School of Languages

Permanent URI for this communityhttps://hdl.handle.net/10679/4361

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Basic concepts in assessment
(Pelikan Yayınları, 2017) Sağlam, Aslı Lidice Göktürk; Preparatory English Program; GÖKTÜRK SAĞLAM, Aslı Lidice
N/A
Open Access
Can exams change how and what teachers teach? Investigating the washback effect of a university english language proficiency test in the turkish context
(Hacettepe University, 2018) Sağlam, Aslı Lidice Göktürk; Preparatory English Program; GÖKTÜRK SAĞLAM, Aslı Lidice
This article reports a mixed-method study that examined the washback effect from a locally-produced, theme-based, high-stakes English language proficiency test in tertiary education in a Turkish EAP context. The aim was to explore the extent to which washback on teaching was induced by an integrated theme-based English proficiency test designed to reflect authentic language use in the tertiary education context in Turkey. The data collection involved classroom observations and focus group interviews with 14 instructors from the Preparatory English Language Program (PEP). Classroom observations were conducted using the Communicative Orientation of Language Teaching Observation Scheme (COLT) (Spada & Frohlich, 1995), and data was qualitatively and quantitatively analyzed. Inductive analysis of the transcribed interview data was also used. The findings indicated that both positive and negative test effects were exerted on teaching. In addition to positive washback on materials, this study also found negative washback in the form of narrowing of the curriculum. Findings also implied that although the test had varying amounts and types of washback depending on the particular teacher involved, both content and methodology in teaching are affected. The article concludes by interpreting these results in the light of recent studies on learner washback, discussing implications for teachers, and providing suggestions for further research.
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Evaluating an online professional learning community as a context for professional development in classroom-based research
(TESL-EJ, 2020-11) Sağlam, Aslı Lidice Göktürk; Dikilitaş, K.; Preparatory English Program; GÖKTÜRK SAĞLAM, Aslı Lidice
This study examines how an online training into teacher research has been evaluated in relation to the three main elements of the community of inquiry framework (CoI): teaching, social, and cognitive presences. We held the online training as a part of TESOL’s Electronic Village Online (EVO) and offered a course on how teacher research can be conducted. A survey was administered to elicit the perceptions of 27 volunteering teacher researchers regarding how social, cognitive and teaching presences within the framework of CoI support professional development of teachers, and to examine how CoI presences correlate with overall satisfaction in this research-based professional development online course. In addition to quantitative measures including means, modes and standard deviations, we analysed the data through the Spearman Rank Correlation Coefficient on SPSS to explore the correlation between the degree to which each of the three presences supported these teachers in their professional development. Findings imply that participants held highly positive perceptions towards cognitive, social and teaching presences of CoI and that these different aspects of the framework correlate positively with the overall course satisfaction. Moreover, there are important implications for instructional design of online professional development programs using the CoI framework and maintaining effective online research mentoring practices.
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Exploring source use, discourse features and their relation to proficiency in source-based writing assessment in a turkish eap context
(Karadeniz Technical University, 2020-06) Yalçın Duman, Ayla; Göktürk Sağlam, Aslı Lidice; Undergraduate English Program; Preparatory English Program; DUMAN, Ayla Yalçın; GÖKTÜRK SAĞLAM, Aslı Lidice
Source-based writing, using content from reading texts into writing, constitutes a prominent aspect of academic writing. Both research and classroom practice have demonstrated that effective use of sources poses challenges for undergraduate students in second language (L2) writing instruction. In acknowledgement of these challenges in writing from sources, this study aims to explore discourse features of writing in an integrated writing exam conducted in a Turkish university context to fulfil a university examination requirement for EFL learners. Having taken a credit bearing English for Academic Purposes (EAP) writing course, students completed the source-based writing assessment task, which requires them to compose an argumentative essay by integrating relevant information from the given texts. Twenty essays were graded and categorized into 3 levels of proficiency. The essays were analysed in terms of discourse features including lexical sophistication, fluency, source use (amount and type of source borrowing) and meaning construction (appropriateness). The Kruscall-Wallis test was conducted to determine the relation between proficiency levels and discourse features of students' writing. A significant difference was found regarding the relation between proficiency and appropriacy of source-use across levels. The study has implications for pedagogy to enhance academic literacy and citation practices and source use of L2 university students as well as for integrated writing assessment.
Open Access
Exploring student perceptions of source-based writing assessment in a Turkish EAP context
(Children Research Center, 2020-04) Göktürk Sağlam, Aslı Lidice; Yalçın Duman, Ayla; Undergraduate English Program; Preparatory English Program; DUMAN, Ayla Yalçın; GÖKTÜRK SAĞLAM, Aslı Lidice
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.
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Information superhighway and continuous professional development for the networked teachers: online communities of practice
(IGI Global, 2018) Sağlam, Aslı Lidice Göktürk; Preparatory English Program; GÖKTÜRK SAĞLAM, Aslı Lidice
