Undergraduate English Programs

Permanent URI for this collectionhttps://hdl.handle.net/10679/4363

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Now showing 1 - 20 of 27

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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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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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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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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.
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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.
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.
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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.
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.
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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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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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