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The use of other-initiated self-repair patterns by adult learners in an English speaking course
English as a Lingua Franca (ELF) has a significant impact in order to be able communicate with native and non-native users of the language. In relation to this, it is clear that speaking has become one of the challenging and substantial skills in the process of teaching English as a foreign language (EFL). Although it is considered that the learners might be interrupted for the mistakes to be corrected by the instructors in English spoken interaction, it is noticed that the learners may modify the mistakes by themselves with the help of certain hints that is denominated as the other-initiated self-repair (OISR) organisation of conversation analysis (CA) methodology. Considering the studies in Turkey, it has been realized that there are certain studies in relation to the repair types. Nonetheless, OISR organisation in the English spoken interactions of the academicians who are adult learners are not researched in Turkey. Therefore, this study investigates the use of OISR patterns by the adult learners in a speaking course. The study also aims to discover presumptive reasons about why the adult learner utilise OISR organisation. The study was accomplished in the spring term of 2019 at Muğla Sıtkı Koçman University. 12 adult learners who were the academicians at the university attended to the B1 level English speaking course. For the study, the 16 hours of video-based recordings and 7 semi-structured interviews were utilised as instruments. The video recordings were transcribed in the method of CA with the Jeffersonian transcription notation and analysed in different categories of OISR whereas the interviews were transcribed and categorised under the terms of the content analysis. The study demonstrates that the adult learners utilise the different categories of OISR patterns in their interactions. Furthermore, it is notified that the troubles emerged by the adult learners are discovered by the scaffolding of the teacher and the classmates, and the flow of the speech and negotiation of meaning are provided by the self-repair.
The use of EBA (Education Information Network) in teaching vocabulary and grammar to efl young learners
In our rapidly changing world, technology and the Internet have created new and important opportunities to foster foreign language learning. Digital technologies used in language education have enabled students to improve communication and collaboration skills in a student-centered environment. In parallel with these developments, educators and researchers have shown a growing interest in online tools and platforms to evaluate learning through online studies in recent years. This study aimed to investigate the effects of online follow-up activities conducted through EBA, a digital learning platform, on student success and to identify EFL young learners' perceptions and attitudes towards these activities. For the study conducted in 2019-2010 education year, 32 4th grade students (aged 7-8) at a primary school in Muğla were selected as participants and divided into two groups as experimental (N=17) and control (N=15) groups. During the 7 weeks process, the experimental group performed online follow-up activities while the control group followed traditional ones. To meet the objectives of this study adopting embedded mixed method design, data were gathered quantitatively from vocabulary and grammar achievement test applied as pre-test, post-test and delayed test, and qualitatively from semi-structured student interviews. Quantitative data were analyzed by SPSS 22.0 programme with independent and paired samples t-tests, and qualitative data were analyzed using content analysis. The findings revealed that the levels of vocabulary and grammar achievement and retention of the experimental group were higher than those of the control group; however, these results were not statistically significant. On the other hand, the findings from the delayed tests showed that the experimental group performed significantly better than their post-tests unlike the control group i.e. traditional activities were not efficient in retention of language items as much as online activities. The qualitative data results indicated that online activities affected their ideas about English positively and EBA created an enjoyable learning atmosphere for young learners.
The factors affecting teacher efficacy perceptions of pre-service English language teachers
Teacher efficacy is considered to be one of the most important constructs which affect not only teacher practices but also learner performances. It has been asserted that teacher efficacy is also influenced by some factors such as subject areas, motivation, and teaching practice in its developmental phase; that is, in pre-service years. In order to understand the judgments that teachers make about themselves better in these years, what kind of factors affect the perceptions of pre-service teacher efficacy can be explored. This might provide some benefits in terms of the things that can be done to improve teacher efficacy positively early in learning. Indirectly, this may give some insights about the quality of teacher education programs and the practicum. With these in mind, the present study aims to investigate the factors that may have an impact on the efficacy perceptions of pre-service English language teachers. A total of 113 pre-service English language teachers who were at their final year at Anadolu University participated in the study. Since the current study is based on the explanatory design, surveys and focus group interviews were utilized. Descriptive statistics were run to examine the quantitative data, and content analysis was used to examine the qualitative data. The results showed that the sample had a moderate level of perceived teacher efficacy. Moreover, their perceived efficacy in classroom management, instructional strategies and student engagement were found to be close to each other, though efficacy in classroom management had a little higher mean score than the other two components. Focus group discussions, carried out by 22 representative pre-service ELT teachers, revealed four main factors that affect their efficacy perceptions: ELT education they received at university, their practicum experiences, perceived language proficiency and their affective states. Compared to others, practicum experiences had the biggest role in the development of teacher efficacy. Furthermore, these factors were found to have either positive or negative effects in their perceived teacher efficacy. While classroom practices, students, the view of teaching as a profession, personality characteristics, and motivation contributed positively to efficacy, the content of the teacher education program, cooperating and supervisor teachers, perceived language proficiency and emotions had negative effects. The findings of the study are believed to provide new perspectives into the efficacy perceptions of pre-service ELT teachers.
Reflection on reflection: EFL university instructors' perceptions on reflective practice
The primary objective of the present study was to engage EFL university instructors in reflective teaching practices through the use of various reflective tools and to find out their perceptions about these reflective teaching practices that they were engaged in. For the research purposes, a total of eight EFL university instructors working at the Foreign Language School of Kastamonu University, Turkey participated in the study. For a regular and systematic implementation of reflective practice, different reflective teaching tools; namely, reflective diaries, reflective video analysis, and reflective peer sessions were used. Prior to the implementation of the actual study, the participants were first trained on how to use the reflective tools. During this training, necessary information about the concept of reflection, significance of reflective practice, and the procedure of the study was given to the participants. After the training, the participants used each of these tools by following the guidelines provided for them beforehand. Data were collected through the qualitative research instruments. After the participants were involved in reflective practices through the reflective tools, they were asked to write a reflection on the use of each tool. Also, a perception questionnaire was administered to the participants in order to identify how they felt and perceived about the reflective practices and the use of reflective tools. Finally, in order to support the data obtained through the reflections and perception questionnaire, the semi-structured interview was conducted with the participants. The qualitative data were analyzed by using the Constant Comparison Method. The results of the study put forward that all of the EFL university instructors benefited much from the current study and were highly pleased with having participated in these reflective teaching practices by means of various reflective tools. These practices were perceived fruitful by the EFL university instructors. Engaging in reflective practices was found as an important opportunity for gaining awareness about teaching skills and practices, increasing self-evaluation and professional growth. The findings also yielded that the participants were positive about all the reflective tools they used throughout the study. However, a few of the participants mentioned some difficulties about reflective diary and reflective video analysis. They reported that the use of reflective diary and reflective video analysis as a way of reflection required much time, effort, and commitment, yet no negative perceptions about participating in reflective peer sessions were found. At the end of the study, the reflective practices increased the instructors' motivation and enthusiasm in order to implement the ideas of reflective teaching for their future professional practices. The participants also realized that reflective practice is an effective method for teacher development, and it can be applied through different ways or tools. Further, they noticed that reflective teaching practices can contribute to professional empowerment if they are implemented in a systematic fashion. The findings were discussed with regard to the previous research. In the light of the research findings, some implications for the effective use of reflective teaching were provided, and suggestions for further studies were offered. Key words: Reflective teaching, reflective diary, reflective video analysis, peer sessions, professional development, Turkish EFL university instructors.
FL listening comprehension strategy employment of high and low anxious listeners
The aim of this study was to investigate the relationship between FL listening anxiety and FL listening comprehension strategy use. Also, it was aimed to determine whether there existed a statistically significant difference between high and low anxious listeners in terms of FL listening comprehension strategy use. Furthermore, how high and low anxious listeners employed FL listening comprehension strategies also examined. A total of 79 first year ELT students in Anadolu University, Turkey participated in the study. In order to collect data for the purposes of the study, both quantitative (FLLAS and LCSI) and qualitative (learner diaries and guided interviews) were utilized. To determine FL listening anxiety level and FL listening comprehension strategy use of the participants, FLLAS and LCSI were distributed. Then, participants were trained on how to write effective diaries for the purposes of study. After diary keeping, which lasted for five weeks, participants were divided into three categories according to their FLLAS scores namely, high anxious, moderate anxious, and low anxious listeners. As the purpose of this study was to investigate the FL listening comprehension strategies used by high and low anxious listeners, learners with high and low levels of anxiety were invited to participate in guided interview sessions. As a result of the quantitative data analysis, a statistically moderate relationship was found between the two variables, in that participants FL listening anxiety level increased when their FL listening comprehension strategy use decreased or vice versa. It was also found that high and low anxious listeners employed FL listening comprehension strategies with a statistically significant difference. In other words, the results yielded that both group of listeners used FL listening comprehension strategies at some level however; low anxious listeners used more FL listening comprehension strategies than high anxious listeners. In order to demonstrate in which FL listening comprehension strategies (cognitive, metacognitive, and socioaffective strategies) high and low anxious listeners showed difference, qualitative data collected through learner diaries and guided interviews were analyzed through content analysis method in addition to quantitative data analysis. It was found that low anxious listeners outnumbered high anxious listeners in the employment of FL listening comprehension strategies in all categories i.e. cognitive strategies, metacognitive strategies, and socioaffective strategies. The analysis of the learner diaries and guided interviews demonstrated that high and low anxious listeners employed FL listening comprehension strategies in different manners. The findings of the current study yielded that FL listening anxiety and FL listening comprehension strategy use affected each other mutually. However, deciding which one affected the other one was a difficult task and beyond of the scope of the study. Nevertheless, as FL listening comprehension strategies can be taught to FL listeners, the strategies used by low anxious listeners can be taught to high anxious listeners to reduce their FL listening anxiety levels. The findings of this study might be viewed as one of the first steps into implementing explicit strategy training into FL listening classes. The findings of the study were presented and discussed with respect to the related literature. Bearing in mind the research findings, some implications regarding the FL listening anxiety and FL listening comprehension strategy use were proposed. Key words: FL listening comprehension, FL listening anxiety, FL listening comprehension strategies, first-year ELT students
The relationship between vocabulary size, lexical diversity, lexical density and efl writing scores: A cross-sectional study
Vocabulary is an important aspect of language learning. Many studies were carried on vocabulary, vocabulary knowledge, vocabulary instruction, vocabulary learning and since 1990s the focus of the studies have shifted on the effects of vocabulary on second language (L2) learning. For Nation (2000) knowing a word includes form, meaning and use. The role of vocabulary knowledge in receptive and productive L2 skills cannot be ignored as it is used in predicting the learners' competence. It is obvious that this would affect L2 learners in expressing their thoughts through productive skills. The aim of the study is to find out the vocabulary size, lexical density and lexical diversity in argumentative essays of Turkish ELT students and to compare these with their writing scores. It is assumed that high vocabulary size, lexical density, and lexical diversity may lead to higher scores. The data, including 309 argumentative essays written by 165 first year and 144 fourth year students, were collected from Anadolu University ELT Department. In order to analyze the data and find answers to the research questions the LFP was used to obtain an estimate productive vocabulary size of the students, the vocd-D was used for lexical diversity of the essays, and the lexical density formula was used. According to the results, among other variables, only lexical diversity was found to have a significant correlation with 1st year students' essay scores and it significantly explained 7.8% of the 1st year essay scores. For the 4th year essays, no significant effect of the variables was found. Moreover, the results also demonstrated that while the variables accounted for 8.7% of the vocabulary scores in the 1st year essays, they did not yield a significant explanation for the 4th year essays vocabulary scores. Therefore, considering the results of the study, it can be concluded that lexical features are not the only factors effecting writing scores. Key Words: Vocabulary size, Lexical diversity, Lexical density, EFL writing, Turkish ELT students.
