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An evaluation of M.A. programs in English language education from students' and graduates' perspectives: Turkish context
The aim of this descriptive study, which employed a convergent parallel design and a mixed-methods approach, was three-fold: First of all, it aimed (1) to evaluate the perspectives of students and graduates on the Master of Art (M.A.) programs in English Language Education in the Turkish context. Program evaluation was investigated with respect to the program description, departmental support, the atmosphere in the department, program instruction-evaluation methods, classroom management-cooperation skills, program resources, program content, and overall evaluation. The second aim was (2) to investigate the students' and graduates' purposes and motivations for pursuing an M.A. degree and their overall satisfaction with the program they are enrolled in or graduated from. The third aim was (3) to investigate whether master's students and graduates' M.A. program evaluations vary according to their gender, years of teaching experience, and undergraduate academic achievement. To this end, sixty-nine participants (thirty-eight current students and thirty-one graduates of M.A. programs in Turkey) from 23 different M.A. programs participated in this study. Quantitative data came from an adapted Likert-scale questionnaire whereas qualitative data came from open-ended questions and semi-structured interviews. The findings of the study illustrated that the participants pursue their graduate studies mostly to become a researcher in an academic setting in terms of professional career choice. The study also revealed that according to participants, personal intellectual enrichment was the most important influential determinant to starting an M.A. study. More specifically, although findings did not yield any statistically significant difference across gender, years of teaching experience, or undergraduate academic achievement, the study revealed that female participants, experienced teachers, and mid-achievers had higher evaluation mean scores in terms of evaluating the M.A. programs. For the improvement of the M.A. programs, the participants overall suggested increasing the number of elective courses, avoiding repetition of B.A. courses, and providing adequate feedback. The results of this study are considered to be a guide for program developers, M.A. faculty members, and M.A. candidates. Keywords: English language education, Program evaluation, Master's program evaluation, Satisfaction
Examining the role of self-efficacy and teacher autonomy on the digital competence of the secondary school EFL teachers
Integrating digital tools and utilizing digital resources into classes are a must for today's teaching process. Based on the review of the current research on digital competence, it can be concluded that technological developments in all walks of life are influential in education as the more digitized the society is, the more demand requires for educators to keep up with the digital era. Since teachers' beliefs may have a significant impact on their teaching, digital competence levels of teachers and self efficacy and teacher autonomy require to be examined as a whole. In this respect, this study focuses on finding the relation among digital competence of secondary school EFL teachers and their self-efficacy, autonomy to identify which one predicts the others to what extent. This study follows a quantitative research method and a correlational research design, with data collected through an online questionnaire employing scales from scales of DIGIGLO Tool (Alarcón, Jimenez and Vicente-Yagüe, 2020), Teacher Efficacy scale (Hoy and Woolfolk, 1993), and Teacher Autonomy scale (Pearson and Moomaw, 2006). Convenience sampling was utilized to recruit the participants, and 301 EFL teachers working at secondary schools in Turkish context made up of the participants. A number of validity and reliability tests was conducted to assess whether data was suitable for the analysis. Later, Pearson correlation analysis, and multiple regression analysis were performed for analyzing the collected data. The findings revealed that there is a moderately positive and statistically significant relationship between eight factors of digital competence, and self-efficacy. Additionally, there are low to moderately positive relationships among sub-factors of digital competence and teacher autonomy, and of self-efficacy and sub-factors of teacher autonomy. All of these findings were discussed in the study in detail, and implications were provided for teachers, headmasters and authorities, and researchers.
Research engagement of in-service EFL teachers: Exploring research self-efficacy, personality traits, and critical thinking dispositions
The aim of this cross-sectional mixed-methods descriptive correlational study is to investigate in-service EFL teachers' research engagement and the potential relationship between research engagement (both with and in) and their research self-efficacy, personality traits, and critical thinking dispositions. Participants were purposefully selected from in-service EFL teachers who had taken "Research Methods in Education" courses at Sakarya University and conducted research within the scope of this course. A total of 40 in-service EFL teachers participated in this study. The data for this research was obtained from both quantitative and qualitative data collection tools. Quantitative data were elicited through an adopted questionnaire and three scales: 1) English Language Teachers' Views of Research Questionnaire (Borg, 2009) 2) the Comprehensive Research Self-Efficacy Scale (C-RSES) (Taş et al., 2023), 3) the Big Five Inventory–2 (BFI-2) (Soto and John, 2017), 4) the Marmara Critical Thinking Dispositions Scale (Özgenel and Çetin, 2018). Meanwhile, the qualitative data were collected through open-ended questions developed by the researcher. Findings illustrated that in-service EFL teachers were not frequently research engaged, where their engagement levels varied between rarely and sometimes. The most cited reasons were lack of time and finding published research impractical. Also, some of the participants stated that their job is to teach not to conduct research. Besides, investigating teachers' research engagement, their research self-efficacy levels were also examined. As the findings revealed, teachers feel most self-efficacious in their knowledge of research ethics and processes, discussing findings, reviewing the literature, and formulating the research problem. Upon investigating participants' personality traits, the Agreeableness domain had the highest mean score among all the domains indicating that participants are compassionate, respectful, and have a forgiving nature. Conscientiousness and Open-mindedness also demonstrated relatively high mean scores compared to the other domains. When teachers' critical thinking dispositions were examined, findings demonstrated they exhibited the highest mean scores in reasoning and reaching judgement sub-dimensions. In fact, they reported very high scores almost among all sub-dimensions. Later, to explore the relationship between teachers' research engagement, research self-efficacy, and critical thinking dispositions, a Mann-Whitney U test was conducted. Additionally, a chi-square test was used to examine the relationship between research engagement and personality traits. The results demonstrated that there was no significant relationship between these variables. However, the analysis of the relationship between research self-efficacy and research engagement revealed a single significant difference in the Conceptual/Theoretical Framework factor, where the high engagement group ranked significantly higher than the low engagement group. The study further explored the relationship between teachers' personality traits, research self-efficacy, and critical thinking dispositions. The study found that certain personality traits were positively correlated with both research self-efficacy and critical thinking dispositions. Extraversion, conscientiousness, and open-mindedness showed strong positive relationships with critical thinking dispositions, while extraversion also had a positive connection with research self-efficacy. Negative emotionality was linked to critical thinking dispositions as well, while agreeableness did not show significant correlations with either variable. The study underscored key barriers to teachers' research engagement, such as limited access to resources, time constraints, and perceptions of research as impractical. While this study has important implications for policy changes, institutional support, and professional development initiatives, it also has certain limitations. These limitations may have influenced the depth and generalizability of the findings. Future research could address these limitations by incorporating the suggested approaches. Keywords: Research engagement, Research self-efficacy, Personality traits, Critical thinking dispositions.
Investigating the language learning strategies EMI students use to overcome language barriers and challenges they face
The aim of this study is to investigate which language learning strategies English medium instruction (EMI) students' use, gender difference, if any, on language learning strategy use, challenges they face and their way of dealing with their challenges in EMI educational context. The data were gathered from 255 Turkish EMI students through demographic questionnaire and Turkish version of Strategy Inventory of Language Learning (SILL) (Cesur & Seval, 2007) adapted from SILL,version 7.0,developed by Oxford (1990).The data were analyzed through descriptive statistics and Independent Sample T-test. The qualitative data were also gathered through an open-ended questionnaire and additional comment section. The data were analyzed through thematic coding. The results indicated that Turkish EMI students used a medium range of language learning strategy. Among the six categories of language learning strategy, while the metacognitive strategy was the most frequently used strategy, the affective strategy was the least frequently used strategy. The study also showed that gender does not have any significant effect on overall language learning strategy use. In addition, qualitative data indicated that EMI students in the study were concerned with understanding lessons, lecturer's English accent, making communication, understanding exam questions and therefore feeling anxious. According to the qualitative findings, while some of the students (N=56) argued that they do not know how to deal with challenges, (N=69) others endeavored through using a dictionary, asking help from friends and lecturers, using Turkish materials, taking notes and memorizing vocabulary. All these findings will be discussed and suggestions will be made for the relevant EMI education context. Keywords: English Medium Instruction, Language Learning Strategy, Gender
Young learners' foreign language anxiety level and anxiety sources
The aim of the study is to investigate the Foreign Language Anxiety (FLA) among young learners by questioning the level of FLA among young learners and by explaining the sources of young learners' FLA. Anxiety affects language learners negatively during the foreign language learning process (Dewaele, 2009; Horwitz et al., 1986; Gregersen & Horwitz, 2002), and several language learners suffer from the FLA, causing failure in language classes; thus, this study focuses on what causes FLA among young learners, and what extent young learners' anxiety level differs in terms of age, gender, academic achievement, economic situation, parents' education level, parental expectation, and learning experience. It was designed as a mixed methods research to investigate the different perspectives drawn from both qualitative and quantitative data. The quantitative data were collected by the Foreign Language Classroom Anxiety Scale (FLCAS) (Aydın, Harputlu, Uştuk, Güzel, & Çelik, 2017b), which was adapted for young learners from the Foreign Language Classroom Anxiety Scale (FLCAS) of Horwitz et al. FLCAS (1986) while the qualitative data were gathered by semi-structured interviews. The universe of the study was Karasu and the sample of the study was 8 different public secondary schools which are located in the city center. The quantitative data were gathered from 380 students who study at 5th, 6th, and 7th grades, and semi-structured interviews were held with seven of the students who had a high level of anxiety according to results of FLCAS. According to the results, the young learners had a moderate level of FLA at the class and FLA effects of all the variables which are age, gender, academic achievement, economic situation, parents' education level, parental expectation, and learning experience were analyzed and discussed. It was found in the study that age, gender, academic achievement, parent's education level, and parental expectation had effects on young learners' FLA. Also, considering the interviews, suddenly asked questions by the teacher, not being able to answer the questions, having low marks, teachers, difficult subjects, writing long articles, and some classroom activities cause FLA among the young learners. In the study, all these findings were discussed in detail and suggestions were presented for the educators and language teachers.
