Yabancı Diller Eğitimi Bölümü (İngilizce Öğretmenliği) / Foreign Language Education Department (English Teaching)
Permanent URI for this collectionhttps://hdl.handle.net/11413/6782
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Publication Open Access The Impact of Blended Mobile Learning on EFL Students’ Vocabulary Development(Afyon Kocatepe Üniversitesi Eğitim Fakültesi, 2024) Aslan, Mehmet; TÜTÜNİŞ, BİRSENThe study's objective is to examine the effects of Blended Mobile Learning (BML) on the vocabulary development of EFL preparatory students and their views of BML. As a mixed method study, it was conducted with 40 preparatory students at a state university in Turkey. While the control group studied vocabulary by reading texts only in the classroom by adhering to the textbook, the experimental group, in addition to the same instruction, was taught vocabulary outside the classroom in a virtual classroom opened through the Google Classroom application. A pre-test and a post-test were administered to the students to determine the impact of BML on their vocabulary development. The results of the tests were analyzed with SPSS program and the vocabulary development of groups was compared via an independent T-test. Additionally, a structured interview was done with the students of the experimental group to determine their views of BML. Students' responses were analyzed using the MAXQDA 2020 program with the method of content analysis. This research has led to the conclusion that BML, as a teaching method, strengthens the vocabulary development of the preparatory students and motivates them to learn vocabulary.Publication Metadata only The Effects of the Developments in Artificial Intelligence and Open-Access Software on the Visions of Academicians(Brill Academic Publishers, 2024) BATAKLAR, SİNAN; MERİ TAKSİ, DEVECİYANThis research aims to examine the effects of developments in Artificial Intelligence (AI) and open-access software on the visions of academicians. The research was conducted using the phenomenology pattern, one of the qualitative research methods, and semi-structured in-depth interviews were preferred during the data collection process. Descriptive and coding-based qualitative content analysis methods were used in the research process. Emerging themes include the use of artificial intelligence in higher education; situation analysis of the use of AI in academics (SWOT); and strategic dimension of using AI in higher education. These themes explain in detail the potential effects of AI and open-access software on the strategy and competitiveness dimensions of academics’ visions. It is expected that the study will make significant contributions to understanding the changes that AI and open-access software will create in the academic world and how these technologies can be integrated into the way academics work.Publication Open Access Sustainable Turkish SMEs: Achallenges and Opportunities in Adopting Green Competitive Strategies(Editorial Primmate, 2024) BATAKLAR, SİNAN; MERİ TAKSİ, DEVECİYANThis study investigates the necessity for Turkish small and medium-sized enterprises (SMEs) to develop green competitive advantages and the challenges they face in this process. It examines how SMEs adopt and implement green competition strategies in light of proactive and reactive environmental strategies. The research was conducted using a case study approach, with data collected through interviews and observations with six SMEs from various sectors in T & uuml;rkiye. The findings reveal that while most SMEs are willing to adopt green competition strategies, they face difficulties such as lack of financial and technical resources, integrating green strategies into their core business, and complying with local and global legislation. This study provides valuable insights for policymakers, academics, and practitioners interested in promoting sustainable practices among SMEs.Publication Open Access The Views of Pre-service EFL Teachers on Teaching Assistant Practice in Language Teaching(İstanbul Kültür Üniversitesi, 2024) BATAKLAR, SİNAN; Bahadır, AygülThe purpose of the study is to analyze the views on Teaching Assistant Practice (TAP) gathered from five senior English Language Teaching (ELT) students. The primary aim is to investigate and reveal how TAP affects EFL pre-service teachers’ teaching quality. The study was designed using a qualitative approach and a purposive sampling approach. The data was collected using open-ended questions and was analyzed using the qualitative content analysis approach. Based on the evidence, significant themes regarding the TAP were discovered. The following were the themes: excelling on pedagogical content knowledge and teaching quality, raising awareness, and improving teacher roles, the benefits of being professionally present as a teacher in the classroom, and the enhancement of multitasking. It was concluded that with the responses obtained from the prospective teachers, the themes mentioned create a positive atmosphere for them to sharpen their practical teaching skills in a professional