structured professional development, flexible curricula, and supportive institutional policies that recognize the educational value of drama. These findings contribute to a more comprehensive understanding of the role of drama in EFL contexts, supporting the development of more dynamic, student-centered language instruction. Keywords: Drama-based pedagogy, EFL instruction, teacher perspectives, language learning, educational innovation.
Responding to proposals in video-mediated virtual exchange interactions: A conversation analytic study
Virtual Exchange (VE) has become a mainstream practice in language teacher education due to the unique opportunities it provides. Within VE projects in language teacher education, designing tasks is one of the primary activities through which collaboration and learning are organized, planned, and refined in an international setting. This collaboration during task (re)design conversations involves making and responding to the proposals, through which the outcome of task (re)design is shaped. Yet how these sequences unfold among pre-service teachers (PSTs) during task (re)design conversations in VE remains underexplored. This study investigates how PSTs use proposals as interactional resources when reaching a joint decision, and what resources they employ while accepting, modifying, or rejecting task (re)design ideas during video-mediated VE interactions. Drawing on 45 hours of screen-recorded, transnational meetings from a VE project between Türkiye and Canada, the study employs multimodal conversation analysis to examine proposal sequences from an emic perspective. The findings reveal an overwhelming prevalence of direct agreement to proposals, while also including instances of conditional agreement, where PSTs asserted a condition to accept the proposals, and alternative joint action proposals, where PSTs constructively built upon or refined ideas. Conversely, direct disagreement was notably rare. It was also found that PSTs mostly used modal declaratives (e.g., "we could…," "maybe we can…") to formulate proposals. PSTs employ various resources to maintain a collaborative environment and achieve consensus, building on each other's proposals and avoiding direct conflict. These findings indicate that proposals serve as critical interactional resources for joint pedagogical decision-making, thus influencing task (re)design within VE projects.
The role of Professional Development Communities (PDCS) on EFL teachers' professional career: PDC facilitators' perspectives
The dynamic nature of language underscores the growing necessity for English as Foreign Language (EFL) teachers to engage in continuous professional development (CPD). In this regard, PDCs emerge as an innovative approach that provides EFL teachers with various opportunities to improve them professionally, personally, and intellectually. Hence, this study aims to explore the role of PDCs on EFL teachers' professional development from the perspectives of PDC facilitators. In line with the purpose of this study, a qualitative design was implemented to obtain deep and critical insights into the facilitators' experiences. Accordingly, through the use of purposeful sampling, 15 volunteer facilitators who had actively conducted PDC sessions a minimum of five times and represented all geographical regions of Türkiye were selected for the study. Data were gathered through semi-structured interviews and were analysed through thematic analysis method. The findings of this research revealed that PDCs offered significant contributions to the facilitators' personal and professional development through offering innovative teaching methods and strategies and promoting collaboration among them. This study also showed that facilitators updated their own teaching practices that led to enhance their students' learning outcomes and produced shared solutions to common problems regarding language teaching process. It was also found that PDCs fostered the facilitators' language skills in the target language. This, in turn, reinforced their sense of professional identity and self-confidence. Additionally, the results showed that PDCs played a pivotal role in maintaining the facilitators' professional development and in decreasing the sense of professional burnout. This study, however, revealed that both during the implementation process of PDCs and among the long-term effects of PDCs on the facilitators' teaching practices, there were some challenges including curriculum-related factors, school conditions and the administrations' lack of understanding of PDCs. Despite these challenges, this research concludes that PDCs support the facilitators' development both professionally and individually; promote skills such as collaboration, reflective thinking, and active use of English and offer innovative and updated teaching methods. This study may offer valuable insights for both practitioners and policymakers regarding CPD programs that support EFL teachers in improving their professional competencies and effectively fostering their students' academic progress.
A comparative study of compulsory and optional English preparatory programs: Different stakeholders' perspectives
English language teaching is a key component of higher education due to the significance of English proficiency in academic and professional life. Hence, English preparatory programs in higher education institutions play a vital role in equipping students with the necessary English language proficiency to meet their academic and professional goals. By offering intensive language instruction, preparatory programs help bridge the gap between students‟ prior language knowledge and the rigorous demands of higher education courses. Considering their significant role in language education, it is essential to evaluate the implementation of preparatory programs at universities, which are offered in two formats: optional and compulsory. In this regard, the present study aimed to compare the perceived effectiveness of compulsory and optional English preparatory programs at a state university in Türkiye and to determine whether its optional or compulsory nature has a perceived impact on the quality of education. In accordance with the aim of the study, a qualitative research design was employed to gain an in-depth understanding of both students' and instructors' experiences and perspectives. Accordingly, an open-ended questionnaire was administered to 129 students enrolled in optional preparatory program and 38 students enrolled in compulsory preparatory program, and semi-structured interviews were conducted with 6 instructors teaching in both preparatory programs. This method allowed the participants to freely express their views and share their unique insights, which provided rich and detailed data for analysis. The data of the research were examined using content analysis method. The findings of the study revealed that the majority of students in both optional and compulsory preparatory programs were highly pleased with the education offered in the program although they identified some deficiencies regarding the curriculum, including a lack of speaking practice and fieldspecific course. Moreover, nearly half of the students in optional preparatory program were content with the optional nature of the program while all the students in compulsory preparatory program made positive remarks about its compulsory nature. In terms of the instructors‟ views, the results showed that optional preparatory program partially achieved its objectives due to the lack of interest among the students although compulsory preparatory program largely accomplished its objectives thanks to the students‟ high level of eagerness. It was also revealed that optional nature of the program had a negative impact on the quality of education while compulsory nature of the program positively affected the quality according to the instructors. The findings of the study can provide valuable insights for practitioners and policy makers, contributing
Exploring the approaches of English teachers in Turkey towards reading strategies and vocabulary teaching: Perceptions and practices
The present study aimed to explore Turkish EFL teachers' perceptions and practices regarding reading strategies. For this exploration, four data collection tools were employed. These can be listed as focus group interviews, individual interviews, observations, and material analysis. A total of 31 in-service EFL teachers participated in the study, all of whom were working at secondary and high schools. The results revealed that strategy use is often limited to pre-reading and is not systematic. In addition, it was also noted that teachers had low student motivation and time constraints, and the materials were not suitable for the students' interests and levels. Nevertheless, it was found that teachers made efforts to overcome these difficulties through their own efforts. This study offers practical implications for teacher training, material design, and curriculum alignment in EFL contexts.
The impact of using ChatGPT as an extramural tool on university students' academic writing achievement
Artificial intelligence-based language models have become increasingly used tools in foreign language teaching and have transformed teaching processes. In this context, ChatGPT, one of the most widely used models, creates remarkable opportunities by offering various supports to students in developing academic writing skills. This study, which has a quasi-experimental design, aimed to examine the effect of ChatGPT on the writing skills of students studying in an English Language Teaching program at a higher education institution in Türkiye. In the study, 44 students enrolled in the ELT program were selected by convenience sampling and divided into experimental and control groups. Before the intervention, both groups were given writing assignments within the scope of the curriculum and the writings obtained were evaluated as pre-test data. The experimental group was given one-hour training on how to use ChatGPT effectively and consciously in academic writing lessons and had a short practice. For the next seven weeks, students were encouraged to use ChatGPT effectively. The control group did not receive any intervention. At the end of the process, writing samples were collected again from both groups and post-test data were obtained. The evaluations made by three independent evaluators were analyzed with SPSS. According to the results of the analysis, the subcomponents of main idea, content, organization, style and grammatical accuracy were examined; a statistically significant improvement was found only in the "main idea" dimension. Small and moderate improvements were observed in the other components. This suggests that ChatGPT can be an effective supporting tool in academic writing courses in the long run.
Web 2.0 tools in English language teaching: Benefits and challenges from theperspectives of Turkish EFL teachers participating in eTwinning projects
Web 2.0 tools have turned into the most widely used technology resource in English language teaching as they provide a multitude of opportunities. By creating an authentic, interactive, and collaborative educational environment, Web 2.0 tools enable students to be more participatory in learning. With the help of these tools, students also improve their four language skills: writing, reading, speaking, and listening. Despite the mentioned advantages of Web 2.0 tools, it is essential to consider and address any challenges. These challenges are considered to stem from institutions, technological issues, access to the internet, lack of time, curriculum, and the teachers themselves. Since eTwinning projects encourage participants to use Web 2.0 tools, this study aims to investigate what kind of benefits and challenges Turkish EFL teachers participating in eTwinning projects experience when using Web 2.0 tools in English language teaching. In this study, based on a qualitative research design, data were collected through individual semi-structured interviews with 20 Turkish EFL teachers working in different school levels in Aksaray, and these interviews were followed by observations with two volunteer English teachers. To analyze the qualitative data, content analysis was used. The findings show that the participants were familiar with Web 2.0 tools and used a variety of Web 2.0 tools for different educational purposes. It was found that the use of Web 2.0 tools in the participants' lessons contributed to students' four language skills, communication and collaboration skills, pronunciation, vocabulary knowledge, motivation, and engagement. Despite these benefits, it was also revealed that the participants faced many external rather than internal challenges, such as a lack of technical infrastructure, poor internet connection, crowded classrooms, curriculum, lack of time, and students' lack of Web 2.0 skills, and many suggestions were offered by participants to overcome these challenges. In this context, the results of the study are presented, and recommendations are given based on the findings.
