School of Languages

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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.
Open Access
Colouring up your speaking lessons using videos
(2016-04-14) Çolak, Selin Tanrıverdi; Preparatory English Program; ÇOLAK, Selin Tanrıverdi
This presentation will focus on how to add variety to speaking activities by using videos in the classroom. Participants will be involved in a demo lesson in which they will play the roles of students describing movie scenes to each other in pairs. This activity can be adapted for use for an array of contexts, age groups and classroom environments.
Open Access
Der Künstler um die Jahrhundertwende als ein “Bürger auf Irrwegen”: Die Münchner Moderne in Thomas Manns Frühwerk auf der Suche nach ihrer Identität
(2018) Akkoç, Pınar; Modern Languages Programs; AKKOÇ, Pınar
Die von Krisen gekennzeichnete Umbruchphase gegen Ende des 19. Jahrhunderts brachte gesellschaftliche wie auch kulturelle Umwälzungen mit sich. Die Hinterfragung der Grundbausteine, die die bürgerliche Gesellschaft zusammenstellten, hatte zufolge, dass das Bürgertum sich selbst auf den Grund ging und somit sein eigenes Wesen zu beleuchten versuchte. Diese Hinterfragung, die auch als Identitätskrise des Bürgertums zu bezeichnen ist, spiegelt sich in den Literaturwerken, die insbesondere zwischen 1870-1914 entstanden sind, wieder. Thomas Manns Frühwerk beinhaltet die Identitätskrise des Bürgertums und richtet das Hauptaugenmerk auf den Künstler. Seine Novelle Gladius Dei (1902) thematisiert das Zusammentreffen eines Bürgers und einem ausgefallenen Kunstwerk und reflektiert die tragische Situation des Künstlers. Der Künstler, der selbst ein Bestandteil des Bürgertums ist, versucht sich während des tiefgreifenden Umbruchs von den gesellschaftlichen Bindungen weitestgehend zu lösen. Dabei ist der Künstler ebenfalls Angehöriger des Bürgertums, das er für verwerflich hält. Dieser Aufsatz befasst sich mit der Novelle Gladius Dei mit der Absicht, von der widersprüchlichen Lage des Künstlers im Werk ausgehend die Lage der Münchner Moderne im oben beschriebenen Zusammenhang näher zu betrachten. Das Ziel dieses Artikels ist es aufzuzeigen, dass Gladius Dei eine verdeckte Kritik an der Kunstszene in und um München übt. Zu diesem Zweck wird in diesem Artikel die Darstellung des Künstlers und der sogenannten Münchner Moderne in Gladius Dei diskutiert, wobei der Fokus auf der Beziehung zwischen dem Künstler und der Gesellschaft, an die sich das Kunstwerk richtet, liegen wird.
Open Access
Die mohammedanisch-arabische Kulturperiode und Bebels Kritik am Orientalismus
(İstanbul Üniversitesi, 2019) Akkoç, Pınar; Modern Languages Programs; AKKOÇ, Pınar
Bedeutende Denkfiguren des Westens, die ausgehend von dem Aufstieg des Kapitalismus insbesondere zu Zeiten der Frühmoderne sehr auf die immer stärker werdenden europäischen Stadtstaaten und das durch diese herbeigeführte Kulturgut fokussiert waren, haben den Osten zumeist als in sich konstant bleibend und den gesellschaftlichen Charakter östlicher Kulturen als despotisch definiert. In einer Phase, in der der Kapitalismus mit Hilfe des Kolonialismus noch mehr an Macht gewann, war der Osten nicht mal mehr ein Rivale, sondern gelang unter die Herrschaft der westlichen Mächte, sodass die Gegenübersetzung von westlichen und östlichen Werten und deren Gedankengut so gut wie nicht mehr möglich war. In einer solchen von der Mehrheit der Intellektuellen des Westens akzeptierten Herangehensweise dominierten Atmosphäre ist es besonders von Belang, wie die Sozialisten Europas bzw. Deutschlands, die das Bürgertum in ihrem eigenen Land von Grund auf kritisierten, den Osten rezipierten. Der Orientalismus diente sicher nicht nur dazu, den Osten abzuwerten. Die besondere Hervorhebung westlicher Werte, die das Bürgertum repräsentierte, diente auch als Mittel zur Unterdrückung der Arbeiterklasse in westlichen Ländern. Aus diesem Grund haben führende Sozialisten Europas den Orientalismus kritisiert, der als Denkweise ein Produkt kapitalistischer Prozesse ist. Dieser Aufsatz befasst sich mit dem Werk Die mohammedanisch-arabische Kulturperiode von August Bebel mit der Absicht, aufzuzeigen, inwiefern Bebel den Osten neu definiert und mit seiner Kritik am Orientalismus die Probleme des westlichen Gedankenguts unterstreicht. In diesem Zusammenhang ist es Ziel dieser Arbeit, darauf hinzuweisen, dass Bebels so frühe Kritik am Orientalismus angesichts der heute noch immer präsenten abwertenden Haltung gegenüber dem Orient wegweisend sein kann.