sense.Publication Open Access Building Bridges: The Effects of Having an Adult Learner in a Language Class(İstanbul Kültür Üniversitesi, 2023) BATAKLAR, SİNAN; BAHADIR, AYGÜLThe purpose of the study is to analyse the effects of having an adult learner in a language class. The study was conducted in a university Preparatory Class (EPC) and was carried out with 4 EPC instructors, 5 EPC students and 1 adult learner (AL). The EPC instructors’ ages are between 36-49 and their teaching experiences are from 10 years to 24., the EPC students’ ages are between 19-21 and the adult learner is 42 and has a PhD in education. The research was designed using the convenience and purposive sampling approach. The data was collected using open-ended questions and the phenomenology technique, which is one of the qualitative research methodologies employed. The data was analysed using the qualitative content analysis approach. Based on the data analysis, noteworthy themes regarding having adult learners in a language class were discovered. The following are the themes and sub-themes: ‘challenges in having an adult learner during language learning process’ contains the sub-themes of bias to language learning, dominance of the adult learner in classroom interaction, the theme ‘benefits of having adult learner in a language class’ contains the sub-themes of motivation, raising language learning awareness, adult learner’s being a role model, knowledge transfer, career planning and the theme ‘the effects of having an adult learner in language learning process’ contains transfer of experience, strategy training, lesson planning and material design.Publication Open Access İlkokullarda Kullanılan İngilizce Ders Kitaplarındaki Değerlerin İncelenmesi(İstanbul Kültür Üniversitesi, 2023) GÜNDÜZ, GÜLTEN FERYAL; ÖZIŞIK, CEMÇalışmanın amacı ilkokul İngilizce ders kitaplarında değerlere yer verilme durumunun ne olduğunu belirlemektir. Araştırma nitel bir çalışma olup; verileri doküman analizi tekniği ile elde edilmiştir. 2021-2022 eğitim-öğretim yılında devlet okullarında okutulmakta olan ilkokul İngilizce ders kitapları veri kaynağı olarak kullanılmıştır. Ders kitaplarındaki değerleri tespit etmek için Değer İnceleme Formu oluşturulmuştur. Araştırmada verilerin analizinde betimsel analiz yöntemi kullanılmış; elde edilen verilerin frekans ve yüzde değerleri verilmiş; bulgular alıntılarla desteklenmiştir. Kodlayıcılar arası Miles ve Huberman güvenirlik katsayısı %84’dür. Ders kitaplarında en fazla karşılaşılan değerler 2.sınıfta sevgi, sağlıklı olmaya önem verme, dostluk ve sorumluluk; 3.sınıfta sevgi ve sağlıklı olmaya önem verme; 4.sınıfta özdenetim ve sorumluluk değerleridir. Adalet, dürüstlük, saygı ve fedakârlık değerleri ise hiç karşılaşılmayan ya da çok az karşılaşılan değerlerdir. İncelenen kitaplarda değerlere 2. ve 3.sınıf ders kitaplarında en çok resimlerde yer verilirken; 4.sınıf ders kitabında ise resim, ses ve metin dosyalarında hemen hemen eşit yer verildiği görülmektedir.Publication Open Access A Teacher Training Programme for Writing and Grammar Skills Within the Model of Tpack(Informascope, 2023) TÜTÜNİŞ, BİRSEN; Aydın, DoğuşTeaching a foreign language is shaped extensively by the impacts of technological advances in the 21st century. English teachers are always required to enhance their theoretical and practical knowledge on how to use technology in their classes. TPACK (Technological, Pedagogical and Content Knowledge) framework was introduced to understand the teacher knowledge required for effective technology integration. This study displays the TPACK training programme for 24 in-service English Language teachers (teaching young learners aged 8-12). During this programme, each skill was taken separately to enhance the teacher pedagogical knowledge. But in this paper, we focus on writing and grammar skills which are diagnosed to be the more problematic ones. The researchers used the TPACK scale developed by Schmidt (2009) as pre-test and post-test to see the impact of the training on the usge of digital tools for the improvement of these two skills. Immediate and Delayed Workshop Evaluations were conducted just after the training. Both tests showed an increase in the knowledge and skill of integrating technology into their English classes within the model of TPACK. The results of this study also revealed improvement on knowledge of ICT tools.Publication Open Access Teacher Education and Foreign Language Teacher Professionalism in the 21st Century(Informascope, 2020) TÜTÜNİŞ, BİRSEN; Yalman, DuyguThe quality of foreign language teaching improves so long as foreign language teachereducation quality is increased. However, it is not easy to measure the quality of ForeignLanguage Teacher Education (FLTE) programmes due to the factors related not to theprogramme but to the learner variables. It has been proved by the research (Sutton Trust2011) that improving teacher effectiveness has a great impact on learner outcomes. In the21st century, Professional development of the teacher has gained importance due to theprecedence given to the