Reflections of pre-service EFL teachers thourghout their teaching practicum: What has been good? What has gone wrong? What has changed?
ABSTRACT The emphasis and the importance of teaching practicum and student teaching in teacher education programs are unquestionable. Teacher education programs are keen on the idea that student teachers be given the best opportunities to practice teach in order to prepare for future teaching. Even though there has been numerous research done on different aspect of teaching practicum, what student teachers face and feel throughout their practicum experience has not been thoroughly examined by researchers in the teacher education. What student teachers express as their problems or as their positive attributes in their student teaching experiences are important in the analysis of the process of teaching practicum. This study was designed to determine the self-reported problems and positive aspects of student teachers' teaching throughout their practicum. The study also aims to find out, through the self reported data, if there has been any change in these problems or positive attributes in quantity or in category. The participants of this study were 99 Turkish student EFL teachers. They were senior students all completing their teaching practicum component at Anadolu University English Language Teacher Training Program. For the data collection purposes, student teachers were told to write their reflections on each of their teaching experience using the "Guided Reflection Protocol" (Hole & McEntee :1999) as their guideline. Data was analyzed by dividing the reflections in the student teachers' reports into communication units. Each communication unit was labeled as expressing a problem or a positive aspect in student teachers' teaching experiences. ConstantVI Comparison Method was used to categorize the communication units. Categories were also grouped into three different time periods taking reporting time of the communication unit into consideration as stated by student teachers. The analysis of the data revealed five main categories as the sources of problems student teachers experience: student teacher-based problems, student-based problems, cooperating teacher-based problems, educational context/system-based problems, and supervisor-based problems. Communication units related to positive aspects of student teachers' teaching, on the other hand, were drawn into three main categories: student teacher-based positive aspects, student based positive aspects, and cooperating teacher- based positive aspects. The analysis of the data suggested that the problems of pre- service teachers decrease in frequency whereas positive aspects increase towards the end of the practicum. Nevertheless, there are problem and positive aspect categories and sub-categories in student teachers' teaching that show no change, or show a reverse change to the general trend. The final chapter of the thesis posits and discusses a number of pedagogical implications and possible improvements for the teaching practicum courses in particular and curriculum in general for pre-service teacher education programs.
The effectiveness of using morphological analysis as a vocabulary learning strategy
This study attempts to investigate the effectiveness of explicit instruction of morphological analysis on developing EFL high school learners' capacity to learn new vocabulary and the relationship between the morphological analysis and their learning styles. The study was a quasi-experimental research and a pre-posttest experimental and control group design was used. Prior to the implementation of the study, the participants (N=38) were administered Oxford's Quick Placement Test and Nation's Vocabulary Size Test in order to evaluate and compare their level of proficiency and readiness. To collect the data, Morphological Analysis Test was designed and implemented in order to test participants' existing morphological knowledge before the intervention and their acquired morphological knowledge at the end of the intervention. During the intervention, the experimental group was instructed fifteen prefixes and roots via morphological analysis while the control group only received a word list of the same target words and learned them through the traditional ways of vocabulary learning such as memorizing or using a dictionary. Following the instruction process, the experimental group was given a questionnaire about learning styles. Results revealed that the mean scores of the experimental group surpassed those of the control group in the post test condition. Thus, it can be suggested that morphological analysis is more effective in vocabulary learning than the memorization of the target words. According to the results of the questionnaire, experimental group has right-brain dominance and global learning style while morphological analysis is often related to analytical thinking and left-brain dominance. Considering all of these, this research study sheds light on the role of morphological analysis as an alternative vocabulary learning strategy in EFL high school curriculum.
The effect of modeling on the planning process: A study on reading plans of prospective English language teachers
Lesson planning plays a vital role not only in teaching but also in the teacher training process. However, lesson planning is a painful process for novice teachers and especially prospective teachers. In the English Language Teacher Training Program of Anadolu University in Turkey, prospective English language teachers prepare reading lesson plans in their third year. In order to investigate the effect of modeling on the reading lesson planning process, a research using mixed methods explanatory sequential design was conducted. For the research, 22 prospective English language teachers were asked to participate in the modeling sessions, prepare reading lesson plans, report how they planned their lessons and answer questions for the surveys. The quantitative data obtained through the evaluation of the lesson plans were analyzed using one way ANOVA for repeated measures and t-test for paired samples as a post hoc test. These statistical analyses were conducted using SPSS 21. The qualitative data obtained through lesson planning process action lists and surveys were analyzed through Constant Comparison Method. The data revealed the effects of the modeling on the lesson planning process of the prospective teachers.
The relationship between teacher efficacy and technological pedagogical content knowledge within the scope of efl pre-service teachers
The present study aimed to investigate (a) perceptions of Turkish EFL pre-service teachers related to their overall teacher efficacy and its three sub-scales: student engagement, classroom management, and instructional strategies; (b) level of their Technological Pedagogical Content Knowledge (TPACK); and, (c) the relationship between levels of teacher efficacy and TPACK of Turkish pre-service teachers of English language. Involving the analysis of quantitative and qualitative data, "Data Triangulation" was employed in this study. The research was carried out in the contexts of English Language Teaching in Educational Faculties in Anadolu University, Marmara University, Yıldız Technical University, and Yeditepe University in 2013-2014 Spring Term. A total of 110 fourth-year students in these universities responded to all of the questions in the instruments. Data were collected through 3 main instruments: (1) English Teachers' Sense of Efficacy Scale to gather information related to their understanding of their efficacy levels (Chacon, 2005); (2) TPACK-Deep Scale for gaining information about combining technology, pedagogy, and content knowledge in the ways of both learning and teaching processes (Kabakçı-Yurdakul, Odabaşı, Kılıçer, Çoklar, Birinci, and Kurt in 2012); and (3) Open-ended questions to assess their self-report of how efficaciously they integrate and use technology in their teaching experiences during the last part of their undergraduate studies. Additionally, "Teacher's Background Information" part was also used in order to detect the participants' technology use in English language teaching in a more detailed way. Quantitative data were analysed by descriptive statistics including frequency, percentage, mean and standard deviation, correlation analysis, and bivariate regression methods; and, qualitative data were analysed with constant comparison method. The findings of the analysis of descriptive statistics indicated high levels of teacher efficacy beliefs of the Turkish EFL pre-service teachers. Additionally, the participants reported to have high levels of TPACK. Furthermore, correlation analysis demonstrated a meaningful relationship between overall teacher efficacy and TPACK competence. As for the further analysis, the results of regression analysis showed that TPACK has an influence on all three sub-scales of teacher efficacy which are "Student Engagement", "Classroom Management", and "Instructional Strategies". The results of the open-ended questions also supported the relationship between TPACK and teacher efficacy. Thus, quantitative data results were supported with qualitative data. As it was carried out to reveal the relationship between teacher efficacy and TPACK for the first time, this study proved to have valuable contributions in order to improve training process of Turkish EFL pre-service teachers. At the end of the study, there are some implications for educators and educational researchers.
An explanatory investigation on the Turkish EFL teachers' tpack and their attitudes toward the use of interactive whiteboards
The present study aimed to investigate (a) TPACK of Turkish EFL in-service teachers; (b) the attitudes of the in-service Turkish EFL teachers towards the use of Interactive Whiteboards (IWBs) in their classes; (c) the relationship between TPACK and teachers' attitude toward IWB use; (d) the relationship between gender of the participants and their TPACK levels; (e) the relationship between gender of the participants and their attitude toward IWB use; (f) the relationship between teaching experience and TPACK; and (g) the relationship between teaching experience and attitude toward IWB use. The research was carried out in the contexts of 24 Anatolian High Schools in Gebze, Darıca and Çayırova municipalities of Kocaeli at the beginning of the second term of 2014/2015 academic year. A total of 106 in-service EFL teachers from these schools responded to all of the questions in the instruments. Data was collected through two main instruments: (1) Attitude questionnaire; (2) ELT-TPACK questionnaire gathering information combining technology, pedagogy, and content knowledge. Additionally, teachers' demographic characteristics were also used in order to detect the participants profile in detail and to get information for investigating the relationships between the results of questionnaires and some of these variables. Quantitative data were analysed by descriptive statistics including frequency, percentage, mean and standard deviation, correlation analysis, and regression methods. The findings of the analysis of descriptive statistics indicated high levels of TPACK of the Turkish EFL in-service teachers. Additionally, the participants reported positive attitudes toward Interactive Whiteboard use in their classes. Furthermore, correlation analysis demonstrated a statistically meaningful positive relationship between the TPACK levels and attitudes of the teachers. In terms of the effect of gender and teaching experience on TPACK and attitude, further analysis were conducted. The results showed no meaningful relationship between gender and TPACK and similarly between gender and attitude. On the other hand, the analysis of the relationship between teaching experience and TPACK and teaching experience and attitude showed statistically meaningful relationships. As it was carried out to investigate the TPACK levels of the Turkish EFL in-service teachers in a certain geographical area and the attitude of the teachers' towards using IWB in their classes, and additionally exploring the effect of gender and teaching experience on TPACK and attitude for the first time, this study proved to have valuable contributions in getting a complete picture of TPACK levels of EFL teachers in a certain area and revealing the attitudes of these teachers towards using this technology in their classes. At the end of the study, there are some implications for educators, educational authorities and educational researchers.
