2024-03-28T20:46:10Zhttp://openaccess.cag.edu.tr/oai/requestoai:openaccess.cag.edu.tr:20.500.12507/12072024-03-19T11:36:06Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16com_20.500.12507_1985com_20.500.12507_12com_20.500.12507_11col_20.500.12507_116col_20.500.12507_1987col_20.500.12507_14
2019-11-28T08:00:54Z
urn:hdl:20.500.12507/1207
An emotional literacy improvement (elı) program for efl teachers: insiders’ views
Tuyan Eraldemir, Seden
Fen Edebiyat Fakültesi
https://orcid.org/0000-0002-7631-3324
Emotional intelligence
emotional literacy improvement
EFL teachers
Professional development
If the challenges of today's world are to be met, then there is a need to give more prominence to emotion in education, i.e.
indulging the personal, emotional and spiritual aspects of teaching, and promoting the teachers’ social-emotional competencies
along with the schooling influence. In this respect, structuring the contents of in-service programs has gained vital importance in all
fields of education including English Language Teaching (ELT). This action research study involved 17 EFL instructors to enhance
their emotional literacy regarding learning in self and in others and consequently develop behaviors that would be caused by finding
out about emotional intelligence. Relatedly, it was aimed to set up a framework of a teacher development program that the
instructors at a foreign language school at a state university in Turkey improve their emotional literacy skills and create
opportunities to impart these skills to their students as well as to people in their personal lives. The article reports on the
participants’ and the researcher’s views regarding the maturation of an emotional literacy improvement program for in-service
professional development purposes in ELT context.
2019-11-28T08:00:54Z
2019-11-28T08:00:54Z
2019
article
Tuyan Eraldemir, Seden.(2019). An emotional literacy ımprovement (elı) program for efl teachers: ınsiders’ views.European Journal of Educational Research,8(4),1113-1125.
2165-8714
https://hdl.handle.net/20.500.12507/1207
8
4
1113
1125
2-s2.0-85073504525
eng
10.12973/eu-jer.8.4.1113
European Journal of Educational Research
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/11552024-03-19T11:36:06Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16com_20.500.12507_1985com_20.500.12507_12com_20.500.12507_11col_20.500.12507_116col_20.500.12507_1987col_20.500.12507_14col_20.500.12507_15col_20.500.12507_1988
2019-11-07T09:44:49Z
urn:hdl:20.500.12507/1155
A corpus-based analysis: The types of transition markers in the MA theses of native speakers of English and Turkish speakers of English
Köroğlu, Zehra
Fen Edebiyat Fakültesi
https://orcid.org/0000-0003-4937-4890
Corpus
Corpus-based
Transition markers
MA theses
Turkish speakers
Native speakers of English
This study has been conducted to evaluate transition marker (TM) types in the MA theses written by the native
speakers (NSs) of English and Turkish speakers (TSs) of English. The purpose is to compare the most salient
transition types of the NSs and TSs randomly selected theses introduction, results and discussion, and conclusion
sections in the field of ELT between 2010 and 2014. The Keyword in Concordance (KWIC) was used to analyze
the data. TM types were analyzed in terms of percentages, frequencies per 1,000 words and they were interpreted
by calculating the log-likelihood (LL) value if there was a significant difference in their usage. The results
illustrated that the frequencies, and frequencies per 1,000 words of the most salient transition type usage in the
sections were different.
2019-11-07T09:44:49Z
2019-11-07T09:44:49Z
2019
article
Köroğlu, Z. (2019). A corpus-based analysis: The types of transition markers in the MA theses of native speakers of English and Turkish speakers of English. Journal of Language and Linguistic Studies, 15(2), 496-507,
1305-578X
https://hdl.handle.net/20.500.12507/1155
15
2
496
507
2-s2.0-85075537692
eng
10.17263/jlls.586157
JOURNAL OF LANGUAGE AND LINGUISTIC STUDIES
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/18252022-11-09T07:46:28Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16col_20.500.12507_116
2022-11-09T07:46:27Z
urn:hdl:20.500.12507/1825
The Relationship Between EFL Teachers’ Professional Identity and Professional Autonomy
AlLTAŞ, Betül
Fen Edebiyat Fakültesi
This study aims to identify 250 Turkish EFL teachers’ level of professional identity and
professional autonomy. This study also aims to investigate whether the results differ by gender,
the school in which they work, education level and work experience. Furthermore, the study aims
to identify whether there is a significant relationship between EFL teachers’ professional identity
and their professional autonomy. In this survey-based research, the results demonstrate that EFL
teachers have a very high level of professional identity and a high level of professional autonomy,
and the results differ by EFL teachers’ gender, school type and work experience. Results also
reveal that there was a significant, positive and moderate relationship between professional
identity and professional autonomy of EFL teachers. This study suggests that the freer EFL
teachers feel to make decisions in their teaching and profession, the more they can define their
identity in the teaching profession.
Keywords: EFL teachers’ professional identity, EFL teachers’ professional autonomy, Professional development, Teacher education.
2022-11-09T07:46:27Z
2022-11-09T07:46:27Z
2022
article
https://hdl.handle.net/20.500.12507/1825
eng
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/12132024-03-19T11:36:07Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16col_20.500.12507_116
2019-11-28T08:04:50Z
urn:hdl:20.500.12507/1213
The experience of uncertainty in foreign language learning within dynamic systems framework
Yurdaışık, Aysun
Fen Edebiyat Fakültesi
uncertainty experiences
complex dynamic system
course related uncertainty
cognitive uncertainty
social uncertainty
People experience uncertainty in every aspect of life and researchers have investigated the concept in
domains of psychology and communication in various contexts such as decision-making, health
contexts, business, organizational settings and relational issues. Uncertainty is also a key concept in
educational settings as it is unavoidable in life and it is a natural characteristic of learning contexts.