The impact of storyline method on teen's attitude towards EFL
Throughout the language education history, great numbers of teaching methods, approaches and applications had been suggested and experimented with the attempt of presenting a guideline to both the language teachers and the learners to achieve the goal of teaching/learning language effectively. In 1967, Storyline method, a specific pedagogical application of task-based language teaching, emerged in Scotland as the result of the studies of a group of academics in Jordanhill College of Education. Albeit its authenticity, practicality, and meaningfulness, the method has received limited attention so far. The current study aims to investigate this relatively unrecognized approach and its impact on the students' attitudes towards EFL classes. The study also intends to explore the students' perceptions of Storyline method. With this purpose the study was conducted involving 7th grade students (15 female and 9 male: 24 in total) at a private secondary school in Sakarya, Turkey. Moreover, the study was carried out in the light of the stages of an action research and conducted as a case study. For triangulation of the data, quantitative results were supported by the qualitative data. The data were collected by means of a pre-test and a post-test (student attitude towards EFL), and a semi-structured open-ended interview. In the quantitative data analysis, means and standard deviations of the responses to the scale items were calculated. Paired sample t-test was utilized to demonstrate whether the students' attitudes towards English subject showed any significant difference in pre and post-test results. The qualitative data were interpreted in the light of thematic coding. The findings revealed that the students' overall attitudes towards EFL lessons, the features and importance of English subject and the teacher's style did not show any significant difference. On the other hand, student's attitudes towards the content of the lessons showed a significant difference after the implementation of Storyline method. Interview responses showed that most of the students found Storyline method "enjoyable" and "collaborative", but some disliked "group work".
İngilizce öğretmen adaylarının mesleki kimlik gelişimleri üzerine bir fenomenolojik çalışma: Acil uzaktan eğitim sürecinden önce, sırasında ve sonrasında gelişen olası benlikler
As of 2020, the sudden transition to distance education during the pandemic with COVID-19, which has taken the whole world under its influence, undoubtedly brought along many education-oriented problems. As a result of the examinations and reports created, it is revealed that compulsory distance education has damaged the education (see, UNESCO, 2020; World Bank, 2019; World Bank, 2020; World Economic Forum, 2020). In an educational process where this damage is considered, it cannot be expected that an individual's professional development process has not been affected. Therefore, in this study, it is aimed to observe this potential change in reflections of the professional selves of pre-service EFL teachers and to investigate their possible teacher selves, to conduct a phenomenological study and to shed light on teacher education. The aim of the research is to compare the professional identities that they foresee before the compulsory distance education experience and the professional identities they develop during and after the emergency remote education according to the possible selves theory of professional identity development in English as a Foreign Language teacher candidates. By examining the beliefs pre-service teachers have about their possible selves, it is aimed to obtain information about the motivation of prospective EFL teachers towards the profession and to analyze the self-perceptions of their professional identities. For this purpose, the study was conducted with pre-service teachers from the Department of English Language Teaching in their last year. In this study, which was designed as a phenomenological study, group interviews, reflective journals and open-ended questionnaires were used to collect data.
Yabancı dil öğretmen adaylarının farklılaştırılmış öğretim yeterliklerinin araştırılması: Öğretmenlik uygulaması üzerine bir vaka çalışması
This study explores the competencies and perceptions of 65 pre-service EFL teachers regarding the implementation of differentiated instruction (DI) during their Practicum 1 course at Bolu Abant İzzet Baysal University. Utilizing a mixed-methods approach, quantitative data was collected through a DI Questionnaire, while qualitative data emerged from reflective journal entries and semi-structured interviews. Findings reveal varied levels of competency in addressing diverse student needs, including those related to cultural backgrounds, language abilities, and inclusive education. Teachers demonstrated adaptive strategies like differentiated lesson planning, materials design, and the use of technology, though challenges in balancing classroom diversity, material availability, and time constraints persisted. The study emphasizes the need for more targeted professional development and comprehensive DI training to bridge gaps between theoretical knowledge and practical application. Through data triangulation, the study provides insights into how pre-service teachers navigate the complexities of DI, while recommending enhanced support for improving their instructional capabilities in diverse classroom settings.
Türk İngilizce öğretmenlerinin öz yeterlik inançları: Devlet ilköğretim okullarında çalışan İngilizce öğretmenleriyle yapılan bir çalışma
The present study aims to assess the level of efficacy perceptions of EFL teachers working at state primary schools in Turkey and investigate whether there are any differences between three dimensions of teacher efficacy as defined by Tschannen and Tschannen-Moran and Woolfolk Hoy (2001), namely, efficacy in student engagement, efficacy in using instructional strategies, and efficacy in classroom management. Another aim of the present study constitutes the difference between socio-demographic factors, namely gender, experience year in the profession and teacher efficacy. Finally, the relationship between perceived English proficiency and teacher efficacy is explored.Both qualitative and quantitative research methodologies were used in the present study. The data sources of the present study included a) Teachers? Background Questionnaire developed by the researcher, b) English Teachers? Sense of Efficacy Scale (ESTES) (Chacon, 2005), and c)semi-structured interviews. The participants of the present study were 144 English language teachers working at state primary schools. The semi structured interviews,on the other hand were conducted with 11 of these teachers.Findings revealed that the EFL teachers reported a great deal of overall efficacy for teaching English. As to differences in the three dimensions of teacher efficacy, the means computed for each sub-scales showed that teachers reported to be more assured of their efficacy for classroom management and using instructional strategies than efficacy for engaging students in the learning process. Results obtained from the interviews indicated that there appears to be three possible reasons for the relatively low efficacy for student engagement as reported by EFL teachers. The first possiblity is identified as curricula, standardized tests, and predetermined teaching methods affect teachers in a negative way while trying to engage students in the learning process. The second posibility can be the uncooperative school environment. The final possibility may be students? profile these teachers work with. Furthermore, it was found out that teacher efficacy perceptions did not change according to the year of experience in the profession and gender. Correlation analysis showed that there was a meaningful relationship between the Turkish EFL teachers? teacher efficacy and the perceived language proficiency in English.Finally, the findings of the study have provided insights into teacher efficacy in Turkish primary school context. This study provides implications for professional development programs and also makes suggestions for further research in the field.
İngilizceyi yabancı dil olarak öğrenen öğrencilerin dil öğrenme sürecinde başarı ve başarısızlıklarına ilişkin nedensel yüklemelerinin incelenmesi
The main purpose of this study was to analyze Anadolu University Preparatory School students? (elementary and Lower-Intermediate levels) causal attributions about their perceived success and failure in English language learning process. Their attributions were analyzed and compared in terms of perceived locus of causality, stability and controllability. Also, the study intended to find out whether causal dimensionality of the students was healthy / unhealthy for forming adaptive / maladaptive future behaviors. The sample consisted of 158 students. The participants responded to a self-administered questionnaire. The questionnaire was composed of 6 questions. First three questions concerned their English background and perceived success or failure in language learning process. The other questions concerned the perceived causes of their outcomes, perceived underlying dimensions of their attributions and definition of the notion of success. Content analysis of the data was carried out independently by the researcher and one member of School of Foreign Languages at Anadolu University using Constant Comparison Method. The students were grouped according to their responses as success-oriented and failure-oriented. Each attribution was labeled and frequency percentages were calculated. For causal dimensionality of perceived success and failure situations, the number of the marks for yes/no questions that aimed to explore locus of causality, stability and controllability were calculated and frequency percentages were found. In order to explore possible differences between success-oriented and failure-oriented group?s causal dimensionality profiles, chi-square analysis was done. The results indicated that the number of the students who perceive themselves as unsuccessful was slightly more than those who perceive themselves successful. Participants reported more causal attributions for failure than they did for success. Success-oriented students demonstrated significantly more internal, controllable, and relatively more stable attributional styles than failure-oriented students, a finding supported by literature on attribution theory. Finally, repeat students? causal dimensionality of failure showed similar characteristics with that of failure-oriented group. The most frequently reported causes of success and failure, and causal dimensionality styles were discussed in the context of Weiner?s attributional model of achievement motivation and possible classroom implications were suggested.
Kelimeye maruz kalma sıklığı ve sözcük türlerinin İngilizce?yi yabancı dil olarak öğrenen öğrencilerin aktif ve pasif kelime bilgisine etkisi
Vocabulary learning is an important part of learning a language. Therefore, in foreign language classes important amount of class time is allocated to vocabulary teaching and it is aimed to improve learners? productive and receptive vocabulary knowledge. However, it is observed that while some words are productively known, some of them are receptively known and some others are not known at all by the learners. The reasons of this have been the focus of different studies.The present study aims at finding out the relationship between the exposure frequency and grammatical class of words and the level of knowing words. With regard to this, the first aim of the study was to investigate whether there was a relationship between exposure frequency and levels of knowing words. The second aim of the study was to find out whether there was a relationship between the level of knowing words and the grammatical class of words.To achive these aims, this study was conducted with 20 pre-intermediate level students studying at Nigde University Preparatory program. For gathering data, a ?Vocabulary Knowledge Scale? which included 63 words was used as an instrument. These 63 words consisted of 21 words chosen from each of 3 exposure frequency band. Each set of 21 words were made up of 7 nouns, 7 verbs and 7 adjectives.The data were analyzed descriptively and statistically. The findings indicated that there was a relationship between exposure frequency and levels of knowing a word. It was found out that the students did not know majority of the words they were exposed to up to 5 times and they knew productively majority of the words they were exposed to more than 11 times. It was also found out that the percentage of the words known receptively were close in each of three exposure frequency bands.The findings indicated a significant relationship between grammatical classes of words and levels of knowing them. Adjectives were found to be known mostly productively; whereas, verbs were found to be mostly known receptively.
