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