Open Access
Doppelgänger in Orhan Pamuk’s The Black Book
(Ahmet Yesevi Üniversitesi, 01.01.2011) Çancı Çalışaneller, Saniye; Undergraduate English Program; ÇALIŞANELLER, Saniye Çancı
This article examines Orhan Pamuk’s The Black Book in connection with the doppelgänger motif in literature. In The Black Book, Galip’s wife Rüya and his cousin Jelal disappear all of a sudden, and the novel narrates Galip’s search for them who remain invisible throughout the novel. There is a conflict between the characters Galip and Jelal, and this article claims that although the two characters are depicted in the novel as Galip and Jelal, Jelal turns out to be the second self or author self of Galip. Thus, the doppelgänger motif will also be associated with authorship.
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Effective Use of MOODLE in ELT Settings: An Application in SELI at Özyeğin University
(Istanbul Kültür University, 2010-05) Sarıgül, Mahir; Gülseçen, S.; Ayvaz Reis, Z.
Technology in language teaching has been around for longer than one could imagine and the use of tape recorders, language laboratories and video in the classroom in the 1960s and 1970s (Dudeney and Hockly, 2007: 7) has recently gained a new dimension with the widespread use of Internet since 1990s. All teachers, from the most traditional to the most innovative, are already beginning to find uses for the Net in their teaching due to the fact that, by its very nature as a tool for communication, the Net does lend itself particularly to communicative and task-based learning, so a teacher is not only a teacher in the classroom but also a facilitator and an Internet guide (Teeler and Gray, 2000: 59). MOODLE, a free online dynamic learning environment, offers a myriad of opportunities in language classrooms from setting up Forums to Video Recording Assignment. This presentation aims to introduce how Extensive Reading tasks that were used to develop learners’ reading skills and writing skills have been employed to improve their speaking skills in the School of English Language Instruction (SELI) at Özyeğin University, a newly founded, third generation university with high aspirations for the future.
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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.
Open Access
Extending borders: A blended learning project to promote language learning
(2013-04-12) Elpe, Nergis Enmutlu; Coşgun, Gülçin; Undergraduate English Program; COŞKUN, Gülçin; Elpe, Nergis Enmutlu
Our presentation highlights how blended learning can aid the achievement of objectives in relation to student engagement in language learning, and models the application of the method as a curriculum initiative in a university setting. Analysis of students’ performance and students’ attitudes and motivation towards blended learning reveal that it can promote language learning and learner autonomy, both within and outside the classroom.
Open Access
Factors affecting students’ English proficiency in a Turkish EMI University: a phenomenological study
(World Council for Curriculum and Instruction (WCCI), 2018) Hasırcı, Bahar; Coşgun, Gülçin; Undergraduate English Program; COŞKUN, Gülçin; HASIRCI, Bahar
This paper reports on an investigation of Turkish English-medium university students’ perceptions of the change in their language ability and the factors affecting this change. Results revealed that 1) when students are highly exposed to English and are expected to use it productively for their studies, they perceive that there is greater development in their language skills and abilities 2) students think that corrective feedback plays a crucial role in helping them focus their attention on the form 3) speaking is perceived to be the weakest and the least improved skill over the years. These findings suggest insightful implications for English-medium universities in Turkey and all around the world.
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Göç ve Irk: Madrid'de Yaşayan Fakir, Siyah Afrikalı Göçmenlerin Çalışma Koşulları
(Dipnot Yayınevi, 2013) Sarıgül, Mahir; Sarıgül, Mahir
Bu çalışma, günümüz Madrid'inde giderek yaygınlaşan bir iş kolunun analizini yapmak amacıyla yola çıkmıştır. Bölgedeki inşaatlarda ve şantiyelerde bekçilik işini kapsayan bu hizmet sektörü, Çingene nüfusu için önemli bir iş pazarı oluşturmaktadır. Bu insanlar ya inşaat firmalarına, ya da münferit olarak çalışan mimarlara anlaşmalı hizmet sunmaktadırlar.
Open Access
The impact of English medium instruction (EMI) on students' language abilities
(World Council for Curriculum and Instruction (WCCI), 2017-11) Coşgun, Gülçin; Hasırcı, Bahar; Undergraduate English Program; COŞKUN, Gülçin; HASIRCI, Bahar
This paper reports on an investigation of Turkish English-medium university students’ perceptions of the change in their language ability and difference between students’ level of English proficiency when they start their departmental studies and in their 4th semester and onwards based on their proficiency exam scores. Results revealed that 1) studying in an English-medium university improves students’ reading, listening and overall English proficiency significantly 2) there is not a statistically significant change between student’s pre and post writing scores 3) the empirical findings are line with participants’ perceptions of the impact of studying in an English-medium university on their language development. These findings suggest insightful implications for English-medium universities in Turkey and all around the world.
