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, HatimeThis 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.Article Citation - WoS: 45Citation - Scopus: 78Mobile-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, KadirMobile 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.Article Citation - WoS: 81English as a Medium of Instruction: Students' Strategies(Oxford University Press, 2017-04-24) Griffiths, Carol; Soruç, AdemAlthough 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.Article Citation - WoS: 6Citation - Scopus: 11Designing Effective, Contemporary Assessment on a Flipped Educational Sciences Course(Routledge, 2018-10-05) Caroline Fell Kurban; Fell Kurban, Caroline; Kurban, Caroline FellEvidence 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.