İngilizce Öğretmenliği Koleksiyonu

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

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The Role English Plays in the Construction of Professional Identities in Nest-Nnes Bilingual Marriages in İstanbul
(Palgrave, 2015) Kurban, Caroline Fell
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First School Experience From the Perspectives of All Stakeholders
(METU, 2018) Tolu, Aylin Tekiner
This qualitative case study was conducted to evaluate the first school experience of the pre-service ELT students from multiple angles by taking into consideration the perspectives of interns, mentors, coordinators, and university supervisors. The data were collected via online open-ended questionnaires, students’ weekly reflections, written portfolios and notes from oral portfolio presentations and interviews with the coordinators and supervisors.
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: 8
Citation - Scopus: 5
Second Language Motivational Self System of Sixth Graders in Turkey: a Correlational Study
(Wiley, 2021) Çiftçi, Hatime; Arslan, Tugba
Investigating the foreign and second language (L2) motivational self system (L2MSS) of Turkish sixth graders, this study reports relationships among three components (ideal L2 self, ought-to L2 self, and L2 learning experience) of the L2MSS and the variables of school type (public and private), gender, and intended effort. Data were collected from 170 students in two public and two private secondary schools in northwestern Turkey through a questionnaire. The results of correlation analysis indicate a strong positive correlation between ideal L2 self and L2 learning experience, and the variables of school type and gender did not make a difference. Intended effort was found to have a strong positive correlation with these L2MSS components. The results of multiple regression analysis provide further evidence for especially intended effort as a significant predictor of L2MSS, whereas the school type and gender did not contribute to the system. The major implications of the study and future research possibilities are discussed.
The Flipped Approach To Higher Education : Designing Universities for Today's Knowledge Economies and Societies
(Emerald, 2016) Kurban, Caroline Fell; Şahin, Muhammed; Şahin, Muhammed
İçindekiler: List of Figures.--List of Tables.--Foreword.--Preface; About the Authors.--Chapter 1 The Socio-Economic and Socio-Technical Nature of Today's World and How This Impacts the Education Sector.--1.1. Employment.--1.2. Education.--1.3. Knowledge, Connectivity, and Cognitive Overload.--1.4. What is Needed from Education Today.--Chapter 2 Flipped Learning: A Transformative Approach Designed to Meet the Needs of Today's Knowledge Economies and Societies.--2.1. What is Flipped Learning?.--2.2. How Did Flipped Learning Develop?.--2.3. How Flipped Learning Meets the Needs of Today's Knowledge Economies and Societies.--Chapter 3 From Current Practice to Future Practice: Making the Decision to Flip.--3.1. Introduction.--3.2. Moving from Current Practice to Future Practice: How the Need for Change Emerged; 3.3. Searching for Future Practice; 3.4. The Big Reveal; Chapter 4 Organizational Design and Transformation; 4.1. Physical and Geographical Infrastructure; 4.2. Human, Social, and Intellectual Capital.--4.3. Technological Infrastructure.--Chapter 5 Flipped Learning Theory, Policies, and Practices.--5.1. Introduction.--5.2. Flipped Learning Theories.--5.3. Flipped Learning Performance Gaps, Causes, and Interventions.--5.4. From Theory to Practice.--5.4.1. A Recommended Course Design Process.--5.4.2. An Instructional Design Handbook.--5.4.3. A Flipped Learning Instructional Design Online Course.--5.4.4. A Flipped Learning Instructional Design Best Practice Checklist.--5.4.5. Support for Students.--5.5. Summary.--Chapter 6 Flipped Leadership: Transparency, Vision, Accountability, and Resources.--6.1. MEF University Rector, Muhammed Şahin. 6.2. Instructors' Expectations6.3. Physical Infrastructure; 6.4. Real-Life Assessment; 6.5. Conclusion; Chapter 7 Supporting Flipped Learning: Digital Pedagogy, Training, and Resources.--7.1. CELT, Caroline Fell Kurban.--7.1.1. Challenges through the Instructors' Eyes.--7.1.2. Challenges through the Students' Eyes.--7.1.3. Challenges through the Institution's Eyes: The Need for an Audit.--7.1.4. Lessons Learnt from the Audit: How the Process Could be Made More Supportive while Still Holding Instructors Accountable.--7.1.5. Lessons Learnt from Implementing Technological Mandates.-- 7.1.6. Where Next? Strategic Plan for the Rest of the Academic Year.--7.2. ITC, Brian Ramey.--7.2.1. The Technological Infrastructure Needed for a Flipped Environment.--7.2.2. Integrating Digital Resources.--7.2.3. Using Data to Effect Change.--7.2.4. The Need for a Secure Video Server.--7.2.5. Conclusion.--7.3. Library Director, Ertuğrul Çiman.--7.3.1. The Architecture of a Library in a Digital World.--7.3.2. The Successes of Using Digital Materials.--7.3.3. The Challenges of Using Digital Materials.--7.3.4. Academic Integrity in a Digital World.