Foreign language learning anxiety of high school students in Kosovo
Second language learning is a complex process. Learning the vocabulary and grammar structures, even developing the necessary skills for communication may not be enough. You also need to learn about the culture of the foreign language. While this might be found enjoyable for some students, others might find the process threatening and may experience anxiety in the language classroom. Anxiety has a great negative effect on learning a foreign language. This study investigated the degree of foreign language classroom anxiety of Turkish High School Students in Kosovo. Moreover, it aims to find out if there are any differences between the anxiety levels of the learners in terms of their achievement in the foreign language, knowing more than one language and type of high school. This study was conducted with 169 learners of English in four different high school contexts; Technical High School, The High School of Economics, Medical High School and Science High School with 169 students. All of them were the first grade students. The data collected through Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire were statistically analyzed to identify students' anxiety levels. The questionnaire was administered to the subjects in their regular class hours in different school settings. Their mid-term grades were gained from their class teachers to identify the relationship between their level of anxiety and their success measured by their course grades. The relationship between learners' anxiety and their language background and their education context was also analyzed statistically. The analysis of the results revealed that students learning English generally experience a moderate level of language anxiety. No significant relationship was identified between students' foreign language anxiety scores and their level of success, between being monolingual and multilingual. Their educational context and their level of anxiety did not correlate either. According to the results of the study, foreign language anxiety cannot be considered a negative psychological phenomena in Kosovo. Keywords: Foreign language anxiety, achievement, language background, educational background
Lexical bundle use of Turkish and native English writers: A corpus-based study
In recent decades, English has been the lingua franca of the academic and students and scholars are expected to produce written works in this global language. However, this creates a pressure on non-native students and scholars since they need to have a native- like proficiency to be able to fulfill their studies and publish their work, and moreover they need to be familiar with the distinguishing features of academic discourse such as words or multi-word combinations. In this sense, many studies have been conducted to identify such type of combinations, one of which is the recurring multi-word expressions, mostly referred to as lexical bundles. Being composed of three or more words, lexical bundles such as on the other hand and as a result of are extremely common and important in shaping academic discourse. Moreover, lexical bundles vary across different disciplines meaning that successful use of lexical bundles typical of a specific academic discipline is important for writers and the absence of such bundles may not sound fluent and native-like. Recent studies (e.g. Adel & Erman, 2012; Chen & Baker, 2010) have revealed that non-native writers produce not only fewer types of lexical bundles, but also less varied ones. Furthermore, they also overuse a restricted number of bundles in their writing. However, they should have a successful and native-like control over the lexical bundles which are commonly used in their discipline. In this regard, there is a need for studies identifying the frequent lexical bundles in a particular discipline and examining non-native writers' texts to see to what extent they approximate native writers in terms of lexical bundle use. The primary aim of this study was to investigate Turkish and native English postgraduate students' and native scholars' use of lexical bundles in a specific academic discipline, that is foreign language teaching, in terms of frequency, functions and structures of bundles. For this aim, a corpus of 150 texts was collected containing Turkish and native English students' MA and PhD theses along with native scholars' published research articles. Four-word combinations occurring 25 times per million words and appearing in at least 5 texts or more were identified as lexical bundles. WordSmith Tools 6 was used to retrieve the lexical bundles in the research corpus. The results revealed that Turkish postgraduate students used far more lexical bundles in their texts compared to both native students and scholars. However, there was a redundancy in Turkish students' texts when the token frequencies were examined, meaning that Turkish students overused most of the lexical bundles. On the other hand, statistical analysis of the bundle lists revealed that Turkish postgraduate students employed different bundles from their native peers and scholars. Finally, the structural and functional categories did not show any statistically significant differences. Keywords: Lexical bundles, English academic discourse, Turkish postgraduate students, native English postgraduate student, native scholars
Araştırma makalelerinde etkileşimsel üstsöylem öğeleri
Bu çalışmanın amacı Türk yazarlar tarafından yazılmış Türkçe, İngilizce, Amerikalılar tarafından yazılmış İngilizce makalelerde üstsöylem öğelerinden iletişimsel boyutunun kullanımını araştırmaktır. Bu amaçla yabancı dil öğretimi alanında yayınlanmış 150 makale, Hyland ve Tse (2004)'ün sınıflaması temel alınarak incelenmiştir. Amerikalı akademik yazarlar ve Türk akademik yazarlar tarafından yazılmış 50şer İngilizce makale ve Türk akademik yazarlar tarafından yazılmış 50 Türkçe araştırma makalesi incelenmiştir. Bu çalışma nitel bir araştırma desenini temel almıştır ve bu nedenle veriler nitel bir çözümleme programı olan NVivo 10'da incelenmiştir. İngilizce araştırma makaleleri uluslararası yayınlanan hakemli dergilerden, Türkçe araştırma makaleleri de ulusal yayınlanan hakemli dergilerden toplanmıştır. Amerikalı akademik yazarların özgeçmişleri kişisel ve kurumsal internet sitelerinden incelenmiş olup, eğitimini (Yüksek Lisans ve Doktora) ABD'lerinde tamamlamış olup bir ünivesitede çalışan akademisyenler seçilmiştir. Veriler Hyland ve Tse(2004)'ün sınıflaması temel alınarak incelenmiştir ve bazı öğe gruplarında yapılan pilot çalışma sonrası eklemeler yapılmıştır. Tüm veriler ek öğelerin ilk çözümleme sürecinde ortaya çıkmasından dolayı iki kez incelenmiştir. Etkileşimsel öğelerin frekansları bulunmuş olup yazarlar arasında anlamlı farklılık olup olmadığını belirlemek için istatistiksel test uygulanmıştır (binom testi). Binom test sonucunda etkileşimsel üst söylem öğelerinin araştırma makalelerinde Amerikalı ve Türk akademik yazarlar arasında farklılık görülmüştür. Amerikalı yazarların etkileşimsel üst söylem öğrelerini Türk yazarlara göre İngilizce yazılan makalelerde daha fazla kullandıkrları bulunmuştur. Türk yazarların bu öğeleri İngilizce araştırma makalelerinde Türkçe araştırma makalelerine göre daha sık kullandıkları gözlemlenmiştir. Alt kategorilerden eminlik, tutum belirteçleri ve ben/biz dili açısından anlamlı farklılılar bulunmuştur. Anahtar Kelimeler: Akademik yazma, araştırma makaleleri, etkileşimsel üstsöylem öğeleri.