Thus, it seems significant to expand our understandings of how students experience uncertainty while
language learning. From the complex dynamic systems perspective, language learning is characterized
as meaning making and this process of meaning making involves uncertain situations. This study was
designed to investigate how language learners experience uncertainty; that is how they appraise
uncertainty and how they feel in uncertain situations. As the language classrooms are emergent, selforganizing systems, uncertainty stems from various sources in different forms. In order to find out about
language learners’ uncertainty experiences multiple data sources were employed. The results revealed
that uncertainty was a pervasive experience for language learners. They experienced uncertainty related
to the course, cognitive processes, and social factors and they develop positive and negative
appreciations of uncertainty.
2019-11-28T08:04:50Z
2019-11-28T08:04:50Z
2019
article
Dagtas, Aysun. Sahinkarakas, Şehnaz. (2019). The experience of uncertainty in foreign language learning within dynamic systems framework. Folkloredebiyat Literature, 97(1), 306-319.
https://hdl.handle.net/20.500.12507/1213
25
97
306
319
eng
10.22559/folklor.943
folklor edebiyat
Makale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/16612024-03-19T11:36:07Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16col_20.500.12507_116
2021-12-28T09:07:10Z
urn:hdl:20.500.12507/1661
The relationship between foreign language anxiety and decision-making strategies among university students
Zaimoğlu, Senem
Demir, Ayşe Nesil
Fen Edebiyat Fakültesi
Foreign language anxiety
Decision-making strategies
21st century skills; preparatory class students; university students
A growing number of studies have stressed the significance of foreign language anxiety in foreign language learning. However, these studies have generally demonstrated foreign language anxiety to be associated with foreign language achievement not with 21st century skills particularly decision-making strategies. Based on this, this study aims to identify the relationship between foreign language anxiety (FLA) and decision-making strategies among university students Moreover, university students’ demographic information such as gender, high-school background, and exposure to English was also investigated. The study adopted a survey-based research method. First, a demographic inventory was provided to participants to collect certain personal details for research questions. Then, two scales, Turkish adaptations of the Foreign Language Classroom Anxiety Scale (FLCAS) (Şakrak, 2009) and Decision-making Scale developed by Zaimoğlu (2018) were conducted to students respectively. The results indicated that FLA and Decision-making vary in terms of gender, language background, high school background and exposure to English levels separately. Furthermore, for students’ FLA and Decision-making strategies, a considerable negative difference was found. This study provides possible suggestions for future research, and makes implications for foreign language learning.
2021-12-28T09:07:10Z
2021-12-28T09:07:10Z
2021
article
Demir, A. N. & Zaimoğlu, S. (2021). The relationship between foreign language anxiety and decision-making strategies among university students . Journal of Language and Linguistic Studies , English language teaching , 18-32 . DOI: 10.17263/jlls.903294
https://hdl.handle.net/20.500.12507/1661
18
32
eng
10.17263/jlls.903294
journal of Language and Linguistic Studies
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/802021-06-08T16:41:09Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16com_20.500.12507_12com_20.500.12507_11col_20.500.12507_116col_20.500.12507_15
02.07.201910:49:13
urn:hdl:20.500.12507/80
Exploring relations between pre-service english teachers' psychological and Social well-being and their perceptions of positive classroom environment
Inozu, Julide
Sahinkarakas, Sehnaz
Fen Edebiyat Fakültesi
Dil Bilim
This paper reports on findings of a research study that sought to investigate the relationship between classroom environment and candidate teachers' social and psychological wellbeing. Dimensions of psychological and social well-being models include constructs such as personal growth, positive relations with others, and social contribution. Such constructs have impacts on teachers' creating a positive classroom environment, which is a predictor of students' academic achievement. Therefore, this study aims at exploring whether and how psychological and social well-being shape candidate teachers' perceptions of positive classroom environment. To address the focus of this study, the data were collected from 157 senior students at the English Language Teaching department through three questionnaires. The questionnaires measured mainly three variables: Participants' perceptions of positive classroom environment and their psychological and social well-being. The relationships between these variables were tested through Structural Equation Model (SEM) using AMOS (22.0). The results of the study revealed some significant relationships between some of the dimensions only, which may indicate that the participant pre-service teachers are expected to promote positive classroom environment in some aspects, but not all. Regarding this, the study provides valuable suggestions to be included in teacher development programs.
This paper reports on findings of a research study that sought to investigate the relationship between classroom environment and candidate teachers' social and psychological wellbeing. Dimensions of psychological and social well-being models include constructs such as personal growth, positive relations with others, and social contribution. Such constructs have impacts on teachers' creating a positive classroom environment, which is a predictor of students' academic achievement. Therefore, this study aims at exploring whether and how psychological and social well-being shape candidate teachers' perceptions of positive classroom environment. To address the focus of this study, the data were collected from 157 senior students at the English Language Teaching department through three questionnaires. The questionnaires measured mainly three variables: Participants' perceptions of positive classroom environment and their psychological and social well-being. The relationships between these variables were tested through Structural Equation Model (SEM) using AMOS (22.0). The results of the study revealed some significant relationships between some of the dimensions only, which may indicate that the participant pre-service teachers are expected to promote positive classroom environment in some aspects, but not all. Regarding this, the study provides valuable suggestions to be included in teacher development programs.