Yabancı dil öğretmen adayı kaygısı
This study aimed to find out the level and sources of foreign language student teaching anxiety experienced by Turkish EFL student throughout the teaching practicum and to investigate the relationship between language proficiency level of foreign language student teachers and the level of anxiety they experience was examined.405 student teachers participated in the study. The research tools were the Student Teacher Anxiety Scale (STAS) developed by Hart (1987), the Foreign Language Student Teacher Anxiety Scale (FLSTAS), developed for this study, diaries kept by student teachers, and semi-structured interviews.The quantitative analysis of the data revealed that student teachers from different majors of study experience a moderate level of anxiety both at the beginning and towards the end of the teaching practicum and there was a significant difference between the anxiety levels of the student teachers from different majors of study at the beginning and at the end of the practicum. Moreover, the level of anxiety experienced by student EFL teachers was distinguishable from the anxiety experienced by student teachers teaching in other disciplines. A significant decrease in the overall anxiety levels of the foreign language student teachers from the beginning to the end of the teaching practice was also found. The results of the study indicated no significant relationship between language proficiency and foreign language student teacher anxiety. Finally, the analysis of the qualitative data revealed six main categories as the sources of foreign language student teacher anxiety: students and class profiles, classroom management, teaching procedures, being observed, mentors, and miscellaneous.
Neden İngilizce öğretmeni olmak istiyorum? anket geliştirme
Teacher education has been subjected to number of research studies over the last thirty years and yet we are still trying to understand why people are attracted into teaching. Such a situation suggests that we need a different approach to understand the factors leading individuals to become teachers. Therefore, the basic purpose of the present study is to develop a valid and reliable instrument measuring motivations of student teachers to enter English teacher education programs.In order to develop such an instrument, first, pre-service English teachers' career motivation needed to be determined. The study was conducted in two phases. In Phase 1, the reasons that motivate pre-service teachers to enter the ELT department were investigated in order to create an item pool that would be used to develop an instrument. A total of 642 students enrolled in the ELT department of Faculty of Education at Anadolu University participated in the first phase of the study. Their motives to become English teachers were identified through the use of various data collection procedures; listing reasons, keeping diaries and interviews to achieve triangulation. The reasons for becoming English teachers reported by the participants in Phase 1 were categorized under several categories supported by literature and the experts in the area, and then transformed into the instrument items. In Phase 2, the instrument in the form of a questionnaire was developed on the basis of the data provided in the first phase and it was administered to a different group of students numbered 800.The validity and reliability of the questionnaire was calculated and it was found out that it could be used as an instrument for measuring the career choice of teaching English in the Turkish context. The outcomes of the study also revealed that understanding the starting points of these student teachers would help the teacher trainers to motivate them during their education in the teaching career.
Rastlantısal ve tasarlanmış sözcük öğrenimi: Girdi geliştirme ve sözcük aktiviteleri üzerine bir çalışma
The present study was designed to investigate the roles and effectiveness of enhancement and word-focused activities in the vocabulary learning through reading. Specifically the study investigated whether typographical input enhancement and word focused tasks are favorable as compared to input only when reading for comprehension.The analyses showed that all of the treatments have an effect on learner scores and results when learning an unknown word. One of the aims of the study was to explore which way? reading only, input enhancement and word-focused tasks? would promote word learning when learners read an L2 text for comprehension. Participants who carried out word-focused tasks outperformed the other two groups in the number of words recognized both in the form and meaning. Completing vocabulary activities appeared to have contributed to WFT group?s significantly better performance than IE and IO groups on form-recognition and meaning-recognition tests. Completing a variety of vocabulary exercises seemed to have tapped different levels of processing capabilities such as recognition and interpretation. WFT group completed a variety of exercises during the instructional period so; they had more opportunities to consciously go through an elaborated mental processing of these words.
Oyunların düzensiz geçmiş zaman fiillerinin öğretimindeki etkisi: 9. sınıf Türk öğrencileriyle yapılan bir çalışma
Learning irregular verbs is a challenging and difficult process for Turkish EFL learners. Due to their complex and unpredictable form and dissimilarity to Turkish rule-governed morpheme system, Turkish EFL learners have always trouble with them. The main purpose of this study is to investigate the effects of language games as a learning tool in order to increase irregular verbs retention among 9th grade Turkish English foreign language students.For this purpose, a study which endured 47 days, consisting pretest-posttest-delayed posttests stages was designed. The subjects consists of 72 9th grade students, from an Anatolian Technical High School whose English is at elementary level participated the study. The subjects were assigned to two experimental groups, namely game group and traditional group, and a control group. At the beginning of the study, a pretest on English irregular verbs was applied to all students in order to determine target twenty unknown irregular verb. These irregular verbs were instructed in four training sessions to game and traditional groups. A remedial teaching was applied to these groups to reinforce the retention of these irregular verbs. The game group practiced the relearned irregular past tense verbs through language games while the traditional group practiced them through traditional structural drills. The control group did not receive a remedial teaching process; they learned irregular verbs from their course book with their teacher.Data were collected via tests and analyzed using one-way ANOVA and Shefee test to see the effectiveness of language games while learning irregular verbs in short and long term. The statistical analysis of the data revealed that the game group who received remedial teaching through language games for irregular verbs outperformed the traditional group who relearned the irregular verbs through traditional exercises and the control group who did not receive any remedial teaching in both short and long term. For the game group, no significant decrease was observed on the scores of posttests applied at the end of three weeks and six weeks. On the other hand, significant decrease was observed on the traditional and control group in long term process. The study showed that language games are an effective tool while learning irregular verbs.
Eskişehir il merkezinde çalışan İngilizce öğretmenlerinin internet kullanımları
Internet has become an indispensable key for everyone in many fields in the twenty-first century. In the field of education, internet has enabled students and teachers from all over the world to communicate with each other and has created new ways of learning and teaching ESL/EFL. In spite of widespread internet connections and it is, only a limited number of studies have been conducted on the use of the internet for instructional purposes by ESL teachers so far. Turkey is one of the countries which very few studies has been done on teachers beliefs and practices about the internet use as an instructional tool in EFL classes. However, it is especially important to understand teachers' attitudes toward the internet and their willingness or unwillingness to use it in their classrooms.This study investigated the level of Internet use, especially for instructional purposes, among EFL teachers at High Schools in Eskişehir, their attitudes towards the internet use for instructional purposes and the factors that may affect their internet use for their lessons. A dominant quantitative approach was followed; through which data was gathered by an instrument. The less dominant qualitative method consisted of interviews with a random sample of 15 EFL teachers from the State High Schools in Eskişehir.The results from the data gathered by both quantitative and qualitative methods showed that EFL teachers at state high schools in Eskişehir reported a high level of internet use. This means their internet use is not rare or occasional, they often use the internet. However, they use the internet for instructional purposes less frequently than Professional and personal purposes. The findings also suggest that the participants have high levels of internet use for mainstream Internet applications, while they reported low levels of internet use for more specialized applications.According to the findings EFL teachers at high schools in Eskişehir generally had a moderate access to the internet. Their access to the internet more frequently at their homes and in teachers? rooms at schools than classrooms, computer labs and internet cafés. The participants stated that they did not use internet in their lessons because they did not have computers or internet connections in the classrooms and they rarely access to the internet in the computer labs because too many people use these places.Although findings from both the survey data and the interviews suggest that the participants generally had positive perceptions of the Internet as a tool for EFL instruction, they do not use internet for their lessons. They complained about some factors limiting their internet use for their lessons such as lack of technical resources and support from the directors and lack of time; their needs for more knowledge about how to adapt internet into their lessons and what kind of activities can be done via internet.Therefore, EFL teachers' use of the internet should be promoted and developed by establishing opportunities for teachers to have sufficient training and expertise with the Internet use for their lessons and adequate access for equipment and internet service should be offered.
Rastlantısal yapı odaklılık ve iki farklı yeniden yapılandırma aktivitesi
This study derived from the growing body of descriptive research investigating two different types of focus on form tasks requiring the learners to produce output collaboratively. Focus-on-form was firstly introduced by Long (1991; in Long, 2000) as a way to draw learners? attention to linguistic features within primarily meaningful contexts. Concerning the application of focus on form, Swain (1998) suggested collaborative output tasks to fix learners? attention on form by holding overall text-meaning constant. Typical of these tasks are text reconstruction task (Storch, 1998, 2001a, 2001b, 2002, 2008) in which learners collaboratively reconstruct short written texts by using content words given to them and dictogloss task (Kowal and Swain, 1994; Swain, 1998; Swain and Lapkin, 2000-2001) during which the students reconstruct the text the teacher read aloud.The study aimed to compare the effectiveness of two types of collaborative output tasks (dictogloss task and text reconstruction task) on promoting the students? attention to form. The participants were 20 Turkish EFL students in a foreign language class in Eskişehir, Salih Zeki Anatolian High school. The students completed the tasks in pairs (5 pairs in each task group) and their talk was audio-recorded. The transcriptions were coded as language related episodes (LREs). The number, types and the nature (interactive or noninteractive) of LREs the students produced while completing the tasks were analyzed to compare the amount, type and the nature of attention the two tasks generated. The completed tasks were also examined for the accuracy of the linguistic choices reached. The findings revealed that both tasks were effective in promoting the student?s attention to from. While reconstructing the texts, two groups of students paid attention to a variety of grammar-based, meaning-based and orthographic items. However, in both tasks, grammar based episodes took the learners attention more compared to other two categories; meaning based and orthographic episodes did. Lastly, both tasks were found to be effective in facilitating the students? discussion on both form and meaning, and at the end of their discussion, the pairs could correctly resolve a high proportion of the linguistic problems they encountered.