Yabancı dil öğretiminde kültürlerarası iletişim : Fransa ve Türkiye örneklerinde öğretmen görüşleri incelemesi
Günümüzde gelişen iletişim teknolojileri ve küreselleşmenin etkisiyle ülkeler arası sınırlar git gide yok olmaktadır. Bu durum uluslararası platformda kültürler arası iletişimi bir ihtiyaç haline getirmektedir. Kendi kültürüne farkındalık ve "kimlik" bilincinden hareketle, farklı kültürlere karşı "öteki" bilinci, "saygı" gibi kavramları geliştirerek, dil ve kültür çeşitliliğini korumak kültürlerarası iletişimin temelini oluşturan amaçlardır. Bu doğrultuda, Avrupa Dilleri Ortak Çerçeve Programı'nda belirtildiği gibi, günümüz yabancı dil öğretimi programlarının, kültürlerarasıiletişim becerisi kazanımına yönelik hedef ve uygulamalara uygun olarak hazırlanması gerekmektedir. Bu becerinin kazandırılması sürecinde en büyük sorumluluk, her eğitim sürecinde olduğu gibi,kuşkusuz öğretmenindir. Bu çalışmanın amacı, yabancı dil öğretmenlerinin kültürler arası iletişim konusundaki görüşlerini belirlemek, incelemek ve karşılaştırmaktır. Bu amaca ulaşmak için Türkiye ve Fransa'da belirlenen iki üniversitede çalışan yabancı dil öğretim elemanlarının, yabancı dil öğretiminde kültürler arası iletişim becerisine yönelik görüşlerini belirlememizi sağlayan nitel bir durum çalışması gerçekleştirilmiştir. Bu çerçevede, Fransa'da Toulouse II- Jean Jaurès Üniversitesi Fransız Dili Bölümü'den 7, İngiliz Dili Bölümü'nden 7; Türkiye'de Anadolu Üniversitesi Yabancı Diller Yüksekokulu Fransız Dili Bölümü'nden 6 olmak üzere toplam 20 öğretim elemanına önce konu ile ilgili genel görüşlerini almak amacıyla soru formu dağıtılmış, ardından bu soru formu üzerinden, görüşleri daha derinlemesine incelemek için yarı yapılandırılmış görüşme gerçekleştirilmiştir. Veriler toplam 18 aylık bir süreç zarfında elde edilmiştir. Veri analizi sonucunda beş ana tema (dil-kültür ilişkisi, yabancı dil öğretiminde kültürlerarası iletişim uygulamaları, kültürlerarası iletişim uygulamalarında yaşanan zorluklar, eğitsel dokümanlar, öğretmen ve kültürlerarası iletişim) ve yirmi yedi alt temaya ulaşılmıştır. Kültürel kimliğin, dünya görüşü, düşünce sistemi, dil kullanım şekli ve toplum içindeki davranış biçimini etkileyen önemli bir faktör olduğu ortaya çıkmıştır. Sözsüz ögeler de sözel ögeler gibi iletişim sırasında anlam taşımakta ve konuşmacılar arasında mesaj iletmektedir. Toplumdan topluma değişen kültürel farklılıklardan kaynaklanan göndermeler, iletişimde zaman zaman farklı yorumlamalara hatta yanlış anlaşılmalara neden olmaktadır. Yabancı dil öğretiminde kültürlerarası iletişim becerisi, öğrenciyi kendinden farklı olanı tanımaya ve onunla etkileşime girmeye yönlendiren öteki bilincinin gelişmesine katkı sağlar. Hedef ve kaynak kültürle birlikte farklı kültürlerden gelen bütün öğrenciler arasında da aracı konumunda olan öğretmenler yabancı dil öğretimi sürecinde kültürlerarası iletişim becerisi gelişiminde başrol oynarlar. Öğretmen, öğrencinin kendi sosyokültürel kodlarını keşiften hareketle kendi kimliğini daha iyi tanımasından ve hedef dil-kültür aracılığı ile öteki ve görecelik bilincini geliştirmesinden sorumludur. Bu bağlamda, çalışmamıza katılan bütün öğretmenler belli bir seviyeye kadar kültürlerarası iletişimin yabancı dil öğretimindeki işlevinin farkında olmalarına rağmen, kültürlerarası yaklaşımı derslerine dâhil etmede sıkıntılar yaşadıkları gözlenmiştir. Diğer yandan katılımcıların hiç birinin kültürlerarası iletişim ile ilgili herhangi bir eğitim almadıkları ortaya çıkmıştır. Çalışmamızda üç ayrı bağlam içerisinde yer alan öğretmenlerin, her birinin kendi bağlamından örnekler vermesine rağmen dil-kültür ilişkisi, kültürlerarası iletişim uygulamaları, bu uygulamalarda karşılaştıkları zorluklar ve ders materyalleri ile ilgili genellikle aynı fikirlerde olduğu sonucuna varılmış, bununla birlikte kültürlerarası iletişim çerçevesinde öğretmenin yeterliği, yurtdışı deneyimi, nesnel ve yansızlığı gibi konularda farklı görüşlere sahip oldukları ortaya çıkmıştır. Ancak bu görüş farklılıkları karşılaştırma yapılan gruplar arasında değil, her grubun kendi içindeki katılımcılardan kaynaklandığı görülmüştür. Anahtar Sözcükler: Kültürlerarası İletişim Becerisi, Yabancı Dil Öğretimi, Öğretmen Görüşleri.
Identifying English language needs of the Turkish National Police academy students: A needs-based syllabus suggestion for law enforcement English course
The primary objective of this study was to identify English language needs of the Turkish National Police Academy (TNPA) students. A secondary aim was to suggest a needs-based syllabus design for the Vocational English (Law Enforcement English) course taught to the fourth year cadets at the Faculty of Security Sciences based on the identified needs. The data for this study were collected through the questionnnaires and interviews from the students, graduates, English instructors, and administrators. Needs analysis questionnaires were administered to 100 fourth year students taking the Vocational English course and 50 graduates working at various departments of the Turkish National Police (TNP). Then, some of the students, English instructors and administrators at the TNPA were interviewed to obtain deeper information about their perceptions towards English language needs of the cadets. The results of the study revealed the participants' perceptions about the effectuality of the current Law Enforcement English course, their difficulties with the use of English, the reasons of the difficulties with English use, the necessity of English in their profession, their competencies in main language skills and some areas of knowledge, the importance of main language skills and some sub-skills in their profession and their suggestions for the methodology and content of the future courses. Furthermore, based on the findings, the implications for a needs-based syllabus design of the Vocational English (Law Enforcement English) course were outlined. Keywords: English language needs, needs analysis, Vocational English course
Jacques Derrida'da yazı kavramı-betimsel ve tematik bir analiz
Gramatoloji, diğer adıyla yazı bilimi, yirminci yüzyılda Jacques Derrida tarafından geliştirilmiş dil felsefesi, metin analizi ve dilbilim dünyasında önem arz eden yeni bir bilimsel yöntemdir. Bu yaklaşımla, yetmişli yıllar yapı söküm olarak adlandırılan yeni bir kavramın doğuşuna tanık olur. Derrida gösterge kavramını ve söz/yazı karşıtlığında, sözü önceleyen metafizik önermeleri yapı söküme uğratır. Derrida açısından yazı, tüm tarih ve tarihsel oluş alanını açar, bu nedenle dilin kaynağı ile yazının kaynağı hiçbir şekilde birbirinden ayrılamaz. Dolayısıyla bu araştırma, Derrida'nın dilbilim, dil felsefesi ve metin analizine "yazı" kavramı çerçevesinde katkılarını ortaya çıkarmak üzere gerçekleştirilmiştir. Amaç, Derrida'da gramatoloji olarak adlandırılan yazı kavramına ışık tutmak, bu bağlamda "différance (ayıram)", "trace"(iz), "archi-écriture (kök-yazı)" ve "gramme"(yazı) kavramlarından yola çıkarak Derrida'nın ortaya koyduğu yeni dil anlayışını, bilim kavramını ve bu anlayışla geliştirilen metin okuma tekniğini gözler önüne sererek betimlemektir. Bu bağlamda söz merkezciliğin eleştirisi temel alınarak, Derrida'nın deyimi ile yapı sökümden itibaren yazının yeri ve konumu belirlenmeye çalışılmıştır. Çalışmada veriler nitel yöntem kullanılarak toplanmıştır. Araştırmada Derrida'nın yazı kavramı, betimsel ve tematik olarak yarı yapılandırılmış görüşme tekniği kullanılarak Derrida'ya dair farklı ufukları ve yönelimleri olan uzmanların görüşü alınarak analiz edilmiştir. Araştırma sonucunda, uzmanların görüşleri incelenip yedi kategori altında değerlendirilmiştir.
The effect of extensive reading on the development of reading and writing skills of english preparatory class students
Language is considered to be learnt effectively in its native environment. However, another useful way is suggested to be reading extensively in that language. Extensive reading has been regarded as a good way of obtaining language proficiency as a supportive activity of language learning process as well. Recent studies (e.g. Davis, 1995; Mason & Krashen, 1997; Bell, 2001; Krashen, 2004; Eskey, 2005; Horst, 2005; Pigada and Schmitt, 2006) have shown that extensive reading is very useful in developing language proficiency and is an effective way of compensation for target language environment in foreign language context. Therefore, extensive reading can be used as an extracurricular activity to meet the need for authentic language input in foreign language teaching. English is taught as a foreign language in Turkey and extensive reading can be a useful way of practicing and developing foreign language skills in Turkey. The main aims of this study were to find the effect of extensive reading on the development of reading and writing skills, to reveal attitudes and perceptions of English preparatory class students and to uncover attitudes of preparatory class main course teachers about an extensive reading project carried out in a high school. Participants of the study were 141 preparatory class students and 6 English main course teachers. Reading logs and Preliminary English Test (PET) scores of the students were compared to find out the effects of extensive reading on reading and writing skills; two questionnaires were applied to the students and interviews were conducted with students and teachers to find out their attitudes and perceptions about extensive reading. The results of the study showed that there was a moderate positive relationship between extensive reading and the development of reading and writing skills of the students. It was revealed that the total number of pages read by the students did not have any significant effect on their reading or writing proficiency. However, there was significant positive relationship between extensive reading and test scores of the students when the results of the top level and lowest level students in PET exams were compared in overall language proficiency. It was also seen that students and teachers believed that extensive reading was beneficial to improve language proficiency, it was motivating and encouraging for students to learn English and improve their language proficiency and extensive reading was an effective way to compensate for the lack of target language environment.
