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 Insights Into Academic Writing in English as Lingua Franca Contexts(Research Papers in Language Teaching and Learning, 2024) Bayyurt, Yasemin; Altınmakas, DeryaIn an era where English is the global lingua franca, academic writing has transformed significantly.This manuscript explores academic writing in English as a lingua franca (ELF) contexts, tracing thejourney of English from colonization to lingua franca status and contextualizing it within evolvingparadigms of English and language teaching worldwide. We delve into ELF research, where Englishplays a multifaceted role as a resource for multilingual communication. Our examinationencompasses ELF’s definitions, diverse users, and English as a multilingual franca. Our focus shiftsto academic writing practices within ELF contexts, scrutinizing unique challenges andopportunities arising from linguistic diversity, cultural nuances, and communication strategies.Through a review of existing studies on academic writing in ELF contexts, we offer practicalinsights for educators, researchers, and students navigating this realm. This manuscript guidesreaders through the intricate world of academic writing in the globalized domain of English as alingua franca.Article Integrating Genre-Based Writing and Critical Thinking in Developing Writing Skills of Pre-Service Language Teachers(Multilingual Matters, 2024) Aptoula-Yiğitoğlu, N.; Altınmakas, DeryaThis 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.Article Vocabulary in an English Medium Instruction Context : Selection and Difficulty(2018) Nural, ŞükrüVocabulary has long been an important issue in English as a foreign language learning and in academic disciplines but scant attention has been paid to vocabulary learning in English Medium Instruction (EMI) contexts. In this exploratory study, vocabulary learning in the social sciences was investigated from the perspective of first-year undergraduate students in Turkey. An open-ended questionnaire was administered to 161 freshmen majoring in International Relations and Philosophy. The findings suggest that students tended to remember vocabulary for reasons pertaining to the characteristics of the lecture, the lecturers’ delivery style, to the characteristics of the students themselves and to the nature of the lexical items they were exposed to during their lectures. Some recommendations are suggested to inform lecture delivery in EMI contexts.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 Online Peer Reviews: a Lasting Innovation From the Covid Pandemic?(The Global eLearning Journal, 2022) Bush, C. Jerome; Bakhtiyarov, RustamThe 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.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.