Türk öğrencilerin ingilizce geniş zamanda edilgen yapıyı edinimi: Süreç odaklı dil öğretimi ve üretim odaklı dil öğretiminin karşılaştırılması
This study investigates the relative effects of processing instruction (PI) and meaningful output-based instruction (MOBI) in the learning of aorist passive voice in English by Turkish primary school EFL learners and attempts to see whether possible positive effects are retained well over time by PI and MOBI groups. For this study, two classes of 50 7th and 8th grade Turkish students at Atatürk Primary School in Çifteler town in Eskişehir, Turkey were randomly assigned into two instructional groups. Two different instructional packets and a post test and a delayed test were administered. The tests consisted of recognition and production tasks. The procedure regarding the treatment and posttest spanned two 40-minute class periods. Five weeks later the posttest was given as delayed test. Raw scores from the posttest and delayed test were submitted to a two-way analysis of variance (ANOVA).The results of the analysis of the recognition data showed that both PI and MOBI groups had some kind of knowledge gain as a result of the treatments. Both groups had positive effects on how learners recognized passive form; but PI group outperformed MOBI group with a significant difference. The effects of both PI and MOBI were not retained over time. The results of the analysis of the production data indicated that both PI and MOBI groups had some kind of knowledge gain due to the treatments. Both groups had positive effects on how learners produced passive forms and there was not a significant difference between PI and MOBI groups. In addition, the effects of both PI and MOBI were not durable over time. However, the drop in the MOBI group?s scores was greater than that of PI group?s scores.In addition, an error analysis was conducted to see whether the students? mistakes in the production tests were due to errors of passive form or other linguistic features. The results indicated that totally 7,16 % of the errors were due to the problem with irregular verbs whereas 19,8 % of the errors were due to the singular ? plural confusion of the verb to be.
İngilizcenin yabancı dil olarak öğretiminde fiil+isim eşdizimliliklerinin tasarlanmış ve rastlantısal olarak öğretimi
The study examined the efficacy of explicit (collocation-focused) and incidental (meaning-focused) teaching of the formal and semantic aspects of L2 collocations. Three instructional conditions were created in the study to reveal the extent to which eight previously unknown verb + noun collocations were learned by Turkish adult intermediate learners as they were exposed to collocations in; (1) an explicit teaching condition, (2) an incidental teaching condition and (3) an incidental teaching condition + higher encounter frequency. Learning gains from the three types of instruction were measured with an immediate test and a delayed post-test with four sub-sections, i.e. (i) two form recognition tests, (i) a meaning recognition test (iii) a reading cloze test. The scores of the three groups were compared using ANOVA and post hoc tests. To measure attrition of learning gains, scores from the immediate test and the delayed post-test were compared using t-tests. Also, repeated ANOVA was used to compare the three groups in terms of their retention profiles. The analysis of the three groups? scores revealed that explicit collocation instruction was more effective than the two incidental teaching conditions in terms of learners? performance in the four test sections. It was also found that knowledge of collocations acquired in the explicit teaching condition was not prone to attrition as revealed by the delayed post-test mean scores of the three groups. The analysis of the mean scores of the two incidental teaching groups demonstrated that both incidental learning conditions in the study can lead to some learning gains. Especially, the incidental teaching condition involving higher frequency of encounter was found to result in higher learning gains than the other incidental teaching condition which did not involve higher encounter frequency.
Yansıtmalı karşılıklı akran eğitimi çalışması: İngilizce öğretmenliği programı hizmet öncesi öğretmen eğitiminde bir uygulama
The aim of this study is to implement reflective reciprocal peer coaching (RRPC) practice into an ELT pre-service teacher education context, and to find out how this practice affects pre-service teachers? reflectivity levels as well as to explore their perceptions about it. For the purposes of the study, a total of 12 pre-service teachers enrolled in an ELT teacher education program at Anadolu University, Turkey participated in the study. For a systematic and effective implementation of the RRPC practice a training component is organized and different tools such as the observation forms, coaching cycle checklists and intervention session checklists are developed and used. The participants received training on various aspects of reflective reciprocal peer coaching (RRPC) for twelve weeks and they were involved in RRPC practice for eight weeks.Both quantitative and qualitative research instruments were used. As for the quantitative part, The Profile of Reflective Thinking Attributes was administered to the participants for three times in order to identify whether there were differences in the reflectivity levels of the participants before and after they received training, and before and after they were engaged in RRPC practice. As for the qualitative part, the pre-service teachers in the study wrote reflective diaries upon the completion of the training process, and throughout the RRPC practice both on their weekly teaching performances and on the weekly peer coaching cycles. The sample post-conference sessions of the participants were also analyzed for qualitative support and all participants were interviewed at the end of the study.The results of the study put forward that all pre-service teachers benefited highly from the RRPC experience. The reflectivity levels of the participants advanced after the received training and it continued to progress after they were involved in RRPC practice. Furthermore, pre-service teachers had positive perceptions about receiving training and experiencing RRPC practice. It was revealed that this experience helped them not only improve their teaching but also their social and affective sides. The pre-service teachers in the study made connections between the ideas of peer coaching and their future careers, and the results yielded enthusiasm about applying ideas of peer coaching for future development.
Yabancı dil olarak İngilizce okuma anlamada sessiz okuma ve okurken dinleme tekniklerinin karşılaştırılması: 8.sınıf Türk öğrencileriyle bir çalışma
To be able to read in a foreign language is an indispensible skill of language learning. Most of the research conducted on reading dwells on understanding the nature of it and improving reading comprehension process. This particular research attempts to investigate the effectiveness of two different techniques on the reading comprehension of 8th grade EFL students in a state primary school. One of them is sustained silent reading (SSR) and the other is reading while listening (RWL). The participants in the study are 45 elementary level students at Yusuf Köstem Primary School in Bursa. They are assigned into three different groups; two experimental groups and a control group. The materials used in the study are twelve different reading texts for the implementation of the techniques, a pre-test which is also given as post test-1 and post-test-2, and a questionnaire. During a six week period, all the students in the experimental groups read the texts silently, or read and listen to them simultaneously and answer the follow up questions. They were given post test-1 after three weeks of silent reading / reading while listening, and post test-2 at the end of six weeks. The study was completed over nine weeks, including the reading procedure, implementing pre and post-tests, and the questionnaire in the first semester of 2010 - 2011 academic year. The scores of the groups are compared using one-way analyses of variance (ANOVA) for independent samples, post hoc Scheffé tests for multiple comparison, t-test for independent samples, and paired samples t-tests using SPSS 16.0 version. The outcomes of the statistical analyses revealed that SSR and RWL sessions led to similar gain scores in the short-term, after three weeks on post-test-1; whereas RWL group students outperformed SSR and control group students on post-test-2, at the end of six-week period. Results of within group analyses showed that students in one of the experimental groups improved their scores after SSR and RWL sessions, while students in the other experimental group were able to do that only after RWL. In addition, SSR and RWL group students performed much better on both tests than the control group students who didn?t participate in the reading / listening sessions. The findings of the research provided evidence that the amount of exposure to reading played an important role on improving students? reading comprehension, listening to the audio recordings of texts was helpful to support reading, SSR and RWL sessions resulted in positive changes on the students? opinions and increased their awareness in reading in English. As a conclusion, it is suggested that an integrated practice of silent reading and reading while listening should be used in the lessons in order to enhance the reading comprehension development of EFL learners.Key words: Reading, Reading comprehension in EFL, Sustained Silent Reading (SSR), Reading- While- Listening (RWL).
Türk İngilizce öğretmen adaylarının genel ve akademik sözcük bilgisi yeterliliklerinin ve performanslarının çapraz kesişimli inclemesi
The aim of this study was to evaluate the general and academic lexical competence and performance of Turkish ELT majors at Education Faculty at Anadolu University. On this purpose, building on the collective strengths of theoretical and empirical studies in literature, a tentative dimensional framework of second language general and academic lexical competence and performance was developed for the present study, incorporating the receptive (i.e. size; how many words they know, depth; how well they know) and productive vocabulary knowledge measures (lexical use and lexical diversity).Through multiple test approach, the general and academic lexical competence and performance of 371 students attending to 1st year first semester, 1st year second semester, 2nd, 3rd, and 4th year were investigated in a cross-sectional design. A battery of tests was used for general and academic vocabulary knowledge; Vocabulary Level Test, developed by Schmitt et al (2001) was used to measure the participants? receptive general and academic vocabulary size. Additionally, Word Associates Test (Read, 2000) was given to examine the participants? depth of vocabulary knowledge. To determine the participants? general and academic lexical performance, Vocabprofile and WordSmith Tools analyses were employed on the participants? argumentative essays and the lexical frequency profiles and lexical diversity were obtained. In addition, a Test of Academic Vocabulary was developed on the basis of Academic Word List for further analysis on receptive and productive academic vocabulary.As a result of descriptive analyses, it was found that the ELT majors in this study had large general and academic vocabulary size and depth, which significantly differed in terms of years. However, this vocabulary knowledge appeared to be considerably less in production so it was observed that they could not reflect their receptive vocabulary knowledge in their free production tasks; essay writing.In terms of developmental patterns, the results confirmed the incremental nature of vocabulary learning due to differing developmental routes of each dimension. Some fluctuation in the size, lexical use and diversity were observed owing to the effect of word frequency level (i.e. high, low frequent and academic) and year of education. The sharp increases from the 1st year first semester to 2nd year indicated the effect of their education on the participants? lexical competence and performance. Additionally, the fluctuations at the participants? lexical competence and performance in terms of high and low frequent vocabulary showed the effect of word frequency levels.In the further analysis on the participants? academic lexical competence and performance, it was found that there was a kind of linear development in the size and production of academic vocabulary. Furthermore, the correlation analyses on the sub-dimensions showed that all were interrelated and interdependent. Thus, these results denoted the interdependent developments of the different dimensions of lexical competence and performance.Consequently, Turkish ELT majors? general and academic vocabulary knowledge differed incrementally across the years and their lexical competence (i.e. receptive dimensions) and performance (i.e. productive dimensions) did not follow the same developmental tracks in this study.