learners. For this reason frameworks and models have been proposedto enhance the quality of teacher education (i.e. NIE, VSK Model, 2009).This paper focuseson Teacher Education programme models and the criteria put forward by these models. Acomparison of Turkish and other FLTE programmes is given in order to bring clarity to theconcept of professionalism. The small-scale research results conducted in Turkish context(n81) to check upon foreign language teacher knowledge and beliefs on efficacy andprofessionalism are also displayed.Publication Open Access Incorporating Advising Strategies into One-to-One Tutoring: Effects on the Awareness Towards Vocabulary Learning(Kanda University of International Studies, 2021) Aydın, Doğuş; TÜTÜNİŞ, BİRSENLanguage advising helps a language learner discover different ways of learning and enables him/her to make decisions for better learning. This paper reports on an inquiry conducted with one English language learner who had difficulty with vocabulary acquisition which led to a perceived lack of progress in learning. The main purpose of the research was to observe and interpret the experience of the learner in terms of how different teaching and learning strategies appeared to affect her vocabulary learning. Qualitative research instruments including a semi-structured interview and a diary were used for this study. The results showed an increase in the learner's control over her vocabulary learning process which was likely facilitated by the incorporation of language advising strategies into individual private tutoring.Publication Open Access The Effects of Extensive Reading on Turkish Learners' L2 Reading/Writing Performance and Foreign Language Self-Concept(Asia TEFL, 2020) Yılmaz, Melda; Atay, Derin; ER, MUSTAFAThis study investigates the impact of extensive reading (ER) program, which integrates extensive reading with in-class follow-up writing activities, on Turkish EFL learners' L2 reading/writing and foreign language self-concept (FLSC). In this research, conducted in a Turkish university, experimental design was used and the experimental group was exposed to ER for six weeks different from the control group. Data was collected by means of L2 reading and writing tests and Foreign Language Self-concept Scale (FLSCS) (Er, 2007) given at the beginning and at the end of the intervention, and by means of focus group interviews carried out with 10 randomly chosen experimental group students. Analyses of the data showed a significant difference between control and experimental groups regarding their L2 reading and writing performance. The difference between the groups' FLSC was found to be insignificant, though within group analyses indicated that ER affected the students' FLSC positively. Qualitative data, interviews, supported the quantitative data and revealed that the project also improved students' motivation and self-confidence as well as various aspects of L2 language ability and fostered their positive self images as EFL learners. The insights gained from the study provide important implications for English language teaching programmes in EFL context.Publication Metadata only Spaces of memory and memories of space in Alaa al-Aswany's The Yacoubian Building and Elif Shafak's The Flea Palace(Springer, Van Godewıjckstraat 30, 3311 GZ Dodredht, Netherlands, 2019-12) TURAN, AYŞEGÜL; 273470Alaa al-Aswany's The Yacoubian Building and Elif Shafak's The Flea Palace emerge as microcosmic representations of contemporary Egypt and Turkey, respectively, through their focus on apartment buildings and their residents. Both the Yacoubian Building of Cairo and Bonbon Palace of Istanbul, once famous for their grandeur and now in a dilapidated state, embody the social, political and economic transformation of each society not only through the depiction of diverse characters inhabiting these buildings but also with the architectural and spatial characteristics of the buildings themselves. As social hierarchies and relations are mapped onto spatial organization and architectural details, the very physicality of these buildings gains importance to comprehend the complicated, and at times tumultuous, individual and collective stories and histories. This article focuses on the uses of space and history of urban space to examine the representation of the notions of memory, nostalgia, and disillusionment within the context of these two societies. As these multi-story buildings become manifestations of the multilayered history and structure of each society, they also reveal the tensions and fragmentation in contemporary urban life and space. While both these novels, with the microcosm of buildings' residents, strive to create a sense of collective belonging as one big family living under the same roof, their rather bleak portrayals of the buildings, nonetheless, underline a fragmented and ruptured sense of belonging and overall disenchantment, thus questioning the idea of shared destiny and the promise of common future.Publication Metadata only New Trends In Elt: Blending Disciplines For 21st Century Foreign