İHP, İngilizce Hazırlık Programı Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/73

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Browsing İHP, İngilizce Hazırlık Programı Koleksiyonu by Department "İngilizce Hazırlık Programı"

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    Article
    Branching Out Ideas: Concept Maps Effect on Memory and L2 Writing
    (2018) Angelakis, Georgia Matthew
    The purpose of this study was to develop a curriculum to teach visual concept mapping and improve student attitudes on writing and the quality of their examination essays. We used visual word and image connections to improve the working memory and language aptitude students and gathered a small amount of data. The study took place during the summer module of an English preparatory program and was voluntary. We developed the workshop and the methodology for students who were continuing the English preparatory program into summer school. We gave surveys and personal interviews to students and workshop instructors after the workshops to ascertain students' attitude and knowledge of the material as well as the effectiveness of the program. Research partners took notes and recordings of the workshops. End of course writing exams were referenced for quantitative data but was limited due to the workshops being voluntary. The workshops were peripheral to the course module and aimed to be as casual and accommodating to student’s heavy workload as possible while targeting specific tasks that they were responsible for in the course and final examination. Further research is needed but the limited data suggests a correlation between student’s inclusion of mind mapping techniques and their ability to complete the demands of the final exam writing rubric.
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    Flipped Learning : a Reliable Approach To Teaching English?
    (IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT, 2019) Sharifi, Ahmad
    English language teaching has seen a great shift from a teacher-fronted instruction towards more flexible, active, engaging, and learner-centered teaching models that reduce the limitations and issues of traditional teaching models. One of these models is flipped learning, which is a form of blended learning where students learn new content or lessons at home, and do what used to be called homework in their classroom collaboratively. This model, which has recently been developed and is based on Bloom's taxonomy of learning, has been put forth to maximize the quality of learner-centered teaching model. Unfortunately, there is very little research on this newly-developed model in EFL environment, especially in Turkey. With this in mind, this study aims to examine Turkish students' perceptions of and attitudes towards flipped learning through a questionnaire before and after the course. Also, there will be two intermediate classes, one acting as the experimental group in which the flipped classroom model will be administered. In the control group, the traditional teaching model will be used. Finally, the passing grades of the students in the control and experimental groups will be compared to see if there is a significant difference.
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    Article
    Just One More Hit : Student Engagement With Pre-Class Videos in the Evolution of an English for Academic Purposes Course From Traditional To Flipped
    (The Global e-Learning Journal, 2016) Shannon-Chastain, Joshua; Kurban, Fell Caroline
    The primary objective of this research is to use data gathered from a semester of a Flippedfreshman English for Academic Purposes (EAP) course to examine our assumptions aboutFlipped Learning. To this end and to further improve the course, the following researchquestions emerged: How long is the optimal length of a video to capture students’ attention?;Why are some videos viewed more than others?; Why do certain videos capture students’attention for longer?; Why do students engage in some online activities more than others?.To answer these questions, YouTube and Blackboard analytics were gathered from thesecond year EAP course and compared against students’ perceptions in surveys and a focusgroup. Based on what we learnt, we asked ourselves: How can we adapt our Flippedcourses to encourage the successful patterns of learning of our learners and discourage theunsuccessful patterns? Based on the analysis of outcomes, we have identified that our EAPFlipped best-practice theories are effective, and we have further developed best practicesthat lead to student success and removed those hindering progress. Based on theseimplications, a number of clear lessons have been learned that will be incorporated intofuture courses.
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    Article
    Online Peer Reviews: a Lasting Innovation From the Covid Pandemic?
    (The Global eLearning Journal, 2022) Bush, C. Jerome; Bakhtiyarov, Rustam
    The COVID pandemic caused a forced transition to online learning as schools were closed to stop thespread of the disease. Schools and teachers coped with this by adapting face-to-face activities to theonline environment in innovative ways. This study investigates the effectiveness of conducting peerreviews online and considers whether this innovation should be retained after the pandemic ends. It wasconducted in a small, private university in a developing country. Out of 130 students, 34 surveys werecollected (26%) that contained useful quantitative and qualitative data. The checklist forms used in thepeer reviews were compared to the subsequent draft to see the uptake of the feedback. The resultsshowed that students incorporated 72% of the peer suggestions in the next versions of their report.Overall, the peer reviews were found to be effective, motivating, and to increase confidence as a writer.Students considered the most effective way to improve writing is with a combination of peer and teachergiven feedback. Interestingly, no clear preference for face-to-face peer reviews was indicated. Therefore,it seems that conducting peer reviews online is a valid option for teachers who want to save valuableclass time. To enhance the effectiveness of online peer reviews it is suggested that teachers givesubstantial learner training prior to the peer review, provide structure such as checklists or guidelines, andincrease accountability by giving students a chance to meaningfully evaluate the comments andparticipation of their peer reviewers.