Bir devlet üniversitesinde çalışan tecrübeli ingilizce öğretmenleri, yöneticiler ve mesleki gelişim birimi üyelerinin mesleki gelişim algılarının incelenmesi
This study aims to assess the professional development perceptions of experienced EFL teachers, administrators and professional development unit members working at a state university. To this end, convergent mixed method design was utilized to gain a better understanding of the research question. Professional Development Questionnaire developed by Ekşi (2010) was employed to the teachers in the quantitative phase of the study while semi-structured interviews were conducted with teachers, administrators and professional development unit members within the institution in the qualitative phase of the study. For the analysis of quantitative data, descriptive statistics was performed and mean scores, standard deviations and frequencies were calculated through SPSS. Qualitative data was analysed through content analysis. The findings indicated that the participants have overall positive attitude toward professional development. All the participants shared similar perception regarding the professional development needs, activities, barriers and delivery methods and formats. Based on the findings, the current study provides some implications for all the stakeholders, and limitations and further suggestions for future studies.
Bilinçli farkındalıkla zenginleştirilmiş dil öğretimi mobil aracının tasarımı ve kullanımı üzerine bir çalışma: Hizmet öncesi İngilizce öğretmenlerinin algıları
The present study presents the developmental procedures of a mobile application named MELTApp, designed to support Mindfulness-Enhanced Language Teaching (MELT) and investigates pre-service EFL teachers' experiences regarding the use of the mobile application and the accompanying five-week training. The study also sought to explore whether the training had an impact on the participants' mindfulness levels. A total of 19 participants participated in the study. Quantitative data were gathered through the pre- and post-administration of the Five Facet Mindfulness Questionnaire (FFMQ), and qualitative data were collected through weekly reflective logs and semi-structured interviews. While descriptive and non-parametric tests were used to analyze the quantitative data, the Constant Comparison Method (CCM) was applied to analyze the qualitative data. The results revealed a statistically significant improvement in participants' mindfulness levels after the training. The participants found the training sessions pedagogically informative and engaging. They also viewed MELTApp as a user-friendly and versatile tool that provided both personal and professional support. In particular, participants reported that MELTApp could be effectively integrated into language teaching contexts. Nevertheless, suggestions were made for improving app design. Grounded in existing literature, the findings offer pedagogical implications for integrating mindfulness and educational technology into language teaching.
İngilizce öğrtemeni adaylarının etkili İngilizce öğretmeni olmaya yönelik kavramlaştırmalarının keşifsel bir durum çalışması ile incelenmesi
The objective of this study is to investigate prospective teachers' concepts on the features of an effective (English) foreign language teacher. Additionally, the study attempts to explore the role of the of the EFL teacher education program on EFL prospective teachers' views about being an effective EFL teacher. The study was carried out with 170 prospective EFL teachers at Abant İzzet Baysal University in Turkey. At the first stage of the study, the data were gathered through concept maps from all the participants. Then, focus group interviews were conducted with 20 prospective teachers selected randomly from all participants. The data from concept maps and focus group interviews were analyzed through content analysis. Additionally, the data coming from the PTs of different grades were analyzed separately in order to examine the role of the ELT program on PTs. The results gathered through concept maps revealed that the professional development and the knowledge of EFL teachers were considered to be the most important in ten categories defined to depict the profile of an effective EFL teacher. Under the category, the most important subtheme was having the necessary language skills in order to be able to use the English language accurately and fluently. This result was also supported by the details given by the participants during the interviews. The following outstanding category referred on the concept maps was the personality traits of effective EFL teachers which are being patient, helpful and funny. Moreover, it was emphasized that having good relationships with students is important in order to become an effective EFL teacher during the interviews. When the differences between the different classes are taken into account, the frequency and the content of the definitions of PTs have displayed differences which indicate that during the process of professional learning, PTs gained new insights about defining effective EFL teacher in accordance with the priorities and the needs of their educational grades.
İngilizce Öğretmenliği birinci sınıf öğrencilerinin sözlü iletişim becerileri dersindeki sözlü iletişim stratejileri, yabancı dil konuşma kaygıları ve iletişim kaygıları
The aim of this study is to reveal the level of speaking anxiety in the target language, communication apprehension experienced by students, and students' use of communication strategies in an oral communication course. To this end, a cross-sectional survey design was employed, and only quantitative data were collected through questionnaires. 315 university students studying their first year in English Language Teaching department composed the study group and the obtained data were analysed through descriptive and inferential statistics. The results indicated that freshman ELT students experience both speaking anxiety in foreign language and perceived communication apprehension on a moderate level in their Oral Communication Skills course. Regarding the relationship of these two constructs, communication apprehension was not found to be effective on predicting foreign language speaking anxiety. Furthermore, the results unveiled that the most frequently employed communication strategies were non-verbal strategies whereas message abandonment strategies were found to be the least. On the other hand, the level of foreign language speaking anxiety was not detected to have a statistically significant impact on students' preference of communication strategies. Nevertheless, the results presented that attempt to think in English and message abandonment strategies are moderately correlated with FLSA and play a role in determining speaking anxiety in the foreign language to a certain degree.
Mükemmeliyetçilik, reflektif düşünme ve tükenmişlik arasındaki bağlılık: Mükemmeliyetçilik yabancı dil olarak İngilizce öğretiminde Türk öğretmenlerde mesleki tükenmişliğe yol açmakta mıdır?
This present study investigated the relationships between perfectionism, reflection, and burnout among Turkish EFL teachers working as instructors in higher education, concurrently exploring their perceptions regarding these constructs. Employing a mixed-method design, quantitative data were collected from 519 teachers across various universities in Türkiye implementing questionnaires, with qualitative data gathered through open-ended questions (n=330) and semi-structured interviews (n=12). Quantitative data was analyzed by employing descriptive, correlation, and multiple regression analysis, while thematic analysis was implemented for qualitative analysis. Initial findings revealed a positive correlation between perfectionism and burnout, while burnout and reflection correlated negatively. Regression analyses identified self-critical perfectionism as a prominent predictor of burnout among the variables, while certain reflective practices emerged as protective factors. The findings of qualitative data unveiled two main categories regarding the perceptions of participants: drivers of challenges (e.g., workload, student disengagement) and coping mechanisms (e.g., colleague-oriented feedback, self-reflection). The findings highlighted the value of fostering a balance in perfectionist tendencies and incorporating reflective practices in teacher training and in-service training programs. Lastly, the results and limitations were discussed in the context of relevant literature, presenting implications and suggestions for future research.
Türkiye ve İtalya'daki ilkokul 3. ve 4. sınıf İngilizce ders kitaplarının karşılaştırmalı bir analizi
This thesis presents a comparative analysis of primary school 3rd and 4th grade English Language Teaching (ELT) coursebooks in Türkiye and Italy. The study investigates key aspects such as organizational structure, content diversity, cultural integration, pedagogical approaches, and the overall quality of educational materials. The study compares Türkiye's standardized ELT coursebook approved by the Ministry of National Education (MoNE) for 3rd and 4th grade, namely "İngilizce 3 Ders Kitabı" and "Learn with Bouncy Student's Book 4," with a set of widely used ELT coursebooks in primary schools in Rome, Italy, including "Hello World 3" and "Circle Time 4."Methodologically, a descriptive content analysis using a textbook evaluation checklist by Miekley (2005) was employed to systematically assess the selected coursebooks. Specifically, for 3rd grade coursebooks, Türkiye employs a structured approach with thematic units featuring activities, games, and self-check sections, albeit with limited cultural depth compared to Italy. Coursebooks in Italy offer richer cultural contexts and authentic materials, fostering critical thinking through real-life tasks and varied literary genres. Both educational systems emphasize vocabulary and grammar acquisition through contextualized learning and interactive activities yet differ in their approach to grammar instruction and cultural representation. For 4th grade coursebooks, both countries present logically structured content with extensive visual aids, integrating grammar and vocabulary in thematic contexts. Türkiye focuses on functional language use without explicit grammar rules, while Italy provides explicit grammar explanations in mother tongue aimed at autonomous learning. Cultural elements, predominantly British in focus, vary in depth and integration across the coursebooks. The study contributes insights into curriculum development, pedagogical practices, and policy decisions in ELT, highlighting strengths and areas for improvement in both educational contexts.
Gölgeleme eğitminin Azerbaycanlı öğrencilerin İngilizce konuşmada açıklılık, anlaşılabilirlik, akıcılık ve aksanlık üzerine etkisinin incelenmesi
This mixed-methods study with a quasi-experimental design investigates the influence of the shadowing technique on university students' intelligibility, comprehensibility, fluency, and accentedness in oral discourse. The study was conducted with the participation of 15 students (aged 17-18) studying at Azerbaijan University of Languages, selected using the convenience sampling method. Quantitative data came from pre- and post- test scores of two tasks (a shadowing task and a picture narration task), and qualitative data came from semi- structured interviews. The pre-test was evaluated in terms of intelligibility, comprehensibility, oral fluency, and accentedness by a native speaker of American English, an expert in linguistics. After two hours of training on the shadowing technique, the participants practiced shadowing speeches and dialogues from popular American TV series, such as New Girl, Friends, Raising Hope, Christmas Comes Twice, and How I Met Your Mother, once a week for five weeks. They posted recordings of their renditions on a learning management system (LMS). After a five- week-long intervention, the same pre-test was administered as the post-test, evaluated by the same rater in terms of intelligibility, comprehensibility, oral fluency, and accentedness. To collect qualitative data, the study employed semi-structured interviews that focused on the students' experiences with shadowing and its influence on their language skills. Thematic analysis was conducted to identify key patterns and themes in the interview data, leading to several significant findings. The results show that shadowing, particularly when tied to engaging and relevant media content, significantly improved students' English fluency. Participants reported enhanced speech fluency, a better understanding of native speakers' pronunciation, and a reduction in their accents, contributing to more natural and intelligible speech. Furthermore, the study found that the context provided by the video clips enhanced students' grasp of language rhythm, stress, and intonation, which are crucial elements of connected speech. This study contributes to the growing body of research on pronunciation pedagogy by demonstrating the effectiveness of shadowing in improving speaking skills. It also highlights the importance of incorporating mainstream media into language learning, offering learners authentic, real-world experiences.