A comparative analysis in written discourse: A corpus-based study on frame marker use in native and non-native students' argumentative essays
Savlama temelli metin yazımı, belirli dil ifadelerinin kullanımı ile düşüncelerin, savların ve karşıt fikilerin okuyucuya belirli bir düzen içerisinde aktarılmasını, söylemin düzenlenmesini ve okuyucu ile başarılı iletişim kurmayı gerektirdiğinden öğrenciler için zorluk oluşturmaktadır. Bu dil ifadelerinden biri olan çerçeve belirleyicileri, yazılı söylemin önemli bir öğesidir ve söylemin açıkça düzenlenmesinde ve savların, karşıt fikirlerin, ve metnin bölümlerinin belirli bir düzen içerisinde sunulmasında önemli rol oynamaktadır. Söylemin içeriğinin ve yapısının en iyi biçimde düzenlenmesi en başta çerçeve belirleyicileri ile sağlanmaktadır (Hempel ve Degand, 2006) ve sıralama (ilk olarak, ikinci olarak), yazarın amacını açıkça ifade etme (amacım...niyetim...), metin aşamalarına gönderimde bulunma (sonuç olarak, kısaca), ve konular arası geçişi işaretleme (açısından, şimdi) olmak üzere dört işlevi bulunmaktadır (Hyland, 2005a). Ancak, yazılı metinlerde okuyucuyu yönlendiren ve metnin anlaşılmasını sağlayan çerçeve belirleyicileri kullanımı yabancı dil öğretiminde, yazma derslerinde çok önemsenmemektedir ve İngilizce'yi yabancı dil olarak öğrenen öğrenciler çerçeve belirleyicilerini etkili biçimde kullanmakta zorlanmaktadır ve çeşit olarak az sayıda çerçeve belirleyicisini sık olarak kullanmaktadır. Bu bağlamda, İngilizce'yi yabancı dil olarak öğrenen Türk öğrencilerin yazılı metinlerinde üstsöylem düzeyinde çerçeve belirleyici kullanımlarını inceleyen çalışma oldukça azdır. Bu nedenle, Türk öğrencilerin yazılı metinlerini düzenlerken hangi çerçeve belirleyicisini hangi amaçla kullandıklarının incelenmesi sonucunda farklı söylem topluluklarında metnin düzenlenmesinde çerçeve belirleyicilerinin kullanımına ilişkin ortaya konacak bulguların konuya açıklık getirmesi hedeflenmektedir. Ayrıca, anadili İngilizce olan öğrencilerin 'önsezisi'ne güvenmekten ziyade (Nesselhauf, 2004: 125) yazılı metinlerinde tipik çerçeve belirleyicileri kullanımlarının belirlenmesi, Türk öğrencilerin çerçeve belirleyicilerini kullanımları ile karşılaştırılması ve anadili İngilizce olan ve olmayan öğrencilerin kullanım farklılıklarının ortaya çıkarılması hedeflenmektedir. Bu doğrultuda, bu çalışma, İngilizce Öğretmenliği Programı'nda okuyan 1. sınıf Türk üniversite öğrencileri ile Amerikalı üniversite öğrencilerinin İngilizce savlama temelli metinlerinde çerçeve belirleyicilerini kullanımlarını, kullanım sıklığı ve işlevleri bakımından incelemeyi amaçlamaktadır. Çalışmanın amaçları doğrultusunda, Louvain Amerikalı ve İngiliz Öğrencilerin İngilizce Derlemi (LOCNESS)'nden basit rastgele örnekleme yöntemi ile alınan 100 savlama temelli metin ile Türk üniversite öğrencilerinin savlama temelli metinlerinden oluşturulan derlemden aynı yöntem ile alınan 100 savlama temelli metindeki çerçeve belirleyicileri ve sıklığı AntConc 3.2.4. yazılımı aracılığıyla saptanmış ve Hyland (2005a)'in çerçeve belirleyicileri işlev modeli kullanılarak çalışmanın yapıldığı kurumda çalışan ikinci bir araştırmacı ile manuel olarak incelenmiştir. Buna göre, çerçeve belirleyicileri sıralama, metin aşamalarına gönderimde bulunma, amacı açıkça ifade etme ve konular arası geçişi işaretleme işlevleri bakımından incelenmiştir. Daha sonra, sıklık analizi için çerçeve belirleyicilerinin sayı ve yüzdeliklerinin hesaplanmasının yanısıra iki derlemde her 10,000 kelimedeki kullanım sıklıkları hesaplanmış ve iki grubun çerçeve belirleyicileri kullanımı arasında anlamlı fark olup olmadığını belirlemek amacıyla Log-Likelihood istatistik testi yapılmıştır. Çalışma bulguları, her bir derlemde ve iki derlem arasında çerçeve belirleyicilerinin işlevlerine göre kullanım sıklıkları ve çeşitliliğinde farklılık olduğunu göstermiştir. Her iki grupta da sıralama ifadelerinin diğer tüm çerçeve belirleyicilerinden daha fazla sıklıkta ve çeşitte kullanıldığı ve konular arası geçişi işaretleme işlevini gören ifadelerin oldukça az kullanıldığı belirlenmiştir. Ayrıca, Türk öğrencilerin çerçeve belirleyicilerini Amerikalı öğrencilere kıyasla oldukça sık ve fazla çeşitte kullandığı saptanmıştır. Bu araştırma sonucunda, İngilizce'yi yabancı dil olarak öğrenen öğrencilerin çerçeve belirleyicileri kullanarak üstsöylem boyutunda savlarını daha düzenli ve açık bir şekilde okuyucuya iletebilmeleri, daha etkili metinler yazabilmeleri için akademik yazma dersleri düzenlenmesinin ve çerçeve belirleyicilerin kullanılması için çeşitli eğitim amaçlı uygulamaların yapılmasının yararlı olacağı düşünülmektedir. Key words: Anadili İngilizce olan ve olmayan öğrenciler, çerçeve belirleyicileri, derlem temelli çalışma, savlama temelli metin, üstsöylem
Employment of stance adverbials as hedges and boosters in argumentative essays of native american and nonnative Turkish university students
The growth of discourse analysis as a key tool in understanding language use, has led to the idea of the importance of interaction in writing. Thus, the concept of metadiscourse has emerged as a way of representing the writer's awareness of the unfolding text as discourse. Metadiscourse is based on a view of writing as social engagement and especially considered to be essential element of persuasive and argumentative writing (Crismore & Farnsworth 1990; Hyland, 2004). Among the metadiscourse markers, hedges and boosters are two crucial devices helping writers to express their authorial stance in their products. Writing argumentative texts is a challenge for the students not only in their mother tongue but also in their foreign language(s). They seem to experience difficulties in producing texts, which clearly interact with the reader(s), guide the reader in the process of reception and interpretation of the text and convince the potential reader of the text. Research on students' argumentative writing is relatively little compared to descriptive, narrative, and expository writing (e.g. Stephens, 2003). For example, two of the related studies have focused on comparison of native speakers with advanced Spanish university writers (ICLE corpus) (Neff, Ballesteros, Dafouz, Martínez & Rica, 2004) and the Greek advanced learners of English (Hatzitheodorou & Mattheoudakis, 2007). More texts need to be analyzed to gain a deeper understanding about how and effective authorial stance is presented. In the Turkish context, the students are not offered an explicit instruction in authorial stance taking and employing stance devices, instead, they are provided with very general writing guidelines and there is a scarcity of study examining comparatively native American and Turkish non-native EFL learners' employment of stance devices as hedges and boosters in their English argumentative writings. Therefore, a detailed and comparative analysis needs to be conducted in order to gain a deeper understanding about how stance-taking is presented by non- native and native students. So this study aims to identify the stance adverbials used as hedges and boosters employed by native American and Turkish non-native students. This study specifically based on the stance adverbials as they expose the author's comment or attitude much clearer. The data of this study consist of the argumentative essays of the native American students (from the Louvain Corpus of Native English Essays - LOCNESS corpus) and of the Turkish non-native students from the corpus of argumentative essays written by Turkish students, majoring in the first year of English Language Teaching Department at Anadolu University. Simple random sampling is used in order to choose 200 argumentative essays (100 from each student group) and native corpus consists of 84,851 words whereas non-native corpus consists of 86,554 words. The data are analyzed both qualitatively and quantitatively, percentages, mean frequencies per 10,000 words and Log-likelihood results for each item are calculated and interpreted. The stance adverbials as hedges and boosters are identified with the help of a concordance program, Ant. Conc. 3.3.4. and analyzed in their own contexts manually using Hyland's (2005) interpersonal model of metadiscourse, checked twice and the results are inter-rated by another researcher by using peer debriefing system. The functional use of stance adverbials as hedges and boosters are analyzed in their own contexts and explained in detail. The results of the study show that argumentative essays of students are characterized by extensive use of boosters, and less limited use of hedges and it is found out that Turkish non-native students use more diverse hedges and boosters than native American students use in their argumentative essays. Functional uses of each adverbial are explained, examples from the essays are also presented. The results of this study are believed to create an awareness among both the teachers and the students both in theoretical and linguistic aspects. Keywords: argumentative writing, corpus, hedges and boosters, stance adverbials
The impact of vocabulary knowledge on reading, writing and proficiency scores of b2.2 level Turkish students: A study with Anadolu University English Prep-School students
This study is an attempt to clarify the incremental and multidimensional nature of foreign language vocabulary development and its relation to the participants' reading and writing performance and general language ability of English as a foreign language (EFL). With this principle aim, the current study investigated the relationship between the receptive and productive vocabulary knowledge, the relationship between receptive vocabulary knowledge and reading performance and the relationship between productive vocabulary knowledge and writing performance using their scores on vocabulary knowledge tests, a reading exam and a writing exam. Additionally, the lexical level of the compositions written by the participants and its relation to their productive vocabulary knowledge and the impact of both receptive and productive vocabulary knowledge on the participants' general language ability of EFL were also examined. 175 B2.2 level prep-school students studying at Anadolu University School of Foreign Languages, Eskişehir, Turkey participated in the study. The results revealed that the students' receptive vocabulary knowledge was larger than their productive vocabulary knowledge. It was also found that the contribution of vocabulary knowledge to the foreign language performances of reading, writing and proficiency was significant. Moreover, according to the Lexical Frequency Profile results, the lexical level of the student essays and the students' productive vocabulary knowledge were significantly related. Hence, by looking at the overall results of the present study, it might be suggested that vocabulary awareness should be created for foreign language students in their language learning process. Keywords: receptive vocabulary knowledge, productive vocabulary knowledge, lexical level, lexical frequency profile, reading, writing, proficiency
Fransızca yabancı dil sınıfında eğitsel yönergelerin kullanılması üzerine bir durum çalışması
Hayatımızın her alanında var olan yönergeler, eğitim hayatında da önemli bir yere sahiptir. Gerek sınıf içi etkileşimde, gerekse değerlendirme sürecinde, yönerge öğrenme durumunu yönlendiren önemli bir araçtır. Bu çalışma aracılığıyla ulaşmak istenilen amaç yönergelerin yabancı dil Fransızca sınıflarındaki yeri ve rolünü belirlemek, ayrıca öğretmen ve öğrencilerin bu konudaki sınıf uygulamalarını yakından incelemektir. Bu amaca ulaşmak için katılımcıların algı ve yönelimlerini daha iyi anlamamıza olanak veren nitel bir durum çalışması yürütülmüştür. Araştırma verileri nitel yöntem kullanılarak toplanmıştır. Anadolu Üniversitesi Yabancı Diller Yüksekokulu'ndan dokuz öğrenci ve bir okutman bu çalışmanın katılımcılarını oluşturmaktadır. Veriler yarı katılımlı gözlem, yarı yapılandırılmış görüşme ve doküman inceleme teknikleri kullanılarak toplanmıştır. Öncelikle 10 hafta boyunca yarı katılımlı gözlem yapılmış, aynı zamanda sınıfta kullanılan yazılı dokümanlar incelenmiştir. Gözlemin hemen ardından, gözlem sınıfından yedi öğrenci ve bir okutmanla yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Verilerin toplanmasının ardından, araştırmacı ve Fransızca yabancı dil eğitimi alanından iki uzman tarafından veriler analiz edilmiş, kod ve temalara ayrılmıştır. Veri analizi sonucunda, dört ana tema ve dokuz alt tema ortaya çıkmıştır. Verilerden elde edilen ana temalar şu şekildedir: (1) Yönergenin Öğretmen Tarafından Aktarılması, (2) Yönergenin Öğrenci Tarafından Okunması, (3) Yönerge Anlama Sorunları, (4) Öğrencilerin Yönerge karşısındaki Farkındalık Düzeyleri ve Tutumları. Anahtar kelimeler: Otonomi, Yönerge, Durum Çalışması, Fransızca Yabancı Dil,Talimat.