02.07.201910:49:13
2019-07-02T19:36:27Z
02.07.201910:49:13
2019-07-02T19:36:27Z
2016
article
2149-1135
https://hdl.handle.net/20.500.12507/80
2
2
79
93
eng
Eurasian Journal of Applied Linguistics
Makale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/16592024-03-19T11:30:53Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16com_20.500.12507_1985col_20.500.12507_116col_20.500.12507_1987col_20.500.12507_1986
2021-12-28T09:06:51Z
urn:hdl:20.500.12507/1659
Development of a social-emotional foreign language learning scale (SEFLLS) for young adults
Zaimoğlu, Senem
Karakaş, Şehnaz
Fen Edebiyat Fakültesi
https://orcid.org/ 0000-0002-7195-8190
Social and emotional learning (SEL)
Social and emotional competence (SEC)
Scale development
Scale validation
The social and emotional challenges of adjusting to university are inherently different from those faced by primary and secondary
school students. This article describes the development and evaluation of a new instrument to measure university students’socialemotional foreign language learning needs. A series of cross-sectional questionnaire surveys was conducted with four different
samples of 1613 preparatory school students from a university to examine the psychometric properties of the 24-item SocialEmotional Foreign Language Learning Scale (SEFLLS). Results revealed a correlated three-factor structure: Self-regulation,
Social Relations, and Decision-Making, with internal consistency values above .80. Scale scores provided evidence of adequate
internal consistency and convergent validity. Confirmatory factor analysis attested to the discriminant validity of the scale.
SEFLLS appears useful for research purposes with young adults at the university level, particularly those learning a foreign
language. Limitations and directions for future research are discussed.
2021-12-28T09:06:51Z
2021-12-28T09:06:51Z
2021
article
Zaimoglu, S. & Sahinkarakas, S. (2021). Development of a social-emotional foreign language learning scale (SEFFLS) for young adults. Current Psychology. doi: 10.1007/s12144-021-02090-y
https://hdl.handle.net/20.500.12507/1659
WOS:000673252300003
2-s2.0-85110449653
eng
10.1007/s12144-021-02090-y
Current Psychology
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/18452023-01-02T07:56:57Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16col_20.500.12507_116
2023-01-02T07:56:57Z
urn:hdl:20.500.12507/1845
Empowering K-12 Learners for Global Challenges Through STEAM(M): Reflections from a Turkish Context
ŞAHİNKARAKAŞ, Şehnaz
TOKÖZ GÖKTEPE, Fatma
Fen Edebiyat Fakültesi
Global challenges, K-12 education, media, STEAM, 21st-century learners
STEM and STEAM practices in K-12 curriculums educate learners to be competent,
adaptable, resilient, critical, and globally considerate and conscious individuals who use information
from different sources as a necessity of the fast-paced digital and complex world. As an innovative
approach, STEAM visibly combines school subjects, whereas media, which interconnects the world in
this era, does so invisibly. It is essential to integrate media into STEAM (henceforth STEAM(M)) in K12 education so 21st-century learners can meet emerging global challenges. With this study, we aimed
to highlight the need to integrate media into STEAM and stimulate interest among both teachers and
students. In doing so, we share our reflections on STEAM practices emphasising the visibility of media
in K-12 formal education with its drawbacks and potential benefits. The project followed the
framework of a collaborative action research project with two researchers from a university and five K12 teachers and their 7th-grade learners from a secondary school in Turkey participating in the project.
The results implicated that K-12 teachers must be provided with practical training on STEAM(M)
applications and the resources needed to create appropriate environments for collaboration within the
school. We conclude with reflective remarks concerning the integration of media and STEAM
practices in the K-12 curriculum in Turkey.
2023-01-02T07:56:57Z
2023-01-02T07:56:57Z
2022
article
https://hdl.handle.net/20.500.12507/1845
eng
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
Çağ Üniversitesi / Sosyal Bilimler
oai:openaccess.cag.edu.tr:20.500.12507/11102021-06-08T16:41:19Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16com_20.500.12507_12com_20.500.12507_11col_20.500.12507_116col_20.500.12507_15
2019-11-07T09:25:21Z
urn:hdl:20.500.12507/1110
A study on metadiscoursive interaction in the doctoral dissertations of the native speakers of English and the Turkish speakers of English
Köroğlu, Zehra
Fen Edebiyat Fakültesi
https://orcid.org/0000-0003-4937-4890
metadiscoursive interaction
corpus
corpus-based
transition markers
doctoral dissertations
Turkish speakers of English
native speakers of English
This study has been conducted to evaluate the transition marker (TM) usage in the doctoral dissertations written by the native speakers (NSs) of English and the Turkish speakers (TSs) of English. The purpose is to compare the TM usage in the introduction, results and discussion, and conclusion sections by both groups’ randomly selected PhD dissertations in the field of ELT between the years 2010 and 2014. The WordSmith Tools 5.0 software is used in order to analyze the data. TMs were analyzed in terms of percentages, frequencies per 1,000 words and they were interpreted by calculating the log-likelihood (LL) value whether there was a significant difference in their usage. The results indicated that the frequencies, and frequencies per 1,000 words of the TM usage in the sections which were investigated of the doctoral dissertations of each group were different.
2019-11-07T09:25:21Z
2019-11-07T09:25:21Z
2018
article
Köroğlu, Z. (2018). A study on metadiscoursive interaction in the doctoral dissertations of the native speakers of English and the Turkish speakers of English. Journal of Language and Linguistic Studies, 14(3), 396-404.
1305-578X
https://hdl.handle.net/20.500.12507/1110
14
3
396
404
eng
JOURNAL OF LANGUAGE AND LINGUISTIC STUDIES
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/14732020-11-04T08:36:42Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16col_20.500.12507_116
2020-11-04T08:36:41Z
urn:hdl:20.500.12507/1473
Asynchronous Computer Mediated Communication (Acmc): An Innovative Tool in Teaching Foreign Languages
Köroğlu, Zehra
Tüm, Gülden
Fen Edebiyat Fakültesi
Traditionally, universities have been immersed in an educational system
in which the teacher transmitted information in classrooms wherein students
spend most of their time listening to lectures, taking notes, and having final
H[DPV *yPH]-Senent et al., 2004: cited in Vera et al., 2006, p. 227).
Substantially, the same sistem in teaching practice as the form of direct
instruction (OECD, 2015: cited in Heaysman, & Tubin, 2019, p. 343) is still
somehow applied abroad and in Turkey even if this system seems unrealistic.