İngilizce dili eğitiminde kuirleşme: Hizmet öncesi İngilizce öğretmenlerinin kuir algıları
This study aimed to explore the perceptions of pre-service teachers towards discussions of queer issues in English language classrooms and in teacher education programs in Turkey. The data were collected through pre- and post-questionnaires, queer sessions, and individual interviews with preservice teachers. The findings of the study show that pre-service teachers are mostly positive about queer inclusive pedagogy both in English language classrooms and in teacher education programs. Although the participants have some reservations about the negative feedback that might come from their students, parents and the administration, they would like teacher education programs to teach how to incorporate queer issues in English language classrooms. One pedagogical implication of the study is that professors in teacher education programs might incorporate queer pedagogies in their classes. Also, language teachers need a shift towards a non-heteronormative discourse in their classes ideally with the help of queer inclusive curricula.
Türkiye'de İngilizceyi yabancı dil olarak öğreten öğretmenlerin akış deneyimleri
This study investigated flow experiences of EFL instructors in Turkey by focusing on absorption, work enjoyment, intrinsic work motivation, skills, activities, and time of the day through age, ethnicity, educational level, gender, sexual orientation, and years of experience variables. The study was conducted over a six-week period with 283 EFL instructors working 30 universities. The data were collected via an online survey consisting of three sections. Both descriptive and inferential statistics were used to analyze the data. The results indicated that EFL instructors experience flow in language classes. The findings also showed that work-related flow can be predicted by skills, activities, time of the day, age, educational level, and years of experience. However, no significant relationship was found between flow and ethnicity, gender, sexual orientation. Key words: Flow, flow experience, EFL, work-related flow
Bir ihtiyaç analizi: Yabancı dil olarak Türkçe öğrenen öğrenciler
In this study, the language learning needs of the learners studying Turkish as a foreign language at Turkish Teaching Centres (TOMERs) were identified, with regard to variables such as age, gender, and proficiency level. A total of 63 students took part in this study. A needs analysis questionnaire, adopted by the researcher, was used to collect quantitative data. Frequencies and percentages were used to examine and identify the participants' language learning needs. Chisquare tests were conducted. According to the needs analysis questionnaire, the language learning needs of the students studying at TOMER focused on education and job opportunities, individual interests and needs, and in-class communication. According to the results, there is no significant difference in terms of gender, ages and language proficiency levels. Key Words: Needs Analysis, Turkish as a Foreign Language (TFL), Turkish Teaching Centres (TOMER), learners' needs
Derlem destekli bir İngilizce ders kitabı ile geleneksel olarak hazırlanmış bir ders kitabının kelime dağarcığı profillerinin incelenmesi
This study investigates the vocabulary profile of a corpus-informed ELT textbook and a traditionally-prepared ELT textbook in terms of their coverage of 2000 high-frequency words of New General Service List (NGSL). It also aims to demonstrate the similarities and differences in the lexical frequency profiles of each book, using a corpus-based approach. The sample course books analyzed are Touchstone 3 and Headway Pre-intermediate. Vocabulary Profiler Compleat and Frequency tools are utilized to profile the lexical content of the textbooks. The overall profile reveals that vocabulary coverage of the most frequent 2000 words of English (NGSL-1 and NGSL-2) is 74.2% in the corpus-informed textbook and 82.2% in the conventional course book, indicating that they are below the desired level for good comprehension and the lexical coverage of high frequency words in corpus-informed textbook is lower. Moreover, this study examines the type-token ratios (TTR) of the textbooks to find out the recycling rate of the vocabulary. The result shows that both course books, especially the corpus-informed textbook, need more systematic coverage and recycling of high frequency words.
Ortadoğu Teknik Üniversitesi birinci sınıf İngilizce okuma dersi (Eng 101) için gereksiniz çözümlemesi
This study investigated the question of what METU freshman reading course students need in ENG 101 (Development of Reading and Writing Skills I) both for their studies in content courses and their future careers. METU is an English- medium university where all classes are taught in English and students have to search sources in English for their studies. Most METU graduates have professions in which they have to use English. All these factors, which require a good level of reading in English, lead to the consideration of student needs when designing and preparing a syllabus for the course. In order to carry out this study, three different groups of participants were used as informants. METU freshman reading students, METU graduates who currently hold jobs and content-course teachers. For the first group, four departments were selected: Architecture, Economics, Electrical Engineering, and Mathematics Education. Eighty-one students from these departments who took thiscourse answered a questionnaire. It assessed whether the students were content with ENG 101 and how they ranked language skills in terms of importance for them. METU graduates were interviewed to gather further data for this study. Two architects, two electrical engineers, two economists and two math teachers participated in this part of the study. They were asked questions about the extent to which they use reading and other skills in English in their current jobs and what they recommend for an effective reading course. The third group was content-area instructors, to whom a questionnaire on student needs in terms of English language skills was distributed in the Spring of 1998 by the Department of Modern Languages. This questionnaire aimed to see whether the needs of students in their departments were in agreement with what they studied in their freshman reading classes. Means and standard deviations for items in student questionnaires were calculated. Graduate interviews were audio-recorded and then categorized. Results for teacher questionnaires were given in frequencies and percents. Results of the study indicate that freshman students' opinion about the course varies according to their department. Architecture students' results were lower than those of other three departments. Students' overall responses showed that they were not very contented with the reading that they did in ENG 101; however, the Economics group considered it beneficial for their content course studies. Students indicated vocabulary studies as the most beneficial component of the course and speaking the least. Their results also show that they viewed reading and speaking as the most important skills both in undergraduate studies and for future professions.METU graduates rank reading and writing as the two most needed skills for their jobs, but they focus on the importance of fluent speaking as well. All content- area teachers' results indicate that their students do some reading although the amount of it varies according to department. Based on these results some suggestions are offered for improving the course syllabus.
A study on the effect of immediate reading about a topic on students writing proficiency
It is a generally observed fact that reading and writing are taught as isolated skills rather than in an integrated way and this is one of the reasons why students fail to improve their writing skill as their writing experiences are not based on their reading experiences. Hence, the teachers usually fail to see progress in their students' writing. Therefore, this study focused on the immediate effect of reading about a topic on a student's writing proficiency when reading activities are done as part of writing instruction. To test the hypothesis, the upper-intermediate level was selected, primarily because students at this level are assumed to be proficient in general language skills which should support the production of an acceptable composition. Two groups were formed, both of which consisted of 6 subjects who were all students at Dokuz Eylul University English Language School. They were placed in treatment groups based on the holistic scores of their compositions written before the actual treatment was started, so that the groups would be similar in terms of writing proficiency between the matched subjects. Each group received a reading treatment and a non-reading treatment. Different reading passages were used in each of reading treatments. In the reading treatment, the group read a topic-related passage after doing some exercises derived from the passage itself, whereas the non-reading treatment was only the exercises. Both groups were given an equal amount of time for doing the exercises and then writing the compositions. The compositions written on the two topics were evaluated holistically by two trained outside judges who had high inter-rater reliability. The scores assigned to the compositions in both portions of the treatment were computed using a t-test in order to see the aggregate significance level of the treatment under the reading condition. The t-test results of the overall means yielded a level of p<.005 for a one-tailed test. To determine the significance level of each part of the treatment for each group, two more t-tests were done. The first one yielded a significance at the level of p<.025, and the second one resulted in a signif icance level of p<.01, which is higher. These results support the acceptance of the directional hypothesis. To support the objectivity and reliability of the holistic scores, a T-unit analysis was also done. For this purpose, the percentage of error- free T-units was calculated for each composition and then a t-test was run using the percentages for each treatment. Both t-tests indicated a significance level of p<.005 for a one-tailed test. The T-unit analysis also supports the results of the study.
Sözdizimsel karmaşıklık ve sözcük çeşitliliğinin yabancı dilde yazma kalitesi göstergeleri olarak çapraz-kesişimsel incelenmesi: İngilizce öğretmen adayları ile yapılan bir çalışma
The main premise of the current dissertation study is to investigate to what extent syntactic complexity (SC) and lexical diversity (LD) can predict foreign language (FL) writing quality. Thus, the study scrutinizes the relationship between SC-LD scores calculated by an automated tool called Coh-Matrix and overall writing scores assigned by human judges for the English essays of 204 pre-service teachers of English of two different curricular levels (first and fourth year students). For the qualitative data, 8 instructors who had been rating student papers for 16 years on average at the time of study were interviewed. To that end, the study adopts a sequential-explanatory mixed method research design. For the quantitative part of this paradigm, English essays were first written by two different groups of ELT majors to be processed in Coh-Matrix. These essays were also scored by two independent raters following a standardized criteria and inter-rater reliability and intra-rater reliability check was also assured. The output data provided by Coh-Matrix and the overall writing scores, then, was further analyzed through descriptive statistical tests as well as t-tests, correlational and regression analyses within and across groups. As the statistical analyses reveal, the fourth year students outperformed the first year students in word counts, writing scores and in total of 5 Coh-Matrix indices of SC and LD. Though only text length as a confounding variable significantly correlated with writing quality scores on a moderate level, the correlation analysis exposed a consistent relationship among 5 SC and LD indices. Subsequent regression analyses explained the variance in overall writing scores. The qualitative results provided insights into the overall scoring procedure of the instructors and how much capable they were in grasping and considering SC and LD in their scoring. Based on the findings of the study, certain pedagogical implications and suggestions for further research were shared. Keywords: Syntactic Complexity, Lexical Diversity, Foreign Language Writing Assessment.