Eine kulturspezifische übersetzungsanalyse: Vergleichende analyse des romans huzur von Ahmet Hamdi̇ Tanpınar
Çalışmada Ahmet Hamdi Tanpınar'ın Huzur romanın Almancaya yapılan çevirisi karşılaştırmalı bir analiz prensibi ile çeviri eleştirisi ilkeleri bağlamında incelenmiştir. Romandan seçilen, kültür spesifik bağlamda örnekleyici özetler sağlayan, kesitler yolu ile çeviri eleştirileri yöneltilmiştir. Bu çalışma ile varılmak istenen nokta özgün metindeki dil yolu ile aktarılan kültürel öğelerin, Alman diline nasıl aktarıldığını ve bu aktarımların erek kültürdeki alımlanabilirliğini belirlemektir. Çalışmanın ilk bölümü çeviri işlemi, çeviri bilim, çeviri kuramları, çeviri eleştirisi ve kültür konuları ile ilgili teorik bilgileri içermektedir. İkinci bölüm ise ilk bölümde elde edilen bilimsel bilgiler doğrultusunda yapılan karşılaştırmalı analizlerden oluşmaktadır. Örnekleri yorumlayıp, eleştiriye dönüştürürken temel alınan düşünce bir 'kültür okuması' yapıldığıdır. Bu bağlamda oluşturulan yorumlar eserin yapısal özelliklerinin aktarımından çok içeriğiyle ilgilidir. Anahtar Sözcükler: Çeviri, Eşdeğerlik, Yazınsal Çeviri, Yazınsal Çeviri Eleştirisi, Kültür, Analiz, Metinötesi Anlamlar
A scale of Turkish preparatory school university students' demotivational factors towards learning English
The present study aims to develop and validate a survey instrument to measure university preparatory school students' demotivation levels as well as investigating the sources of demotivation. In accordance with measuring students' demotivational level, the items of this survey are developed based on a review of literature on student motivation/demotivation and the content analysis of compositions written by students learning English at a preparatory school. 32 items are included in the survey titled 'A Scale of Turkish Preparatory School University Students' Demotivational Factors Towards Learning English', which was administered to 206 university preparatory school students in Eskişehir, Turkey. The data were submitted to the internal consistency analysis to determine reliability of the instrument and confirmatory factor analysis to validate the scale. The results showed the construct of preparatory school students' demotivation is multi-dimensional with four factors including personal reasons, past experiences, features of preparatory school program and the form of instruction. After the validation procedures, the data were collected online from 1105 students in various preparatory school programs in Turkey. The findings yielded that proficiency level had a significant effect on students' demotivational levels, and also a significant relationship was found between university type and demotivation deriving from past experiences and features of preparatory school program. As a result, by considering the overall findings of the current study, it might be suggested that awareness of demotivating factors and sources of demotivation need to be raised for the language learners as well as their teachers and program developers. Keywords: Motivation, Demotivation, Sources of demotivation, Demotivating factors,Scale validation.
Çevrilmiş sınıf modelinin yabancı dil olarak Fransızca öğrenimine etkisinin incelenmesi
Yabancı dil öğrencilerinin dilsel ve eğitsel ihtiyaçlarını göz önünde bulundurmak ve dili otonom bir şekilde öğrenmelerini sağlamak, eylemsel yaklaşımın öncelikleri arasındadır. Buna karşın, yabancı dil derslerini, klasik öğrenme şemasına uyarak (herkesin aynı konuyu, aynı anda ve aynı ortamda öğreneceği şekilde) tasarlamak, öğrencilerin kendi öğrenme hızlarına uygun bir şekilde ilerlemelerine ve kendilerine özgü öğrenme stratejilerini gerçekleştirmelerine her zaman olanak vermemektedir. Bu durumda, öğrenme sürecini bireysel olacak şekilde düzenlemek ve yüz yüze öğrenme ile uzaktan öğrenmenin en etkili olduğu durumları bir araya getirmek önem taşımaktadır. Ders içeriğinin, dersten önce çalışılması ve ders zamanının da pekiştirme ve üretim gibi etkinliklerle daha verimli hale getirilmesini içeren Çevrilmiş Sınıf, bu amaçla geliştirilmiş modellerden biri olarak karşımıza çıkmaktadır. Bu çalışma, söz konusu modelin, Fransızca öğrencilerinin dilbilgisi ve sözcük bilgisi üzerindeki etkilerini görmek ve öğrencilerin modelin uygulanması hakkındaki görüşlerini incelemek amacıyla gerçekleştirilmiştir. Hem nitel hem de nicel yöntemin uygulandığı çalışmada, 2015-2016 öğrenim yılında Fransızca hazırlık sınıfına kayıtlı 20 öğrenci için, 8 hafta süreyle, okul dışında ve kendi hızlarına göre çalışacağı ders içerikleri paylaşılmıştır. Öğrenciler aynı zamanda, her uygulama öncesi ve sonrası, ön test ve son testlere cevap vermişlerdir. Uygulamalar sonrasında, seçilen 10 öğrenciyle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Wilcoxon testi sonuçlarına göre, analize dahil edilen öğrencilerin dilbilgisi ve sözcük bilgisi düzeylerinde anlamlı bir gelişme olduğu görülmüştür. Yarı yapılandırılmış görüşmede elde edilen veriler kodlara ayrılmış ve bu kodlardan şu temalara ulaşılmıştır: Öğrencilerin çevrilmiş sınıf hakkındaki görüşleri, Modelin öğrencilerin öğrenme biçimleri üzerindeki etkisi, Öğrencilerin modele uyum sağlama yöntemleri, Öğrencilerin paylaşılan videolar hakkındaki görüşleri, Öğrencilerin modelin devamlılığı ile ilgili görüşleri, Öğrencilerin gelecek uygulamalarla ilgili önerileri. Anahtar Sözcükler: Harmanlanmış öğrenme, Çevrilmiş sınıf modeli, Fransızcanın yabancı dil olarak öğretilmesi, Otonom öğrenme, Öğrenme stratejileri.
The development of a technical word list and self-study material for aircraft maintenance students
Vocabulary teaching is an important and complex part of ESP research (Coxhead, 2013). Many studies have been carried out focusing on ESP vocabulary ranging from teaching and learning it, the needs of students, academic vocabulary to technical vocabulary (Nation, 2013; Parohinog and Meesri, 2015; Coxhead, 2001). Among various aspects of ESP vocabulary, aviation English holds a significant part dealing with the English for the people in the aviation industry. The importance of aviation English is closely associated with the public safety (Moder,2012), and the role of English is vital for aircraft maintenance technicians alongside with pilots and air traffic controllers. For aircraft maintenance, the relationship between ESP and vocabulary relies on technical vocabulary. Therefore, the aim of this study is to create a technical vocabulary list for aircraft maintenance students, to build a self-study material, and to evaluate the efficiency of this self-study material. So as to construct the technical vocabulary list, a corpus including 93,290 tokens was compiled from aircraft characteristics manuals. The target corpus was analyzed via AntWordProfiler and by experts to create the aircraft maintenance technical vocabulary list with 103 words. The analysis revealed that the words that are not included in the GSL and AWL constitute a large part (31%) of the target corpus. This generated technical vocabulary list was administered to 56 students as a pre-test to determine both the level of their vocabulary knowledge and the words to be incorporated into self-study material. After eliminating the words known by at least 50% of the students, the remaining 80 words constituted the self-study material content. The students studied the self-study material for four weeks. Consequent to their study, a post-test was administered to measure the effect of the four-week study. The results indicated that there was a statistically significant difference between the pre-test and post-test results. This study is an attempt to show the necessity of building a field-specific technical vocabulary list for aircraft maintenance students to help them expand their vocabulary knowledge in their field as these words comprise a large part of what they will encounter. Keywords: Word list, Technical vocabulary list, Self-study material, ESP vocabulary
Pragmatic awareness and intercultural sensitivity of pre-service EFL teachers
As English functions as a global lingua franca, foreign language education increasingly emphasizes the development of learners' intercultural communication competence, which relies heavily on pragmatic awareness and intercultural sensitivity. Teachers play a critical role in fostering these abilities; however, teacher education programs often give insufficient attention to these areas, leaving the competence levels of pre-service teachers underexplored. This mixed-method study investigates the pragmatic awareness and intercultural sensitivity of pre-service English language teachers enrolled at Inonu University and Firat University, examines differences based on demographic variables (gender, grade level, and overseas experience), and explores the relationship between the two constructs. Quantitative data were collected using Appropriateness Judgment Tasks (AJT) and the Intercultural Sensitivity Scale (ISS), while qualitative insights were obtained through semi-structured interviews. The findings indicate that participants generally display high intercultural sensitivity and relatively strong pragmatic awareness. Participants were more successful in identifying pragmatically appropriate expressions than inappropriate ones and showed greater sensitivity to rudeness than to over-politeness, suggesting difficulty with subtle pragmatic infelicities. Interview data revealed challenges related to cultural differences, politeness and formality nuances, affective factors, limited practice, lexical constraints, and overall proficiency. Demographic analyses showed no significant gender differences overall, except that males reported higher interaction confidence and enjoyment. Pragmatic awareness differed significantly by grade level, favoring third-year students. Overseas experience enhanced intercultural sensitivity but not pragmatic awareness. Finally, a weak yet significant positive correlation was found between pragmatic awareness and intercultural sensitivity, indicating partial but independent development of these constructs.
The impact of eTwinning projects on English teachers' technopedagogical content knowledge
The Impact of eTwinning Projects on English Teachers' Technopedagogical Content Knowledge The purpose of the study is to compare Technological Pedagogical Content Knowledge (TPACK) competencies of English teachers who took part in eTwinning projects with those who do not. Additionally the study seeks to investigate whether teachers' TPACK levels varied based on demographic and professional variables including gender, professional seniority, marital status, educational attainment, and faculty type. This study utilized a quantitative comparative cross-sectional research design. The participants are composed of English teachers employed in Malatya in the 2024-2025 academic year. The data were collected through Technological Pedagogical Content Knowledge Scale for English as a Foreign Language (TPACK-EFL) constructed by Baser et al. (2016), and a Demographic Information Form prepared by the researcher. Independent samples t-tests were conducted to analyze the collected data and two-way ANOVA analyses to explore the impacts of eTwinning participation and several demographic factors including gender, professional seniority, academic background, marital status, and faculty of graduation on teachers' TPACK levels and interaction between them. IBM SPSS Statistics 27.0 was employed to conduct the analyses. The results demonstrated English teachers taking part in eTwinning projects had considerably higher scores than non-participants, especially in several technology-related dimensions of the TPACK framework. The results revealed minor differences in English teachers' TPACK scores, regarding marital status, professional seniority, educational attainment, gender and faculty type, which were not statistically significant. Furthermore, interaction effects between eTwinning participation and demographic factors were mostly non-significant. Key words: E-Twinning Projects, English Teachers, Technological Pedagogical Content Knowledge
The impact of task-based intercultural language teaching on intercultural mindset development
The present study aimed to investigate the impact of an eight-week task-based intercultural language teaching program on the development of intercultural mindset among 9th-grade EFL learners. In this study, intercultural mindset was conceptualized as a multidimensional construct consisting of intercultural awareness, social-emotional competence, and intolerance of uncertainty. A quasi-experimental pre-test/post-test control group design was employed in the study. The participants consisted of 46 ninth-grade students attending a public high school in Malatya, Türkiye. While the experimental group received an eight-week task-based intercultural teaching program, the control group continued with regular instruction. Data were collected through the Intercultural Awareness Questionnaire, the Delaware Social-Emotional Competency Scale, and the Intolerance of Uncertainty Scale. ANCOVA, paired-samples t-tests, and Wilcoxon Signed-Rank Tests were used to analyze the data. The findings revealed that the task-based intercultural teaching program did not produce a statistically significant group effect on intercultural awareness, social-emotional competence, or intolerance of uncertainty. No significant within-group change was identified in either the experimental or the control group. The findings suggest that short-term task-based intercultural teaching programs may not be sufficient to generate statistically measurable changes across the dimensions of intercultural mindset within an eight-week period. The study contributes to the literature by conceptualizing intercultural mindset as a multidimensional construct and by providing empirical evidence at the high school EFL level.