The effects of arcs motivational model on student motivation to learn English
The present study was designed to examine the effects of ARCS motivational model (Keller, 2010) on students' motivation and to identify the perspectives of the students related to activities and the teacher behavior that motivates them. For this purpose, ARCS motivational model strategies were inserted to the instructional design via detailed lesson plans and these plans were applied throughout ten weeks. To find out the effects of ARSC model data were collected using two scales. These scales were Course Interest Survey (CIS) and Instructional Materials Motivation Survey (IMMS) by John Keller, and they were administered to a sampling of 30 preparatory school students at Namik Kemal University before and after the application of lesson plans. To examine the effects of ARCS motivational model on students' motivation CIS and IMMS results were evaluated using Paired Samples t-test. The results of Course Interest Survey indicated a significant increase since students showed higher course motivation based on the overall CIS results at the end of the study. The Course Interest Survey items were evaluated in terms of each ARCS category and a significant difference was observed in all scales. The results showed that the ARCS model inserted language instruction had positive influence on students' course motivation in all categories. To examine the effects of ARCS strategies on increasing students' motivation in terms of instructional materials the Instructional Materials Motivation Survey results were evaluated. A paired samples t-test yielded a significant difference in students' instructional motivation scores. For a deeper understanding, two subscales of IMMS were assessed separately to identify the difference in mean scores and whether the instructional materials based on ARCS strategies were implemented into the classroom instruction successfully. The results revealed significant differences in both subscales. Students' instructional materials motivation increased. Students' comments that were collected through weekly comments sheet also supported statistical data obtained through both CIS and IMMS. The second purpose of the study was to identify course design features that motivated students most. For this reason, students were asked to write weekly comments sheet and to comment on the effectiveness of the instruction and the type of instructional materials and activities motivated them during the class hour. These were collected by the instructor at the last lesson of each week. Students reported that extra materials such as info-gap, problem solving, picture description, picture and sentence matching etc. activities increased their motivation. Especially vocabulary teaching activities supported with games, listening practices such as songs and videos were suggested as highly motivating. Activities that required learner participation such as pair works, group activities, competitions and games were considerably effective in increasing student motivation. Moreover, activities that allowed students use their creativity and their own ideas were other motivating course design features. Besides class materials, instructor behavior was indicated as relatively motivating. Polite, energetic, enthusiastic, caring instructor behaviors were reported as effective in increasing students' motivation to the lesson. Furthermore, providing constructive feedback, giving verbal praise and providing rewards for accomplishing a difficult task or showing effort were other motivating instructor behaviors. In addition, students reported that frequent student-instructor communication helped them focus their lesson and increased their motivation. KEY WORDS: ARCS Motivational Model, CIS, IMMS, Motivation
The effects of presenting vocabulary in different sets on the students' productive vocabulary knowledge
This study was aimed to find out the effects of presenting new vocabulary in thematically related sets and unrelated sets on the receptive and productive vocabulary gains of the students. In other words, here which set led to more receptive and productive gain was investigated through immediate and delayed post test results. The research was carried out with 35 seventh graders during their elective English lessons in Atatürk Middle School. Before starting the treatment the target words were identified carefully and the thematically related and unrelated sets were arranged with essential criteria in mind. The target words were taught to two different groups of students during their two class hours elective English lessons. The treatment lasted for 5 weeks. Each set was consisted of 16 new words and these 16 words were taught in two separate groups. For example thematically related set was consisted of 'party' and 'environment' vocabulary sets whereas the unrelated set included 'set 1' and 'set 2'. Before teaching, the words were pretested in order to find whether the students knew the words or not. According to the pre-test analysis, necessary editing was done with the sets. 8 words were taught at a time and each set was taught in two class hour. After presenting the new words, receptive and productive practises were done. At the end of the lessons, two immediate post tests were given to the students; one to measure receptive vocabulary knowledge and one to measure the productive vocabulary knowledge. The same tests were given as delayed post tests 3 weeks later. According to the findings revealed by the immediate post test results, there was no significant difference between the vocabulary sets when the receptive vocabulary gain of the students was considered. But, when the productive vocabulary gain of the students was considered it was seen that the unrelated set led to more vocabulary gain. According to the findings revealed by the delayed post test results, there was a significant statistical difference between the vocabulary sets when the receptive and productive vocabulary gain of the students was considered. It could be concluded that the unrelated set led to more receptive and productive vocabulary gain. In conclusion, presenting vocabulary in unrelated set was found to be more effective than presenting vocabulary in thematically related set. Key words: Foreign Language Vocabulary Teaching, Thematically Related Sets, Unrelated Sets, Receptive Vocabulary Knowledge, Productive Vocabulary Knowledge
The impact of the explicit instruction of lexical bundles on academic writing skills of turkish EFL learners
The aim of the current study is to investigate the impact of the explicit instruction of lexical bundles through noticing, retrieval and generative activities on academic writing of Turkish EFL students and to reveal participants' opinions on this treatment.The participants of the study were 30 Turkish EFL learners enrolled in School of Foreign Languages at Osmaniye Korkut Ata University. Both quantitative and qualitative instruments were used in the study.The study includes a within group time series design in which participants were involved in one treatment group. The quantitative data were collected through pre-test, immediate post-test and delayed post-test scores of multiple choice test (for measuring receptive knowledge), c-test (for measuring controlled productive knowledge) and argumentative paragraphs (for measuring uncontrolled productive knowledge). The qualitative data were collected through questionnaire including two sections; fifteen closed-ended and three open-ended questions.The results of the study found out that explicit instruction of lexical bundles through noticing, retrieval and generative activities had a significant effect both on achievement and retention of receptive lexical bundle knowledge, and on achievement and retention of productive lexical bundle incontrolled and uncontrolled situations. However, the comparison of immediate post-test and delayed post-test scores of the productive knowledge of lexical bundles in uncontrolled situation showed that there was a significantly decrease in the retention of the participants. The results of the qualitative part of the study showed that participants highly benefited from this treatment, which helped them improve their academic writing quality by using the target lexical bundles. Moreover, after the treatment, they were more willing to use the target bundles in their writing. Keywords: Lexical bundles, Academic writing, Explicit instruction, Noticing,Retrieval and generative activities.
Implementation and outcome evaluation of the Turkish primary school English language teaching program
The present study was designed (1) to reveal the views of the state primary school EFL teachers about their present textbooks and (2) question whether the 4th grade students have reached the goals defined by MoNE in 2013 ELTP in terms of listening skill. The research was carried out in Sincan in Ankara including 50 EFL teachers in 22 primary schools who were asked to reply 46-item Material Evaluation Form to evaluate their textbooks and 10 teachers in 7 schools were interviewed. Then, 20-item listening test prepared by the researcher was given to 650 4th grade students in 5 schools. The results of the teacher questionnaire indicated that the teachers were not satisfied with the textbooks in terms of their general appearance, layout and design, methodology, activities, language skills, language and topic content, teachability and flexibility, and assessment except for a few points. That is to say, they find the font size and type of the book suitable for the students, and think that the methodology implemented in the books is up-to-date. Furthermore, the participants tend to believe that the activities encourage meaningful language use and embody individual, pair and group work. Also, listening activities are thought to be well-recorded and the unit topics draw young learners' attention. This study was carried out to see the outcomes of 2013 ELTP via evaluating the textbooks and 4th grade students' listening skills in a certain geographical area, so it enabled to realize the strong and weak points of the program. At the end of the study, there are some implications for educators, educational authorities and educational researchers. Keywords: Program Evaluation, Outcome Evaluation, ELTPs.
Perceptions of elt students related to learner autonomy in language learning
This study mainly aims to investigate the perceptions of ELT students related to Learner Autonomy in language learning. 73 male and 139 female students, a total of 212 students, participate in the study. A questionnaire is applied in order to identify the perceptions of ELT students related to Learner Autonomy in language learning. The questionnaire is prepared in four main parts: one of them is for background information of the participants and the other three parts are for their perceptions of ELT learners related to responsibilities, abilities, and activities on learner autonomy. In addition, in order to support the quantitative data, and to have a deeper understanding of the perceptions of ELT students, a total of 20 students, five students from each class, are interviewed. The findings gathered are analyzed according to the year of the study (from 1st year to 4th year) and gender of the participants. Mean, independent samples t- tests and One- Way ANOVAs are used for analyzing the quantitative data. Content analysis is done for the qualitative data and the findings of the qualitative data are organized according to the participants' year of study and gender. The results indicate that there are not any statistically significant differences between male and female students in terms of the perceptions of learners related to responsibilities, abilities, and activity choices. In addition, although there are statistically significant differences between the genders in terms of the perceptions of learners related to abilities and activity choices on learner autonomy, both genders have similar perceptions related to responsibilities of learners. The findings gathered from the qualitative data are in line with the findings of the quantitative data. The participants mainly state similar responsibilities, abilities and activities in terms of their year of study. In addition, qualitative data reveal that although both female and male participants give importance to the similar perceptions related to responsibilities, abilities, and activities on learner autonomy, they state different reasons regarding the perceptions of learners related to responsibilities, abilities, and activities. Additionally, participants utter some definitions related to learner autonomy and they prove how versatile the notion of learner autonomy is. Keywords: Learner Autonomy, Year of Study, Gender.
