School of Languages

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

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Now showing 1 - 20 of 30

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Basic concepts in assessment
(Pelikan Yayınları, 2017) Sağlam, Aslı Lidice Göktürk; Preparatory English Program; GÖKTÜRK SAĞLAM, Aslı Lidice
N/A
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Designing for teamwork
(2016-08) Karaman, Ayşegül; Preparatory English Program; Schwetlick, Alison; KARAMAN, Ayşegül
Learners and teachers may face possible difficulties when general content in English courses and course books cannot address the personal needs and preferences of the learners in a foreign language context, which paved the way for me to design a syllabus for my CEF A1 level students that facilitated their working in teams.
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Developing the vocabulary strand of an EAP program
(2015-04-13) Baykan, Özlem; Preparatory English Program; BÜLBÜL, Özlem Baykan
This talk will focus on a project carried out to develop the lexical syllabus of an EAP program. The aim is to explain how this project helped the program to define the lexical items needed for EAP studies, how these items can be classified into different proficiency levels, and how the lexical syllabus can be practiced through teaching materials.
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Enlivening students’ creativity through moviemaker in ELT classrooms
Dülger, Selen Şirin; Preparatory English Program; DÜLGER, Selen Şirin
Lately technology has become quite significant both in our personal and professional lives and over the past several decades, the development in the computer technologies has drastically altered the way people gather and process information and communicate with each other. This trend has showed itself in education, as well. Recently computer-based instruction has been widely used in language classrooms in many countries. The logic behind this is use of technology in ELT classrooms helps students practice all the skills varying from speaking to reading and allows them to learn a language in a meaningful context. Technology is motivating, attracting, exciting, and relevant to our students’ lives that are “digital native”. This workshop aims to introduce how Windows Movie Maker application can be integrated into ELT classrooms to ensure students’ participation and to stimulate their motivation and enthusiasm. Specifically, starting with explaining why this application should be integrated into ELT classrooms, I will touch upon how both teachers and students can use it by showing some samples from my own students, then students’ views on the use of Windows Movie Maker will be shared and at the end the participants will be able to practice how to use this application with a hands-on activity.
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Establishing teacher presence in online teaching
(TESOL International Association, 2021-03-08) Coşgun, Gülçin; Undergraduate English Program; Coşgun, Gülçin; COŞKUN, Gülçin
This resource aims to provide some hints for teachers to have a stronger teacher visibility and presence in online education.
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Exploring the factors that affect reading comprehension of EAP learners
(Elsevier, 2013-03) Nergis, Ayşegül; Preparatory English Program; NERGİS, Ayşegül
As far as academic reading comprehension is concerned, a network of linguistic skills and strategies operate in a complex and integrated matter. Since it is impossible to examine all the factors affecting reading comprehension all at once, it is more reasonable to compare and contrast the predictive effects of specific variables against each other and elicit the role of each of them in determining academic performance. For this reason, the present study aims to investigate whether specifically the depth of vocabulary knowledge, syntactic awareness or metacognitive awareness was a more powerful predictor of academic reading comprehension. 45 students from the English Language Teaching Department in an English-medium foundation university in Turkey participated in the study. The results of multiple regression analysis revealed that with a sample of homogenous first language (L1) background learners, depth of vocabulary knowledge was not a strong predictor of academic reading comprehension for English for Academic Purposes (EAP) students. However, it was found that syntactic awareness was a significant predictor of academic reading comprehension in second language (L2) and of the investigated variables, metacognitive reading strategies have much to contribute to academic reading comprehension.
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Exploring the multifractality in the precious metal market
(World Scientific, 2023-06) Doğangün, Itır; Oral, E.; Akkartal, E.; Türegün, Nida; Hotel Management; TÜREGÜN, Nida; DOĞANGÜN, Itir
This study proposes a novel approach to investigating the multifractality of time series using the multifractal cross-correlation detrended moving average analysis (MF-X-DMA). The study demonstrates the behavioral differences of MF-X-DMA in coherent and non-coherent time periods. Due to the lack of a mechanism to capture the dynamical cross-correlation in time series, correlated time series with multifractal structure present a barrier for analysis. The study shows that when the wavelet coherence method is applied to time series, co-movement between time series can be easily captured in certain time intervals, providing an efficient way to find time intervals to apply MF-X-DMA. The study applies the wavelet coherence method to the daily spot prices of gold and platinum from January 1987. It shows that the wavelet coherence method is an excellent engine to extract designated time series in certain frequency and time intervals, eliminating the need for windowing or shuffling methods. Additionally, the study observes a long-term power law cross-correlation using detrended cross-correlation analysis coefficients of inversed series for both low-correlated and high-correlated series. Finally, the findings indicate that MF-X-DMA leads to superior results compared to MF-DFA when provided with highly correlated data.