Investigating pre-service English language teachers' acceptance of generative artificial intelligence
The increasing use of GAI in education has made it important to understand its acceptance among future teachers. This study investigated pre-service English language teachers' acceptance of GAI in Türkiye, using the UTAUT as its principal framework and the TAM as complementary conceptual support. Using an explanatory sequential mixed-methods design, quantitative data were first collected from 164 undergraduate students in an ELT programme through the GAIAS. Individual semi-structured interviews were then conducted with 20 participants to explore their experiences and perceptions of GAI. The datasets were analysed separately, and the qualitative themes were integrated with the quantitative findings during interpretation to explain and contextualise the acceptance patterns. The findings indicated generally favourable acceptance across the four dimensions. Performance Expectancy had the highest mean score, whereas Social Influence had the lowest. No statistically significant differences were found according to gender or age, whereas some dimensions differed significantly according to year of study and frequency of AI tool use. Fourth-year students and more frequent users obtained higher scores in several dimensions. Participants perceived GAI as useful and easy to use for language learning, academic work, lesson planning, and information seeking. Concerns were identified regarding the reliability of AI-generated information, ethical issues, overreliance, and the need for institutional support. The study offers implications for the effective, responsible, and ethical integration of GAI into teacher education programmes.
indexliAçık ErişimENA critical evaluation of pronunciation teaching in an ELT department in Turkey
Growing evidence has confirmed that pronunciation is essential for effective communication despite its various degrees of importance across teaching contexts. In Turkey, English teacher trainees usually receive little or no pronunciation instruction in primary/secondary education and take the Listening and Pronunciation I course in tertiary education. Given the particular significance of pronunciation for effective communication, this study evaluated the state of pronunciation teaching at the English Language Teacher Education Program of a state and research university within the scope of the course. The study adopted a mixed-methods case study and collected qualitative and quantitative data (e.g., diagnostic tests, focus group and semi-structured interviews, course evaluation survey, and instructional/institutional documents) from the undergraduate and graduate students, the course instructor, and non-native expert lecturers during emergency online education. Descriptive, inferential, and thematic analyses revealed varying degrees of pronunciation knowledge (moderate), perception (minor), and production (large) of the teacher trainees. However, specific knowledge gaps and problems with segmentals and suprasegmentals persisted. The undergraduates and graduates suggested convergent and divergent remarks about the course evaluation components. The study also reported congruent and contrasting findings with the remedial and expert judgment approaches. The teacher trainees found the evaluated course adequate or inadequate, depending on their diverse expectations. Ultimately, pedagogical and methodological suggestions were made.
indexliAçık ErişimENAn analysis of the intonation patterns of if-clauses in Turkish English majors
The present study primarily aims at investigating the level of competence of pre-service Turkish teachers of English in the perception and employment of intonation patterns of If-clauses in English. It further aims at remediating any occurrences of intonational errors in their speech through remedial training sessions which utilize Audio Articulation Method (Demirezen, 2003, 2004) and Grammar Intonation Model (Cauldwell & Hewings, 1996; Hahn, 2004) and encompass a wide range of exercises about the recognition and employment of primary stress phoneme, pitch patterns and juncture phonemes of If-clauses both auditorily and visually. The study was conducted at the Department of English Language Teaching (ELT) of a state university in Turkey, with the participation of prospective English as a Foreign Language (EFL) teachers (N=61) and data were gathered in the spring term of 2015-2016 academic year. A pre-test/post-test experimental design was utilized to reach the goals of this study and the participants therefore were given both written and oral pre-tests and post-tests. The participants were given the pre-test to assess their level of competence in the perception of intonation patterns of If-clauses in English while the latter was given for finding out whether the participants could employ the accurate intonation patterns of If-clauses in English. For the written pre-test, the participants were given a test of 36 multiple-choice questions as the primary means of instrument for data collection, the reliability of which was maintained with a score of 0.81 utilizing Cronbach's alpha statistical analysis while for the oral pre-test, the participants were given a corpus of 36 sentences, the reliability of which was sustained with a score of 0.81 utilizing Kuder-Richardson Formula 20 (KR-20). In the written pre-test, the participants were expected to recognize the intonation patterns of If-clauses through 36 multiple-choice questions while for the oral pre-test they were asked to record their voices in an insulated and stress-free environment during the articulation of 36 sentences in the corpus. The participants were then subject to treatment classes during which they practiced the recognition and employment of primary stress, pitch patterns and juncture phonemes of If-clauses utilizing various kinds of audio-visual exercises. Within two weeks following the remedial training sessions, the participants were given both written and oral post-tests which were administered in the same manner as in both pre-tests. The collection of recordings from the participants occurred through e-mail and the evaluation of the recordings were realized by three different human raters, one of whom is the researcher, in the form of a dichotomous scale. The inter-rater reliability was calculated by IBM SPSS version 22 and established with the score of over 0.90 intraclass correlation coefficient. In order to find out whether there was a statistically significant difference between the pre-test and post-test scores of the participants, Paired-Samples T-test was conducted. It was discovered that there was a major improvement in the competence of the participants in terms of perceiving the primary stress, pitch patterns and juncture phonemes and employing the primary stress and juncture phonemes of If- clauses. It was further discovered that remedial training sessions were proved to be effective regarding the amelioration of the participants' intonational problems.
EFL teachers' perceptions on task-based language teaching in the context of a preparatory school
This study was conducted to investigate the perceptions and practice preferences of teachers who teach English as a foreign language in a university preparatory class, about task-based language education, and to reveal their ideas about the task-based approach and preferences about using this approach in their classrooms or not, along with the reasons. In order to achieve these goals, the teacher questionnaire developed by Jeon and Hahn (2006) was applied to fifty teachers who participated in the study. The results were analyzed using IBM SPSS 22.0. Interviews were conducted with five people selected on a voluntary basis among the participants, and the results were analyzed by thematic analysis method. According to the results obtained from the quantitative and qualitative data, it was revealed that the majority of the teachers participating in the study had positive views about task-based language education and applied it in their classrooms. According to the other information obtained as a result of the analysis, it was understood that the most common factors preventing the implementation of task-based language education in classrooms were the high number of students in the classrooms and the inadequacy of course materials for task-based language education. Among the implications of the study, there are the reasons for not preferring task-based language education can be eliminated as a result of the improvements that can be made in the curriculum and materials proposed by the existing education system and the solution of the infrastructure-related problems of the university. Keywords: English language teaching, task, task-based language teaching, approach
The effect of Youtube on EFL learners in Turkey
The incorporation of learning exercises reinforced by technology into the foreign language program has emerged as a new developing trend in language teaching today. Many proposals have been stated on the usage of technology in education, and YouTube has grown increasingly popular among video-sharing websites (Alimemaj, 2010). Given the popularity of YouTube as a video sharing platform among many Turkish individuals, this research was designed to investigate Turkish EFL learners' opinions on YouTube's effectiveness on their language learning. Along the same line, this study attempts to examine EFL learners' perceptions on how effective YouTube is in improving four language skills and three language components along with its impact on their autonomous learning and motivation. The participants of the study contains 2109 EFL learners who are the subscribers of the researcher's YouTube channel on English teaching, and they used YouTube at least a few times as a language learning tool. The data was collected using two separate data gathering instruments: two questionnaries one of which consisting of closed-ended items and the other with open-ended questions. To provide greater insight into the themes, the researcher acquired quantitative and qualitative data, examined the results separately, and then combined the data to provide a thorough description of the study topics. The results showed that, according to Turkish EFL learners, YouTube videos make a positive impact on language learning in terms of the four language skills and the three language components. Almost all EFL learners agree that it is quite useful in order to develop their speaking and listening skills along with vocabulary and pronunciation thanks to the large variety of content it contains and it provides exposure to authentic language and native speakers' videos. In addition, the findings indicated that YouTube is a useful source for EFL learners that boosts their autonomous learning habits and it motivates them to take actions to take responsibility of their own learning. Lastly, according to Turkish EFL learners, YouTube videos are very valuable in terms of their motivation to learn the language as it is a more interesting and an intriguing source compared to traditional learning environments. They also stated that on YouTube, they find themselves in an interactive environment where lots of language learners help each other. Even though there is study on YouTube in the field of English language education, there is a huge gap in research about YouTube as a language learning website and how it helps to language learners' autonomous learning disciplines. The current study provides a thorough examination of how YouTube aids EFL learners' language learning in numerous ways.
Teacher questions in 6th grade EFL classes: An exploratory action research in online learning environments during the Covid-19
Teacher questions are crucial elements of teacher talk that provide a lot of detail about what happens in the lessons regarding classroom interaction. Different aspects of teacher questions have been frequently explored by researchers so far. However, teacher-researchers have not yet given sufficient attention to this topic and explored their questions by carrying out action research studies. Moreover, teacher questions have not been researched extensively in online classroom settings. In order to both fill out this gap in the literature and to develop an awareness of my questioning practices, I conducted this qualitative action study as a teacher-researcher. I collected data from the online lessons I had with two 6th grade EFL classes in a public secondary school setting. The data collection process took place for seven weeks, during which I recorded online lessons for six weeks and administered an open-ended questionnaire to my students in the final week. Then, I analysed data by identifying the frequency, types, and functions of the English questions I asked in 50 online lessons. My analysis revealed that I asked 1588 questions in total. Of these questions, I used epistemic questions more than echoic questions and display questions more than referential questions. Besides, my questions served mostly procedural function, followed by convergent function, and divergent function. The analysis also revealed that I hardly made use of questions enhancing the critical thinking skills of my students. Moreover, my students expressed in the questionnaire that they were content with my questions in general. However, they preferred referential questions to display questions. Consequently, this study was of great importance for me to reflect on certain aspects of my questions and take necessary actions to improve these aspects. Moreover, this study may inspire other teachers to take a step to develop consciousness of their questions as well by means of carrying out similar studies. Keywords: action research, classroom interaction, English as a foreign language, online learning, reflective teaching, teacher questions
An analysis of face-to-face education versus emergency-remote teaching: Readiness of ELT teacher trainees
Since World Health Organization (WHO) declared the virus called COVID-19 a pandemic in March 2020, the education system all around the world has gone into a total shutdown. Turkey was one of the countries that were negatively affected by this unexpected change of context. Emergency-remote teaching (ERT) was suddenly introduced to prevent the disruption of education and almost all countries adopted this alternative system that allows access to education through digital devices. Turkish teacher education institutions also switched to ERT during this phase. With the digitalization of education, being well equipped with digital users has gained more importance for student teachers studying in the English Language Teaching departments. Thus, the present study first aimed to find out the emergency-remote teaching experiences of ELT student teachers. The study also asked the 2nd, 3rd and 4th year students teachers to compare their ERT experiences and perspectives with that of the face-to-face education experiences they had before the epidemic. Secondly, the participants' readiness for and perceptions of ERT were scrutinized alongside analyzing the factors of student teachers' technical possibilities and digital competencies with their effect on readiness during this phase. The research took place in the fall semester of the 2020-2021 academic year, consisting of 194 English teacher candidates in their second, third and fourth years throughout Turkey. This mixed-method thesis study implemented four scales and a semi-structured interview to elicit rich information and thus provide a comprehensive and elaborate framework. Quantitative data were analyzed through descriptive statistics, independent samples T-test and one-way ANOVA analysis in SPSS while the qualitative data were transcribed, coded and presented with a flow chart. The findings showed the extent to which emergency-remote teaching shaped English student teachers' experiences, choices for a face-to-face context, readiness for online learning and remote learning perceptions. Although student teachers indicated neutral opinions about their ERT experiences, they are inclined to prefer face-to-face education. In addition, student teachers seem to exhibit a moderate level of readiness for ERT, which seems not to have been influenced by their perception of ERT, technical opportunities and digital competencies. The reason for this fact is that student teachers have already been familiar with the use of digital devices before the lockdown. Therefore, these factors did not have any significant effect on their overall readiness for ERT. The study also reported the strengths and weaknesses of the ERT in Turkish teacher training institutions. The results of the study have provided implications for teacher education programs and teacher educators regarding how better prepare them for wider use of digital educational technologies in the near future.
