İngilizce Öğretmenliği Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1933

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An Analytic Look at a Language Course Design Model
(2017) Mutlu, Gülçin; Ece Sarıgül
This study aims to qualitatively examine and elaborate on the characteristics of the course design model devised by Graves (2000). Drawing upon the traditional components and principals of instructional design, Graves' course design model is innovative or different in that it has been more specially developed for language course design purposes and thus is believed to be more suited to the nature of language courses with its consideration of the main elements or characteristics of language teaching and learning processes. This descriptive study centers upon the seven main examination criteria, which are in fact the main procedures as suggested by Graves (2000). These are a) defining context, b) conceptualizing content, c) organizing the course, d) formulating goals and objectives, e) assessing needs, f) developing materials and finally g) designing an assessment plan. In this essence, each criterion was first introduced and explained in detail before the researchers extend their critical outlook into the functionality and practical use of the relevant steps and strategies recommended by Graves (2000). This critical analysis and review on the Graves' course design model revealed that the model employs the traditional components of the ADDIE generic and lends itself well also to be used in the other disciplines other than foreign languages. The final part of this report will provide suggestions as regards the potential application of the model specifically in English language curriculum development and more broadly in the curriculum and course development procedures pertaining to other discipline areas.
Creating Effective Materials for Eap
(Springer Nature, 2024) Altınmakas, Derya
Materials used in English for Academic Purposes (EAP) courses should strike a balance between the required linguistic proficiency in receptive and productive language skills and the disciplinary-specific vocabulary, content, and text genres. While published EAP materials provide EAP teachers with a solid structure, a wide range of texts, and a syllabus to rely on, most coursebooks remain inadequate to cater to the needs of learners from different academic disciplines. Therefore, EAP teachers should consider a set of carefully determined criteria before selecting, adapting, and developing pertinent EAP materials for their students and exert effort to familiarize themselves with the disciplinary-specific text genres. This chapter informs the readers about the key principles of selecting, using, and adapting published EAP materials and ways of designing customized EAP materials for specific learning contexts. Practical principles are offered for EAP teachers preparing students, particularly for undergraduate programs. These guiding principles emphasize selecting engaging and relevant authentic texts and designing purposeful activities that integrate technology in material development. They also focus on teaching discipline-specific academic writing conventions and text genres through genre pedagogy in EAP courses, aiming to enhance students' academic literacy and critical thinking skills. © The Author(s). All rights reserved.
Differentiating Flipped Learning Approaches for the Diverse Needs of the Faculty of Economics, Administrative, and Social Sciences
(Emerald Group Publishing Ltd., 2016) Kurban, Caroline Fell; Şahin, Muhammed
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Discourse Analysis as a Research Methodology for L2 Context
(Wiley Blackwell, 2022) Çiftçi, Hatime
Discourse analysis as a qualitative research methodology promotes our understanding ofhow language is used by interlocutors in ongoing talk. Along with the increased use oftechnology and digital media in our lives, the scope of discourse analysis can be expandedfrom face-to face interactions to any instance of online communication. Thus, it is highlylikely to utilize discourse analysis as a research methodology in a wide spectrum ofsecond/foreign language (L2) teaching and learning contexts. In discourse studies, it is acommon practice to inform our analysis by using a specific methodological framework, suchas conversation analysis, interactional sociolinguistics, multimodal analysis, corpuslinguistics, critical discourse analysis, and so on. This chapter presents how I used discourseanalysis utilizing interactional sociolinguistics to examine linguistic politeness in office hourinteractions at two foundational universities in the northwest of Turkey where English is themedium of instruction. Drawing on a reflective and narrative report of my researchexperience, this chapter provides insights into how discourse analysis can be implemented inL2 teaching and learning contexts, what researchers should consider before and during theresearch process, the potential challenges of conducting discourse analysis for similar L2contexts, and suggestions for future endeavors in this line of research.