Citation - Scopus: 1
Teaching Literature With Elf Paradigm in Elt Classrooms
(Taylor and Francis, 2023) Tülüce, Hande Serdar; Altınmakas, Derya
This chapter shows how teachers can utilise literary texts in their language classrooms to unearth the potential of the ELF paradigm in promoting general and critical language awareness and preparing students for the complex and diversified socio-linguistic reality of the 21st century. Earlier discussions of integrating literature in EFL classrooms mainly emphasised the use of literary texts as supplementary materials to ELT coursebooks to reinforce learners’ linguistic knowledge and enhance their understanding of the target language and culture, particularly British and/or American. The current status of ELF challenges the taken-for-granted approaches to selecting and using literary texts in language classrooms, and thus the use of literature in language teaching is in need of rejuvenation. Considering the dynamics and the reality of communication in ELF contexts, language learners today need to be familiarised with the unfamiliar and different ecosystems. The chapter presents literature-based activities designed using two short stories and two novels written by multilingual authors, which can be used with secondary school and university students with B1+ levels of proficiency.
Citation - WoS: 3
Citation - Scopus: 5
Why "sway" Again? Prosodic Constraints and Singability in Song (re)translation
(Springer, 2019) Güven, Mine
This study focuses on the song ?Quien sera? (1953, lyrics by Pablo Beltran Ruiz and music by Pablo Beltran Ruiz and Luis Demetrio Traconis Molina), which has had many language versions so far (e.g. Arabic, Finnish, French, German, Icelandic, Italian, Japanese, Mandarin, Russian, etc.), including the English Sway (1954, lyrics by Norman Gimbel), which is often erroneously thought to be the original. The lyrics have also been rewritten in Turkish by Fecri Ebcioglu in 1968/1987, Yesil Giresunlu in 1977, and Athena in 2000. With particular reference to Johan Franzon's analysis of song translation, the present article analyzes the Turkish versions in an attempt to investigate the possible constraints behind the decisions taken by the various agents of the cultural import. Given that a translated version of a source song is expected to reproduce the music and/or the lyrics and/or the sung performance, the Turkish versions appear to be adaptations with rewritten lyrics, which enable a reproduction of the melody and a sung performance similar to that of the source song. The data analysis further suggests that prosodic constraints rank the highest among the layers of singability and that translators' attitude towards the literary quality of the original lyrics might influence their decision to adopt assimilating strategies or not.
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.
Levels or Stages of Word Knowledge
(Wiley, 2018) Bush, Jerome
Vocabulary knowledge can be seen as existing on a continuum from unknown to mastery.How well a student knows a word has been referred to as “depth” of vocabularyknowledge, as opposed to “breadth” of knowledge, which is the number of wordsknown. Several scales have been developed that describe the levels or stages of vocabularyknowledge. Teachers have a limited time in which to teach vocabulary. Therefore,they should adopt a strategic perspective and train students to develop vocabularyacquisition systems. Teachers would do well to foster fascination with words and sparkcuriosity within their students. Then they will be able to develop independent learnerswho will be successful in acquiring vocabulary knowledge.