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How to create opportunities for learner-to-learner interaction in online classes
(TESOL International Association) Coşgun, Gülçin; Undergraduate English Program; COŞKUN, Gülçin
This resource aims to provide some tips to create opportunities for learner-to-learner interaction and constructive collaboration.
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The impacts of portfolio learning on our program
(2014-04-02) Eyüboğlu, Gülseren; Ünlü, Gökçe; Preparatory English Program; EYÜBOĞLU, Gülseren; ÜNLÜ, Gökçe
One of the vital aspects of teaching a new language is encouraging learners to become autonomous, reflect on and plan their own learning. At Ozyegin University, Turkey, we enable our students to keep a learning portfolio to ensure that they document the progress they have made in the language, think critically and assess their own learning to plan further learning.
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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.
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Investigating the impacts of a mentoring model on experienced efl teachers at tertiary level
(IGI Global, 2018-04) Coşgun, Gülçin; Atay, D.; Undergraduate English Program; COŞKUN, Gülçin
In teacher education programs, mentoring is generally regarded as a major component of the practicum of preservice teachers; mentors guide the development of preservice teachers and evaluate their readiness to teach independently. Mentoring can also be a highly valuable tool for the professional development of in-service teachers, who need to update their knowledge and skills as they progress in their career and gain familiarity with the expectations of an institution. However, mentoring programs offered for experienced teachers are very rare in Turkey. In-service teachers fulfill their professional development needs by attending seminars or courses and/or try to cope with challenges through informal talks with their colleagues. This chapter reports on a mentoring program provided to experienced EFL teachers and explores the effects of it on the participants. Data were gathered through semi-structured interviews with 12 teachers. Findings indicate that experienced teachers feel the mentoring program contributes to their professional as well as personal development.
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Investigating the impacts of coaching and mentoring through induction on the experienced teachers
(IGI Global, 2021) Coşgun, Gülçin; Atay, D.; Undergraduate English Program; COŞKUN, Gülçin
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.
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Investigating the impacts of coaching and mentoring through induction on the experienced teachers
(IGI Global, 2021-06) Coşgun, Gülçin; Atay, D.; Undergraduate English Program; Hunaiti, Z.; COŞKUN, Gülçin
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.
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Investigating the perceptions of students on the use of L1 in departmental courses in a Turkish EMI university
(Gazi Universitesi, 2020-06-30) Coşgun, Gülçin; Undergraduate English Program; COŞKUN, Gülçin
This paper reports on an investigation of Turkish English-medium university students’ perceptions of the use of L1 in departmental courses in a Turkish foundation university, where the medium of instruction is English. Results revealed that 1) students think English-medium instruction should be adopted since it is fundamental to their career 2) both students and lecturers feel the need to resort to L1 during the lessons despite the language policy of English-only 3) although students believe that the medium should be English, they feel that using Turkish in EMI context can contribute to the learning of the subject matter. These findings suggest insightful implications for English-medium universities in Turkey and all around the world.
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‘Learning portfolio’ to enhance constructivism and student autonomy
(2010) Büyükduman, İlke; Dülger, Selen Şirin; Preparatory English Program; BÜYÜKDUMAN, Ilke; DÜLGER, Selen Şirin
At Ozyegin University (OzU), a new evaluation system is being implemented. In this talk, the components of LP practice at OzU will be presented, relating the process to the principles of constructivism and learner autonomy. The presenters will also share the outcomes of a survey that has been conducted to find out the perception of the students regarding the LP practice.
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Lexical collocations (verb plus noun) across written academic genres in English
(2015-05-13) Güleç, Nuray; Gulec, B. A.; Undergraduate English Program; GÜLEÇ, Nuray
The dominance of syntactic studies in linguistics has caused lexis and grammar to be perceived as two distinct categories. With introduction of the paradigm of cognitive linguistics, the studies in syntax have been replaced by those in lexis and concepts. Semantics has come to the fore through the studies in cognitive linguistics, and there has been a trend from syntactic studies to lexical ones. In addition to research in cognitive linguistics, construction grammar has also emphasized the continuum between lexis and grammar. With the emergence of corpus linguistics, the studies regarding the continuum between lexis and grammar have gained momentum, and thus studies of collocations have been theorized. Early studies of collocations have focused on only lexis and disregarded grammar. However, in the process the studies have also incorporated grammar as well, and this view supports the idea that each word has its own grammatical properties. Therefore, lexis and grammar should be studied on the same continuum because there is a continuum between these two categories rather than a discontinuum. Within the framework of this paradigm, this study focused on verb + noun lexical collocations across the health, physical and social sciences in the written academic genre and analyzed these lexical collocations through the frequency and chi-square analysis. The study aimed to search for commonalities and differences between the verbs with their collocations. The results showed that there were more similarities and relationship between the health and physical sciences, while the social sciences indicated a significant difference compared to the other two. The study found 165 common verbs used across the three sciences. 12 verbs among the 165 verbs were found to be candidates verb + noun lexical collocations as prototypes.