Open Access
The impact of using wordlists in the language classroom on students’ vocabulary acquisition
(European Centre for Research Training and Development UK, 2016-03) Coşgun, Gülçin; Undergraduate English Program; COŞKUN, Gülçin
Vocabulary has always been an area of interest for many researchers since words represent “the building block upon which knowledge of the second language can be built” and without them people cannot convey the intended meaning (Abrudan, 2010). Nation (1988) emphasised if teachers want to help their learners to deal with unknown words, it would be better to spend more time on vocabulary learning strategies rather than spending time on individual words. However, Schmitt in Schmitt and McCarthy (1997:200) stated that among vocabulary learning strategies only ‘guessing from context’ and ‘key word method’ have been investigated in depth. Therefore, there is need for more research on vocabulary learning whose pedagogical implications may contribute to the field of second language learning. Considering the above-mentioned issues, vocabulary is a worthwhile field to investigate. Hence, this paper aims at proposing a framework for vocabulary teaching strategy in English as a foreign language context.
Metadata only
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.
Open Access
Integrating My English Lab into the program
(2012-04-14) Elpe, Nergis Enmutlu; Undergraduate English Program; Elpe, Nergis Enmutlu
Benefits of integrating MyEnglishLab into the syllabus.
Open Access
Las unidades adjetivales en la enseñanza de ele: niveles a
(Octaedro Editorial, 2021-04) Escudero, José Ramón Cruz; Modern Languages Programs; Moreno, M. A. M.; Martínez, M. T.; ESCUDERO, Jose Ramon Cruz
This research undertakes the task of providing the necessary tools for learners to acquire knowledge, reflection, and production of these adjectival units by derivation. Consequently, it is intended to encourage morphological practice in Spanish learners with these derivation mechanisms by suffixation and to promote their use in the classroom.
Open Access
Learning portfolio (LP) to enhance constructivism and student autonomy
(Elsevier, 2010) Büyükduman, İlke; Dülger, Selen Şirin; Preparatory English Program; BÜYÜKDUMAN, Ilke; DÜLGER, Selen Şirin
A learning portfolio (LP) can be broadly defined as a purposeful collection of student work that exhibits the student's efforts, progress and achievements (Smith & Tillema, 1998). At Preparatory Program at Ozyegin University (hereafter OzU), a new evaluation system is being implemented. This paper describes the components of LP practice at OzU, relating the process to the principles of constructivism and learner autonomy. Also the outcomes of a survey that was conducted to find out the perceptions of the students regarding the LP practice are presented and interpreted.
Open Access
Let your students speak: fun and effective ways to increase students’ confidence to speak
(2011-11-26) Zeydan, Sultan; Preparatory English Program; ZEYDAN, Sultan
In the communicative model of language teaching, we should help our students develop authentic practice for real-life communication situations since the main goal of English Language Teaching is to empower students to become independent learners. In order to do this, multi-sensory tasks requiring integrated skills should be offered to students. The teachers’ feedback reveals that creating real-life communication situations can enrich and foster in-class speaking and prevent students from misunderstandings and communication breakdowns. Drawings, headlines, diagrams and cards are excellent sources to make lessons more memorable and enjoyable.The main purpose of this presentation is to introduce a series of innovative and creative activities increasing students’ motivation and confidence to speak more voluntarily inside and outside class.
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Native English speaking teachers as cosmopolitans or citizens of ‎the world: An anthropological study in Istanbul, Turkey
(Katibeh-ILCRG, 2020) Sarıgül, Ömer Mahir; Undergraduate English Program; SARIGÜL, Ömer Mahir
The study of cosmopolitans – citizens of the world— and cosmopolitanism, traceable to ancient Greece, has, after a long decline in interest, made a strong comeback in social sciences since the 1990s, particularly in sociology and anthropology. This anthropological study aims to understand cosmopolitanism and cosmopolitans through native English speaking teachers (NESTs) living in and working at various foundation universities in Istanbul, Turkey. A qualitative method of in-depth interviews with 21 participants was employed over a period of 20 months. Drawing from Diogenes’ and Kant’s concept of “world citizen”, the author elaborates on this theory by highlighting how cosmopolitanism has varied due to globalization and given birth to new cosmopolitan types, one of which is the white-collar cosmopolitan, a category defined through themes and commonalities during data analysis and the interviews, to which NESTs belong. The findings also indicate that cosmopolitanism is evolving into a new form and producing new meanings through specific dispositions particularly, willingness to engage with “the Other” and to embrace cultural, social, ethnic, and religious diversity.

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