Sesli Betimleme Araştırmalarında Güncel Yönelimler
(BÜTEK Boğaziçi Eğitim Turizm Teknopark Uygulama ve Dan. Hiz. San. Tic. A.Ş., 2018) Güven, Mine
Bu tanıtım yazısının amacı, dünyada sesli betimleme konusunda yürütülen araştırmalardaki güncel yönelimlerden yola çıkarak Türkiye’de sesli betimleme konusunda dilbilim bağlamında gerçekleştirilebilecek bilimsel araştırma ve etkinlikler için genel bir çerçeve çizmektir. Uluslararası alanyazınındaki araştırmalar, sesli betimlemenin üretim, iletim ve tüketim aşamalarına yoğunlaşmaktadır. Üretim aşamasıyla ilgili görsel-işitsel ürün/ortam, sesli betimleme türevleri, metnin nitelikleri ve dili, betimlemeci yetkinlikleri ve eğitimi, metin üretim zamanı, metin üretim yöntemi ve metnin seslendirilmesi konularına değinilmiştir. İletim aşamasıyla ilgili, analog ve sayısal televizyon bağlamında iletim teknolojileriyle çeşitli ortamlardaki alıcı aygıtı olanakları tartışılmıştır. Tüketim aşamasıyla ilgili olaraksa metnin kullanıcı tarafından alımlanması, deneysel çalışmalar bağlamında algısal ve bilişsel yönleriyle ele alınmıştır. Sesli betimleme araştırmalarındaki bu yönelimlerin dikkate alınması, Türkiye’deki dilbilimsel sesli betimleme çalışmaları açısından yol gösterici olabileceği gibi Türkçeye özgü en iyi uygulamaların oluşmasına da katkıda bulunabilir.
A Flipped Approach To Higher Education Oeb Pre Session Video
(MEF University, 2017) Shannon-Chastain, Joshua; Kurban, Fell Caroline
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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.
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.
Integrating Genre-Based Writing and Critical Thinking in Developing Writing Skills of Pre-Service Language Teachers
(Multilingual Matters, 2024) Aptoula-Yiğitoğlu, N.; Altınmakas, Derya
This book explores how EFL writing teacher education is theoretically, pedagogically, methodologically and sociopolitically shaped, given teachers' unique local contexts and circumstances. It showcases practitioners and researchers teaching in, or studying, geographic areas that have as yet been under-represented in international publications, and it focuses on ways that specific contexts create unique opportunities and constraints on what developing teachers know and do in their work. The chapters prioritize local voices and materials to build a more inclusive and comprehensive picture of L2 writing globally, enabling the book as a whole to both document and further shape pedagogical approaches to L2 writing. Readers will be able to use the unique insights contained in this book in their own classrooms and professional development activities.
Informing Preservice Teacher Education Pedagogies Through In-Service Professional Development on Cultural Diversity in Turkey
(Emerald Group Publishing Ltd., 2015) McKeown, John
With shifting student demographics in Turkey, which will include many more international higher education students, together with increasing refugee migration to the country, professional development intended to assist teachers to move toward intercultural competency is becoming increasingly important. In this chapter, local in-service teacher educator initiatives and associated cultural adaptation facilitation tools are explored as a means to find ways to build cultural dialogue in the Turkish higher education environment, and, practically, for teachers in the field. While this chapter draws on an in-service teacher education case, much of what is presented is applicable to preservice settings as well. The chapter concludes with a look at changes in Turkish higher education, particularly in the facilitation of cultural convergence transferable to different educational environments and their applicability to international situations.
Citation - WoS: 6
Citation - Scopus: 6
Co-Constructed Oppositional Stance and Facework in an Office Hour Interaction
(De Gruyter, 2020) Çiftçi, Hatime; Vásquez, Camilla
Stance plays a salient role in communicating interpersonal meaning through language use. Understanding stance as co-constructed within dialogic interaction uncovers subtleties of how interlocutors use language to express their subjectivities and thus, negotiate their interpersonal relationship. The notion of face and facework, or relational work (Locher 2004), is therefore relevant to the understanding of stance in interaction. Drawing on Du Bois’ (2007) stance triangle, our study analyzes oppositional stance in a single, extended interaction and shows how two interlocutors in an academic setting jointly construct oppositional stance, each by drawing on their own interpretations. Our analysis indicates that this co-constructed oppositional stance is enacted throughout three broader stages, which we call initiation, negotiation, and resolution. We also demonstrate that expressing oppositional stance is a complex process where interlocutors employ various discourse strategies to express pessimistic evaluation, shifting positionings, and (dis)alignment. Meanwhile, instances of oppositional stance become face-maintaining and face-challenging at different stages in which directness and indirectness are variably employed.
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.
Citation - WoS: 1
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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Flipped Learning in Language Teaching
(Eğiten Kitap Yayıncılık, 2020) Bush, Jerome
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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.

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