Okuma öncesi aktivitelerinin zamanlamasının öğrencinin okuduğunu anlaması üzerindeki etkisi
This study investigated (a) the effects of the timing of pre-reading activities on students? reading comprehension when they were conducted either one day before reading a text or immediately before reading a text, and (b) the students? attitudes to the effectiveness of pre-reading activities with respect to their timing. Two pre-intermediate and two intermediate classes participated in the study. The study used a within-subjects design in which all four classes acted as their own control and experimental groups since they all received both treatments in two weeks. During the two-week study, two texts were used (Text A and B). The pre-reading activities used for each group of students were the same (class discussion-brainstorming, vocabulary matching and video watching). In the first week of the experiment, treatment group A both in the pre-intermediate level and the intermediate level, was given pre-reading activities one day before reading text A, and treatment group B in both levels, was given pre-reading activities immediately before reading text A. In the second week, treatment group A was given the pre-reading activities immediately before reading text B, and treatment group B was given the pre-reading activities one day before reading text B. After each treatment, the students were asked to write a summary in their L1 about the texts they had read, as a post-test. Following the treatment, the self-reports of eight randomly chosen participant students in the form of post-treatment semi-structured interviews, were taken to explore their attitudes towards the timing of the pre-reading activities.The data analysis showed that when pre-reading activities were done immediately before reading a text, the students performed better in their post-tests than when the pre-reading activities were done one day before reading a text. The study also revealed that effective timing of pre-reading activities might be more important for lower level students when a text is difficult. The analysis of the interviews demonstrated that the pre-reading activities that the study used were effective for students? comprehension; the attitudes of the students about the timing of the pre-reading activities were mixed. The interviews also revealed students? different reactions to variations in teaching methods. It was speculated that their different preferences were due to their different learning styles.Keywords: Pre-reading activities, timing, top-down processing, schema theory, cognitive load theory.
Yabancı dil olarak İngilizce öğrenen-öğreten Türk üniversite öğrencileri ve öğretmenlerinin iyi yabancı dil (İngilizce) öğretmeni kavramı üzerine görüşleri
The objective of this study is to investigate Turkish University EFL students? and instructors? views on the characteristics of a good (English) foreign language teacher. Additionally, the study attempts to explore whether cultural and contextual differences lead to different views of what constitutes a good (English) foreign language teacher with reference to the related literature.The participants of the study were 300 students of upper intermediate, intermediate and pre-intermediate classes and 56 instructors from Erciyes University School of Foreign Languages (EU SFL), in the spring term of 2008-2009 academic year. In order to gather the necessary data from the participants, a Likert type questionnaire developed by the researcher was used as an instrument.Quantitative data analysis techniques were used to analyze the data. Descriptive and inferential statistics both for the scales and the items in each scale of the given questionnaire were used in order to explore both students? and instructors? views on the qualities of a good (English) foreign language teacher.It is found that all aspects of good teaching were considered important by both groups, including personal qualities, socio-affective skills, academic qualities and teaching qualities. The only significant difference between the students? and the instructors? views was seen in good language teacher?s socio-affective skills. Compared to the instructors, the students endorsed this aspect more.The findings of the study may be beneficial for (English) foreign language teachers, language teacher education programs and trainers to improve effective foreign language teaching.
Türkiye?de bir üniversitedeki yabancı dil olarak İngilizce öğrenen öğrencilerin öz-düzenlemeli İngilizce öğrenimine yönelik öz-yeterlik inançları ile İngilizce öğrenme sorumluluk algıları üzerine bir çalışma
The educational importance of the connection between self-efficacy beliefs for self-regulated learning and perceived responsibility for learning has been widely recognized in the literature in recent years. However, the relationship between these two constructs has not been specifically investigated in an English as a foreign language (EFL) context. Taking this gap as an impetus, this study aimed to explore the extent to which Turkish university EFL students feel efficacious in regulating their English learning and the extent to which they assume responsibility for their English learning processes, and how these two constructs relate to each other.The study was conducted at Yıldız Technical University, School of Foreign Languages, with the participation of 503 students from four different English proficiency levels (i.e. elementary, pre-intermediate, intermediate, and advanced). The data were collected through questionnaires and semi-structured interviews, and analyzed quantitatively and qualitatively.Analysis of the quantitative data revealed that Turkish university EFL students were moderately self-efficacious in regulating their English learning and perceived themselves to be slightly more responsible than their teachers for their English learning processes. It was also revealed that there is a positive correlation between these two constructs. Analysis of the qualitative data contributed to the study by revealing that there might be other constructs than self-efficacy beliefs that relate to students? perceptions of responsibility, such as motivation and interest.This study implied that Turkish university EFL students need to be provided with educational opportunities that promote their self-efficacy to regulate their English learning and their sense of control over their English learning.Key words: self-efficacy, self-regulated learning, self-regulatory efficacy, perceived responsibility
Türk üniversitelerindeki hazırlık sınıfı öğrencilerinin yabancı dilde dinlediğini anlama problemlerinin ve algısal öğrenme stillerinin araştırması
Listening is a skill that many Turkish EFL learners have constant problems with and perceptual learning styles of the students is a factor that plays an important role in students? learning a foreign language. This study aimed to find out (a) the most and the least frequent listening comprehension problems of the students, (b) the difference in listening comprehension problems in terms of proficiency levels and gender, (c) common perceptual learning styles among the Turkish university students, and (d) the relationship between students perceptual learning styles and listening comprehension problems. The study was conducted at Gazi University, School of Foreign Languages, with the participation of 295 students from three different proficiency levels (pre-intermediate, intermediate, and advanced). The data were collected through two questionnaires, both of which consisted of 30 items.The quantitative data analysis showed that Turkish EFL students had listener related listening comprehension problems most frequently and task related listening comprehension problems least frequently. The advanced level students reported having more listening comprehension problems than other proficiency levels. In addition, there was difference in the types of listening comprehension problems reported by females and males. The results also indicated that the most prominent perceptual learning style was visual, followed by auditory, and then kinesthetic. However, the further analysis showed that students? perceptual learning style preferences changed according to their gender and proficiency level. Finally, it was found that students who preferred visual learning style more than the other perceptual learning styles reported having more listener and speaker related problems.Key words: Listening, listening comprehension problems, and perceptual learning styles.
Not alma dilinin göreve dayalı aktiviteyi başarılı bir şekilde tamamlama üzerindeki etkisi
This study investigated the effect of language choice on students? ability to take notes while listening; another aim in this study was to compare these students? performance in completing tasks, according to the language they take notes in. Moreover, it explored students? perceptions of and their preferences for language of note taking.The study was conducted with the participation of 38 intermediate level students, divided into two classes at English Language Preparatory School of Zonguldak Karaelmas University. A three-week note taking in L1 and L2 implementation was carried out according to the schedule and tasks developed by the researcher.The data were gathered through students? notes they took in L1 and L2, the tests they did after each note taking, the summaries written from their notes and group interviews with the students. In each week of the three-week implementation, the classes listened to a real world text in the second language and took notes in the first or second language and they also summarized their notes in the language they took the notes. After these procedures, they performed the tests. The first week of this three-week implementation was like a preparation for students? taking notes. The students were interviewed in order to see their attitudes towards note taking and language of note taking.The quantitative and qualitative analyses demonstrated that there was no significant difference between Turkish and English note taking on task completion. Further, the students found Turkish note taking more difficult than English note taking, yet they expressed positive perceptions of note taking in general.This study implied that a note taking strategy could be incorporated into English Language Preparatory School of Zonguldak Karaelmas University in order for the students to understand the listening texts.Key Words: Listening, note taking, language of note taking, task completion
Koya Üniversitesi'nde yabancı dil olarak İngilizce öğrenen öğrenciler tarafından yapılan eşdizimlilik hatalarının temel kaynakları
The aim of the present study was to explore the main sources of collocational errors made by learners of English as Foreign Language (EFL). To address this issue, 40 Kurdish seniors studying EFL at Koya University?s College of Languages located in Northern Iraq participated in this study. Quantitative data were obtained from the collocation completion test used to explore the main sources of collocational errors made by the participants. Qualitative data were obtained from think-aloud protocols aimed to find out possible main source(s) of collocational errors.The results showed that the participants? collocational errors resulted from two major sources, namely, low frequency of collocations and the influence of L1. Factors such as the frequency of collocation components and Mutual Information (MI) were found to be ineffective in the production of correct collocations because these factors did not cause errors in collocations.Finally, implications of these results for teaching are discussed. Additionally, suggestions were made for ways in which researchers and materials designers could provide better language teaching materials with respect to collocations taking into account major factors that often cause difficulty in collocations.