Language Learning(2019-11) Tütüniş, Birsen; 6808The quality of foreign language teaching improves so long as foreign language teacher education is under constant change according to the challenging demands of age we live. The vision for 21st century learning P21 (Bellanca, 2010) offers a holistic and systemic view of how we can reconceptualize and reinvigorate public education bringing together all the elements- 21st century student outcomes and 21st century education support systems- into a unified framework. The main purpose is stated to be the preparation of the students for a better learning that would support them in their lifelong struggles. The belief that doing well in school no longer gurantees a lifelong job or career, as it did in the past. Future learning is highly different from the past. It has been proved by the research (Higgins, May, 2011) that improving teacher effectiveness has a great impact on learner outcomes.Therefore, teacher knowledge needs to be enhanced by blending all disciplines into one . This paper will focus on the new trends in English Language teaching and their effectiveness on learner outcomes.Publication Metadata only The Teacher Education and Training Policy for the Development of Teacher Identity(2019-10) Tütüniş, Birsen; 6808English teacher education programs as a source of knowledge and skills aim to prepare students for their future profession but not in professionalism. While student teachers are navigating their way towards professionalism, they need to shift identities from student to novice teacher, which is not an easy process, and they need support. Shanahan, Meehan, and Moggie (1994) define professionalism as “the process of using education and certification to enhance the quality of performance of those within an occupational field." Foreign language teacher education needs to lessen the discrepancy between personal knowledge and social reality, the teacher agencies outside. TEFL programs in Turkey and elsewhere equip student teachers with theoretical knowledge that is not helpful in the quest of teacher identity. This presentation will discuss the pros and cons of TEFL programs with examples of student teacher performances.Publication Metadata only Positive Psychology, Positive Discipline: Blending Disciplines in ELT Classroom Management(2019-10-11) Tütüniş, Birsen; 6808Classroom management systems are the processes adopted by teachers and school managers to maintain appropriate behavior. However, the variety of classroom management systems sometimes causes confusion between positive discipline and classroom management. Positive discipline encourages students to focus on self-discipline, responsibility, cooperation, and problem solving skills. Blending positive psychology into ELT classes will create positive behavior towards language learning and will end up with the creation of positive student identities. However, despite the fact that effective classroom management results in positive outcomes, teachers report a lack of support in implementing classroom management strategies. This paper presents teachers' (N = 105) beliefs and attitudes towards positive discipline for better classroom management. Subject teachers are chosen randomly from kindergarten to upper secondary schools with the maximum diversity sampling method. A questionnaire designed by the presenter and validated by field experts was used to collect the data. It is an ongoing project, and the results will be given during the presentation.Publication Metadata only Her Blood Do Know: Tragic Curse in Marina Carr's Plays(2019-07) Seval, Ayşem; 107616Aristotle, in part XIII of Poetics, argues that "the best tragedies are founded on the story of a few houses... who have done or suffered something terrible." Classical tragedy repeatedly deals with curses on great families. The committing of an unspeakable act of violence such as filicide, matricide or parricide or overstepping a primal taboo such as cannibalism or incest often takes the form of a family curse, haunting the new generations and perpetuating itself. Moreover, the idea of the haunting memory of a traumatic experience tragically repeating itself over generations involves a half-knowing complicity of the characters to trigger the curse. Trauma theorists argue that unresolved psychic conflicts regarding emotional or physical abuse and silenced violent histories lead to the repetition of the cycle. Thinkers like Gabriele Schwab argue that both the victims and perpetrators of trauma pass on disavowed violent histories to their offsprings "not only through the actual memories or stories... but also through the traces of affect... that remains unintegrated and inassimilable"(14). Thus, affective memories play a role on the psychic trigger that results in the repetition of tragic p- curse. Transgenerational family curse seems to be a recurring theme in several of Marina Carr's plays both with classical and non-classical content. Carr's characters are arrested in the repetition of the cycle in the manner of classical tragedies where wounds never heal. Drawing