Preparatory English Program
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ArticlePublication Metadata only 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, ItirThis 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.Conference ObjectPublication Open Access Turkish WordNet KeNet(Global WordNet Association, 2021) Bakay, Ö.; Ergelen, Ö.; Sarmış, E.; Yıldırım, Selin; Kocabalcıoglu, A.; Arıcan, B. N.; Özçelik, M.; Sanıyar, E.; Kuyrukçu, O.; Avar, B.; Yıldız, Olcay Taner; Computer Science; YILDIZ, Olcay TanerCurrently, there are two available wordnets for Turkish: TR-wordnet of BalkaNet and KeNet. As the more comprehensive wordnet for Turkish, KeNet includes 76,757 synsets. KeNet has both intralingual semantic relations and is linked to PWN through interlingual relations. In this paper, we present the procedure adopted in creating KeNet, give details about our approach in annotating semantic relations such as hypernymy and discuss the language-specific problems encountered in these processes.ArticlePublication Open Access Turkish efl learners' perceptions of native english-speaking teachers and non-native english-speaking teachers in higher education(Children's Research Center, 2016-09-27) Karakaş, A.; Uysal, H.; Bilgin, Selçuk; Bulut, T.; Preparatory English Program; BİLGİN, SelçukThe question of what makes a good teacher of English has aroused researchers' interest for many years, and the existing studies comparing NESTs (native English-speaking teachers) and NNESTs (non-native English-speaking teachers) have focused mostly on students' perceptions of these teachers. The current study aims to explore in the first phase if there is a meaningful difference between Turkish EFL learners' perceptions of NESTs and NNESTs on their first encounter with them. The second phase explores whether any changes have occurred in students' preconceptions regarding NESTs within the course of time. The participants are 120 Turkish monolinguals from a private university. Quantitative data was collected through questionnaires consisting of Likert-scale items in both phases. An interview session was added to the second phase to obtain more in-depth insights into students' perceptions. The findings showed that students had neutral perceptions of NESTs and NNESTs. However, in the second phase, the data analysed via qualitative content analysis demonstrated that students' perceptions were found to have positively changed for NESTs, particularly in terms of personality dimension. In both phases, students perceived NESTs in linguistic and professional dimensions, and NNESTs in pedagogical dimension rather positively.ArticlePublication Open Access Yabancılara Türkçe öğretiminde teknoloji entegrasyonu(Mehmet Kurudayıoğlu, 2018-07-14) Baş, B.; Yıldırım, Tuğba; Preparatory English Program; YILDIRIM, TuğbaDil öğretimi sürecine yönelik birçok eğitim ortamı, günümüzde dijital teknolojilerdeki yeniliklerle bütünleşme eğilimine girmiştir. Kevin Jarrett'in ifadeleriyle “T-E-C-H (teknoloji) olmadan T-E-A-C-H (öğretmek)’ten söz edemeyeceğimiz bir zamanın içindeyiz”. Bundan hareketle bu çalışmada, Türkçenin yabancı dil olarak öğretimi sürecinde oluşturulacak eğitim ortamlarına teknolojinin entegre edilebilme durumu değerlendirilmiştir. Durum çalışması yaklaşımına dayanan bu araştırma, Web 2.0 tabanlı teknolojilerin yabancılara Türkçe öğretimine dahil edilmesinin öğrencilerin motivasyon ve yaratıcılığını nasıl etkilediğini belirlemeyi amaçlamaktadır. Çalışma grubu Yıldız Teknik Üniversitesi TÖMER'de B1 düzeyinde Türkçe öğrenen 10 öğrenci ile oluşturulmuştur. Web 2.0 araçlarından Voki, Pixton ve Padlet ile 3 hafta içerisinde 6 ders saati sınıf içi ve 4 ders saati sınıf dışı uygulama yapılmıştır. Uygulamanın ardından öğrenciler ve dil öğreticileri ile motivasyon ve yaratıcılığa yönelik görüşmeler gerçekleştirilmiştir. Kullanılan Web 2.0 araçlarının öğrencilerin motivasyonlarını geliştirdiği, yaratıcılıklarına katkı sağladığı, dil öğreticilerine esnek imkanlar sunduğu ancak bu araçların amaçlı ve ara ara kullanılmasının daha faydalı olacağı sonucuna varılmıştır.Conference ObjectPublication Open Access The theme of alienation in two dystopian novels: brave new world and fahrenheit 451(INT Organization Center ACAD Research, 2014-02) Altuntaş, Eylem; Undergraduate English Program; Uslu, F.; ALTUNTAŞ, EylemBrave New World and Fahrenheit 451 are both about how the influence of technology affected mankind. Brave New World depicts a future where people are produced scientifically. Fahrenheit 451 is about a future where firemen start fires instead of extinguishing them, in order to burn books. Huxley's and Bradbury's novels are above all about the theme of alienation and people that are affected by it. The aim of this paper is to analyse the theme of alienation in Aldous Huxley's Brave New World and Ray Bradbury's Fahrenheit 451 from sociological and psychological viewpoints and to present evidence that support the paper's purpose.ArticlePublication Open Access Pueblos silenciosos/silent comunities: within the grain, against the grain(2016) Onay, Özge; Undergraduate English Program; ONAY, ÖzgeThis assignment is an attempt to map in general sense the origins and development of the Chicano movement in The United States. The reason why a term like’’Chicano/-a’’ was coined and what it means politically, socially, economically is going to be discussed in depth. The term Chicano or Chicana (also spelled Xicano or Xicana) was coined to characterize Latinos as American born but originally based in Mexico. Filmed in 1987, the movie ‘’Born in East L.A.’’ is a cultural representation of Xicanos, that’s why this movie has become a great source for me to fill up5. the term ‘’Chicano/-a’’ to form the basis for my assignment and be able to be more open in terms of elucidating the new identity called ‘’chicano’’today. Keywords: Chicano Literature, minority studies, postcolonial era, border movies, ChicanosArticlePublication 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 LidiceThis 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.Book PartPublication Metadata 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 LidiceAs 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.Conference ObjectPublication Metadata only Use of moviemaker to help ESL/EFL students develop language skills(2013) Dülger, Selen Şirin; Kutlutan, Halime; Preparatory English Program; DÜLGER, Selen Şirin; AK, Halime KutlutanStudents learning a new language need as much practice as possible since becoming proficient in a new language is a difficult process. At Ozyegin University, Turkey, we ask our students to use Windows Moviemaker, which we believe supports them in this process. Our presentation aims to introduce this practice helping learners develop and internalize language skills in a hands-on way.Conference ObjectPublication Metadata only ‘Learning portfolio’ to enhance constructivism and student autonomy(2010) Büyükduman, İlke; Dülger, Selen Şirin; Preparatory English Program; BÜYÜKDUMAN, Ilke; DÜLGER, Selen ŞirinAt 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.Conference ObjectPublication Metadata only Enlivening students’ creativity through moviemaker in ELT classroomsDülger, Selen Şirin; Preparatory English Program; DÜLGER, Selen ŞirinLately 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.Conference ObjectPublication Metadata only A new journey: the learning portfolioBüyükduman, İlke; Dülger, Selen Şirin; Preparatory English Program; BÜYÜKDUMAN, Ilke; DÜLGER, Selen ŞirinA 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.PresentationPublication Metadata only Developing the vocabulary strand of an EAP program(2015-04-13) Baykan, Özlem; Preparatory English Program; BÜLBÜL, Özlem BaykanThis 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.PresentationPublication Metadata only Revisiting the theme-based approach to assessment(2012-10-12) Eyüboğlu, Gülseren; Tavalı, S.; Preparatory English Program; EYÜBOĞLU, GülserenThe trend over the last few years has been towards an integrated approach to assessment. This session will explore the reasons why institutions prefer this approach and whether they achieve what they aim at. The session will also focus on the limits and possibilities of a theme-based approach and whether it should be used to assess the language performance of the learners in writing.PresentationPublication Metadata only The impacts of portfolio learning on our program(2014-04-02) Eyüboğlu, Gülseren; Ünlü, Gökçe; Preparatory English Program; EYÜBOĞLU, Gülseren; ÜNLÜ, GökçeOne 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.PresentationPublication Open Access Colouring up your speaking lessons using videos(2016-04-14) Çolak, Selin Tanrıverdi; Preparatory English Program; ÇOLAK, Selin TanrıverdiThis 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.TranslationPublication Open Access Takılmak, oyalanmak ve teknoloji geyiği yapmak(Pegem Akademi Yayınclık, 2016-12) Thomas, D.; Brown, John S.; Bilgin, SelçukGünümüzde, değişim kaçınılmaz bir gerçek, öğrenme tarzındaki çeşitlilik de aynı şekilde. Bu kitapta, Doug Thomas ve John Seely Brown değişimin gücünü, birbiriyle ilişkili kavramlar olan ilham almayı, bireysel öğrenmeyi ve yeni ortaya çıkmakta olan öğrenme kültürünü bize tanıtıyorlar. Geleneksel anlamdaki kültür kavramını, öğrenme ortamındaki her türlü değişkene göre kendini geliştirme, değiştirme ve uyum sağlama olarak ele alıyorlar, öğrenmeyi ise işbirliği yapma, birlikte oluşturma ve durmayan değişim olarak tanımlıyorlar. Böylece değişimin bir parçası olmayı, çağımızın diline çevirmek gerekirse, teknoloji okuryazarı olmayı ön plana çıkartıyorlar. Günümüz şartlarında öğrenme olgusunu, betimleyici bir tarzda anlatan bu çalışmanın, uzun süreli ve sistemli bir gözlemin ürünü olduğu ortada...PresentationPublication 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, SultanIn 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.Conference ObjectPublication Metadata only Making the most out of vocabulary teaching with the wonders of the web(IATED, 2014) Yılmaz, Beyza Nur; Preparatory English Program; YILMAZ, Beyza NurAre 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.Conference ObjectPublication Metadata only Silence in the EFL classroom(International Organization Center Of Academic Research, 2014) Altuntaş, Eylem; Undergraduate English Program; ALTUNTAŞ, EylemSilence in the language classroom has been the experience of many teachers especially in speaking activities. Silence and its reasons have been investigated in a considerable number of studies in the field of foreign language teaching. The studies have shed light on such aspects as foreign language anxiety, culture, or previous education. This present study aims to explore the reasons why a group of Turkish EFL learners keep silent during the language classes. The study also presents some suggestions for language teachers as to help their students overcome the problem of silence in the language classroom. The study utilizes both qualitative and quantitative research designs. Data collection tools include learner diaries, semi-structured interviews, and a questionnaire.