It does appear unrealistic as each generation might realize their achievements differently in their social and academic experiences due to
debatable changes and challenges they face throughout decades when
compared to the previous one(s). In addition, it is unfair to expect several
ensuing student-generations would benefit from the same teaching and
learning approach and content (Chang et al., 2013, p. 9) because of
dramatical changes in technology and curriculum over the decades.
2020-11-04T08:36:41Z
2020-11-04T08:36:41Z
2020
article
Köroğlu, Zehra,Tüm, Gülden.(2020).Asynchronous Computer Mediated Communication (Acmc): An Innovative Tool in Teaching Foreign Languages.
https://hdl.handle.net/20.500.12507/1473
tur
Makale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/6242024-03-19T11:36:03Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16com_20.500.12507_1985com_20.500.12507_12com_20.500.12507_11col_20.500.12507_116col_20.500.12507_1986col_20.500.12507_13
12.07.201910:50:10
urn:hdl:20.500.12507/624
The role of teaching experience on teachers' perceptions of language assessment
Sahinkarakas, Sehnaz
Uzunboylu, H.
Fen Edebiyat Fakültesi
Metaphor Analysis
Language Assessment
Teachers' Conceptions
Cyprus International Conference on Educational Research (CY-ICER) -- FEB 08-11, 2012 -- Middle E Tech Univ No Cyprus Campus, CYPRUS
WOS: 000342764800297
For assessment to have an impact on student achievement, teachers need to see assessment as an integral part of the instructional process rather than as an evaluation device to determine students' grades. The present study aimed at exploring how language teachers conceive language assessment and whether these conceptions differ according to teaching experience. Accordingly, prospective language teachers and language teachers with different years of teaching experience were asked to describe 'language assessment' using a metaphor. Metaphors obtained from the written descriptions of the participants were analyzed and separated by themes. The conceptions that were revealed were then compared and contrasted to see whether experience plays a role in the beliefs of language teachers regarding language assessment.
12.07.201910:50:10
2019-07-12T15:28:06Z
12.07.201910:50:10
2019-07-12T15:28:06Z
2012
conferenceObject
1877-0428
https://doi.org/10.1016/j.sbspro.2012.06.901
https://hdl.handle.net/20.500.12507/624
47
1787
1792
WOS:000342764800297
eng
Procedia Social and Behavioral Sciences
10.1016/j.sbspro.2012.06.901
Cyprus ınternatıonal conference on educatıonal research (cy-ıcer-2012)
Konferans Öğesi - Uluslararası - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
ELSEVIER SCIENCE BV
oai:openaccess.cag.edu.tr:20.500.12507/3452021-06-08T16:41:18Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16com_20.500.12507_147com_20.500.12507_138com_20.500.12507_7com_20.500.12507_6col_20.500.12507_116col_20.500.12507_275
2019-07-11T07:57:01Z
urn:hdl:20.500.12507/345
Developing a scale for social-emotional foreign language learning in university contexts
Zaimoğlu, Senem
Şahinkarakaş, Şehnaz
Sosyal Bilimler Enstitüsü
Social and Emotional Learning (SEL),
Social and Emotional Competence (SEC)
scale development
scale validation
Sosyal ve Duygusal Öğrenme
Sosyal ve Duygusal Yetkinlik
ölçek geliştirme
ölçek doğrulaması
Sayısı her geçen gün biraz daha artan araştırmalar, öğrencilerin bilişsel ve davranışsal gelişimi için sosyal ve duygusal becerilerini geliştirmenin gerekliliğine vurgu yapmaktadır (CASEL, 2012; Durlak, Weissberg, Dymnicki, Taylor, & Schellinge, 2011). Bu araştırmalar doğrultusunda, araştırmacılar, öğrencilerin sosyal ve duygusal becerilerini ölçmek için çok sayıda araç geliştirmişlerdir. Ancak, bu araçlar genel olarak, özellikle yabancı bir dil öğrenen üniversite seviyesindeki genç yetişkinler için değil de sosyal ve duygusal becerilerin öğrenme sürecinin bir parçası olarak görüldüğü ilkokul, ortaokul ve liselerdeki çocuklar için tasarlanmıştır. Bu açıdan bakıldığında, bu çalışma, üniversite öğrencilerinin yabancı dil öğrenirken, sosyal ve duygusal yetkinliklerini değerlendirmek için uygun bir araç geliştirerek bu boşluğu doldurmaya çalışmaktadır. Ölçeklerin faktör yapısı ve iç tutarlılığıyla ilgili veriler dört farklı zamanda toplam olarak da bir üniversitenin 1613 hazırlık okulu öğrencisine uygulanarak toplanmıştır. Sosyal-Duygusal Yabancı Dil Öğrenme Ölçeğinin (SEFLLS) temel bileşen analizi, üç faktörlü bir yapı ortaya koymuştur: Öz Düzenleme, Sosyal İlişkiler ve Karar Verme. Cevapların doğrulayıcı faktör analizlerine göre ise, model uyum değerlerinin kabul edilebilir olduğu gözlemlenmiştir. Çalışma sınırlamaları ve gelecekteki araştırmalar için açıklamalar ele alınmıştır.
A growing body of research lays emphasis on the necessity of enhancing the social and emotional skills of students for their successful cognitive and behavioral development (CASEL, 2012; Durlak, Weissberg, Dymnicki, Taylor, & Schellinge, 2011). In line with this, researchers have developed numerous instruments to assess students' social and emotional competences. However, these instruments have been generally designed for children in primary, secondary and high schools, where social and emotional skills are often seen as part of the learning process, not for the young adults at the university level particularly learning a foreign language. From this point of view, the current study tries to fill this gap by developing an appropriate instrument to assess university students' social and emotional competences while learning a foreign language. Data was gathered using four different samples of 1613 preparatory school students from a university in total. Principal component analysis of the Social-Emotional Foreign Language Learning Scale (SEFLLS) yielded a three-factor structure: Self-regulation, Social Relations and Decision-Making. In accordance with confirmatory factor analyses, it was observed that the model fit indices were acceptable. Limitations and directions for future research are discussed.
