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Undergraduate English Program

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School of Languages (ScOLa)

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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
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
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.
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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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.
Open Access
Pueblos silenciosos/silent comunities: within the grain, against the grain
(2016) Onay, Özge; Undergraduate English Program; ONAY, Özge
This 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, Chicanos
Metadata only
Silence in the EFL classroom
(International Organization Center Of Academic Research, 2014) Altuntaş, Eylem; Undergraduate English Program; ALTUNTAŞ, Eylem
Silence 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.
Open Access
The use of speaking techniques by native and non-native English instructors: a case in Turkey
(2017-10-10) Coşgun, Gülçin; Mede, E.; Atay, D.; Undergraduate English Program; COŞKUN, Gülçin
Although the primary goal of English language instruction is to assist students in acquiring communicative competence in l, developing this ability might be very challenging for teachers since not all language learners of English are willing to communicate in the target language. In order to develop their learners’ communication skills and increase their students’ willingness to speak, teachers utilize different techniques. The aim of this qualitative study is to find out and compare the speaking techniques that are used by native (NESTs) and non-native (NNESTs) instructors of English Preparatory Programs at universities around Turkey. Data gathered from the open-ended questionnaire revealed both similarities and differences among NESTs and NNESTs about implementing various techniques in EFL speaking classes. The findings of the study suggested some pedagogical implications both for instructors and students in relation to the improvement of the students’ oral performance in language preparatory programs.
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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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.