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Archived Theses
L1 Turkish and L1 English writers' use of metadiscourse markers in research articles written in English in applied linguistics
The purpose of this study is to investigate the utilization of interactive metadiscourse markers in the discussion and conclusion sections of research articles authored by L1 Turkish writers of English (L1TW) and L1 English writers (L1EW) within the field of applied linguistics. In order to identify the similarities and differences in the types and frequencies of interactive markers used, a small-sized specialized corpus was compiled with a total of 40 research articles, with 20 research articles selected to represent each group of writers, following certain criteria. These articles were selected from the internationally recognized SSCI-indexed journals published between the years 2018-2022. The analysis incorporates both corpus and manual examination based on the taxonomy offered by Hyland and Tse (2004), as well as utilizing the N-gram feature of LancsBox to identify the bundles that are likely to function as interactive markers. The findings of the study reveal that transitions were the most commonly used type of interactive markers by both groups of writers. While L1TW employed transitions more frequently than L1EW, code glosses, frame markers, and endophoric markers constituted a higher percentage of all interactive markers in the L1EW subcorpus. The findings also revealed a more frequent use of transitions, code glosses, frame markers, endophoric markers, and evidentials in the discussion sections of research articles for both groups of writers. The study's implications extend to pedagogical considerations for academic writing courses, aiming to enhance understanding of metadiscourse use in writing research articles Keywords: Academic writing, research articles, interactive metadiscourse markers
Turkish EFL learners' preference for apology strategies across different social variables
The objective of this study is to examine how Turkish learners of English as a Foreign Language (EFL) utilize apology strategies. Specifically, the present study aims to describe the apology strategies preferred by English preparatory school students in specific situations that involve social factors like power imbalance, social distance, and the weight of the action. The data was gathered through two separate discourse completion tests (DCTs): (a) the written discourse completion test (WDCT) and (b) the multiple-choice discourse completion test (MDCT). WDCT presents six and MDCT presents ten distinct situations that necessitate an apology act. Each situation in the tests incorporates diverse social variables to enable users to provide a reaction or describe how they would apologize in real-life scenarios. Through these tests, the study compares the use of apology strategies of Turkish EFL learners with that of native English speakers. The study's findings revealed that Turkish EFL learners had a higher frequency of employing indirect apologies, as opposed to native speakers. The study revealed that Turkish English as a Foreign Language (EFL) speakers at the B1 and B1+ proficiency levels employed similar strategies to express apologies to native speakers, as evidenced by the data collected via Discourse Completion Tasks (DCTs). Considering these social factors, Turkish individuals learning English as a second language displayed apology speech acts that closely resembled those of native English speakers. However, Turkish EFL learners employed more indirect strategies than native speakers. The study found that whereas B1 and B1+ non-native speakers used similar methods in broad expressions of apology, they employed negative L1 transfer while apologizing such as the placement of "I am sorry". Keywords: Apology Strategies, Power Differences, Social Distance, EFL
A model for the predictive power of university students' design thinking and digital literacy skills on intellectual experience skills