This chapter focuses on the impact of technology on teacher training through online communities of practice (CoP) and investigates its potential for facilitating continuous professional development for the educators who can create personal learning networks on the web. Wenger's Community of Practice Theory (1998) and Garrison et al.'s (2000) Community of Inquiry (CoI) are explored as underlying theories of CoP. Furthermore, examples of online communities of practice will be briefly enlisted. The chapter will provide brief information how online learning is operationalized within the confines of CoP. The chapter will also discuss role of online communities of practice for teachers' continuous professional development with reference to current literature, explore challenges and focus on suggestions and avenues for further research.
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The integration of educational technology for classroom-based formative assessment to empower teaching and learning
(IGI Global, 2017-07-12) Sağlam, Aslı Lidice Göktürk; Preparatory English Program; GÖKTÜRK SAĞLAM, Aslı Lidice
As educational technology continues to change the face of educational contexts in the digital age, the way in which teachers can incorporate various existing online resources and applications within their everyday classroom activities deserves closer attention. In particular, it is important to explore how interactive Web 2.0 tools might be integrated into classroom-based assessment practices. This way, the efficacy of online tools and their ability to both facilitate teacher assessment practices and empower student learning can be adequately assessed. This chapter aims to explore, showcase and discuss how Web 2.0 tools can be integrated into teachers' classroom-based language assessment to get information that can be used diagnostically to adjust teaching and learning with reference to current literature, explore challenges and focus on suggestions and avenues for further research. Furthermore, examples of web tools that could be used for formative assessment will be briefly enlisted.
Open Access
Perceptions of in-service teachers regarding technology integrated English language teaching
(Anadolu University, 2012-01-07) Sağlam, Aslı Lidice Göktürk; Sert, Semih; Undergraduate English Program; Preparatory English Program; GÖKTÜRK SAĞLAM, Aslı Lidice; Sert, Semih; SERT, Semih
Technology is changing paradigms in education rapidly and teachers are caught unguarded due to lack of professional training in this aspect. This study reflects the perceptions of nine ELT instructors with M.A TEFL degrees and with over six years of professional experience. Despite the lack of formal professional training as part of their pre-service teacher education, these instructors need to cope with the demands of this transition in daily implementation. Data were collected through semi structured interviews, open-ended questionnaires and field notes. An inductive analysis approach was used to analyze the data and emergent patterns of data were used to develop coding categories. Results indicated that respondents held positive views about the role of educational technology for enriching language instruction. However, they also acknowledged the challenges faced and emphasised the need for ICT training not only for teachers but also for students. It is concluded that participants make use of technology to teach academic and linguistic skills in an integrated skills approach, encourage students to construct knowledge, expose students to life-long learning skills and strategies, cater for different students who have different learning styles, find and create teaching materials, develop skills through exposure to existing on-line sources and create a motivating environment that is conducive for learning.
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Teacher research 2.0
(IATEFL, 2018) Sağlam, Aslı Lidice Göktürk; Evans, M.; Smith, R.; Preparatory English Program; GÖKTÜRK SAĞLAM, Aslı Lidice
N/A
Open Access
Unveiling the mystery: investigating L2 reading motivation in an EFL classroom
(Middle East Technical University, 2012) Şirin, Petek; Sağlam, Aslı Lidice Göktürk; Preparatory English Program; GÖKTÜRK SAĞLAM, Aslı Lidice; Şirin, Petek; ŞİRİN, Petek
Research in L2 reading motivation has gained impetus and provided many insights into understanding the components of motivation and factors that affect L2 learners in terms of reading motivation. Although many studies can be found on L1 reading motivation, studies on L2 reading motivation seem to be relatively meager. Since action research encompasses a sequence of events and an approach to problem solving, the present study addressed to examine whether; (1) this sample of Turkish University students differ in terms of their intrinsic motivation and extrinsic motivation and (2) a change in methodology has an impact on the L2 reading motivation. Participants responded to a Motivation for Reading Questionnaire (MRQ) and took part in focus group interviews. Results revealed that L2 reading motivation was affected by extrinsic factors mostly and the changes in methodology and the instructional elements had a crucial effect on intrinsic and mostly extrinsic motivation, reading amount and performance. Results foreshadowed insightful methodological changes.
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Using students’ evaluations to measure educational quality
(Elsevier, 2013-01-25) Sağlam, Aslı Lidice Göktürk; Preparatory English Program; GÖKTÜRK SAĞLAM, Aslı Lidice
This research study examined university students’ evaluation of teaching at an English preparatory school. Twelve students who participated in the study were chosen as a consequence of theoretical sampling because they repeated the intermediate level twice and were believed to give valuable information regarding the challenges encountered in the program. Aims of the study were to: (1) demonstrate quality assurance at program implementation level, (2) get feedback from students on the appropriateness of activities for their learning needs, (3) get students to reflect on their language skills development and identify what they still need to learn that could be useful for the improvement of teaching, (4) raise awareness and persuade students to engage with the opportunities for learning beyond classroom and (5) negotiate emphases for the remainder of the program. Participants were asked to comment on and evaluate the educational quality, course objectives, performance of their instructor, their learning, achievement and progress, course materials, learning support they received, role of information and communication technology, and assessment procedures. Data was collected by Students’ Evaluation of Educational Quality Instrument (SEEQ), focus group interviews and field notes. Findings revealed certain action points for the development of the English language teaching program.

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