L1 Turkish and L1 English writers' use of metadiscourse markers in research articles written in English in applied linguistics
The purpose of this study is to investigate the utilization of interactive metadiscourse markers in the discussion and conclusion sections of research articles authored by L1 Turkish writers of English (L1TW) and L1 English writers (L1EW) within the field of applied linguistics. In order to identify the similarities and differences in the types and frequencies of interactive markers used, a small-sized specialized corpus was compiled with a total of 40 research articles, with 20 research articles selected to represent each group of writers, following certain criteria. These articles were selected from the internationally recognized SSCI-indexed journals published between the years 2018-2022. The analysis incorporates both corpus and manual examination based on the taxonomy offered by Hyland and Tse (2004), as well as utilizing the N-gram feature of LancsBox to identify the bundles that are likely to function as interactive markers. The findings of the study reveal that transitions were the most commonly used type of interactive markers by both groups of writers. While L1TW employed transitions more frequently than L1EW, code glosses, frame markers, and endophoric markers constituted a higher percentage of all interactive markers in the L1EW subcorpus. The findings also revealed a more frequent use of transitions, code glosses, frame markers, endophoric markers, and evidentials in the discussion sections of research articles for both groups of writers. The study's implications extend to pedagogical considerations for academic writing courses, aiming to enhance understanding of metadiscourse use in writing research articles Keywords: Academic writing, research articles, interactive metadiscourse markers
Turkish EFL learners' preference for apology strategies across different social variables
The objective of this study is to examine how Turkish learners of English as a Foreign Language (EFL) utilize apology strategies. Specifically, the present study aims to describe the apology strategies preferred by English preparatory school students in specific situations that involve social factors like power imbalance, social distance, and the weight of the action. The data was gathered through two separate discourse completion tests (DCTs): (a) the written discourse completion test (WDCT) and (b) the multiple-choice discourse completion test (MDCT). WDCT presents six and MDCT presents ten distinct situations that necessitate an apology act. Each situation in the tests incorporates diverse social variables to enable users to provide a reaction or describe how they would apologize in real-life scenarios. Through these tests, the study compares the use of apology strategies of Turkish EFL learners with that of native English speakers. The study's findings revealed that Turkish EFL learners had a higher frequency of employing indirect apologies, as opposed to native speakers. The study revealed that Turkish English as a Foreign Language (EFL) speakers at the B1 and B1+ proficiency levels employed similar strategies to express apologies to native speakers, as evidenced by the data collected via Discourse Completion Tasks (DCTs). Considering these social factors, Turkish individuals learning English as a second language displayed apology speech acts that closely resembled those of native English speakers. However, Turkish EFL learners employed more indirect strategies than native speakers. The study found that whereas B1 and B1+ non-native speakers used similar methods in broad expressions of apology, they employed negative L1 transfer while apologizing such as the placement of "I am sorry". Keywords: Apology Strategies, Power Differences, Social Distance, EFL
Vocabulary learning through collocations and gamification in EFL classes
The use of technology and gamification tools have been in great use over a few decades in EFL classes, and their popularity has increased considerably during the COVID-19 pandemic period during which online education replaced face to face education completely or partially. Quizlet is one of the most popular applications used in EFL classes to teach vocabulary in a more effective and enjoyable way. Although there have been several studies conducted to seek the effectiveness of Quizlet among students learning English as a second language, there have been only a few studies carried out in Turkey at tertiary level to investigate the effectiveness of Quizlet in terms of vocabulary learning and retention, and also there have been very few studies which investigated the use of collocations on Quizlet both in terms of vocabulary learning and retention. The present study aims to investigate firstly, the effectiveness of Quizlet as well as the effectiveness of using collocations on Quizlet in comparison to traditional methods in terms of vocabulary learning, secondly the effectiveness of Quizlet and the use of collocations compared to traditional methods in terms of vocabulary retention, and finally the perception of the students regarding the use of Quizlet to study new vocabulary. In this study, 60 participants in three different groups studied the same target words over three weeks using different tools. Then, the results of pretest, posttest and delayed posttests of the participants were compared and also a semi-structured interview was conducted to learn about the perception of the participants concerning the use of Quizlet. The results of the study revealed that not only the use of Quizlet, but also the use of collocations contributed to both vocabulary learning and retention of the students significantly. The study also found that the participants regarded Quizlet as an effective, practical and enjoyable tool to study vocabulary. Keywords: collocations, gamification, Quizlet, vocabulary learning
Relationship between coursebook dependency and self-efficacy in Turkish EFL teachers
Teaching materials that are regarded to exert an excessive impact on learners dominate the ELT field for decades. However, some teachers may attribute great importance to them, whereas some others may not. Both views can be problematic in terms of classroom dynamics. In that regard, a critical approach is required to measure the amount of dependence EFL teachers have. The primary aim of this study is to find out the dependency levels of EFL teachers on coursebooks and whether there is any sort of relationship between teachers' coursebook dependency levels and their teacher self-efficacy beliefs, and whether there is a significant difference between coursebook dependency and years of experience, and school levels. The participants of the study were 270 Ministry of Education English language teachers (204 female and 66 male) in Turkey. A quantitative approach was adopted in this study; thus, a coursebook dependency questionnaire and teacher-self efficacy questionnaire were administered to the participants via online platforms. The results revealed that most of the teachers were medium-dependent while the rest is highly dependent. There was no low dependent teacher. Similarly, teacher self-efficacy beliefs of teachers were mostly strong and very strong. Additionally, the relationship between coursebook dependency and teacher self-efficacy showed a positive correlation surprisingly. As for the teaching experience of participants, it showed a parallel increase with coursebook dependency. Finally, coursebook dependency results implied a significant difference with the school levels of EFL teachers concluding that high school teachers were the most dependent group in this study.
A study on the relationship between Turkish EFL learners' willingness to communicate in English, ambiguity tolerance and parental encouragement level
This study aims to investigate Turkish EFL learners' willingness to communicate, tolerance of ambiguity, and parental encouragement levels. Moreover, a possible link between tolerance of ambiguity and parental encouragement levels with willingness to communicate was explored in the study. The research sample consisted of 151 preparatory school students at Hasan Kalyoncu University. A mixed-method research design was preferred in this study as both qualitative and quantitative research methods were utilized. ''Willingness to Communicate Scale'' developed by McCroskey (1992), ''Second Language Tolerance of Ambiguity'' developed by Ely (1989), and ''Perceived Parental Encouragement Scale'' involved in ''Attitude/Motivation Test Battery'' developed by Gardner (1985) were used as data collection tools. SPSS 20.0 was operated to analyze the data obtained from the questionnaires. Frequencies, means, percentages, and standard deviations were calculated through this program. Moreover, independent samples t-test was utilized to detect whether there was a statistically significant difference relating to age, while one-way ANOVA was used to explore if there was a statistically significant difference relating language proficiency with willingness to communicate, tolerance of ambiguity, and parental encouragement levels. Apart from these, Pearson correlation was practiced to investigate the relationship between willingness to communicate, tolerance of ambiguity, and parental encouragement. Afterward, to detect the predictive power of tolerance of ambiguity and parental encouragement on willingness to communicate, multiple regression analysis was achieved. In the qualitative part of the study, 16 students who already took the quantitative part of the study were interviewed. The findings were examined through content analysis. According to the results, Turkish EFL learners showed high willingness to communicate, tolerance of ambiguity and, perceived parental encouragement. Besides, statistically significant results were found relating to the influence of age and gender. Furthermore, it was detected that tolerance of ambiguity and perceived parental encouragement predicted willingness to communicate positively. Finally, some linguistic, affective, contextual, individual factors and, self-perceived communicative competence were found to be influencing elements on learners' willingness to communicate. Moreover, some problems of tolerating ambiguity experienced by learners were detected.
Transforming receptive vocabulary knowledge into productive vocabulary through ict tools and investigation of students' views
Today's world has been continuously changing including education thanks to technological developments. As a result of this movement, teaching strategies have naturally undergone a change. By considering this, the objective of this present thesis is to integrate technology with vocabulary teaching process. Thereby, this study incorporates Quizlet and Word Art in order to improve vocabulary knowledge. This thesis also clarifies the effect of Quizlet on students' receptive vocabulary knowledge. Besides, Word Art has been used to develop students' productive vocabulary knowledge. The researcher also aims to see possible effect of ICT tools on students' lexical densities. All groups learned target vocabulary explicitly within a context and this context was provided by reading texts, listening texts and speaking models but for the first 6 weeks, they practiced all target vocabulary through Quizlet while they practiced all target vocabulary through Word Art for the other 5 weeks. The treatment lasted 11 weeks with 70 students at a state university; one group with three subgroups were created. Mixed method one group research design was used in this thesis. In order to collect quantitative data, pretest and posttest technique was applied in order to see to find out whether there is an effect of ICT tools on students' vocabulary knowledge with the help of SPSS 25. By using SPSS 25, descriptive statistics of pretest and posttest scores were calculated and ANOVA was applied to find out significance value of both tests. Furthermore, the researcher applied pre writing, post receptive and post productive writing tests to identify students' lexical density thanks to http://www.analyzemywriting.com. To check whether students used target vocabulary after Quizlet and Word Art treatments, all writings were again analyzed via AntConc and target vocabulary used by the participants were determined. Finally, interviews were conducted with 10 students in order to collect qualitative data to identify the students' perceptions towards the course and ICT tools. These interviews were analyzed by using content analysis. The results of this thesis showed that ICT tools were greatly effective in developing vocabulary knowledge, and also lexical density. A significant difference was found in posttest scores and lexical density mean scores. Word Art was more successful than Quizlet in terms of using target vocabulary in writing; besides, this study pointed out that students have positive perceptions towards ICT tools and they found ICT tools enjoyable and mostly attractive.