2019-07-11T07:57:01Z
2019-07-11T07:57:01Z
2018
2018
doctoralThesis
https://hdl.handle.net/20.500.12507/345
eng
Tez
info:eu-repo/semantics/openAccess
Çağ Üniversitesi Sosyal Bilimler Enstitüsü
oai:openaccess.cag.edu.tr:20.500.12507/12112020-01-02T09:23:30Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16col_20.500.12507_116
2019-11-28T08:01:43Z
urn:hdl:20.500.12507/1211
Visual semiotics and interpretation in the television commercial
Yurdaışık, Aysun
Bulut, Türkay
Fen Edebiyat Fakültesi
Visual semiotics
interpretation in the television commercial
Visual communication does not include language codes; it leaves the visual message and the recipient alone. This paper focuses on the production of meaning from visual messages in advertising from a semiotic analysis perspective which can be examined through viewer responses to identify patterns of meaning construction. For this purpose, we have investigated one specific advertisement (the Coca cola light commercial which ran in Turkey during the second half of the year 2004) and asked a group of viewers to produce the meanings of the images in the commercial. The results yielded that the viewers noted more iconic message elements than symbolic or indexical ones; however, symbolic meaning seems to be more effective than iconic meaning.
2019-11-28T08:01:43Z
2019-11-28T08:01:43Z
2005
article
Bulut, Türkay, Yurdaisik, Aysun. (2005). Visual semiotics and interpretation in the television commercial.Applied Semiotics, 6(16), 46-53.
https://hdl.handle.net/20.500.12507/1211
6
16
46
53
eng
Applied Semiotics
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/602024-03-19T11:36:10Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16com_20.500.12507_1985com_20.500.12507_12com_20.500.12507_11col_20.500.12507_116col_20.500.12507_1987col_20.500.12507_15col_20.500.12507_1988
02.07.201910:49:13
urn:hdl:20.500.12507/60
Moral Emotions and Self-Monitoring
Yurtsever, Gülçimen
Fen Edebiyat Fakültesi
İşletme
İşletme Finans
Bu çalışmada, kendi kendini denetim ile ahlaki duygular arasındaki ilişki araştırılmıştır. Ahlaki duygular, suçluluk ve utanma duygusu olarak araştırılmıştır. Veriler, Türkiye'de bir kamu bankasında çalışan alt derecedeki yöneticilerden elde edilmiştir. Suçluluk ve utanma ile kendi kendini denetim arasında pozitif ilişki ortaya çıkmıştır. Ayrıca, araştırmanın sonuçları tartışılmış, uygulamacılar için öneriler sunulmuştur.
This study offers a set of relationships between self-monitoring and two moral emotions: shame and guilt. After creating various combinations of relationships between the behavioral manifestations of shame and guilt and the sub-dimensions of self-monitoring, these relationships are tested with data obtained from lower level managers in a public bank in Turkey. Results show that there are positive relationships between these constructs. The implications of these findings for understanding moral emotions and self-monitoring were also considered, along with some potential applications.
02.07.201910:49:13
2019-07-02T19:36:24Z
02.07.201910:49:13
2019-07-02T19:36:24Z
2005
article
1300-9583
https://hdl.handle.net/20.500.12507/60
19
1-2
115
125
2-s2.0-37849185582
eng
Bogazici Journal: Review of Social, Economic and Administrative Studies
Makale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/16962022-01-25T07:46:37Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16col_20.500.12507_116
2022-01-25T07:46:36Z
urn:hdl:20.500.12507/1696
A critical analysis of second language teaching education practices in Turkey
Toköz Göktepe, Fatma
Fen Edebiyat Fakültesi
English language
Teacher education
Turkish education system
The world is quickly turning into a global village due to the advancements that have been made in science and technology. It has therefore become necessary for various cultures to learn languages other than their native ones so that they can integrate with others across the globe. With English being spoken across many cultures around the world, the Turkish education system has given it a place of prominence in its national development. This paper analyzes the current English language teacher education practices in Turkey. The history of its development to the current state is initially discussed and then its efficacy concerning strengths and weaknesses are analyzed by providing some constructive recommendations.
2022-01-25T07:46:36Z
2022-01-25T07:46:36Z
2015
article
Tokoz Goktepe, F. (2015). A critical analysis of second language teaching education practices in Turkey. International Journal of Languages’ Education and Teaching, 3 (1), 128 – 143.
https://hdl.handle.net/20.500.12507/1696
3
1
128
143
eng
International Journal of Languages’ Education and Teaching
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/16572021-12-28T09:06:36Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16col_20.500.12507_116
2021-12-28T09:06:35Z
urn:hdl:20.500.12507/1657
Language teacher identity construction in challenging communities of practice: A case study
Toköz Göktepe, Fatma
Fen Edebiyat Fakültesi
0000-0001-9242-8829
This study reports on a longitudinal case study scrutinising language teacher identity construction or (re)construction of two newly graduated English as a foreign language teachers. Specifically, this study aimed to explore the trajectory of teacher identity (re)construction from pre-service teacher education to in-service teaching in an English as a foreign language context in Turkey. Data from reflective narratives, practice teaching diary and researcher field notes over 1.5 years indicate teachers’ enthusiasm, willingness and desires for being a teacher might fade when they begin teaching in their challenging community of practices. These communities may have adverse effects on the teachers instead of supporting them in their first year of teaching; even the consequences of these effects can be devastating for the teacher. This study contributes to the growing interest in language teacher identity and highlights that beginning teachers need support through constructive mentoring
and induction programmes. Moreover, particular attention needs to be paid by governing bodies to support beginning teachers and hear the teachers' voices experiencing some challenges in the community of practice. The study also calls for beginning teachers to reflect on their teaching practices from a critical lens to understand actual teaching settings.
