İngilizce Öğretmenliği Koleksiyonu

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

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  • Article
    Suggestions in Digital Discourse: The Case of MOOC Reviews
    (Elsevier, 2025-10-01) 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.
  • Book Part
    Citation - Scopus: 1
    Integrating Genre-Based Writing and Critical Thinking in Developing Writing Skills of Preservice Language Teachers
    (Multilingual Matters Ltd, 2024-12-31) Aptoula, Nur Yigitoglu; Altinmakas, Derya
    [No Abstract Available]
  • Article
    Citation - WoS: 45
    Citation - Scopus: 78
    Mobile-Assisted Language Learning (mall) Research Trends and Patterns Through Bibliometric Analysis: Empowering Language Learners Through Ubiquitous Educational Technologies
    (Elsevier, 2022-11-01) 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.
  • Book Part
    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.
  • Article
    Citation - WoS: 6
    Citation - Scopus: 7
    Co-Constructed Oppositional Stance and Facework in an Office Hour Interaction
    (De Gruyter, 2020-07-26) 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.
  • Book Part
  • Book Part
    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
    …
  • Article
    Citation - WoS: 81
    English as a Medium of Instruction: Students' Strategies
    (Oxford University Press, 2017-04-24) 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.
  • Book Part
    Informing Preservice Teacher Education Pedagogies Through In-Service Professional Development on Cultural Diversity in Turkey
    (Emerald Group Publishing Ltd., 2015-08-24) 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.
  • Article
    Citation - WoS: 6
    Citation - Scopus: 11
    Designing Effective, Contemporary Assessment on a Flipped Educational Sciences Course
    (Routledge, 2018-10-05) Caroline Fell Kurban; Fell Kurban, Caroline; Kurban, Caroline Fell
    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.