Discourse of Reflections on Instant Joint Engagement in Online Elt Graduate Courses (chapter 17)
(Multilingual Matters, 2022) Çiftçi, Hatime; Dikilitaş, Kenan
In this chapter, we investigate the discourse of post-course reflections by in-service teachers on instant joint engagement in online ELT graduate courses. Our findings demonstrate that engagement for teacher reflection might be promoted in synchronous interactions during online teacher education courses. We argue that in-service teachers’ cognitive, socio-constructive, affective and interactive engagement can foster their critically reflective voice.
Evaluating a Model From Two Perspectives: Teachers and University Scholars
(2016) Aktekin, Nafiye Çiğdem
Productive strategies for evaluating outcomes are becoming increasingly important for the improvement of teacher education [1] and for any model that claims to offer the best practice. The University within School (UwS) model suggests that teacher education must be done through collaboration between universities and schools. According to Ozcan [2], the model combines two models of professional education: one is the traditional "apprenticeship-journeyman-master's" model, which is practice-based; the other is modern professional education, which is mostly based on theoretical knowledge and is implemented through formal schooling. Students and academicians of an education faculty of a foundation university have been practicing to this end in a workplace for two years. Teachers of the partner school have been part of this model as mentor teachers, role models, and participants. This study aims to evaluate the model from the perspectives of teachers and college faculty since the model aims to prepare the conceptual framework of teacher education through the participation of all partners. The perceptions of two faculty members and three teachers were investigated through interviews. The evaluation of the model will help to design the model more effectively.
Flipped Learning Course Design Tool Kit
(MEF University, 2016) Kurban, Fell Caroline
Curriculum Design, Higher Education, Curriculum Theory, Learning And Teaching In Higher Education, Curriculum Development, Curriculum and Instruction, Flipped Classroom, Flipped learning.This presentation describes the theories and practice behind flipped learning course design at MEF University.
Flipped Learning in Language Teaching
(Eğiten Kitap Yayıncılık, 2020) Bush, Jerome
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Insights Into Academic Writing in English as Lingua Franca Contexts
(Research Papers in Language Teaching and Learning, 2024) Bayyurt, Yasemin; Altınmakas, Derya
In an era where English is the global lingua franca, academic writing has transformed significantly.This manuscript explores academic writing in English as a lingua franca (ELF) contexts, tracing thejourney of English from colonization to lingua franca status and contextualizing it within evolvingparadigms of English and language teaching worldwide. We delve into ELF research, where Englishplays a multifaceted role as a resource for multilingual communication. Our examinationencompasses ELF’s definitions, diverse users, and English as a multilingual franca. Our focus shiftsto academic writing practices within ELF contexts, scrutinizing unique challenges andopportunities arising from linguistic diversity, cultural nuances, and communication strategies.Through a review of existing studies on academic writing in ELF contexts, we offer practicalinsights for educators, researchers, and students navigating this realm. This manuscript guidesreaders through the intricate world of academic writing in the globalized domain of English as alingua franca.
Okulda Üniversite Modeli Çerçevesinde Matematik Öğretimi: Öğrencilerin Derse Katılımının Artırılması
(Sabancı Üniversitesi, 2015) Tunç-Pekkan, Zelha; Aydın, Utkun; Taylan, Rukiye Didem; Birgili, Bengi; Özcan, Mustafa; Akbal, Kenan; Mermer, Ata
Çalışmanın amacı, öğrencilere daha fazla olanak sağlayarak Matematik derslerinde tartışma ortamı yaratmak, matematiği sevdirmek, Matematik derslerine duyulan korku ve endişeyi azaltmak ve “Matematik dersinde başarılı olabilirim” düşüncesini aşılamaktır. Bu proje kapsamında dersler için bir tartışma kültürü yaratma programı geliştirilmiş ve uygulanmış, çocuklardan haftalık matematik dersi ile ilgili yansıtıcı düşüncelerini yazdıkları matematik günlükleri istenmiş, ayrıca başarısı düşük ve/veya istekli öğrencilere üniversite öğrencilerinden oluşan bir ekip de birebir ek ders vererek her yönden çocuklar desteklenmiştir. Projede yer alan dört araştırmacı öğretmen ortak haftalık ders planlaması yapıp, bu planları uygulayarak sonrasında ders akışı, içeriği ve sınıf yönetimi hakkında değerlendirme yapmıştır.