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Making the most out of vocabulary teaching with the wonders of the web
(IATED, 2014) Yılmaz, Beyza Nur; Preparatory English Program; YILMAZ, Beyza Nur
Are you looking for different ways to present new words to your students? Do you want them to learn vocabulary in meaningful contexts and remember them easily? Do you want your students to keep online or mobile vocabulary notebooks and work collaboratively? Vocabulary teaching plays a significant role in language learning and the number of tools and techniques to be used for vocabulary teaching has increased rapidly. Many students do not keep regular notebooks and vocabulary cards. In addition, they are very dependent on their mobile devices like tablets and smartphones. However, in many institutions they are not regarded as learning tools and students are unaware of the fact that they can use them for learning purposes. There are many available tools which can make vocabulary teaching learning fun and engaging. In this workshop, the participants will learn how to make vocabulary learning more meaningful and fun by using some Web 2.0 tools and mobile applications enabling collaboration and discovery .They will also have the chance to reflect upon their present use of vocabulary teaching techniques and how to incorporate educational technology into it.
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Native English-speaking teachers in foreign language teaching in Turkey: a brief historical overview
(Taylor & Francis Group, 2018) Sarıgül, Ömer Mahir; Undergraduate English Program; SARIGÜL, Ömer Mahir
With the onset of globalisation, the world is turning into a global village With the onset of globalisation, the world is turning into a global village and the need for a common language has become pressing. Increasingly, English has assumed this role as more and more people have begun to use it as an effective crosscultural communication tool. As the demand for learning English has increased, so has the number of lucrative job opportunities for English language teachers, especially native speakers, in the non-English-speaking parts of the world; indeed, in many such countries, teaching English has become a multi-billion dollar industry. This study attempts to introduce the journey of native English-speaking teachers and a historical overview of foreign language teaching in Turkey. In particular, this paper demonstrates that a distinct change has taken place in the field in Turkey regarding the level of professionalism native speakers are now expected to possess. Where once native English speakers could become teachers without any proper methodology background, many have since turned into professional teachers holding relevant, internationally recognised certificates in the field of English language teaching.Increasingly, English has assumed this role as more and more people have begun to use it as an effective crosscultural communication tool. As the demand for learning English has increased, so has the number of lucrative job opportunities for English language teachers, especially native speakers, in the non-English-speaking parts of the world; indeed, in many such countries, teaching English has become a multi-billion dollar industry. This study attempts to introduce the journey of native English-speaking teachers and a historical overview of foreign language teaching in Turkey. In particular, this paper demonstrates that a distinct change has taken place in the field in Turkey regarding the level of professionalism native speakers are now expected to possess. Where once native English speakers could become teachers without any proper methodology background, many have since turned into professional teachers holding relevant, internationally recognised certificates in the field of English language teaching.
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A new journey: the learning portfolio
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 students’ efforts, progress and achievements (Smith, 1997). At the Preparatory Program of Ozyegin University (OzU), a new evaluation system, which is Learning Portfolio, is being implemented. In this talk, the components of LP practice at OzU will be presented.
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NS/NNS models in teaching speaking
(John Wiley and Sons, 2019-01-15) Mede, E.; Coşgun, Gülçin; Atay, D.; Undergraduate English Program; COŞKUN, Gülçin
Having distinctive individual qualities based on their background, pedagogy, and linguistic abilities, both native English‐speaking teachers (NESTs) and non‐native English‐speaking teachers (NNESTs) play crucial roles in supporting EFL learning. This entry gives an overview of the body of knowledge about what the research states about NEST/NNEST models in teaching speaking, states what challenges both groups experience while developing learners' oral competence and, finally, suggests some pedagogical implications in relation to turning these differences into opportunities to improve students' speaking as well as teachers' teaching techniques in EFL classrooms.

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