İngilizce Öğretmenliği Koleksiyonu

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

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Now showing 1 - 7 of 7

Citation - WoS: 5
Citation - Scopus: 10
Designing Effective, Contemporary Assessment on a Flipped Educational Sciences Course
(Routledge, 2019) Caroline Fell Kurban
Evidence shows flipped learning increases academic performance and student satisfaction. Yet, often practitioners flip instruction but keep traditional curricula and assessment. Assessment in higher education is often via written exams. But these provide limited feedback and do not ask students to put knowledge into practice. This does not support the tenets of flipped learning. For two years, the author flipped instruction but retained traditional curricula and assessment. However, on the author’s current course, all three aspects were redesigned to better support flipped learning. The aim of this research is to test the effectiveness of this redesign regarding student engagement and satisfaction. Thus, it is asked: How, on this course, can meaningful, continuous assessment be provided as well as effective, personalized feedback, while staying in line with the philosophy of flipped learning? Action research took place from September 2016 to June 2017. Quantitative data from a student survey, and qualitative data from a research diary and student focus group were gathered. What emerged is: a little-and-often assessment approach is effective for learning and engagement; tasks must be authentic and test demonstration of knowledge, not memory; quality, not quantity, is key for student learning; and students desire individualized feedback. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
Citation - WoS: 75
English as a Medium of Instruction: Students' Strategies
(Oxford University Press, 2017) Griffiths, Carol; Soruç, Adem
Although English-medium instruction (EMI) is now widely spread throughout the world, there is surprisingly little research into the challenges students face as they try to learn subject matter by means of a non-native language, or how learners attempt to address these challenges. The study reported in this article employed a qualitative approach, using video-recording, an open-ended questionnaire, and stimulated-recall interviews to investigate the difficulties faced by students working in International Relations and Psychology classes in a Turkish university. The students were also asked to identify the strategies they used in an attempt to cope with these difficulties. The students were indeed able to list a number of difficulties, but numerous strategies were also suggested to deal with the problems they faced. Implications are suggested for student support and teacher training, as well as suggestions for ongoing research.
Citation - WoS: 81
Citation - Scopus: 117
The Trends and Outcomes of Flipped Learning Research Between 2012 and 2018: a Descriptive Content Analysis
(Springer, 2021) Oğuz, Ebru; Seggie, Fatma Nevra; Birgili, Bengi
As an innovative active learning method, flipped learning provides students with several opportunities. This study was conducted to reveal the trends and outcomes in research into the flipped learning approach published between 2012 and 2018. Descriptive content analysis was used to review 316 research and conceptual articles published in academic journals included in five significant databases that ascribe to journals the highest impact factor. The results indicate that most of the studies are conducted with students as the most frequent study group and with a mixed-method research design in the subject areas of education and medicine. The flipped learning approach is mostly conducted in higher education. As a region, Asia has taken the lead in flipped learning studies. Finally, the outcomes of flipped learning indicate an increase in student performance and positive influence on cognitive, affective, and soft skills.
Citation - WoS: 40
Citation - Scopus: 69
Mobile-Assisted Language Learning (mall) Research Trends and Patterns Through Bibliometric Analysis: Empowering Language Learners Through Ubiquitous Educational Technologies
(Elsevier, 2022) Bozkurt, Aras; Karakaya, Kadir
Mobile devices and technologies have proliferated extensively and become an integral part of lifeand learning. Mobile-assisted language learning (MALL) has progressed as an emerging area ofresearch corresponding to recent advances in mobile technologies and the proliferation ofsmartphones and tablet computers. Accordingly, this study examined MALL research between2008 and 2020 through a bibliometric analysis using social network analysis (SNA) and textmining techniques. The SNA and text mining analysis suggest five broad research themes: (1) self-regulated language learning by defining one’s own learning objectives, (2) providing learneragency and motivation by empowering autonomy, (3) personalizing learning through artificialintelligence (AI)-supported mobile learning (m-learning), (4) MALL for learning in the wild, and(5) MALL to support higher education. The findings show that while MALL research has beenconsiderably operationalized around linguistic factors, nonlinguistic factors relating to learners’interactions with mobile devices or applications have been largely overlooked. It was found thatMALL scholarship has recently tended to incorporate the use of mobile devices in informallearning contexts and outside the classroom due to the flexibility and anytime anywhere func-tionality of m-learning. The study concludes with several suggestions and highlights the areas thatneed more attention in MALL research.
Citation - WoS: 2
Citation - Scopus: 2
Warning Notes in a Learner’s Dictionary: a Study of the Effectiveness of Different Formats
(International Journal of Lexicography, 2022) Çakar, Tuna; Nesi, Hilary; Nural, Şükrü
This study used an online correction task to explore the extent to which different types of warning notes in Longman Dictionary of Contemporary English Online were heeded when users tried to correct errors in the use of L2 target words. The task was completed by 332 participants, yielding 1,819 answers produced after clicking on links to relevant entries. Warning notes were categorised in terms of their formatting features, but there were found to be inconsistencies in the way the dictionary associated different categories with different kinds of learner error. Participants judged warning notes with more visual enhancements to be more useful, but in the correction task the position of the warning notes also seemed to affect the degree to which the warnings were successfully applied. Different types of warning notes in learners’ dictionaries have not been examined previously in any depth, and the results suggest that some adjustments to formatting and placement might make them more effective.
Suggestions in Digital Discourse: The Case of MOOC Reviews
(Elsevier, 2025) Ciftci, Hatime
This study examines the speech act of suggestions in digital discourse through linguistic and functional approaches and explores how suggestions are performed along with cooccurring discourse-pragmatic particles, supporting moves, and aspects in their propositional content. More specifically, this paper presents findings regarding the speech act of suggestions in MOOC reviews as a recent and emerging genre of digital discourse. Embracing a discourse analytic perspective, this study indicates how suggestions are situated within the context they are used, and their multi-functionality is evidently relevant to the linguistic choices and supporting moves by MOOC learners, going beyond the utterance level meaning. Additionally, suggestion head acts involve certain aspects of online courses or their experience where learners often express their expectations or opinions for improvement. Overall, this study contributes to speech act research in digital discourse and provides insights into the use of suggestions in the discourse of MOOC reviews. (c) 2025 Elsevier B.V. All rights are reserved, including those for text and data mining, AI training, and similar technologies.
Citation - WoS: 16
Citation - Scopus: 19
Using Screencasting To Give Feedback for Academic Writing
(Routledge, 2020) Bush, Jerome
This article reports on student reactions to a relatively new method of giving feedback using a technique called ‘screencasting’. Screencasting is a technique where the computer screen is captured in a video while an audio recording is being made. In this way, students can receive oral feedback in conjunction with written corrective feedback. Forty-four freshman students from an advanced writing class in the ELT department of a small private university in Istanbul participated in the study. During the semester, three high stakes essay assignments were given. For the first essay only written corrective feedback was given, but for the subsequent two essays students received a combination of written and oral feedback through screencasting. Screencasting was originally used because it was purported to be more efficient than written corrective feedback. While it wasn’t found to be more efficient for the teacher, it was enthusiastically embraced by the students. To gauge the students’ perceptions, a survey was given at the same time as the final exam. The survey included a section for demographics, four open-ended questions, and 28 Likert scale-type questions. The Likert-type questions represented nine categories of inquiry including both practical and affective factors. The results indicated overwhelmingly that the students perceive screencast feedback as more pleasant and more effective than written corrective feedback alone. The technique is appropriate to the twenty-first century classroom and the learning styles of modern students. It is recommended that this technique be adopted in academic writing classes.

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