This study aims to create a model that predicts the relationship among university students' design thinking, digital literacy skills and intellectual experiences. Understanding this connection can help us improve educational practices and policies by equipping students with the 21st-century skills they need to grapple with complex information, generate new knowledge, and navigate modern challenges. Examining the connections between design thinking, digital literacy, and intellectual experience, we implemented a quantitative correlational study. The participating sample included 750 diverse university students, representing various grade levels and 25 departments across 12 universities. Convenience sampling enabled participation during the spring semester of 2023. Data collection utilized a multi-instrument approach. The participants completed the Demographic Information Form, the Digital Literacy Scale developed by Ng (2012a) and adapted and validated by Hamutoğlu et al. (2017), the Intellectual Experience Scale developed by Mayer and Caruso (1989) and adapted for this study, and the newly developed Design Thinking Scale. After collecting data through various scales, we analyzed it for validity, reliability, and underlying factors. Descriptive statistics were calculated using SPSS-24 software, while confirmatory factor analysis and structural correlations were conducted using LISREL 8.80. Additionally, PLS-SEM (partial least squares structural equation modelling) was used to examine the relationships between design thinking skills (DTS), digital literacy skills (DLS), and intellectual experience skills (IES). Statistical analysis revealed robust support for the hypothesized model. Model fit indices confirmed acceptable and a good fit, indicating strong relationships between design thinking (DTS), digital literacy (DLS), and intellectual experience (IES). DTS emerged as a significant predictor of IES (large direct effect) and DLS (medium effect size), while DLS had a smaller direct effect on IES. Notably, DTS explained 51% of the variance in IES and 6% in DLS, solidifying its position as the most influential factor in the model. Keywords: Intellectual experience, Digital literacy, Design thinking
Orta okul öğrencilerinin insani değerleri ile okul tükenmişlikleri arasındaki ilişki ve bir araştırma
Bu araştırma ortaokul öğrencilerinin insani değerleri ile okul tükenmişlikleri arasındaki ilişkinin incelenmesi amacıyla yapılmıştır.Çalışma evreni 2014–2015 eğitim öğretim yılında İstanbul ili Üsküdar İlçesinde bulunan ortaokul öğrencileridir. Örneklemimiz 500 kişiden oluşmaktadır.Araştırmada, ortaokul öğrencilerinin insani değerlerin sorumluluk, dostluk, arkadaşlık. barışçı olma, saygı, dürüstlük alt boyutlarında okul tükenmişliği ile ilgili ilişkisel boyutu üzerinde durulmuştur. Araştırma sonucuna göre katılımcıların demografik özelliklerine bakıldığında; babaların en fazla lise düzeyinde en az doktora düzeyinde eğitim aldıkları, annelerin en fazla ilkokul en az doktora düzeyinde eğitim aldıkları sonucuna varılmıştır.Katılımcıların babalarının mesleki durumu olarak en fazla işçi en az işsiz oldukları, annelerin ise büyük çoğunluğunun ev hanımı çok az bir bölümünün ise memur olduğu sonucuna varılmıştır. Aylık gelir durumlarının ise 2000 TL'nin üstünde olduğu tespit edilmiştir. İnsani değerler boyutunda cinsiyet, anne, baba eğitim, anne, baba meslek durumu ve aylık gelir bakımından bir farklılık görülmezken, sınıf düzeyinde insani değerlerin 6. Sınıfta en yüksek, 7. Sınıfta en düşük olduğu gözlenmiştir. Okul tükenmişliği boyutunda bakıldığında erkeklerin öğrencilerin tükenmişliklerinin kız öğrencilerden daha düşük olduğu, sınıf sayısı yükseldikçe okul tükenmişliğinin düştüğü gözlenmiştir. Babaların eğitim durumunda anlamlı bir fark gözlenmezken annelerin eğitim durumlarında yüksek lisans mezunlarının okul tükenmişlikleri düzeyinin düşük, doktora öğrencilerinin okul tükenmişlik düzeyinin yüksek olduğu gözlenmiştir. Anahtar Kelimeler: İnsani Değerler, Okul Tükenmişliği, Ortaokul Öğrencileri