2021-12-28T09:06:35Z
2021-12-28T09:06:35Z
2021
conferenceObject
Tokoz Goktepe, F. (2021, 28-30 June). Language teacher identity construction in challenging communities of practice: A case study. 23rd Warwick International Conference in Applied Linguistics, p. 5. University of Warwick, UK.
https://hdl.handle.net/20.500.12507/1657
23
eng
23rd Warwick International Conference in Applied Linguistics
Diğer
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/16812022-01-04T09:37:31Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16col_20.500.12507_116
2022-01-04T09:37:30Z
urn:hdl:20.500.12507/1681
The Impact of Formative Assessment on Students’ Assessment Preferences
Karakaş, Şehnaz
Büyükkarcı, Kagan
Fen Edebiyat Fakültesi
Research in the area of Language Testing and Assessment proves that formative assessment
(FA) leads to active involvement of students in assessment practices, and it is a valuable
approach in promoting learning. The aim of this study was to gain information about the
relationship between hands-on formative assessment practices and students’ assessment
preferences. From the analysis of the traditional assessment preferences of the students, it can
be concluded that both the experimental and control group students still preferred traditional
type of assessment such as multiple-choice tests. On the other hand, the analysis of the
formative assessment preferences of the experimental group students indicated that they
began to prefer the formative mode of assessment. In other words, they added new types of
assessment to their preferences such as self/peer assessment. As a result, they began to prefer
taking more active role in their own assessment procedure, and took a step towards becoming
autonomous learners.
2022-01-04T09:37:30Z
2022-01-04T09:37:30Z
2021
article
Karakaş, Şehnaz,Büyükkarcı, Kagan.(2021).The Impact of Formative Assessment on Students’ Assessment Preferences.
https://hdl.handle.net/20.500.12507/1681
21
1
142
161
eng
The Reading Matrix: An International Online Journal
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/16802024-03-19T11:36:06Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16com_20.500.12507_1985col_20.500.12507_116col_20.500.12507_1987col_20.500.12507_1988col_20.500.12507_1986
2022-01-04T09:37:22Z
urn:hdl:20.500.12507/1680
Bir Yabancı Dil Sınıfında Öğrencilerin Farklı Seslere Nasıl Saygı Gösterdiklerinin Araştırılması
Altaş, Betül
Fen Edebiyat Fakültesi
Bakhtin’s notion of dialogue
Respecting alien voices
Polyphony
Foreign language classroom
Differences in learners’ cultural, religious, linguistic, and social backgrounds are seen as a problem in today’s centralized and hierarchical world system (Apple, 2018). As a consequence of the conservative restoration in the social system, nationalism and ethnocentrism have become pervasive ideologies in social and academic platforms. Thus, respecting different voices in social and academic life is a significant issue in the educational field. However, there is no consensus regarding how learners could respect others’ opinions, ideas, and feelings according to ontological and philosophical accounts of human existence. Based on Bakhtin’s philosophy of language, a mutually responsive understanding is the epitome of dialogue (Lachmann, 2004). Dialogue forms mutual relations between individuals and provides a shared responsibility, which requires being ready to answer to other persons (Gardiner, 1996). In this regard, Bakhtin’s dialogue and responsibility address responsiveness to the other’s word (Lachmann, 2004). Building this type of ethical relationship with other people through dialogue consists of a loving, not a disinterested point of view (Bakhtin, 1990). Therefore, otherness is no longer associated with the foreign or alien, because differences are perceived as a generative opportunity. This case study aims to investigate how learners respect alien voices in a foreign language classroom. Drawing from Bakhtin’s philosophy of dialogue, classroom dialogues, written responses, and personal reflections were conducted with 17 beginner level students at the Preparatory school of a Turkish university. Data results obtained from students demonstrated that learners could respond to others and be open to different perceptions, opinions, and views without stereotyping and judging in language learning and teaching.
Öğrencilerin kültürel, dini, dilsel ve sosyal geçmişlerindeki farklılıklar günümüzün merkezi ve hiyerarşik dünya sisteminde bir sorun olarak görülmektedir (Apple, 2018). Sosyal sistemdeki muhafazakâr restorasyonun bir sonucu olarak, milliyetçilik ve etnomerkezcilik sosyal ve akademik platformlarda yaygın ideolojiler haline gelmiştir. Bu nedenle, sosyal ve akademik yaşamda farklı seslere saygı gösterilmesi eğitim alanında önemli bir konudur. Ancak, öğrenenlerin insan varlığının ontolojik ve felsefi açıklamasına göre başkalarının görüşlerine, fikirlerine ve duygularına nasıl saygı gösterebilecekleri konusunda bir fikir birliği yoktur. Diyalog, bireyler arasında karşılıklı ilişkiler oluşturur ve aynı zamanda diğer kişilere cevap vermeye hazır olmayı gerektiren ortak bir sorumluluk sağlar (Gardiner, 1996). Diyalog yoluyla diğer insanlarla bu tür bir etik ilişki kurmak, ilgisiz bir bakış açısını değil, sevgi dolu bir bakış açısını içerir (Bakhtin, 1990). Böylece, ötekilik artık yabancı veya farklı ile ilişkili değildir, çünkü farklılıklar üretken bir fırsat olarak algılanır. Bu vaka çalışması, öğrencilerin yabancı dil sınıfındaki farklı seslere nasıl saygı gösterdiklerini araştırmayı amaçlamaktadır. Bakhtin’in diyalog felsefesinden yola çıkarak, bir Türk üniversitesinin hazırlık okulunda başlangıç seviyesi 17 öğrenciyle sınıf içi diyaloglar, yazılı yanıtlar ve kişisel yansımalar gerçekleştirildi. Öğrencilerden elde edilen veri sonuçları, öğrencilerin dil öğrenimi ve öğretiminde klişeleştirmeden ve yargılamadan diğer bireylere yanıt verebildiğini ve farklı görüşlere ve fikirlere açık olabildiğini göstermiştir
2022-01-04T09:37:22Z
2022-01-04T09:37:22Z
2021
article