The Role of participant and content of discourse in bilingualism
This study is about people who interact with two or more languages in their everyday life. It deals with how they use their two languages in specific situations and the factors which determine their choice of languages. The samples of the study are six Australian-born bilingual students at the English Language Teaching Department of the Faculty of Education at Çukurova University in Adana, Turkey. They are the children of Turkish-born Australian immigrants who have made a permanent return from Australia to their homeland during the past few years. The aim of the study is to present an introduction to bilingualism - the state of passing by with two or more languages - and to deepen the understanding of areas such as language choice and code-switching in bilingualism. Chapter I provides information on the background of the issue and Chapter II gives a review of the relevant literature. Chapter m contains the nature of the research, the subjects and how the data are collected and analyzed. In Chapter IV, the data is analyzed and categorized and examples are given. In the Fifth Chapter, conclusions are drawn, and limitations and suggestions for further research are stated. Key words: Bilingualism, language choice, code-switching, participant and content of discourse
The Effects of using cognitive learning strategies on reading comprehension ability of Turkish students
THE EFFECTS OF USING COGNITIVE LEARNING STRATEGffiS ON READING COMPREHENSION ABILITY OF TÜRKISH STUDENTS HASAN BEük Ph. D. Thesis English Language Department Supervisor: Ass. Prof. Dr. Felımi Can Sendan September, 1998 217 Pages ABSTRACT The purpose of this study is to (1) find out the strategies English-as a-Foreign Language students use in reading comprehension, and (2) enable these students to gain cognitive leaming strategies in order to faciütate comprehension. After clarifying cognitivist approach to learning and its role in reading comprehension through related literatüre it concentrates on cognitive learning strategies in reading comprehension. it first searches into what types of strategies English-as a-Foreign Language student use İn reading comprehension courses. in the next step, with the help of a training programme, this study aims to enable students to gain cognitive learning strategies in order to be successful in reading comprehension course, A reading comprehension lesson plan which was adapted from Jones (1991) was implemented for each lesson. The activities in this lesson plan were organised in a way that helps students use their previous knowledge in what they read. in addition, different techniques were used to stimulate their previous knowledge such asquestioning, semantic mapping, linking known to unknown, selecting the most important. Questionîng is considered an integrally related activity which provide higher order level of thinking. For this reason, in questioning process, the levels in the Bloom's Taxonomy (1956) were used. The results of the study show that there is a close relation between cognitive learning strategies and students success in reading comprehension since the students in the Experimental Group proved to be more successful than those in the Control Group. The results also support that cognitive learning training in reading comprehension enables readers to develop higher order level thinking skills and metacognitive strategies.fc KEY WORDS Cognitive learning Metacognitive strategies Long-term memory Short-term memory Meaningful learning Schenıata Higher level thinking Elaboration Concept ör Semantic mapping Reading comprehension strategies
Dil öğreniminde i̇nanç sistemlerinin etkisi
This study is based on an investigation designed to explore the potential influences of match and mismatch in the beliefs the teachers and students hold about language, and language teaching and leaming on the leaming outcomes in foreign language classrooms. The research context is a language center, Yadim, (where the researeher is a member of teaching staft) providing preparatory English Language instruction to prospective students of various departments at Çukurova University. Forty eight students and fo ur core language teachers were selected for participation in the study based on mateh scores obtained through Statview analysis of the language leaming inventory (Wenden and Rubin 1987) administered to 200 students at beginner level, and 17 teachers. Students and teachers whose beliefs were in agreement, and those whose beliefs did not resemble were assigned to two separate groups. The two groups reeeived the same instruction for a period of two months. The classes were observed, and the observations and the inventories provided a base for subsequent interviews with the teachers and the leamers. At the end of the eourse, the leamers in the two groups were given an achievement test. The test scores of the two groups were compared, and triangulated with observation and interview data.
A Model for effective supervision from the supervisor and the student-teacher`s perspective: A social constructivist approach
A Model for Effective Supervision from the Supervisor and the Student- Teacher's Perspective: A Social Constructivist Approach Gülden İLİN Doctorate Thesis in the subject of ENGLISH LANGUAGE TEACHING Advisor Prof. Dr. F. Özden Ekmekçi January,2003 (395 pages) This study was conducted in order to provide a general description of how the supervisor teachers of the ELT Department of Çukurova University perceive effective supervisory feedback, and how their perceptions influence their practices as supervisors. The overriding purpose is to find out whether feedback sessions lead to a change in the student- teachers' perceptions both in the content and structure. In order to achieve the aim of the study, supervisors' perceptions of effective supervisory feedback were elicited. Their feedback sessions were recorded and the supervisors were interviewed to see whether and to what extent their perceptions influenced their behaviours as supervisors. On the other hand, participating student-teachers were observed during their practice sessions to find out whether they planned their lessons according to the feedback that they received. The data gathered from the student- teachers were triangulated by interviews and their feedback forms. Keywords: Perception, Teaching Practice, Effective Feedback, Feedback SesSlon, Change.
Vocabulary learning strategies employed by preparatory class students at Adana Anatolian Teacher training high school
This study aims to identify vocabulary learning strategies which are known by preparatory class students attending Adana Anatolian Teacher Training High School. Moreover, the second purpose of this study is to observe to what extent students can employ the vocabulary learning strategies they are aware of. In this study, a VLS questionnaire prepared by Marin and think-aloud protocols were used with 90 participants from the preparatory classes of Anatolian Teacher Training High School. After the VLS was completed by the participants, ten students were selected by the researcher for think-aloud protocols. The data obtained from VLS questionnaire were analysed in five categories: determination strategies, social strategies, cognitive strategies, memory strategies and metacognitive strategies. The frequencies and percentages were computed and shown in tables. Then, the protocols of ten students were transcribed and strategies used by the participants were grouped in a taxonomy. The findings of this study indicate that the participants are not successful enough to employ the vocabulary learning strategies which they believe that they know. Key Words: Vocabulary Learning Strategies, Cognitive Strategies, Metacognitive Strategies, Social Strategies, Think-aloud
An action research study on teacher development: A constructivist approach
In this study, firstly, we have explored the nature of seven EFL teachers' perceived needs for change at the outset of the teacher development program. Later, teachers' (in-service) development and their personal theories of effective language teaching have been dealt with thoroughly. We have adopted a problem-centered approach to teachers' development by helping them set up their own agenda for change. We employed a research process where an action research methodology was used. A collaborative and qualitative action research model was used in this study on the basis of Kelly's (1955) personal construct theory as a theoretical and methodological framework. In order to achieve the aim of this study, the teachers' perceptions of effective language teaching were elicited. After the identification of their needs and interests, they were involved in an action research process through input and classroom inquiry phases. After the repertory grid administrations of the teachers, the constructs elicited from them were observed in their classes through notes and checklist. Thus, the content and the structure of the teachers' personal theories, the changes in their theories and the consistency between theIV conceptual and behavioural changes were investigated. The repertory grid data were subjected to Focus, Exchange, Sociogrid and content analysis. Key words: Action Research, Personal Construct Theory, Repertory Grid, In- Service Teacher Development, Teacher Learning and Thinking, Reflective Teaching.