Anadolu Liseleri ile Mesleki ve Teknik Anadolu Liselerindeki yönetim denetiminin incelenmesi
Gelişen ve değişen dünyada çağın gerisinde kalmamak için denetime verilen önem de artmaktadır. Denetim olmadan hiçbir şeyin gelişiminin olmayacağı fikri her geçen gün yapılan çalışmalarla daha da vurgulanmaktadır. Bu nedenle eğitim denetiminin de uygun zamanlarda ve sürekli yapılmasının eğitimin gelişimi açısından çok önemli olduğu belirtilmektedir. Bu araştırma sonucunda da nitelenen, eğitim denetimi çalışmalarının sıklıkla yapılması konusu her geçen gün önemini artırmaktadır. Eğitim denetimi tarihsel süreç içerisinde tüm ülkelerde bir sürü farklı şekil almıştır. Bu şekillerde bazen eğitimin amaçlarına göre, bazen dönemin eğitimin felsefesine göre bazen de okulun türüne göre değişiklikler yapılmıştır. Türkiye'de de eğitim denetimine yönelik güncel çalışmalar yapılmıştır. Yapılan çalışmaların sonucuna yönelikte eğitim denetiminde görülen gerekli düzenlemeler eğitim kurumlarınca uygulanmıştır. Bu düzenlemeler zaman zaman basit düzeyde olsa da bazen köklü değişiklikler şeklinde yapıldığı da görülmüştür. Yapılan değişikliklerde her zaman ise temel amaç eğitimin daha iyi ve hızlı bir şekilde gelişmesi olmuştur. Bu çalışmada Anadolu liseleri ve Mesleki ve Teknik Anadolu liselerinin yöneticilerinin eğitim denetimine ilişkin görüşlerinin incelenmesi amaçlanmıştır. Çalışmada başlığın teorik zemini verildikten sonra İstanbul ilinde bulunan toplam 88 okul rastgele seçilerek ölçme aracı uygulanmıştır. Araştırmada, Müdür ve Müdür yardımcılarının eğitim denetimine ilişkin görüşleri analiz edilmiştir. Çalışmanın örneklemini, İstanbul'daki Tuzla, Pendik, Kartal, Maltepe, Ataşehir, Sultanbeyli, Üsküdar, Ümraniye, Kadıköy, Beşiktaş, Sarıyer ilçelerinde tesadüfi örnekleme yöntemi kullanılarak seçilen 85 okul müdürü ve 91 müdür yardımcısı olmak üzere toplam 176 yönetici oluşturmuştur. Ölçme aracına yöneticilerin genel olarak birbirine yakın cevaplarla eğitim denetimi uygulamalarının okul iklimine olumlu yönde katkısı olduğu fikri ile katıldığı görülmüş ve özellikle denetim çalışmalarının artması gerekliliği üzerinde durulduğu tespit edilmiştir.
İlkokul ve ortaokul müdürlerinin etik liderlik davranışı gösterme düzeyleri ile öğretmenlerin örgütsel bağlılık düzeyleri arasındaki ilişki
Bu araştırmanın amacı, ilkokul ve ortaokul müdürlerinin etik liderlik davranışı gösterme düzeyleri ile öğretmenlerin örgütsel bağlılık düzeyleri arasındaki ilişkiyi tespit etmektir. Araştırma ile öğretmenlerin örgütsel bağlılıklarının düzeyinin demografik verilere göre değişip değişmediği incelenmiştir. Araştırmada betimsel yöntemlerden tarama yöntemi kullanılmıştır. Araştırmanın evrenini Kartal İlçesindeki 2247 ilkokul ve ortaokul öğretmeni oluşturmaktadır. Bu evreni temsilen 329 öğretmen rasgele örneklem metodu ile seçilmiştir. Örneklem genişliği Raosoft sample size calculator programı kullanılarak belirlenmiştir. Örneklem grubunun yöneticilerin etik liderlik düzeyleriyle ilgili ve örgütsel bağlılığa yönelik görüşlerini belirlemek amacıyla veri toplama araçları olarak Demografik Bilgi Formu, Etik Liderlik Davranışları Ölçeği ile Örgütsel Bağlılık Ölçeği kullanılmıştır. Örneklem grubunun demografik verileriyle ilgili dağılım frekans analizi ile incelenmiştir. Verileri analiz etmek için tek yönlü varyans analizi ile Tukey testi kullanılmıştır. Ölçekler arasındaki ilişkinin belirlenebilmesi için de korelasyon analizi yapılmıştır. Analizler %95 güven düzeyinde SPSS 20.0 yazılımı ile yapılmıştır. Araştırmada elde edilen verilerin analizi sonucunda ilkokul ve ortaokul müdürlerinin etik liderlik davranış düzeyleri öğretmenler tarafından orta düzeyin üzerinde olarak değerlendirilmiştir. Yapılan analizler sonucunda öğretmenlerin örgütsel bağlılık düzeyi de orta düzeyin üzerinde tespit edilmiştir. Etik liderlik davranış ölçeği ile örgütsel bağlılık ölçeği arasındaki korelasyon analizi sonucunda pozitif yönlü ilişkiye rastlanmıştır. Anahtar Kelimeler: İlkokul ve ortaokul müdürleri, öğretmen, etik liderlik, örgütsel bağlılık.