Altaş, B., & Şahinkarakaş, Ş. (2020). Bir yabancı dil sınıfında öğrencilerin farklı seslere nasıl saygı gösterdiklerinin araştırılması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. Advance online publication. doi: 10.16986/HUJE.2020063456
https://hdl.handle.net/20.500.12507/1680
WOS:000748804800001
2-s2.0-85123912180
eng
10.16986/HUJE.2020063456
Hacettepe University Journal of Education
Makale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/16952022-01-25T07:46:28Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16col_20.500.12507_116
2022-01-25T07:46:27Z
urn:hdl:20.500.12507/1695
An evaluation of two ESP coursebooks using revised Bloom Taxonomy
Toköz Göktepe, Fatma
Fen Edebiyat Fakültesi
English for Specific Purposes (ESP)
Coursebook evaluation
Revised Bloom Taxonomy
The choice of teaching materials and a coursebook that will be used in a language
classroom is one of the crucial factors that may create significant differences in
teaching and learning process. Hence, the teacher should pay thorough attention to
determine the most appropriate teaching materials and coursebook for the particular
classroom. This paper reports an analysis of two English for Specific Purposes
(ESP) coursebooks in terms of language skills and subskills as a cognitive ability to
choose the most appropriate coursebook between two for the specific teaching
context. The criterion in the evaluation of the coursebooks will be based on four
knowledge dimensions (factual, conceptual, procedural and meta-cognitive
knowledge) which overlap the cognitive processes (remembering, understanding,
applying, analysing, evaluating and creating) of the Revised Bloom Taxonomy. The
evaluation will be quasi systematic; however, it will also be influenced by nonsystematic
qualitative judgments made by the teacher. These are based on the
knowledge and understanding of the teacher who knows the requirements of
students in this course. The study would provide some implications based on the
findings to teachers and/or material designers for effective teaching, material
development and production.
2022-01-25T07:46:27Z
2022-01-25T07:46:27Z
2015
article
Tokoz-Goktepe, F. (2015). An evaluation of two ESP coursebooks using revised Bloom Taxonomy. The Online Journal of New Horizons in Education, 5 (1), 53 -60.
https://hdl.handle.net/20.500.12507/1695
5
1
53
60
eng
The Online Journal of New Horizons in Education
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/16562024-03-19T11:36:03Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16col_20.500.12507_116
2021-12-28T07:26:36Z
urn:hdl:20.500.12507/1656
“I’ll do it in my own class”: novice language teacher identity construction in Turkey
Toköz Göktepe, Fatma
Fen Edebiyat Fakültesi
0000-0001-9242-8829
Identity construction
İmagined identity
Imposed identity
Longitudinal case study
Mismatched mentorship
Novice teacher
This paper reports a longitudinal case study exploring the identity construction of a novice English as a Foreign Language (EFL) teacher in Turkey. The study applies sociocultural and post-structural approaches to teacher education and identity formation. It traces the teacher’s experiences of becoming and being a teacher drawing upon her reflective teaching narratives, her teaching diary, semi-structured interviews, and the researchers’ observation notes. The findings suggest that some features of the induction programmes may negatively affect the novice teachers’ construction of a language teacher identity (LTI). Specifically, the negative effect is due to not allowing trainees to experiment or apply their pedagogical perspective in the classroom, or to participate in the classroom on equal levels with their mentor-teachers. The study presents a model that explicates how the LTIs of novice teachers shift from being an imagined to an imposed identity shaped by various constructs: beliefs about teaching and learning, pre-service education, dynamic relations in communities of practice, and contextual factors. The implications for further research are discussed to address LTI construction in EFL contexts.
2021-12-28T07:26:36Z
2021-12-28T07:26:36Z
2021
article
Tokoz Goktepe, F. & Kunt, N. (2021). “I’ll do it in my own class”: novice language teacher identity construction in Turkey. Asia Pacific Journal of Education. 41(3), 472-487. https://doi.org/10.1080/02188791.2020.1815648
https://hdl.handle.net/20.500.12507/1656
3
41
472
487
eng
10.1080/02188791.2020.1815648
Asia Pacific Journal of Education
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/16552024-03-19T11:36:05Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16com_20.500.12507_1985col_20.500.12507_116col_20.500.12507_1987col_20.500.12507_1986
2021-12-28T07:26:22Z
urn:hdl:20.500.12507/1655
Obstructions in normative teacher identity development: a case study in Turkey
Toköz Göktepe, Fatma
Fen Edebiyat Fakültesi
0000-0001-9242-8829
Teacher professional identity
İmagined identity; professional development
Conflict region
Longitudinal case inquiry
This paper reports, through a longitudinal case inquiry, on the trajectory of one novice teacher’s professional identity development after completing his pre-service education to become an English teacher in Turkey. He was assigned to a school in the south-east of the country, which has been experiencing worsening civil conflict between regional militants and the national government, characterised by long-lasting curfews and the destruction of buildings and homes. This study provides insights into the formation of a new teacher’s professional identity when working within a conflict region. Written narratives, informal interviews, observation notes, university supervisor observations and a teaching diary were used to examine the developing professional identity. The findings suggest that, in extreme circumstances, individuals may adapt and find ways to mitigate the effects of a challenging community and other disadvantages. Imagined identity can play a powerful role in mediating external difficulties encountered in identity development.