A1 seviyesinde Almanca öğrenenlerin kelime dağarcığı gelişimini desteklemek için motivasyon faktörü olarak sözcük yapımının ve kelime oluşturma alıştırmalarının kullanılması / The use of word formation and word formation exercises as a motivational factor to encourage vocabulary development of German learners at the A-1 level
Sözcük yapımı becerileri yabancı dil ediniminde büyük önem taşır, bu nedenle bir kelime oluşturma alıştırması öğrencilerin belirli becerilerini geliştirmeye veya dil gelişimlerini desteklemeye hizmet eder. Sözcük yapımı, kelime dağarcığı gelişiminin bileşenlerinden biridir, bu bağlamda öğrenciler sözcük bilgilerini geliştirmeye teşvik edilebilir. Bu çalışmanın nihai amacı, kelime dağarcığı gelişimine katkıda bulunan kelime oluşturma alıştırmalarının motive edici yönünü yakalamaktır. Bu bağlamda, bu çalışma, sözcük yapımı kullanımının Almanca öğrenenleri yeni kelimeler edinme ve bunun sonucunda kelime hazinelerini geliştirme konusunda ne kadar motive ettiğini belirlemeyi amaçlamaktadır. Bu araştırma kapsamında A1 düzeyinde Almanca kursuna katılan öğrenciler ile bir (1) dönem boyunca kelime oluşturma çalışmaları yapılmıştır. Öğrencilerin kelime hazinesinin gelişiminde sözcük yapımı çalışmalarının motive edici bir faktör olup olmadığını belirlemek için, dönem sonunda 33 kurs katılımcısının katkı sağladığı bir anket çalışması yapılmıştır. Anket sonucunda, öğrencilerin öznel ifadelerine dayanarak, kelime oluşturma alıştırmalarının kelime hazinesi gelişimi için motive edici bulunması konusunda farklı şekillerde etkisi olan çok sayıda geri bildirim kaydedilmiştir. Sonuç olarak, kelime oluşturma alıştırmalarının sözcüğün öğretilmesi ve pekiştirilmesi, kelime dağarcığının geliştirilmesi ve zenginleştirilmesi ile ilgili olarak ciddi bir öneme sahip olmasının yanı sıra, sözcük öğrenimine motive ettiği ve kelime dağarcığı gelişimi üzerinde teşvik edici bir etkiye sahip olduğu sonucuna varılmıştır. Sözcük yapımının kelime dağarcığını daha kolay hatırlamaya yardımcı olduğu ve bu nedenle motive edici bir etkiye sahip olduğu açıkça belirtilmelidir. Ayrıca, dilin yapısal olarak tanınması ve öğrenme sırasındaki kolaylaştırma, kelime oluşumunun motive edici karakteri üzerinde olumlu bir etkiye sahiptir. Elde edilen veriler açıkça göstermektedir ki, kelime oluşturma alıştırmaları hızlı, etkili ve aktif öğrenmeye yol açtığında, öğrenci verimliliğini artırdığında ve öğrencilerin kendilerini yetkin hissetmelerini sağladığında ve onları daha fazla öğrenmeye teşvik ettiğinde, öğrenenler için bir motivasyon kaynağı oluşturmaktadır. Anahtar sözcükler: Kelime dağarcığı gelişimi, sözcük yapımı, kelime oluşturma alıştırmaları, motivasyon, yabancı dil olarak Almanca
An evaluation of "Content-Based Instruction (CBI)"-oriented course material in teaching English as a foreign language at tertiary level: A case study on the students of software engineering department at a foundation university in Türkiye
Content-based Instruction (CBI) has taken the attention of foreign language educators as it enables learners to learn the target language and to absorb subject matter knowledge at the same time. Although there are various foreign language teaching materials on the market, it is quite challenging to find a suitable material designed and specifically developed for each unique expertise field. The present study aims to demonstrate the evaluations of the students and of the instructor regarding a CBI-oriented English language course material developed by the researcher for the computer and software engineering students at a foundation university in Türkiye. The study also aims to find out the evaluations of the participants regarding the in-class implementation of the material and investigates its effects on the students' English language skills and on their content knowledge. For the purposes of the study determined, both quantitative and qualitative data were gathered from 40 software engineering students studying at the same foundation university and from the instructor of the course who was the developer of the CBI-oriented language course material and the researcher of this thesis study. Therefore, the present study employed mixed-method research design. The quantitative data were gathered through the Materials Evaluation Questionnaire (Işık & Altmışdört, 2010), students' scores in the content sections in the midterm and the final exam of the course, and in the English Language Placement tests. The qualitative data, on the other hand, were collected from semi-structured interview sessions and the instructor's reflective journals. The findings demonstrated that students and the instructor were mostly satisfied with the course material and its in-class implementation. The material had positive effects on the students' content knowledge and their English language skills, except for their speaking skills, though.
A retrospective look towards the success of online education during Covid-19 shutdown in the eyes of the teachers
During the pandemic of 2020-2021 period face-to-face education was halted and a distance education period had started. Distance education was mainly conducted with computers, smartphones and tablets utilizing internet connections while being assisted by television. Research conducted during this era pointed out that while this distance education period had some problems like technological device accessibility or internet connection issues and some more, it overall achieved a satisfactory success. The next education year of 2021-2022 that followed this distance education period marked a return to face-to-face education. During this face-to-face education period, some teachers have expressed that they faced some issues that were not present in previous face-to-face education periods. Purpose of this research is to gather retrospective perspectives of teachers to assess their satisfaction regarding online education, to learn the problems they faced during distance education and to learn what kind of problems they have faced in post-pandemic face-to-face education period that they think was stemming from distance education period. It is also aimed to learn if there is a difference between problems participants expressed regarding regions they work, their ages, their experience in terms of years, their gender and school level they work at. This research was conducted by a 29-question quantitative questionnaire that was applied to 146 participants from all regions of Turkey, who had all features this research involved in different combinations, and a 6-question qualitative structured written interview form that was applied to 30 participants who again had different demographics that fit for aims of the research. Therefore, as a combination of qualitative and quantitative methods, this work is considered mixed-method research. According to results of this work, teachers have noted that there were technological issues like device availability and internet connections and overall, it was hard to conduct distance education, also teachers were not particularly satisfied of distance education. They also expressed that there were academic and behavioural problems that they think as based on distance education period and lockdowns.
Improving speaking skills of primary school students through drama plays in English language lessons
The aim of this study is to observe drama activities in language classes and how they affect students' speaking skill. It also aims to apply suggested activities by Gillian Lazar and his method of using drama in English language classrooms. Literature and Language Teaching by Gillian Lazar is the handbook and a major resource for the study. This study took place in small, public school in Erciş /Van outside of city where there is very limited resources for students. Primary School 4th grade students were the subject of this study. Language outcomes had been measured by teacher based on observations and the data were collected according to teacher's observations regarding language outcomes of the related unit. The first chapter gives information about the background of the study, aims, subjects and the method. The second chapter presents related literature review, reasons of using drama, effects of drama in language classes and its relation to speaking skill. The third chapter contains methodology of the study including data collection and teachers' observations. The fourth chapter is about the findings of the study specific on anxiety, enthusiasm, improving speaking skill and speaking fluency. The final chapter provides summary of the study, suggestions, limitations and conclusions. The analysis of the collected data has pointed out that drama activities utilized in teaching English as a foreign language classes at elementary school affected students' speaking abilities. Furthermore, drama activities and their implementation in elementary level language learning programs could be utilized as an effective tool. Keywords: Role- play, act out, speaking skill, primary school students, drama.
İngilizce öğretmenlerinin telaffuz öğretimine ilişkin inançları ve uygulamaları üzerine bir araştırma Diyarbakır örneği
Teaching pronunciation impacts learning the four main skills of language so, research on this aspect can help improving the quality of language learning, and the subjects of EFL teacher' beliefs and practices are essential subjects relate to this notion. Therefore, this study was conducted to investigate EFL teachers' practices and cognitions regarding pronunciation instruction at secondary and high schools in Diyarbakir, Turkey. The teachers' pedagogical ability also was in the scope. A quantitative method was adopted and a questionnaire that was originally developed by Buss (2015) was used to collect the data. This questionnaire contains open-ended questions and Likert type questions, and the data were analyzed through statistical software program. The participants of the study were 105 volunteer EFL teachers from 20 private schools. Results of the study manifested that although the bulk of the participants reported spending good time on teaching pronunciation, they spend just a third of this time teaching prosodic aspects of pronunciation. It was also obvious that teachers revolved in teaching segmental aspects by following segmental-focused activities such as repetition drills. Regarding beliefs, findings revealed that teachers deem intelligibility, the role of native speakers as a model, rejecting the use of mother tongue in pronunciation teaching in addition to other convictions. The training competency uncovered that despite teachers' self-assurance to teach pronunciation, their desire was big to receive more intensive training. The independent samples t-test results uncovered no statistically significant difference between male and female participants; however, the same test detected differences in practices between secondary and high school teachers.
An analysis of a Facebook mentoring group as a professional development tool for EFL teachers
Professional development is a lifelong process for a teacher that requires active learning. Mentoring plays a significant role in teachers' professional development. Facebook groups are preferred by teachers as a mentoring tool. The purpose of the study was to find out EFL teachers' perceptions on a Facebook mentoring group and how teachers could benefit from Facebook as an online professional development tool. In accordance with this purpose, a Facebook group called "Innovative Teachers of English" (ITE) was selected within the frame of criteria defined by the researcher. Data collection was conducted through a mixed-method research design. The participants of the study were group members of ITE. The data was collected through two data collection tools. Firstly, teachers' posts and comments shared during 6 weeks were recorded. In total, 174 posts and 1935 comments were saved and analyzed deductively with the help of content analysis method by regarding other researchers' and experts' opinions. The data were analyzed with the help of the codes which were obtained from a previous study. Secondly, semi structured interviews were conducted with 10 participants to explore their perceptions on usage of this group. In this content, 7 interview questions were created with the contribution of other researchers and experts. The data including teachers' responses for interview questions were analyzed and coded by English teachers including the researcher himself. The qualitative data were analyzed inductively using content analysis. At the end of the analysis, the results showed that teachers used this group mostly to find new activities and materials related to their lessons. It was also found that teachers also used the group for different education techniques and strategies that could be integrated into lessons. Moreover, another finding showed that teachers also joined this group for their professional development and follow innovations related to teaching. Additionally, teachers stated that they found these kinds of groups more useful than in-service trainings. Finally, it was seen that teachers in this group communicated with each other and shared their feelings about some situations they came across in their classrooms. As a result, it can be said that this group is very useful for teachers in terms of their professional development.
EFL teachers' perspectives on the English textbooks of the adopted self learning program in Northern Syria
The current study aims to investigate the perspectives of the EFL teachers who teach the adopted Self Learning Program (SLP) English Textbooks in North-west Syria through evaluating the English textbooks to show the effectiveness and suitability of this curriculum in non-formal education settings. In addition, this study considers the crisis context in Syria; it is clear that during conflict status, the normal life is not the same as most of the life sectors get affected as a result of insecurity, recurrent displacement, poor economic condition, psychosocial problems among people, increasing rate of dropping out from schools, disabilities. So, to get an actual evaluation of the English textbooks, EFL teachers were engaged in providing their viewpoints because they recognize the context of teaching and the students' educational levels, which means that they know better which resources are more suitable and effective. The study fundamentally focused more on the SLP curriculum, specifically the English textbooks, to get a more comprehensive overview that can support getting useful conclusions considering that both UNRWA and UNICEF accredit the SLP curriculum as a supportive non-formal curriculum. In the current study, a mixed method was used, in which the findings were obtained from different quantitative and qualitative data collection tools. The questionnaire has 49 items distributed into five structured dimensions covering various angles of EFL textbooks avoiding any overlapping to get clear data which are the following; layout and design, the objectives of the textbook, teaching methods and activities, language skills. There were also three demographic variables that are related to participants were considered in the questionnaire; sex, qualification, and teaching experience of the English language. The second tool focused on the qualitative data that was obtained from interviews through five open-ended questions. The present research got a total of respondents from 106 EFL teachers who are all in Syria; 43 females and 63 males, as well as five separate interviews. The study's findings revealed that based on EFL teachers' perspectives which were obtained from the questionnaires and interviews that over 60% as an average of EFL teachers assured the adapted SLP English textbooks are applicable include a clear sequence of English units that fit children's needs in crisis contexts. Keywords: The Adopted Self Learning Program (SLP), dropped out students, Education in Emergency (EiE), textbooks, evaluation, displacements.