The effects of learning-oriented assessment on students' academic writing ability
The purpose of the present research was to investigate the effects of learning-oriented assessment (LOA) on the academic writing ability of 40 EFL students at the School of Foreign Languages at Erzurum Technical University. In addition to utilizing an experimental pre-post design, qualitative sources of data were also collected for developing a questionnaire to investigate the participants' attitude change towards LOA. The independent variable (IV) was the type of academic writing instruction and the dependent variable (DV) was the academic writing ability of EFL students. The treatment, or implementation of the LOA procedure, lasted for 12 weeks. The instructional materials were the same for both groups. Both experimental and comparison groups received achievement tests as a pre-test, a post-test, comparison-contrast essays, cause-effect essays, argumentative essays, and timed writing quizzes under routine procedures. In addition, the experimental group' received several additional LOA measures on including self-regulated tasks; (reflective diary and reflective journal, same day feedback, weekly personal response, portfolio, participation in weekly tutorials, patchwork texts) and peer and group tasks (team projects, (group critique and group assessment), mini projects (peer critique and peer assessment), in-class feedback, and computer-mediated collaborative writing. Also, two writing tests on 'Argumentative Essay' were administered as the pre-test and post-test. Quantitative data was collected from students' overall grades and their ratings on the questionnaire, qualitative data was gathered from individual interviews and focus group meetings. The findings of the research were significant in major respects. The experimental group that received LOA treatment was more successful in academic writing than the comparison group. Before the treatment students got low scores in writing but after the treatment the scores significantly improved for both of the groups. Both groups in the study received significantly higher scores in with and without LOA treatment. However, a significant difference (t (39) = 6,149, Sig= .000, p<.05) was found between experimental and comparison groups on the post-test scores. That is, the LOA treatment had significantly raised the writing scores of the experimental group compared to the comparison group. Also, according to the findings of the repeated measures ANOVA, some of the LOA tasks were found to be more effective compared to other LOA tasks. Lastly, the result of the paired samples t-test revealed that there was a significant difference (t = -17.64, Sig= .000, p<.05), between the attitudes of students to LOA before and after the treatment. This indicates that students' perception of LOA tasks and the items regarding LOA has changed in a positive way. KEY WORDS: Learning Oriented Assessment, Academic Writing Ability, Argumentative Essay
Planned and spontaneous translanguaging pedagogies by bilingual and multilingual teachers with l2 and l3/l3+ learners
The present mixed-designed study aims to explore planned vs. spontaneous TP (Translanguaging pedagogies) in A1 starting level classes of English and Russian as a FL (Foreign language), and Turkish as a SL (Second language) in the School of Foreign Languages at a Turkish State University. Bilingual teachers (N=3) of English, multilingual teachers (N=2) of English and Russian/Turkish, and their students (N=157) were selected through convenient sampling. The students were divided into three main groups according to their TL (Target language): 1) English, 2) Turkish, and 3) Russian groups. The Russian group was exposed one academic year to a treatment of planned TP which involved intensive and systematic use of oral TP and multilingual materials. There was no intervention in English and Turkish groups, so they followed their teaching routine with monolingual textbooks and materials. The quantitative data was collected from a post-questionnaire developed by the researcher and from achievement scores of the students, which were analyzed through Kruskal–Wallis H test, Spearman Rank correlation analysis and ANOVA. The qualitative data collected from semi-structured interviews and graphic elicitation tasks, were analyzed through content and visual analysis by using CLAN (Computerized Language ANalysis) Program. The findings indicated that: (1) spontaneous TP were implemented in the groups without intervention, but only in oral form and at lower level than in the group of planned TP, (2) Bilingual teachers included two, while the multilingual teachers integrated three and more languages in their classes, (3) Planned TP have influenced students' attitudes to TP in a more positive way compared to the groups exposed to spontaneous TP. Moreover, this study also shows that L2 and L3/L3+ learners are quantitatively and qualitatively different: L2 learners prefer the inclusion of one and two languages, while L3/L3+ learners favor three and more languages in class. In addition, the findings revealed that multinational and multilingual SL classes are more predisposed to TP, when compared to monolingual EFL classes. Another finding indicated that students' preference for TP positively correlated with the extent to which it is used by their teacher in class. The study also claims that TP have benefits on reading and listening skills, and on the affective, cognitive and social engagement of students. Based on the findings, pedagogical implications involving tips and advice of how and when to implement TP with mono and bi-/multilingual learners in FL and SL contexts were suggested at the end of the study. KEY WORDS: Planned vs. Spontaneous Translanguaging Pedagogies, L2 Learners, L3/L3+ Learners, Multilingual Teachers, Bilingual Teachers
The possible effects of using songs through tpr on young learners' vocabulary acquisition in English
Today, people around the world can communicate easily. English is one of the most popular communication tools. Learning a second language, which is mostly English, is one of the requirements for communicating with the world. For this reason, teaching English to children in their early lives is crucial, since knowing English as a second language can be a constitutive factor in a child's career and social life. Various methods have been suggested by linguists to teach English as a second language. One of these methods is teaching English through songs, which I will address in this thesis. In this thesis, the data was gathered through a mixed methods from a private school in Istanbul. The study population consisted of 40 students, 6-7 ages. The teachers used the songs to teach vocabulary. The data collected during the study were analyzed to determine whether the use of songs in language teaching positively affects very young learners. The results of the analysis showed that using songs could have a positive impact on teaching the second language, English, to very young learners. Keywords: Language Learning, Very Young Learners, VYL, Total Physical Response, TPR
The role of cognition and culture in the production and interpretation of L2 English nominal compounds
The present study investigates the factors that affect the production and the interpretation of L2 English Noun-Noun Compounds. In addition to the L1 typology (limited with compounding structure in this study) (Lardiere, 1995) on a form basis in the NNC production of the L2 learners, the study proposes two more factors: real-world knowledge and culture. The present study approaches to the interpretation process from a cognitive linguistic perspective. Analyzing learners' interpretation from a schematic view (Langacker, 1987), it is claimed that L2 learners' interpretation of L2 English NNCs is influenced by their cognitive schemas, as addressed in the study real-world knowledge. In other words, real-world knowledge is considered as a part of cognitive schemas by being investigated from a schematic perspective. In addition to the real-world knowledge of the learners, the present study proposes culture (cultural schemas) as the third factor affecting the learning process of L2 English NNCs, specifically, during the interpretation process. To determine the effect of the proposed factors, a picture elicitation task, a grammaticality judgement test and an interpretation task developed by the researcher are conducted on the participants of the study. The participants consist of three groups: Turkish (40), Italian (40) and English (10) native speakers. Turkish and Italian participants as L2 English learners have intermediate-level English proficiency. The results are analyzed utilizing both qualitative and quantitative methods (Independent t-test, content analysis). In the light of the results, the present study reveals important findings: (i) L1 compounding form is effective on the production of L2 English NNCs in terms of form; (ii) L2 knowledge on the target structures is an important factor on a form basis; (iii) real-world knowledge (and relevant cognitive schemas) and cultural schemas are a significant factor in the interpretation of novel NNCs and in the existence of a specific cultural schema, the cultural schema overweighs the real-world knowledge by increasing the saliency of the cultural concept in the schema activation process; (iv) Considering the context-dependency of schemas, L2 learners of different communities differ from each other in terms of their schemas, and so, their learning process. The novel findings about the effect of L1 culture on L2 with a cognitive perspective reveals important implications for L2 teaching and calls for paying attention to the native culture of the foreign language learners. Keywords: L2 English, Noun-Noun Compounds, real-world knowledge, cultural schemas, Cognitive Linguistics, Second Language Acquisition