Reflecting on teaching: Interactive thoughts and decisions of experienced and novice EFL teachers
ABSTRACT REFLECTING ON TEACHING: INTERACTIVE THOUGHTS AND DECISIONS OF EXPERIENCED AND NOVICE EFL TEACHERS EBRU ŞİRE Ph. D. Dissertation, English Language Teaching Department. Supervisor: Profc Dr. F. özden EKMEKÇİ May 2004, 361 pages This study is mainly concerned with the instructional decisions EFL teachers make in the class (Le., interactive decisions). It aims to contribute to our understanding of what teachers are thinking about when they make a particular interactive instructional decision. The ultimate purpose is to investigate and compare the interactive thinking and decision making process of experienced and novice teachers. The underlying assumption is that teachers' behavior is guided by their reason based thoughts, judgments, and decisions. Therefore, the study adopts a cognitive and interpretative approach. Four novice and four experienced EFL teachers participated in the study. The data were collected through videotaping procedure, stimulated recall technique, semi- structured interviews, lesson plans, classroom maps, and snakes. The study was conducted at YADIM (Le., Center for Foreign Languages), Çukurova University. In the study, each teacher was videotaped three times in her regular classes, and then she was invited to comment on her in-class behaviors and interactive decisions at the stimulated recall interviews. The findings were analyzed and interpreted both quantitatively and qualitatively.The results indicate that the complexity of teachers' thinking process change in regard to their expertise level. In line with this finding, the interactive decision making process of the experienced teachers is seen to be much more complicated than that of the novices in the study. Moreover, the experienced teachers are observed to employ a wider set of instructional actions in response to the student performance cues. However, both the experienced teachers and the novices are able to recognize student performance cues they observe in the class. Another finding indicates that the novice teachers are much more concerned with the classroom management related issues especially with student off task behavior and develop a good repertoire of coping strategies to deal with such behaviors. In addition, interactive decision making models are proposed for both the experienced and novice teachers throughout the study. The results of the study suggest some significant implications not only for in- service teacher training programs but also for pre-service teacher training programs. Besides, the study also covers some methodological and theoretical implications for future research. KEYWORDS: Interactive Decision Experienced Teacher Novice Teacher Stimulated Recall Technique Student Performance Cue
Efficact of cross-cultural e-mail exchange for enhancing EFL writing: A perspective for tertiary-level Turkish EFL learners
ABSTRACT EFFICACY OF CROSS-CULTURAL E-MAIL EXCHANGE FOR ENHANCING EFL WRITING: A PERSPECTIVE FOR TERTIARY-LEVEL TURKISH EFL LEARNERS Düek YAVUZ ERKAN Ph.D. Dissertation, English Language Teaching Department Supervisor: Şehnaz ŞAHINKARAKAŞ Ekim 2004, 196 pages The aim of this study was threefold. One goal was to determine whether cross- cultural e-mail exchange enhances foreign-language learners' writing self-efficacy. The second was to test the efficacy of cross-cultural e-mail exchange in terms of improving EFL students' attitudes toward writing and writing classes. The third aim was to investigate the value of cross-cultural e-mail exchange for enhancing EFL students' writing ability. The study design included a combination of descriptive and quasi-experimental research. Data were collected using the following methods: review of existing literature, questionnaire, writing self-efficacy scale, testing of writing ability, semi-structured interview, student reflection form, and researcher's field notes. The participants were two groups of 16 tertiary-level Turkish EFL students who were learning English for academic purposes at YADİM, the Center for Foreign Languages at Çukurova University. The researcher was the sole writing-class teacher for both groups. A 75-hour (15-week) experiment was conducted to determine the efficacy of cross-cultural e-mail exchange for promoting better writing in English. The specific elements investigated were writing self-efficacy, attitudes toward writing and writing classes, and overall quality of writing. During the intervention, one group wrote compositions of different genres and topics to an imaginary person or the teacher usingthe traditional pen-and-paper method. The other group used e-mail to write to a real audience, South Korean key-pals. Each student was evaluated with a writing self-efficacy scale before and after the intervention. The aim was to assess for possible changes in writing self-efficacy linked to exposure to e-mail exchange. The group findings before and after the intervention were analyzed by calculating mean scores and standard deviations, and using a t-test to assess for significant differences. To assess students' positive and negative views and feelings related to writing and writing classes, each participant completed an attitudinal questionnaire before and after the intervention. Responses to the rating, ranking, and open-ended questions in the survey were analyzed using descriptive statistics (mean scores, standard deviations, frequencies of responses, proportions of each group with given responses). Responses to the open-ended items were also categorized, and similar responses were identified. In addition to the before/after questionnaire and self-efficacy scale, each of the 32 students completed two timed writing tests prior to the intervention (pretests), and then completed two other timed writing tests after the intervention (posttests). Covariance analysis was used to determine whether the difference between the mean posttest scores for the e-mail group and the control group was statistically significant. After the intervention, each of the e-mail students attended a semi-structured interview with the teacher-researcher. In recording this direct qualitative feedback, the aim was to triangulate the findings from the other data-collection instruments (attitudinal questionnaire results, scores for writing self-efficacy, and writing-quality results). Also, throughout the experimental period, the teacher-researcher took weekly field notes on the progress in the e-mail group, recording all problems and noteworthy events or observations. As well, all 32 participants were required to submit written comments on their experience every 2 weeks. The semi-structured interview responses, teacher-researcher field notes, and these "student reflection forms" were analyzed by content. The results obtained from the self-efficacy assessments indicate that cross- cultural e-mail exchange is a valuable way to improve foreign-language learners' self-efficacy in writing. The teacher-researcher's field notes, the comments on the student reflection forms and the responses of the participants in the experimental group during the semi-structured interviews all confirmed the findings from the writing self-efficacy assessments. The responses to the questions on the attitudinal questionnaire revealed that cross-cultural e-mail exchange help develop positive attitudes towards writing. This finding is supported by the experimental group participants' answers in the semi- structured interview, the teacher-researcher's field notes, and the comments on the student reflection forms. Analysis of the results for the writing ability post-tests revealed no significant difference between the mean posttest scores in the experimental and control groups. According to this finding, there is no significant contribution of cross- cultural e-mail exchange to the overall writing quality in the target language. However, since this type of program increases students' writing self-efficacy and encourages more positive attitudes towards writing and writing classes, the researcher speculates that given adequate time, such effects may translate into improved overall writing quality. KEY WORDS: Writing, Computer-mediated communication, Cross-cultural e-mail exchange, Key- pal, Self- efficacy in English-writing, Attitude.
The impact of an induction program on novice teachers' efficacy beliefs
The first year of teaching experience is overwhelming and stressful for all beginning teachers regardless of the teacher education program they attend, and that over the course of the year they usually experience a decreased strength of belief in their own efficacy and in the learning potential of their students. Therefore, the first year of teaching experience is a crucial period of learning and professional development. It is apparent that there is a considerable need for beginning teacher support programs in order to prepare competent and successful teachers in the field. This qualitative study described the development and implementation of a support program for novice teachers in Turkish primary schools for the 2001-2002 school year. The study involved four beginning teachers with no teaching experience. The first phase of the study included seeking beginning teacher problems in public primary schools in Turkey. The second phase of the study included development and the delivery of the support program around participant teachers' needs. The four sources of efficacy beliefs (i.e. mastery experiences, vicarious experiences, verbal persuasion, and physiological and emotional states) were used as a theoretical framework for the support program (NTEP-Novice Teacher Efficacy Program). Methodology included a combination of reflection sheets collected prior to the program and after each session of the program, interviews conducted at the end of the NTEP, and Repertory Grids administered both at the beginning and end of the NTEP. The data gathered through these sources were used to evaluate the program and toinvestigate changes taking place in beginning teachers' perception of an effective teacher and their assessment of "self as teacher at the end of a support program. The findings suggested that there are several key program essentials for providing support for the beginning teachers. The program essentials include: (1) determining beginner teacher needs; (2) identifying benefits to program participants; (3) encouraging collaborative work among participants; (4) creating a non-threatening atmosphere; (5) encouraging participants to reflect on their own experiences and learning; (6) providing beginning teachers with specific and constructive feedback; (7) creating opportunities for beginning teachers to compare and contrast their own teaching practices and beliefs to other teachers; (8) viewing beginning teachers as professionals and incorporating their ideas into the content of the program; (9) instead of loading content knowledge as a recipe, equipping beginning teachers to work on their own problems in their own teaching; (10) establishing the norm of on-going professional development; (1 1) conducting the program in a place which is not associated with participant teachers' teaching context The findings also indicated that the participant teachers felt supported and appreciated in their first year of teaching experience. Considering participants' constructs of an effective teacher, we observed a considerable change both in structure and content at the end of the NTEP. As regards their efficacy beliefs, we observed that the participant teachers reconsidered their efficacy beliefs on the skills and activities, which they ascribe to an effective teacher. That is, while some participant teachers viewed themselves more similar to their perception of an effective teacher, some became uncertain on some features of an effective teacher. KEYWORDS Novice teacher (Beginning Teacher) Induction Program (Beginning Teacher Support Program) Self-Efficacy Theory Teacher Efficacy Repertory Grids