Analysis of factors affecting refugee learners' attitudes towards learning languages: (A case study)
With the continuous conflicts and increasing waves of displacement the world is experiencing, refugees' necessity for stability grows. A significant factor to help fulfill this objective is learning languages, as they can open doors on the local and international levels. This study aims to investigate Syrian refugees' attitudes towards language learning in Turkey, offering a thorough description of this issue from the eyes of Syrians themselves. The study is conducted in Gaziantep city, south of Turkey, which hosts almost 450,407 Syrians since the beginning of the Syrian conflict in 2011. This descriptive study is based on a mixed-method approach in order to answer the research questions. For quantitative data, 399 participants between 18-45 filled a questionnaire specially designed for this study. For qualitative data, semi-structured interviews with a set of open-ended questions were conducted with 15 participants. Subsequently, the collected data was analyzed with the assistance of IBM SPSS 23. The analysis results of the quantitative and qualitative collected data demonstrated that Syrians' English language skills did not witness an improvement during their residency in Turkey, contrary to their Turkish skills; however, their overall proficiency in both languages is low. Besides, the results highlighted time and lack of practice opportunities as Syrians' most significant obstacles in learning languages. Moreover, the participants shared their opinions regarding the available courses and mentioned their need for tailored courses to meet their needs and levels. The results were concluded with the participants' views in terms of the way they see the advantages of learning languages which, according to them, included better integration as well as job and education opportunities. Keywords: Syrian refugees, factors, attitudes, language learning, obstacles, benefits.
A study on the effectiveness of a blended learning model in English language learning in higher education: Student attitudes and opinions
The unprecedented development of Information and Communication Technology (ICT) tools in recent years has led to the spread of new models in English education. In addition to traditional face-to-face teaching, the 'blended learning' model of education, which was created by incorporating online resources into and out of the classroom, has been widely applied in recent years. From this point of view, the aim of this study is to evaluate students' attitudes and opinions about the blended learning model realized through a virtual classroom environment created through the Easyclass website (Easyclass, n.d.). This study was conducted in a state university for 15 weeks with 61 vocational school students with a beginner level of English. In this study, mixed method research design was used. Blended Learning Environment Scale developed by Cabı and Gülbahar (2013) was used to collect quantitative data. Semi-structured interviews were conducted with 10 volunteer students to collect qualitative data. These interviews were analyzed using content analysis. For the analysis of quantitative data, descriptive statistics were made with SPSS 23 program. There are 55 items in the scale with four factors: Online Learning (OL), Face-to-face (FtF) learning, Blended Learning (BL), and Technical Issues. The obtained data revealed that the students favored FtF learning the most (Mean=4.35) compared to BL and OL models. The students have the highest perceptions of 'learning with the guidance of the instructor' (Mean=4.60). With regards to the BL model, it was revealed that they have a very positive approach (Mean=4.15). As for online learning, although the students are quite positive, their ratings are relatively lower than those of FtF and the BL model (Mean=3.64). Regarding online learning, 'getting instant feedback from the instructor' has the highest rating (Mean=4.03). With respect to technological issues, it was found that the students do not have negative perceptions as they stated they rarely had technology-related problems (Mean=2.51). Student interviews indicated that they found the BL model in English lessons quite useful and motivating. They stated that the BL enhanced their vocabulary and grammar knowledge the most. They believed that getting feedback from the instructor outside the classroom and doing self-assessment exercises helped improve their English language learning. The triangulation of the qualitative and quantitative data of the study revealed that the vocational school students had quite high perceptions towards utilizing a blended learning model via a learning management system for English language learning in higher education. Keywords: Blended learning, online education, virtual classroom, ELT, WEB 2.0 tools
Türkiye'deki çeviri konulu tezler üzerine bibliyometrik ve tematik bir inceleme (1985-2020)
Bu çalışmada, 1985-2020 yılları arasında Türkiye'de gerçekleştirilen çeviri konulu lisansüstü tezlerin çeşitli parametreler çerçevesinde bibliyometrik ve tematik bir incelemesi amaçlanmaktadır. Bu amaç doğrultusunda, çalışmanın bütüncesini (korpus) oluşturmak için Yüksek Öğretim Kurulu Ulusal Tez Merkezi veri tabanında (https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp) arşivlenen lisansüstü tezlere Gelişmiş Tarama seçeneğinden herhangi bir filtreleme uygulamaksızın çeviri anahtar kelimesiyle ulaşılmıştır. Yapılan tarama sonucunda 656'sı yüksek lisans, 157'si doktora ve 1'i sanatta yeterlilik olmak üzere toplam 814 tez araştırmanın bütüncesine dâhil edilmiştir. Bütünce kapsamındaki tezler öncelikle akademik düzey, yayın yılı, yayın dili, üniversite, enstitü, anabilim dalı, danışman, araştırma modeli ve veri toplama teknikleri gibi değişkenler açısından bibliyometrik çözümlemeye, sonrasında ise içerdikleri konular (temalar) ve anahtar kelimeleri bakımından içerik çözümlemesine tabi tutulmuşlardır. Anahtar Sözcükler: Lisansüstü tezler, Çeviri, Bibliyometrik ve tematik inceleme, Türkiye
An analysis of the role of English in business fields in non-English-speaking countries (A case study)
The aim of this study is to determine the importance of learning English to find jobs in sectors such as banks, education, and private companies. It also shows the importance of finding a platform with a designed curriculum for those who are interested in working in this field to facilitate their integration to improve employment opportunities with limited duration or based on the challenges that might come out. A questionnaire was conducted on 408 workers with higher levels of education, English speakers, and non-speakers in Gaziantep, in Turkey. The researcher found that English Language learning has a very important role in finding better job opportunities in Turkey. However, the main challenges facing the learners, according to the results, are learner's lack of confidence, teaching method, being with people who speak your mother tongue, limited learning environments, over-use of native language in the classroom, and inadequate learning materials. Difficulties such as time and cost are the least challenges facing them to learn English in the participants' opinion. Lastly, as solutions to overcome the learning challenge, the education process should focus more on motivation, speaking, learning vocabulary, using communicative language teaching, and improving teaching methods, social networks, reading, and school. However, living abroad, free and private courses, grammar, university, platforms, and family environment are the least effective supports to overcome those challenges. Keywords: Challenges Facing English Learners, Solutions to Overcome Challenges, Communicative Language Teaching, English as a Foreign Language, Studying English Abroad, Teaching Learning Materials, English Teaching Process.
TRIZ as an innovative method in English language teaching to support learners' reading and writing skills
Learning English is important primarily because English is an international language. In addition, English plays an important role in educational contexts and serves as a gateway to the world. Education is a process that enables students to both acquire knowledge and develop their creative thinking skills. The aim of this study is to investigate the benefits of implementing TRIZ, which is an innovative method in foreign language teaching, in English lessons to improve students' writing and reading skills. TRIZ is an innovative method of problem-solving that tries to make students' minds more flexible and creative. An experimental group and a control group were compared within the framework of a quasi-experimental research design. In the experimental group, English lessons, reshaped within the framework of TRIZ, an innovative teaching method, were held for two months. In the control group, any teaching activities shaped within the framework of the TRIZ method were not carried out. A pre-test and a post-test were used to analyze the effectiveness of the TRIZ method on students' writing and reading skills and to compare the experimental and control groups. In addition, observations (students' interactions with the teacher and their views on the teaching method used) were made to evaluate the participants in both classes and to compare their similarities and differences. The findings of the present study revealed that TRIZ can be used effectively to teach English in an innovative way, students in the experimental group were more engaged and performed better than the control group. The students who were taught English within the framework of the TRIZ method showed higher performance in reading and writing skills than the students in the control group who did not take the English lessons reshaped within the TRIZ method. In addition, the fact that the students in the experimental group developed their writing skills more than their reading skills revealed the effectiveness of the TRIZ method in improving their writing skills. Moreover, the TRIZ method has been found to be beneficial not only in increasing students' test performance but also in improving their communication skills. In summary, within the framework of this research, it was concluded that the application of the TRIZ method in English lessons improves students' reading and writing skills and can help bring an innovative perspective to English Language Teaching. Keywords: TRIZ, TRIZ Method, TRIZ Principles, Reading and Writing Skills, Innovation, Problem-solving.
The relationship between Turkish EFL teachers' attitudes towards Educational Information Network (EBA) and their Technological Pedagogical Content Knowledge (TPACK) levels
The most common online educational platform in Turkey is Educational Information Network (EBA). It was designed in order to increase the effective use of technology in classes. Considering the importance of teachers' role in integrating technology into lessons, teachers are required to be competent in technology, content and pedagogy knowledge. How competent teachers' feel themselves about their TPACK levels may have an impact on their attitudes towards using EBA platform.The purpose of the present study was to investigate the relationship between Turkish EFL teachers' attitudes towards EBA and their TPACK levels. Descriptive quantitative research design was used in the study. To investigate the relationship, correlational study method was adapted. The participants consisted of 372 EFL teachers working in Hatay, Turkey. The data were collected through EBA Attitude Scale and EFL TPACK Survey. According to the analysis of the data, it was revealed that EFL teachers' attitudes towards EBA were positive and they have sufficient levels of TPACK. Moderate positive correlation was determined between teachers' attitudes towards EBA and their TPACK levels. No significant difference was found in EFL teachers' attitudes towards EBA depending on their gender, age, educational status, teaching experience and type of school. It was revealed in the study that there was a significant difference between teachers' age and their TCK and TPACK levels. Teachers in the age group of 31-40 had higher levels of TCK and TPACK scores than other groups. Considering the type of school variable, secondary school EFL teachers were found to be more competent in TPACK. Significant difference was found in EFL teachers' TK and TPACK levels depending on their teaching experience. Teachers with 1-5 years of teaching experience were found to be more competent in TK while teachers with 6-10 years of teaching experience were more competent in TPACK. At the end of the study, implications both for teachers and educational authorities were suggested. Keywords: Educational Information Network, Technological Pedagogical Content Knowledge, EFL teachers
Investigating the standards and procedures in the recruitment of testing office members in English preparatory programs at universities in Turkey
The aim of this research is to determine the procedures in the recruitment process for independent testing units within the English Preparatory Programs in Turkey and the standards considered by the administrators in this process. This study also investigates the training programs provided by the institution for the staff assigned to the testing unit and what changes are desired to be made by the administrators in the process of testing office recruitment. For the current study, the qualitative research method has been utilized and semi-structured interviews were conducted with administrators from 15 universities (9 state and 6 foundation universities) invited by the researcher for qualitative data collection. In these interviews, the interview questions prepared by the researcher through literature research and expert opinion were forwarded to the participants. The interviews were transcribed by the researcher and analyzed by the content analysis method. Qualitative findings have shown that there is no standard procedure for assigning testing unit members and that each university prefers different practices when choosing the testing office members. In addition, it has been observed that the candidates of testing offices are not required to have assessment literacy, educational background in English language teaching, or a certificate in the field of assessment. 7 participants stated that they measured the candidates' skills in developing and applying appropriate assessment methods during the testing unit recruitment process. "Experience in the current institution" was the most mentioned criterion in the study. The results also showed that the participating institutions offered training to the testing unit officers with various resources such as master-apprentice relationships, observation, and training programs provided by different institutions. Finally, 7 of the participants expressed that they were pleased with the current practices and did not want to make any modifications while the other 8 participants mentioned some desired changes in the recruitment process, qualifications, or the induction process. As a result, it can be concluded that there is no standardized procedure or any list of criteria for the testing unit recruitment process in English Preparatory Programs in Turkey, and participating universities have developed their own methods and techniques.
