School of Languages
http://hdl.handle.net/10679/4361
2024-03-29T11:23:18Z
2024-03-29T11:23:18Z
Exploring student perceptions of source-based writing assessment in a Turkish EAP context
Göktürk Sağlam, Aslı Lidice
Yalçın Duman, Ayla
http://hdl.handle.net/10679/9258
2024-03-05T08:19:14Z
2020-04-01T00:00:00Z
Exploring student perceptions of source-based writing assessment in a Turkish EAP context
Göktürk Sağlam, Aslı Lidice; Yalçın Duman, Ayla
As integrated writing tasks are becoming more common in assessment in EAP settings, there is need for more research to explore how different cultural groups perceive integrated writing assessment. With this in mind, this study aims to extrapolate students’ perceptions of L2 English for Academic Purposes (EAP) in terms of their use of sources in an integrated writing assessment task and development as academic writers. It is necessary to comprehend students’ perceptions towards source-based writing assessment tasks in order to set realistic goals and formulate effective instructional design for EAP programs. One hundred and thirteen undergraduate students completed the source-based assessment task, which required them to read texts and compose an argumentative essay by integrating relevant support from the texts. After the task, students were given an online questionnaire on their writing process. Student responses were analyzed quantitatively using frequency analysis and chi-square tests on SPSS across different self-reported proficiency levels. Analysis revealed highly positive perceptions and a significant relationship between reported proficiency, using sources as a repository for generating ideas, and modelling grammar and vocabulary. The study has implications for instruction and testing. © 2020 Authors. All rights reserved.; Bütünleşik yazma görevlerinin akademik amaçlı İngilizce öğrenme ortamlarında değerlendirmede kullanımı yaygınlaştıkça, bu tür sınavları değişik kültür gruplarındaki öğrencilerin nasıl algıladığına yönelik daha fazla araştırmaya ihtiyaç duyulmaktadır. Bu çalışma, Akademik Amaçlı İngilizce programı (EAP) öğrencilerinin bütünleşik yazma değerlendirmelerinde ikinci dil olan İngilizce’de kaynak kullanım algılarını yeniden incelemeyi amaçlamaktadır. Daha gerçekçi hedefler belirlemek ve akademik amaçlı İngilizce öğretim programları tasarlamak için, öğrencilerin kaynak tabanlı yazma görevlerini nasıl algıladıklarını anlamak gereklidir. Yüz otuz bir öğrenci, verilen parçaları okumayı ve bunlardan gerekli uygun yerleri savlarını desteklemek için kullanıp eleştirisel deneme yazısı oluşturmalarını gerektiren kaynak tabanlı yazma görevini tamamlamıştır. Bu yazma sınavından sonra, öğrencilere yazma süreçlerine ilişkin çevrimiçi anket verilmiştir. Öğrencilerden elde edilen bilgi, öğrencilerce bildirilen farklı yeterlilik düzeylerinde SPSS kullanılarak frekans analizi ve ki-kare testleri yapılıp nicel olarak analiz edilmiştir. Yapılan analizde, öğrencilerin yüksek olumlu algılar ve bildirilen yeterlilik düzeyine göre değişen bir şekilde kaynak kullanımının fikir oluşturma, gramer ve kelime modelleme için havuz olarak kullanıldığı görülmüştür. Bu çalışma, öğretim programı ve ölçme değerlendirme alanlarında çıkarımlarda bulunmakta ve öneriler sunmaktadır.
2020-04-01T00:00:00Z
Turkish WordNet KeNet
Bakay, Ö.
Ergelen, Ö.
Sarmış, E.
Yıldırım, Selin
Kocabalcıoglu, A.
Arıcan, B. N.
Özçelik, M.
Sanıyar, E.
Kuyrukçu, O.
Avar, B.
Yıldız, Olcay Taner
http://hdl.handle.net/10679/8333
2023-05-24T21:32:18Z
2021-01-01T00:00:00Z
Turkish WordNet KeNet
Bakay, Ö.; Ergelen, Ö.; Sarmış, E.; Yıldırım, Selin; Kocabalcıoglu, A.; Arıcan, B. N.; Özçelik, M.; Sanıyar, E.; Kuyrukçu, O.; Avar, B.; Yıldız, Olcay Taner
Currently, there are two available wordnets for Turkish: TR-wordnet of BalkaNet and KeNet. As the more comprehensive wordnet for Turkish, KeNet includes 76,757 synsets. KeNet has both intralingual semantic relations and is linked to PWN through interlingual relations. In this paper, we present the procedure adopted in creating KeNet, give details about our approach in annotating semantic relations such as hypernymy and discuss the language-specific problems encountered in these processes.
2021-01-01T00:00:00Z
Investigating the impacts of coaching and mentoring through induction on the experienced teachers
Coşgun, Gülçin
Atay, D.
http://hdl.handle.net/10679/8260
2023-05-15T07:26:28Z
2021-01-01T00:00:00Z
Investigating the impacts of coaching and mentoring through induction on the experienced teachers
Coşgun, Gülçin; Atay, D.
Since induction programs are generally implemented for beginning teachers, those designed in response to experienced teachers' pedagogical needs are rare, and their impacts on these teachers are not so widely researched. This chapter reports the process of a one-year comprehensive induction program that is designed for 11 experienced teachers who are newly hired at the English preparation program of a highly competitive English medium university in Turkey and its impacts on the emotions of the participants. The study encompassed the concurrent embedded strategy of mixed methods approach. Data were collected through semi-structured interviews and the positive and negative affect schedule (PANAS-SF). The present study has supported multiple aspects of previous data regarding induction programs for beginning teachers and provided valuable findings supporting the benefits that comprehensive induction programs that provide coaching and mentoring can bring for experienced EFL teachers when they start working in a new institution.
2021-01-01T00:00:00Z