Implementation of neuro linguistic programming NLP into personal and professional development programs of English language teachers
In the field of teaching, the importance of change and/or development İs undeniable. At any stage of teacher development, it is essential to take a more humanistic point of view; that is to take into account the "whole teacher", which covers the teacher's personal and professional life: his/her beliefs, values, emotional states, interpersonal world as well as knowledge, skills, and roles in the society. Hence, within the close relationship of personal and professional life, uncovering one's constructs in accordance is of utmost importance to achieve change and/or development. In this respect, Neuro Linguistic Programming (NLP) seemed to be promising to contribute to the personal and professional development of teachers. NLP with its underlying techniques and principles tries to explain how a person structures his/her thoughts, and how this affects his/her behavior. Applying NLP techniques enables the teacher to control mental, emotional and physical resources so that a person can reach his/her potentials. Drawing on the argument above, this qualitative study aimed to design a new teacher development program to support both personal and professional development of EFL teachers, implementing NLP techniques. This study also aimed to investigate the effects of NLP techniques on the personal and professional development of EFL teachers and to see whether NLP techniques enable teachers to develop a system to support for themselves to cope with problems related to their not only professional but also personal life. This qualitative study included six non-native, experienced EFL teachers from various Turkish state schools who participated in the NLP-TD program for over threemonths (12 sessions). In order to see the impact of the NLP-TD program, Repertory Grids, follow-up interviews, questionnaires and reflection sheets were employed in the study. Repertory Grids and follow-up interviews were administered at the beginning and end of the study to observe the changes in the structure and content of the participant teachers' personal theories regarding the personal and professional features of an effective teacher. We also searched into the nature of participant teachers' construction of "self ' as teacher and "ideal" teacher in relation to those features. With the help of the questionnaires and reflection sheets, participant teachers' reactions regarding their experiences of the NLP-TD program were obtained to illuminate teacher educators and INSET providers for future implementations of the NLP-TD program. Preliminary data indicated that the current teacher development opportunities in Turkey are very limited and fall short of meeting the needs and interests of experienced EFL teachers. Accordingly, these teachers claimed to be left on their own in regards to their development. Findings of this study maintain overwhelming positive responses to the effectiveness of the NLP-TD program. This program helped participant teachers to support themselves discovering their subjective world within their personal and/or professional life. Findings especially note that the NLP-TD program was different from other INSET programs as to its emphasizing and connecting both personal and professional theories. As regards to the Repertory Grid, findings suggest that participant teachers' personal theories displayed significant change both in content and structure at the end of the study. In conclusion, the NLP-TD program may be an important example for a successful INSET program that supports life-long learning of EFL teachers through school-university collaboration. KEY WORDS Teacher Development Personal Development Professional Development Neuro Linguistic Programming (NLP) Repertory Grid Technique INSET Constructivism
Syntactic nominalizations in Turkish: A principles and parameters framework
IV ABSTRACT SYNTACTIC NOMINALIZATIONS IN TURKISH: A PRINCIPLES AND PARAMETERS FRAMEWORK Yılmaz YALDIR Ph.D. Thesis, English Language Education Department Supervisor: Assist. Prof. Dr. Cem CAN September 2004, 280 + xv pages This study aims to investigate the internal structure of syntactic nominalizations in Turkish within the framework of Principles and Parameters Theory. To do this, it restricts the attention to the prototypical syntactic nominalizations in argument positions of matrix sentences in Turkish. Chapter 1 introduces the major points concerning the problem and provides an outline of the adopted theoretical framework. It also expresses the research questions and the hypotheses of the study. Chapter 2 offers reviews of a number of earlier studies concerning syntactic nominalizations from generative viewpoints as well as other descriptive and typological perspectives. Chapter 3 presents a descriptive survey of major types of embedded clauses in English and in Turkish. Chapter 4 concentrates on the general morphosyntactic characteristics of prototypical syntactic nominalizations in Turkish. It examines various patterns of syntactic nominalizations by comparing them with the corresponding simple sentences sharing the same D-structure representation, supposedly the pure manifestations of thematic relations between the lexical categories. Chapter 5 summarizes the evolution of a particular analysis of noun phrases in the light of the major principles and subtheories of generative syntax, especially, the X-bar Theory. Adopting this analysis, the study suggests that noun phrases are extended phrasal projections containing a series of layered successive maximal projections of functional heads, such as D (Determiner), AGRN (Nominal Agreement) and NUM (Number). Furthermore, it examines the prototypical syntactic nominalizations in Turkish in terms of such functional heads and the nominal TAM (Tense, Aspect, Mood) category. It adopts the view that these functional categories are responsible for transforming a verbal phrase into a referential expression capable of occupying an argument position. Chapter 6 discusses the major findings of the study and concludes it by highlighting the implications of these findings for prospective studies.Keywords: syntactic nominalizations, Principles and Parameters Theory, functional head categories, DP-analysis, Turkish syntax
An action research study on portfolio assessment in a process writing class with seventh grade students in a primary state school
This study aims to search the improvements of the writing skill of the seventh grade students in a state school by using portfolio technique in Process Approach. In this study three questions have been investigated: 1) What are the factors to be considered while teaching writing skill to the seventh grade students? 2) Does the use of portfolio technique help seventh grade students' writing improvement? 3) What are the attitudes of the students to portfolio technique? Key Words: 1. Portfolio Technique 2. Metacognitive Skills 3. Autonomy
İsim/fiil baskınlığı açısından çocukların kelime dağarcığı
Çocukların kelime hazinesi gelişimi hakkında daha bütünleyici bir bakış açısı kazanmak için isim, fiil veya sıfat gibi belirli kelime sınıfları üzerinde birçok çalışma yapılmıştır. Bu çalışmaların amacı, belirli bir kavram yapısının diğerine üstünlük sağlayıp sağlamadığını ve bu yapının çocukların anadil gelişimini nasıl etkilediğini anlamaktır. Birçok araştırma sonucu, temel nesnelerin dilde isim tarafından temsil edilmesinden dolayı, isimlerin, fiillerden daha erken edinildiğini göstermektedir. Bu da isimlerin dil gelişiminde fillere baskınlık kurmasına neden olmaktadır. Bunun yanı sıra, birçok araştırmacı, isimlerin fiillerden önce edinildiği görüşünün, hangi dil olduğu fark etmeksizin, evrensel olduğunu iddia etmektedir. Ancak, bazı araştırmacılar bu görüş açısına katılmamaktadır. Onların görüşüne göre, çocuklar anne tarafından kendilerine yöneltilmiş konuşmada fiille daha çok karşılaştıkları için, fiilleri isimlerden daha önce edinirler. Bu bakış açısı, çocukların kelime hazinesinde isim-fiil baskınlığı tartışmasının diğer ucunu temsil etmektedir. Bu yüzden, görüşler iki farklı uçta yoğunlaşmıştır: evrensel isim avantajına karşılık girdiye bağlı bakış açısı. İsim veya fiil üstünlüğü İngilizce, Almanca, Korece ve Çince gibi farklı dillerde birçok veri toplama yöntemi ile çalışılmıştır. Ancak bu konu, Türkçede boylamsal veri toplama ve sıklık analizi yöntemi kullanarak çalışılmamıştır. İşte bu yüzden, bu araştırma, temelde, Türkçe konuşan çocukların sözcüksel ilerlemesine isim ve fiil açısından odaklanmıştır. Buna ek olarak, bu kategorilerin, Türkçe çocuğa yöneltilmiş konuşmadaki dağılımsal özelliklerini de araştırmaktadır. İsim ve fiillerin, ilerleyen gelişimini gözlemleyebilmek için, veri toplama süreci yaklaşık on beş ay sürmüştür. Beş anne, çocukları ile gündelik etkileşimde iken video ile kaydedilmiştir. Yazılı hale getirilmiş video kayıtları CHILDES çocuk dili analiz programında, sıklık analizi yöntemi ile analiz edilmiştir. Daha sonra, çocukların bireysel olarak isim ve fiil ilerlemesine odaklanılmıştır. Bununla ilişkili bir şekilde, sıklık analizi, annelerin isim ve fiil kullanımları üzerinde de yapılmıştır. Bir sonraki aşama da anneler ve çocukların isim ve fiil sıklıkları arasında ilgileşim analizi yapılmıştır. Bu analiz aşamasına ek olarak, veri toplama süreci içerisinde çocuklardaki aşamalı değişiklikleri görebilmek amacıyla, her çocuğun isim, fiil ve genel sözcüksel ilerlemesi çizgi grafikleri ile de gösterilmiştir. Her çocuğun isim ve fiil ilerleme modeli ile annesinin isim ve fiil kullanım modeli, arada paralellik olup olmadığını görmek amacıyla karşılaştırılmıştır. Bu çalışmanın sonuçları, Türkçe konuşan çocukların erken dönem sözcük hazinesinde isim sıklığının dikkat çekici şekilde fiillerden daha yüksek olmadığını göstermiştir. İsimler çok sınırlı sayıda gözlemde fiile istatistiksel olarak bir üstünlük sağlamıştır. Bu araştırmadaki bulgular isim ve fiil edinimi modeli ile ilgili önemli bir açıyı desteklemiştir. Tüm çocuklarda fiil ediniminin daha aşamalı ve ilerleyici olduğu, ancak isimlerin bağlam faktöründen -fiile kıyasla- daha çok etkilendiği görülmüştür. Bazı çocuklarda, veri toplama sürecinin sonlarına doğru, isimden daha yüksek bir fiil sıklığı görülmüştür. ANAHTAR KELİMELER: isim/fiil edinimi, isim/fiil baskınlığı, isim eğilimi, Türkçe çocuğa yöneltilmiş konuşma