Mobil tabanlı dil öğreniminin İngiliz dili öğretimi ders kitaplarına destek materyali olarak etkililiği
This study was conducted (a) to investigate the effectiveness of mobile assisted language learning (MALL) applications in supplementing ELT coursebooks, and (b) to explore the attitudes of the students towards MALL supplementation.Four pre-intermediate level preparatory classes with a total of 100 students participated in this study. During the eight weeks of experimental process, 50 students in the experimental group were sent supplementary SMS and MMS messages in addition to regular in-class learning whereas those 50 in the control group used conventional supplementary materials. In the fourth and the eighth weeks of the study, achievement test scores of the groups were analyzed and compared to measure the effects of MALL supplementation on students' achievement scores. Additionally, a post-questionnaire was employed to elicit the attitudes towards MALL supplementation for ELT coursebooks and the findings were quantitatively analyzed.The findings of the study revealed that MALL supplementation had positive effects on students? achievement scores especially if the students read the messages regularly. Questionnaire data also suggested that the students had positive attitudes towards this new language learning application as a supplementary material for ELT coursebooks.Key words: Mobile assisted language learning, mobile phones, supplementary messages, attitude
Öğrenme stilleri ile çevrimiçi dil öğrenim destek materyallerinin etkililiği arasındaki ilişkinin incelenmesi
This study investigated (a) the effectiveness of CALL supplementary materials on students? overall classroom achievement, (b) the relationship between students? learning styles and their classroom achievement after instruction supported by online supplementary material, and (c) differences in students? approaches to using the CALL material due to their various learning styles. The study was conducted in two different settings, Ankara University and Trakya University, School of Foreign Languages with 98 participants, who were tertiary level intermediate students. An online program was used as an instrument and the data were collected through unit tests, a learning style survey, and a CALL features questionnaire.The analysis of the quantitative data revealed that CALL as a supplement had a positive influence on students? overall classroom achievement. In addition, although some significant correlations were seen, students? learning style preferences did not have a strong effect on their classroom achievement. Finally, some significant correlations were observed between the students? learning styles and how they used the online supplementary material. However, the findings were not strong enough to generalize. Aside from the significant correlations, it was concluded that the features of the online program appealed to the students on both sides of the dichotomies and they appeared to benefit from the online program equally.
İngiliz dili öğretiminde konuşma derslerinde kullanılan aktiviteler üzerindeki flow etkisi
This study was designed to investigate the degree to which flow occurred in different kinds of tasks in speaking courses and examined teachers? and students? perceptions about the existence of flow experience in speaking courses. The study was conducted over a two-week period with 163 elementary level university students and their eight instructors of English in eight different speaking classes at Zonguldak Karaelmas University English Language Preparatory School. Designated speaking tasks were class discussion, role-play, language games, interview, information-gap, problem solving, picture narration, and storytelling.Data were collected through the administration of a questionnaire to measure students? affective responses to tasks after each designated task, a short survey on teachers? perceptions about each task and interviews with these eight teachers about their perceptions about flow theory, their flow experiences in their lessons and the degree to which students experience flow in the activities. Student means were used to investigate the motivational potential of tasks. Data were further analyzed using ANOVA tests in order to explore the differences in the experience of flow among the eight different activities.The qualitative and quantitative analyses indicated that flow exists in language classes; however, there is a significant difference among each task. The findings revealed that the class discussion activity produced more flow for both teachers and the students, whereas the information-gap activity resulted in more apathy. Results also showed that there is a significant relationship between the type of the activity and affective engagement in terms of students? perception of task control, task appeal, focused attention and challenge. Overall the analysis showed that when activities included the four dimensions of flow, the students were more likely to perceive flow. The findings also revealed that teachers could facilitate the flow experience for students by developing tasks that might lead to flow. Lastly, the findings showed that an interactional pattern of group work produced significantly better results.
Öğrenci eğitiminin bilgsayar destekli dil öğreniminin etkililiği üzerindeki rolü
This study investigated the effect of learner training on students? ability to benefit from CALL effectively. The study was conducted at Zonguldak Karaelmas University Foreign Languages Compulsory Preparatory School with 38 participants, who were intermediate level students, and four instructors, who were responsible for the experimental and the control groups. Strategy training activities were used as an instrument for learner training and the data were collected through Longman English Interactive Online, which is a web-based program. The experimental group was observed over a two-week period before strategy training. After a two-week strategy training period, they were observed for five weeks.The analysis of the performance of students in the pre- and the post-training period revealed that learner training did not make any significant difference on students? attendance in the lab lessons. However, it appeared to have a positive influence on students? engagement in the CALL materials, the number of lab activities, the number of quizzes completed, and achievement on review quizzes. Furthermore, strategy training appeared to have a positive effect on students? motivation to attend the lab lessons and engage in the lab activities.
İngilizce öğretmen adaylarının teknoloji yeterlik seviyeleri
The purpose of this study is to acquire insights into senior pre-service EFL teachers' technological competences based on the Ministry of National Education (MoNE). The current study also aims to find out senior pre-service EFL teachers' most desirable technological competences and gain precise knowledge about their perceptions of technology integration into education. Data of the study come from the Technological Competencies Scale (TCAS) given to 161 senior pre-service EFL teachers from various state and private universities. Data gained through TCAS were analyzed by applying the mixed method as both quantitative and qualitative data were investigated. After the data were gathered, the participants' average technology competency scores were acquired, and the most desirable technological competences were also analyzed. Results indicated that a high majority of the participants had adequate competency scores since only three of the participants lacked enough competency score to be categorized as adequate. Moreover, the results also showed that creating digital materials for language teaching (56.52 %) and using in-class technological tools for language teaching (smartboard, projector, laptop) (54.66) were the two most desirable technological competences, while computer literacy (27.33) was the least desirable competence. Furthermore, according to the participants' perceptions, they believed in the importance of improving technological skills and technology use in classes. On the other hand, several participants also noted that EFL teachers lacked enough technology competency levels, and courses related to technology use should be increased. The findings were discussed, and theoretical and pedagogical implications were offered.
Eğitim ortamında öğretmenler arasında Grice maksimlerine uyulması ve uyulmamasının cinsiyet temelli bir analizi
ABSTRACT A GENDER-BASED ANALYSIS OF OBSERVANCE AND NON-OBSERVANCE OF GRICEAN MAXIMS AMONG FEMALE AND MALE TEACHERS IN AN EDUCATIONAL SETTING DURMAZ, Sevda Master's Thesis, English Language Teaching Supervisor: Asst. Prof. Dr. Elham ZARFSAZ January 2025, xiii+84 Pages Effective communication is essential for fostering professional collaboration, cultivating an inclusive school culture, and improving student learning outcomes within educational settings. Grounded in Grice's Cooperative Principle and its associated maxims, this study investigates the observance and violation of these communicative principles among secondary school teachers in Türkiye. By examining teacher-to-teacher communication through the lens of intersectionality, the research explores how gender and broader social dynamics interact to shape communicative behaviors and professional relationships in educational contexts. This study employed both qualitative and quantitative methodologies, analyzing 60 interactions between male and female teachers in diverse conversational contexts through naturalistic observations and transcript analysis. The findings reveal that female teachers demonstrated higher adherence to Gricean Maxims, particularly in maintaining relevance, clarity, and conciseness—behaviors that contribute to more effective pedagogical collaboration. Conversely, male teachers were observed to violate maxims more frequently, particularly those related to quantity and manner. These findings underscore how intersecting factors such as gender norms, cultural expectations, and institutional dynamics influence communication styles in educational settings. The implications of these findings are significant for the field of teaching, emphasizing the importance of cooperative communication in fostering trust, inclusivity, and mutual respect among educators. This study contributes to the literature by incorporating an intersectional perspective to highlight the complex ways gender and social dynamics shape communication in professional educational environments. Targeted professional development programs are recommended to address these nuances and enhance communication skills, promoting more equitable and effective teacher collaboration. Future research should extend this approach to examine the interplay of gender, cultural, and institutional factors across varied educational contexts. Keywords: Grice's Maxims, Cooperative Communication, Gender Differences, Intersectionality, Teacher Collaboration, Educational Practices, Educational Outcomes
Akdeniz Üniversitesi İngilizce Öğretmenliği Bölümünde mitoloji tabanlı eleştirel düşünme etkinlikleri ile eleştirel düşünme becerisinin geliştirilmesi
Becoming more and more interesting lately, critical thinking has been the subject of many studies both in Turkey and abroad. The common aim of the studies is to determine different ways of improving critical thinking skills. Similarly, the present study aims to make a contribution to education by investigating the use of mythological short stories and critical thinking activities. In this quasi-experimental study, 39 freshman students taking Oral Communication Skills II course in the Department of English Language Teaching (hereafter ELT) at Akdeniz University constitute the research group. One-Group Pretest-Posttest design was adopted as the research design. The quantitative data were gathered through the Cornell Critical Thinking Level Z Test (pre-test). After the implementation of a five-week (10 hours in total) mythology-based critical thinking activities, Cornell Critical Thinking Test Level Z (post-test) was used again to see whether there was a difference between pre and posttest scores of the students. The analysis of the results indicated that the difference between the pretest and posttest mean scores was statistically significant. Based on the results taken from Cornell Critical Thinking Test, it can, therefore, be concluded that after the implementation, there is an improvement in the critical thinking levels of the students as a whole. Interestingly, even though students boosted their test scores in five out of seven subskills, no statistically significant difference between the pretest and posttest mean scores was found in these subskills. Another issue emerging from the findings is that there was no significant relationship between students' scores in the critical thinking test and individual characteristics such as age and educational level of their parents.
Yükseköğretimde kullanılan İngilizce ders kitaplarındaki cinsiyetçilik üzerine bir analiz
Gender identity is constructed by means of social interactions and modeling provided by the agents of primary socialization including family and education. As one of the primary materials of education, coursebooks have a significant influence in this process of construction and continuous reproduction of learners' self-perceptions and attitudes towards gender. To this end, it is of utmost importance not to bolster stereotypical views of gender through instructional materials that ought to serve the purpose of introducing learners' knowledge in an unbiased, impartial manner. In this sense, this study set out to investigate the gender representations in two sets of English language coursebooks published by different publishing houses and are used in tertiary level English education. The written content of the books was analyzed by using qualitative content analysis to make standardized interpretations of the textual data. In order to determine whether there are balanced and fair representations of gender or if biased views of gender are manifested, the coursebooks were analyzed thoroughly in terms of the attributions of occupations, adjectives, sports, crime and household activities/ responsibilities. The results have revealed that in both sets, females are frequently underrepresented and when they are, the roles that they are featured in are carrying strong traces of gender stereotypes and sexism with only a few exceptions overall. Stereotyped attributions of femininity and masculinity were also preserved in terms of portrayals of female and male characters. Therefore, the results of this study suggest the urgent necessity for a meticulous review of the contents of the coursebooks that are supposedly free of any discrimination, including gender.