İngilizce Öğretmenliği Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1933
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Article Citation - WoS: 2Citation - Scopus: 2Warning Notes in a Learner’s Dictionary: a Study of the Effectiveness of Different Formats(International Journal of Lexicography, 2022-01-25) Çakar, Tuna; Nesi, Hilary; Nural, ŞükrüThis 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.Article Citation - WoS: 2Citation - Scopus: 2Stancetaking in Spoken Elf Discourse in Academic Settings: Interpersonal Functions of I Don’t Know as a Face-Maintaining Strategy(Hacettepe University, 2021-04-08) Çiftçi, Hatime; Akbaş, ErdemOur study examines interpersonal functions enacted through a stance marker in spoken ELF academic discourse. We specifically focus on investigating the functions of I don’t know in an academic speech event by embracing an interpersonal pragmatics and sociolinguistics perspective to figure out how it contributes to the act of stancetaking as an intersubjective activity. We have examined 14 interactions of doctoral defense discussions from the ELFA corpus. Our detailed discourse analysis of these doctoral defense discussions has revealed five distinctive interpersonal functions of the stance marker I don’t know allowing speakers to construct their stance and adopt a face-maintaining strategy in the ongoing spoken discourse: prefacing a suggestion, seeking acceptance, hedging/mitigating, checking agreement, and expressing uncertainty. Considering the highly-context dependent and context-regenerated functions of I don’t know, our study attempts to delve into the relational and interpersonal aspect of communication, and thus contributes to research in this strand by disclosing the interpersonal functions of stancetaking as an intersubjective activity with a particular focus on ELF academic discourse.Article Citation - WoS: 8Citation - Scopus: 5Second Language Motivational Self System of Sixth Graders in Turkey: a Correlational Study(Wiley, 2021-02-24) Çiftçi, Hatime; Arslan, TugbaInvestigating 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.Article Citation - WoS: 88Citation - Scopus: 124The Trends and Outcomes of Flipped Learning Research Between 2012 and 2018: a Descriptive Content Analysis(Springer, 2021-02-09) Oğuz, Ebru; Seggie, Fatma Nevra; Birgili, BengiAs 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.Article Citation - WoS: 16Citation - Scopus: 20Using Screencasting To Give Feedback for Academic Writing(Routledge, 2020-11-05) Bush, JeromeThis 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.Article Citation - WoS: 5Citation - Scopus: 8International Students' Views on Local Culture: Turkish Experience(Univ Louisiana Monroe, 2017-07-01) Griffiths, Carol; Çetin, Yakup; Bahar, MustafaThe number of international students in Turkey has steadily increased in recent years. As they come from different geographical locations, their successful adaptation to a medium sized country in-between three continents is of great interest. This study was conducted to investigate international students' perceptions of their Turkish experience. After an interview with 9 international students, a 46-item questionnaire was developed and given to 421 students; of these, 319 students from 61 countries returned complete forms. Responses were generally positive, although some difficulties according to gender, religion or age were reported. Another 12 students' written comments were compared with quantitative data. Implications are suggested as well as directions for further research.