A qualitative study on reflection and teacher autonomy in tertiary level online EFL classes
The covid-19 pandemic has brought about dramatic changes in almost all fields including teaching English as a foreign language (EFL). It has triggered the use of online classes by EFL teachers. Teacher autonomy and reflection play a vital role in offering effective language teaching in the online setting. In this respect, the present study aimed to examine how Turkish EFL teachers' reflection influenced their perception of teacher autonomy in online classes throughout the pandemic. This descriptive qualitative case study was conducted in the School of Foreign Languages (SFL) of a foundation university in Gaziantep, Turkey, during the 2020-2021 academic year. The data were collected in three stages from 5 Turkish EFL teachers through convenience sampling with the help of e-mail interviews, reflective journals and in-depth interviews. Inductive content analysis was employed in the current study, and the findings suggested that Turkish EFL teachers' reflection influenced their perceived teacher autonomy in terms of teaching skills, classroom management and professional development during online learning. Accordingly, learner-centeredness and ways of providing effective teaching were the most frequently mentioned issues in their teaching skills. Likewise, in terms of classroom management, the participants' reflection mostly influenced their perception of teachers' individual characteristics and classroom management strategies. The findings also indicated that reflection and CPD emerged as the most frequently referred ways of professional development by Turkish EFL teachers. The study suggested implications for educational institutions, EFL teachers and curriculum designers. Keywords: Teacher Autonomy, Reflection, Online Learning
The reflections of Turkish EFL teachers using action research as a professional development activity
Professional development seeks to increase teachers' competence, build the capacity to acquire new skills, and use what they have learned to enable learners to succeed. It is quite difficult for teachers to be able to develop without taking responsibility for their own learning process. In addition, achieving their defined objectives will be challenging unless they can effectively manage their own teaching practice. The purpose of this study is to find out Turkish EFL teachers' reflection of their teaching practice through action research as a professional development activity. The present study utilises a qualitative case study approach, using action research in two different cycles, as they may raise teachers' awareness of their teaching practice. The data were collected through semi-structured interviews, diaries, field notes, and reflection forms. The participants were six EFL teachers who taught in the school of foreign languages at Hasan Kalyoncu University in Gaziantep during the 2020–2021 academic year. The data were analysed using inductive content analysis techniques. The findings of the first and second cycles indicate that teachers have developed their teaching skills and professionalism, teaching and learning contexts, instructional practice, planning and resources, and monitoring and assessment. Moreover, the results indicate that most teachers thought this action research helped them with their professional development pursuits. Keywords: Action research, teacher reflection, professional development
Investigating graduate ELT students' uncertainty experiences and uncertainty management
The present study aims to explore graduate ELT students' uncertainty experiences and how they manage uncertainty in the classroom and the thesis period. In order to achieve this goal, the mixed method research design was adopted to collect data. The quantitative data were collected through a questionnaire consisting of 44 items and it was applied to 60 ELT graduate students studying at different universities in Turkey. The qualitative data were obtained from interviews conducted with 10 participants in a convenience sampling approach. The results indicated that there are various sources of uncertainty such as course-related, social, cognitive, and physical. In addition, it was found out that ELT graduate students had both positive and negative appraisals and emotions towards uncertainty. The findings also revealed that students employ various strategies to manage uncertainty in the classroom and the thesis period including reducing uncertainty, maintaining and resolving uncertainty, and ignoring uncertainty. There is no study about graduate ELT students' uncertainty experiences and its management both in the classroom and the thesis period. Hence, this study's findings could redound to both educators and researchers in terms of understanding graduate ELT learners' actions derived from uncertainty and contribute to the field by providing theoretical insights. Keywords: uncertainty, uncertainty experiences, uncertainty management
Mediation in ELT curriculum: A comparative analysis of the 4th grade ELT textbook and the CEFR in Turkey
The main aim of the present study is to reveal the relationship between a 4th grade EFL textbook used in Turkey and mediation notion that is given a place in Companion Volume to the CEFR (CEFR/CV) in 2018. Deductive thematic content analysis method of qualitative research including usage of techniques such as re-reading and taking notes was conducted to analyse the data coming from data collection process. Textbook activities were unpacked and coded under themes that were determined beforehand. Then, illustrative descriptors for mediation from the CEFR/CV were extracted and coded as well. Mediator activities found in the textbook and illustrative descriptors of mediation were comparatively analysed to reveal the extent of their match. Themes were created out of the illustrative descriptors for mediation from the CEFR/CV, and textbook activities were unpacked and categorised in the light of these themes with their IDs that were determined before. Finally, a second opinion on the themes, categorizations and coding processes is received from an expert in the field. Descriptive analysis was utilized to display the relationship between the textbook and mediation characteristics in the CEFR/CV. The results show that most of the textbook activities do not reflect the characteristics of mediation mentioned in the CEFR/CV. There were 14 mediator activities out of 168 activities that indicate mediation, which constitutes 8,3% of the textbook. There were also other mediators found in the textbook such as visual and audial aids.
Grammar teaching in the 21st century: A comparative study between experienced and inexperienced Turkish EFL teachers' beliefs at secondary school level
Today, it is an undeniable fact that each EFL teacher has their own unique ways of teaching the foreign language. In these varying ways of teaching, there are numerous factors directly affecting the language acquisition. One of these factors is grammar teaching. The importance of grammar teaching when teaching English differs for every teacher. EFL teachers' beliefs about the importance of grammar teaching have been investigated multiple times in the past and countless significant findings have been presented by these studies. However, only a few studies took the teaching experience factor into consideration, thus there is not ample amount of research that compares experienced and inexperienced teachers regarding their beliefs about the importance of grammar teaching. This study aims to fill this particular gap in the literature by comparing experienced and inexperienced secondary school Turkish EFL teachers' views on the significance of grammar teaching when teaching English. The data of the study were collected from 155 in-service EFL teachers, currently working at state and private secondary schools, located in a large city in Turkey. In addition, open-ended questions and semi structured interviews were also administered to a certain number of participants. The findings of the study reveal that Turkish secondary school EFL teachers view grammar teaching important, and that this view is not affected by the teaching experience. Moreover, the study also points out that teachers tend to use explicit grammar teaching ways slightly more, and this also does not differ for experienced or inexperienced teachers. Despite a number of limitations, this study proves its significance in terms of allowing experienced and inexperienced EFL teachers to be aware of their beliefs about grammar teaching when teaching English. Keywords: Grammar teaching, teacher beliefs, teaching English as a foreign language, EFL
Katılımcı internet sözlüklerinde yabancı dil olarak Fransızca: Fransızca başlıklı girdilerin web tabanlı söylem çözümlemesi yoluyla incelenmesi
Osmanlı İmparatorluğu, Kanuni Sultan Süleyman döneminde (1536) Fransa'ya imtiyaz olarak verdiği kapitülasyonlardan başlayarak Cumhuriyetin ilk yıllarına kadar bu ülke ile ekonomik, siyasi, askeri ve kültürel alanlarda sürekli yakın ilişkiler içerisinde olmuştur. İki büyük devlet asındaki bu çok yönlü ilişkiler dolaylı olarak iletişim dillerine de yansımıştır. Öyle ki özellikle 17. yüzyıldan başlayarak 20. yüzyılın ikinci yarısına kadar, diplomasi, ekonomi, sanat ve kültür gibi pek çok alanda dünyanın en önde gelen ve saygın dillerinden biri olarak kabul gören Fransızca, gerek Osmanlı'da gerekse Yeni Türkiye'de birinci yabancı dil olma ayrıcalığını korumuştur. Böylelikle, yaklaşık beş asırlık bu zaman aralığında Türklerin Fransızlarla, doğal olarak Fransızcayla, diplomatik, askeri, sosyo-ekonomik, politik ve kültürel alanlardaki etkileşimleri neticesinde bu dile özgü, kimi zaman doğru kimi zaman yanlış pek çok görüşü, düşüncesi ve algısı oluşmuştur. Bu çalışmada, sosyal medyanın Türkiye'de en sık kullanılan mecralarından olan Ekşi Sözlük, Uludağ Sözlük ve İnstela gibi etkileşimli platformlarda üretilen ve paylaşılan "Fransızca" sözcüğü (girdisi) ile ilgili olarak genel algının incelenmesi amaçlanmaktadır. Bu bağlamda, kuruldukları günden 2020 yılının sonuna kadar bu platformlarda "Fransızca" başlığı altında girilen 2215 girdi (entry)'nin tamamı derlenerek çalışmanın bütüncesi (korpusu) oluşturulmuştur. Nitel araştırma yaklaşımlarından olgubilim (fenomenoloji) desenine göre yapılandırılan çalışmada girdiler, Web tabanlı söylem çözümlemesi yoluyla incelenmiştir. Çözümleme neticesinde; Fransızcaya değin ilk sırada en sıklıkla olumlu yargıların (söylemlerin) (%25) bulunduğu, hemen ardından olumsuz söylemlerin (%24) geldiği bunları, aynı girdide bir arada bulunan olumlu vs (versus) olumsuz görüşlerin (%20) takip ettiği, kimi zaman da yansız (nötr) düşüncelerinin yer aldığı söylemlerin (%19) olduğu ve son olarak Fransızcanın kimi özelliklerinden dolayı da zaman zaman alaya alındığı yönünde söylemlere (%6) ulaşılmıştır. Sonuç olarak, katılımcı sözlüklerde "Fransızca" başlığı altında yer alan bu tür söylemlerin neredeyse tamamının sözlük yazarlarının kendi kişisel bilgi, tecrübe ve deneyimlerine dayandığı, kimi zaman da kulaktan dolma bilgilerle üretildikleri görülmektedir. Anahtar Sözcükler: Fransızca, İnternet sözlükleri, entry (girdi), Web tabanlı söylem çözümlemesi, fenomenoloji
An analysis of the relationship between teaching styles and classroom management self-efficacy of EFL teachers
This study aimed to investigate whether teaching styles applied in English Language Teaching classes are related to classroom management self-efficacy. For the investigation of the relationship between the variables mixed-method research was utilized. While studying the teaching styles in language classes, Grasha's five teaching styles model has been the ground base of the study. These styles are expert, formal authority, personal model, facilitator and delegator teaching styles. Grasha's (1996) Teaching Styles Inventory was used in order to find the teaching styles of the teachers in service in various educational institutions in Turkey; in addition to that, to measure classroom management self-efficacy, an adapted version of Erdem and Demirel's (2007) Teacher Self-Efficacy Belief Scale was used. As a result of the survey participated by 102 teachers of English, it was found that teachers had Expert, Facilitator and Delegator styles and their classroom management self-efficacy was found to be high. As a result of Pearson Correlation analysis, a significant relationship was found between two variables. Multiple-Regression analysis revealed that teaching styles could explain %23 of classroom management self-efficacy. In order to define the relationship between teaching styles and classroom management self-efficacy in a clearer way, semi-structured interviews were conducted with 10 volunteering teachers. These interviews put forward that there was a relationship between teaching styles and classroom management which could affect each other and the priority order of them could change for certain reasons.
Factors affecting EFL academic achievement: Relationship among learners' communication styles, self-efficacy and sympathetic tendency
The aim of the study is to investigate communication styles, self-efficacy, and the sympathetic tendency of EFL learners. The study researched the possible relationships among age, grade, gender, academic achievement in English, communication styles, self-efficacies, and sympathetic tendencies. 596 EFL learners in Gaziantep High School in Turkey constituted the sample. In this study, the quantitative method was used and the design was arranged as correlational. Data collection tools are "Communication Styles Scale", "Self-Efficacy Scale", and "Sympathetic Tendency Scale". The Cronbach's Alpha scores for all scales were calculated, descriptive statistics (mean, standard deviation, minimum, and maximum) were presented and normality test was carried out. One-way analysis of variance for independent samples and ANOVA were implemented for the analysis of questions related to age and grade, independent samples t-test was used for gender-related analysis, and Pearson product-moment correlation was used to correlate academic achievement and variables. Kruskal Wallis H-test was implemented for the relationship between age and self-efficacy as self-efficacy did not show normal distribution. According to the results, learners' age, grade, gender, and academic achievement in English were not related to their communication styles, self-efficacies, and sympathetic tendencies. While self-efficacy was correlated positively with assertive and openly aggressive behavior styles, but negatively with passive behavior, and it isn't related to concealed aggressive behavior. Sympathetic tendency was related to neither self-efficacy nor communication styles. Keywords: Foreign language, communication style, self-efficacy, sympathetic tendency, achievement of English