Pragmatics in Discourse
(Pegem Akademi, 2021) Çiftçi, Hatime
In this chapter, we have briefly discussed how pragmatics and discourse inform each other as two closely intersecting concepts. This is also the underlying assumption for our chapter on pragmatics in discourse as they entail several common aspects regarding the analysis of language use in social interaction. We discussed the role of context and social factors and presented the distinction between pragmalinguistics and sociopragmatics. Additionally, we have provided a broad overview of five different approaches to pragmatics in discourse as these have been predominantly embraced by recent research studies. These are namely conversation analysis, interactional sociolinguistics, genre analysis, multimodal discourse analysis, and critical discourse analysis. Finally, from a sociolinguistic perspective, we have utilized the concept of domain in speech communities and exemplified it with two discourse domains and these are classroom discourse and institutional discourse.
Pre-Service English Language Teachers’ Learning Experiences and Perceptions During Their First Practicum
(AAAL 2019, 2019) Tekiner Tolu, Aylin; Nural, Şükrü
Practicum is one of the most important components of pre-service teacher education programs (Price, 1987). To better design the curriculum of the practicum and ensure the utmost growth, this study examined in depth the experiences and perceptions of the pre-service English language teachers during their first practicum. In the study setting, the undergraduate program stands out as unique and innovative because it includes practicum in four semesters beginning with two days per week in the 3rd year and three days in the 4th year. Therefore, a qualitative case study was conducted with the 15 interns in their first practicum. For participant triangulation, 15 mentor teachers and 3 university supervisors participated in the study as well. The data were collected via online open-ended pre and post-questionnaires, students’ weekly journals and reflective reports, and focus-group interview. The data were analyzed through content analysis and constant comparison method by identifying key terms and creating themes and categories (Creswell, 1998). To increase trustworthiness, in addition to member checking, two researchers analyzed the data, compared their results, and a total interrater agreement was achieved (Leech & Onwuegbuzie, 2007). The findings reveal a very complex and multifaceted experience for the interns leading to growth with certain aspects to be worked on for improvement. The study signifies that the interns mainly focused on generic dimensions of pedagogy rather than those related to the specifics of language teaching. Findings also unearth their perceptions about the demands of the teaching profession in general, managing stress, increase in self-efficacy, learning about doing critical classroom observation, having a sense of collegiality, and revising career plans. Based on these findings, we believe that it is necessary to bring the particulars of classroom-based language teaching to the interns’ attention by providing them with structured classroom observation checklists and guidelines for reflections.
Storybird: an Inspiring Reading and Writing Tool
(2017) Tekiner Tolu, Aylin
In this workshop, the presenter will introduce an online writing/reading tool, Storybird, which is a totally free online tool, used by more than 5 millions of students and 400.000 K-12 schools in all around the world. It is user-friendly, boosts students' motivation and creativity to write with its rich artwork collection library. It can be used at any grade level from kindergarten to higher education. Storybird is an interactive tool where students, teachers and parents can be all involved in learning and sharing process with the help of comment, email, and share features. In addition, students can work collaboratively in writing. By the end of this workshop, the participants will be able to set-up a classroom account, create assignments, add items for reading to class library, check students' writings, grade and comment on them. The participants are expected to bring their laptop or tablets (with wifi connection).
The Central Concepts: Culture, Language, Intercultural Competence and Interculturality
(Eğiten Kitap, 2021) Çiftçi, Hatime
This chapter presents the basic concepts, such as culture, language and culture, intercultural competence and interculturality with a brief discussion of earlier and recent perspectives and frameworks. The chapter starts with various definitions of culture and draws on linguistic anthropology followed by dimensional and analytic frameworks of culture. Then, the relationship between culture and language is presented through linguistic, pragmatic, and sociolinguistic viewpoints. Such a interwoven link between language and culture brings up the discussion of the role of intercultural communication and interculturality accompanied by a set of both earlier and recent frameworks. Then, the concept of interculturality is briefly reviewed tapping on some critical issues, such as diversity and power dynamics in intercultural communication. This is followed by implications of interculturality for language teaching and relevant practices.
