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Preparatory English Program

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School of Languages (ScOLa)

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Now showing 1 - 10 of 27

Open Access
Using wikis to promote collaborative EFL writing
(University Hawai, 2014-02) Aydın, Zeliha; Yıldız, S.; Preparatory English Program; AYDIN, Zeliha
This study focuses on the use of wikis in collaborative writing projects in foreign language learning classrooms. A total of 34 intermediate level university students learning English as a foreign language (EFL) were asked to accomplish three different wiki-based collaborative writing tasks, (argumentative, informative and decision-making) working in groups of four. Student wiki pages were then analyzed to investigate the role of task type in the number of self and peer-corrections as well as form-related and meaning-related changes. In addition, focus-group interviews and questionnaires were conducted to find out how students would describe their overall experience with the integration of a wiki-based collaborative writing project in their foreign language learning process. The results revealed that the argumentative task promoted more peer-corrections than the informative and decision-making tasks. In addition, the informative task yielded more self-corrections than the argumentative and decision-making tasks. Furthermore, the use of wiki-based collaborative writing tasks led to the accurate use of grammatical structures 94% of the time. The results of the study also suggest that students paid more attention to meaning rather than form regardless of the task type. Finally, students had positive experiences using wikis in foreign language writing, and they believed that their writing performance had improved.
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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.
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, Selçuk
The 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.
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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.
Open Access
Unveiling the mystery: investigating L2 reading motivation in an EFL classroom
(Middle East Technical University, 2012) Şirin, Petek; Sağlam, Aslı Lidice Göktürk; Preparatory English Program; GÖKTÜRK SAĞLAM, Aslı Lidice; Şirin, Petek; ŞİRİN, Petek
Research in L2 reading motivation has gained impetus and provided many insights into understanding the components of motivation and factors that affect L2 learners in terms of reading motivation. Although many studies can be found on L1 reading motivation, studies on L2 reading motivation seem to be relatively meager. Since action research encompasses a sequence of events and an approach to problem solving, the present study addressed to examine whether; (1) this sample of Turkish University students differ in terms of their intrinsic motivation and extrinsic motivation and (2) a change in methodology has an impact on the L2 reading motivation. Participants responded to a Motivation for Reading Questionnaire (MRQ) and took part in focus group interviews. Results revealed that L2 reading motivation was affected by extrinsic factors mostly and the changes in methodology and the instructional elements had a crucial effect on intrinsic and mostly extrinsic motivation, reading amount and performance. Results foreshadowed insightful methodological changes.
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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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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.
Open Access
Yabancılara Türkçe öğretiminde teknoloji entegrasyonu
(Mehmet Kurudayıoğlu, 2018-07-14) Baş, B.; Yıldırım, Tuğba; Preparatory English Program; YILDIRIM, Tuğba
Dil 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.
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.