from the ideas of trauma theorists such as Abraham and Torok, La Capra, and Gabriele Schwab this paper seeks to analyse this mechanism of half-knowing complicity in Carr's Portia Coughlan and By the Bog of Cats.Publication Metadata only Perceptions on Blackboard LMS: Voices from EFL Instructors(2019-06) Sürüç Şen, Nur; 299759Plentiful studies have been conducted to investigate the students’ perceptions of using the Blackboard Learning Management System since they are the ones who are provided with this system to increase the accessibility and availability of the educational materials (Liaw, 2007; Alhussain, 2017). On the other side of the coin, instructors play a crucial role in implementing the Blackboard LMS and eventually facing with some issues related to integration of the system. In particular, when EFL contexts are considered, features of Blackboard LMS might make positive contribution to improving accessibility and availability of educational resources. Although online learning management tools have grown interest in many previous research, it is crucial to expand the understanding the efficacy of them so that some drawbacks could be justified and ameliorated. Thus, the present study investigates perceived usefulness, satisfaction and some aspects of Blackboard Learning Management System to be modified for future use. The context of the study is a foundation university based in Turkey. In this study 28 EFL English teaching instructors participated. The findings of the study indicated that the instructors had positive perceptions under facilitative tools and facilitative aspects regarding Blackboard. On the other hand, the negative perceptions go under three categories: adaptation related, system related and implementation related. Regarding the second question, the highest level of attraction gathered from instructors belongs to the features such as posting announcements, assignments, uploading course files and giving feedback; whereas conducting online chat sessions, customizing the look of the course and creating course webpage have attracted the least level of attraction. Considering the third research question, 68% of the participants find Blackboard moderately easy to use and 60% of the participants think Blackboard is moderately useful. The results indicated that most of the participants find BB beneficial in accessing to students via e-mails, annoucements, chats. It encourages interactive and collaborative learning environment.Furthermore, findings yielded that the instructors need training in terms of using some features of Blackboard such as assigning writing tasks, giving online feedback. Interestignly enough, the interface has been commented as complicated and outdated. Thus, there is a need for a much more user-friendly version.Publication Metadata only Teacher Candidates-The Sooner The Better?(2019-06-24) Özışık, Cem; 107875Considering the teacher training undergraduate programs prepared by Turkish Board of Higher Education, students in English Language Teaching departments in Turkey do not have a chance to experience a real classroom setting until they take the course titled “Teaching Practice”, which is offered in the final - 4th - year. With the belief that theory must be simultaneously supported with practice, an innovative approach is used in the Department of English Language Teaching (ELT) in the Education Faculty of Istanbul Kültür University (IKU), where teacher candidates start getting first-hand experience from the very beginning - the 1st year. This study evaluates this approach, comprised of four steps, which enable students to get engaged in real life classroom and teaching settings as well as gaining hands- on experience. Carried out with a qualitative aspect, the study went on for three years involving the current 2nd, 3rd and 4th year students in the ELT department. After each step; namely, ‘classroom observation, teacher interviews, school visits, and actual teaching’, three research questions were asked: “How was your experience?”, “What did you learn?”, “In what way do you think this experience will contribute to you as a future teacher?” Feedback was received from the students in the form of written reflection reports and transcriptions of focus group meetings held regularly in groups of 10-15 on a voluntary basis. Common themes about each step were sorted out from the data and supported by actual words of students. The findings suggest that these four steps contribute to teacher candidates’ attitudes towards teaching profession in that they start to internalize what they learn theoretically and will probably end up forming their own teaching philosophy thanks to a great variety of input they receive throughout this process.Publication Metadata only Autonomy and Teacher Training for the 21st Century Skills(2018-05) Tütüniş, Birsen; 6808Publication Metadata only ELT Student Teachers’xx Attitude towards Teaching Profession(2018-05) Tütüniş, Birsen; 6808Publication Metadata only Digital creative writing(2019) Tütüniş, Birsen; 6808
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