The Effect of Clil Training on Turkish Efl Pre-Service Teachers’ Self-Efficacy Beliefs and Attitudes Towards Clil
(E.L.E. Publishing, 2020) Kassymov, Guzyal; Çiftçi, Hatime
This study aims to investigate the effect of content and language integrated learning (CLIL) training on Turkish EFL pre-service teachers’ self-efficacy beliefs and their attitudes towards CLIL. For this purpose, a group of 28 Turkish pre-service language teachers was trained on CLIL, its theoretical background, aims, principles, strategies for planning and teaching lessons. The data collection tools included a teacher selfefficacy scale, a questionnaire of attitudes and experiences in CLIL, and semistructured interviews. The participants completed pre-tests and post-tests of teacher self-efficacy scale in order to measure the effect of training on their self-efficacy beliefs. Moreover, the participants’ attitudes towards CLIL were explored through the attitudes questionnaire and semi-structured face-to-face interviews. The findings revealed that the introductory CLIL teacher training had a statistically significant effect on selfefficacy beliefs of Turkish EFL pre-service teachers. The participants’ attitudes towards CLIL turned out to be positive as well.
The New University Model : Flipped, Adaptive, Digital and Active Learning (fadal)
(FL Global Publishing, 2019) Şahin, Muhammed; Kurban, Caroline Fell; Mazur, Eric
This book is the academic version of The New University Model with an added focus on Adaptive, Digital and Active Learning (FADAL) and a future perspective on higher education. You can learn about flipping a lesson or class from many educators, but only a few people in the world have experienced flipping multiple university departments or an entire university. What could you learn from spending a few hours with the authors who have deep insight into the process of starting, managing, and scaling Flipped Learning in higher education? MEF University is the first fully flipped university in the world. The 2018 graduating class included students who earned their degrees through Flipped, Adaptive, Digital and Active Learning programs in: mathematics education, guidance and psychological counselling, law, computer engineering, electronics and electrical engineering, industrial engineering, civil engineering, mechanical engineering, economics, business administration, psychology, political science and international relations, architecture, and interior design. In this book, MEF’s rector and the director of the Center for Research and Best Practices in Learning and Teaching share invaluable insights that are not available anywhere else. Whether you are a professor considering flipping your class, a dean or a department head considering expanding your Flipped Learning program, or a rector, president or provost looking for a future perspective on higher education, this book will put you on a clear and proven fast track. The book also includes the framework and set of best practices recently developed by the Academy of Active Learning Arts and Sciences (AALAS) through a cohort of 100 experienced Flipped Learning practitioners in 49 countries. The framework will help you avoid the big mistakes as you embrace and scale Flipped, Adaptive, Digital and Active Learning in higher education. “The book is a must-read for any innovative educator or higher education administrator.” -- Dr. Eric Mazur, School of Engineering and Applied Sciences and School of Education, Harvard University.
The New University Model : Scaling Flipped Learning in Higher Education
(FL Global Publishing, 2019) Şahin, Muhammed; Kurban, Caroline Fell; Mazur, Eric
You can learn about flipping a lesson or class from many educators, but only a few people in the world have experienced flipping multiple university departments or an entire university. What could you learn from spending a few hours with the authors who have deep insight into the process of starting, managing and scaling Flipped Learning in higher education? MEF University is the first fully flipped university in the world. The 2018 graduating class included students who earned their degrees through Flipped Learning programs in: mathematics education, guidance and psychological counselling, law, computer engineering, electronics and electrical engineering, industrial engineering, civil engineering, mechanical engineering, economics, business administration, psychology, political science and international relations, architecture, and interior design. In this book, MEF’s rector and the director of the Center for Research and Best Practices in Learning and Teaching share invaluable insights that are not available anywhere else. Whether you are a professor considering flipping your class, a dean or a department head considering expanding your Flipped Learning program, or a rector, president or provost considering expanding your Flipped Learning program, this book will put you on a clear and proven fast track. The book also includes the framework and set of best practices recently developed by the Academy of Active Learning Arts and Sciences (AALAS) through a cohort of 100 experienced Flipped Learning practitioners in 49 countries. The framework will help you avoid the big mistakes as you embrace and scale Flipped Learning in higher education. “The book is a must-read for any innovative educator or higher-education administrator.” -- Dr. Eric Mazur, School of Engineering and Applied Sciences and School of Education, Harvard University.
