Preparatory English Program

Permanent URI for this collectionhttps://hdl.handle.net/10679/4362

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Browsing by Institution Author "GÖKTÜRK SAĞLAM, Aslı Lidice"

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    ArticlePublicationOpen 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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    Book ChapterPublicationMetadata only
    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.
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    ArticlePublicationOpen 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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    Conference paperPublicationOpen 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.