University Within School: What Are the Pre-Service English Language Teachers and Their Mentors Perceptions?
(2017) Tekiner Tolu, Aylin; Doyran, Feyza
The aim of this qualitative case study is to understand how pre-service English language teachers and their mentors at coordinating schools perceive the University within School model. In this teacher education model, undergraduate students start school visits beginning in their first semester with a few school visits. The number of exposure hour and expected tasks increase by time. In the second year, students attend the schools one full day a week mostly focusing on observation and in the third year they spend two full days at schools as teacher assistants. Specifically, this study focused on to identify the perceived advantages and challenges encountered by the teacher candidates and the mentor teachers. The participants of this study were 4 mentor teachers and 34 pre-service ELT teachers studying at the English Language Department at a foundation university in İstanbul. Data sources included an online survey for the mentors and pre-service teachers and weekly written reflections of the pre-service teachers. Content analysis was implemented on reflections and open-ended survey questions. The data were coded and themes were reached by two raters. The overall results depict crucial benefits of this model for pre-service teacher students' in their journey to becoming effective language teachers. The mentor teachers also underlined the effectiveness of this model and emphasized that it would be better for them to receive a training on mentoring.
Vocabulary in an English Medium Instruction Context : Selection and Difficulty
(2018) Nural, Şükrü
Vocabulary has long been an important issue in English as a foreign language learning and in academic disciplines but scant attention has been paid to vocabulary learning in English Medium Instruction (EMI) contexts. In this exploratory study, vocabulary learning in the social sciences was investigated from the perspective of first-year undergraduate students in Turkey. An open-ended questionnaire was administered to 161 freshmen majoring in International Relations and Philosophy. The findings suggest that students tended to remember vocabulary for reasons pertaining to the characteristics of the lecture, the lecturers’ delivery style, to the characteristics of the students themselves and to the nature of the lexical items they were exposed to during their lectures. Some recommendations are suggested to inform lecture delivery in EMI contexts.
What Do Pre-Service English Language Teachers Have To Say for Their Future?
(2023) Altınmakas, Derya
The dignified socio-cultural value attached to the teaching profession is in decline not only in Turkey, but also in many other parts of the world. Previous studies (Aksu et al., 2010; Fray & Gore, 2018; Heinz, 2015) have shown that pre-service teachers might have altruistic, intrinsic and extrinsic motivations at diverse levels when they embark on their teacher education programmes (TEP). It has also been widely studied that pre-service teachers’ initial motivations and conceptualizations of the teaching profession are subject to change over time due to the gap they observe and experience between the theory and practice, precarious employment, lack of financial resources and benefits, low salary, limited opportunities for promotion and professional development, unstable work-life balance, ideological pressures, and demanding parents and educational stakeholders. This study will present the preliminary findings of an on-going research exploring pedagogical beliefs, professional conceptualisations and motives of 20 pre service English language teachers studying their second and third years of a TEP in Istanbul, Turkey. Guided by reflective practice theory (East, 2022; Farrell, 2021), the first data set was obtained from web based logs where participants were guided with questions to reflect on to what extent the training they receive in TEP corresponds to the practice they observe in their internship schools and how this experience reformulates their pedagogical beliefs. The second data set was collected using focus-group interviews where the participants were asked to comment on their motives to choose and continue to practice the teaching profession. The results indicate that pre-service English language teachers have ambivalent beliefs and attitudes toward their future practices, mainly pertaining to the socio-political and economic turmoil in the country, accelerating inflation and challenging living conditions, prevalent notion of native-speakerism in private schools, and technological innovations gradually replacing the role of teachers.

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