2021-12-28T07:26:22Z
2021-12-28T07:26:22Z
2021
article
Tokoz Goktepe, F. & Kunt, N. (2021). Obstructions in normative teacher identity development: a case study in Turkey. Professional Development in Education. Advance online publication. https://doi.org/10.1080/19415257.2021.1879217
https://hdl.handle.net/20.500.12507/1655
1
17
WOS:000609566500001
2-s2.0-85099739862
eng
10.1080/19415257.2021.1879217
Professional Development in Education
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/18242024-03-19T11:36:13Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16com_20.500.12507_1985col_20.500.12507_116col_20.500.12507_1986
2022-11-09T07:46:15Z
urn:hdl:20.500.12507/1824
Investigating How Learners Respect Alien Voices in a Foreign Language Classroom
AlLTAŞ, Betül
Fen Edebiyat Fakültesi
Differences in learners’ cultural, religious, linguistic, and social backgrounds are seen as a problem in today’s
centralized and hierarchical world system (Apple, 2018). As a consequence of the conservative restoration in
the social system, nationalism and ethnocentrism have become pervasive ideologies in social and academic
platforms. Thus, respecting different voices in social and academic life is a significant issue in the educational
field. However, there is no consensus regarding how learners could respect others’ opinions, ideas, and
feelings according to ontological and philosophical accounts of human existence. Based on Bakhtin’s
philosophy of language, a mutually responsive understanding is the epitome of dialogue (Lachmann, 2004).
Dialogue forms mutual relations between individuals and provides a shared responsibility, which requires
being ready to answer to other persons (Gardiner, 1996). In this regard, Bakhtin’s dialogue and responsibility
address responsiveness to the other’s word (Lachmann, 2004). Building this type of ethical relationship with
other people through dialogue consists of a loving, not a disinterested point of view (Bakhtin, 1990). Therefore,
otherness is no longer associated with the foreign or alien, because differences are perceived as a generative
opportunity. This case study aims to investigate how learners respect alien voices in a foreign language
classroom. Drawing from Bakhtin’s philosophy of dialogue, classroom dialogues, written responses, and
personal reflections were conducted with 17 beginner level students at the Preparatory school of a Turkish
university. Data results obtained from students demonstrated that learners could respond to others and be
open to different perceptions, opinions, and views without stereotyping and judging in language learning and
teaching.
Keywords: Bakhtin’s notion of dialogue, respecting alien voices, polyphony, foreign language classroom
2022-11-09T07:46:15Z
2022-11-09T07:46:15Z
2022
article
https://hdl.handle.net/20.500.12507/1824
WOS:000748804800001
eng
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/6082024-03-19T11:36:03Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16com_20.500.12507_1985com_20.500.12507_12com_20.500.12507_11col_20.500.12507_116col_20.500.12507_1986col_20.500.12507_13
12.07.201910:50:10
urn:hdl:20.500.12507/608
Formulas and topics in Turkish and English compliments
Şakirgil, Can
Çubukcu, Hatice
Arikan, A.
Saraç, HS
Celik, S.
Caner, M.
Sert, O.
Zorba, MG
Fen Edebiyat Fakültesi
Speech Events
Speech Acts
Compliments
Compliment Responses
Akdeniz Language Studies Conference -- MAY 09-12, 2012 -- Antalya, TURKEY
WOS: 000317217200138
This study aims to describe compliment Speech Events across English and Turkish Languages in terms of their formulas and topics. The data consists of 50 English and 50 Turkish compliments naturally produced by native speakers. The Field Method was used as a data collection tool. The compliment formulas are described and topics are classified according to possession, appearance, performance, attribute and skill. The findings suggest that performance of compliments in both groups are quite formulaic regarding their generic structures and show strong similarities and differences in this aspect, providing some implications regarding pragmatic competence.
12.07.201910:50:10
2019-07-12T15:28:04Z
12.07.201910:50:10
2019-07-12T15:28:04Z
2013
conferenceObject
1877-0428
https://doi.org/10.1016/j.sbspro.2013.01.168
https://hdl.handle.net/20.500.12507/608
70
1126
1135
WOS:000317217200138
eng
Procedia Social and Behavioral Sciences
10.1016/j.sbspro.2013.01.168
Akdenız Language Studıes Conference
Konferans Öğesi - Uluslararası - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
ELSEVIER SCIENCE BV
oai:openaccess.cag.edu.tr:20.500.12507/3552021-06-08T16:41:21Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16com_20.500.12507_147com_20.500.12507_138com_20.500.12507_7com_20.500.12507_6col_20.500.12507_116col_20.500.12507_275
2019-07-11T08:39:25Z
urn:hdl:20.500.12507/355
Exploring foreign language learners' uncertainty experiences and uncertainty management
Dağtaş, Aysun
Şahinkarakaş, Şehnaz
Sosyal Bilimler Enstitüsü
Uncertainty experiences
course and language related uncertainty
cognitive uncertainty
social uncertainty
physical uncertainty
uncertainty management
reducing uncertainty
maintaining and resolving uncertainty
ignoring uncertainty
Belirsizlik deneyimleri
ders ve dil ile ilgili belirsizlik
bilişsel belirsizlik
sosyal belirsizlik
fiziksel belirsizlik
belirsizlik yönetimi
belirsizliği gidermek
belirsizliği sürdürmek ve çözmek
belirsizliği gözardı etmek
İnsanlar hayatın her alanında belirsizlikler yaşıyorlar. Bu nedenle araştırmacılar belirsizlik kavramını psikoloji ve iletişim alanlarında, karar verme, sağlık, iş, örgütsel çevre ve ilişkiler konuları gibi çeşitli bağlamlarda araştırmaktadırlar. Belirsizlik eğitim alanında da anahtar bir kavramdır çünkü belirsizlik hayatın her alanında mevcuttur ve kaçınılmazdır, ayrıca öğrenme bağlamının da doğal bir özelliğidir. Bu nedenle, öğrencilerin dil öğrenirken belirsizlik durumlarını nasıl deneyimlediklerini, belirsiz durumların neden kaynaklandığı ve belirsizlik durumlarındada ne hissettikleri konusunda anlayışımızı arttırmak önem teşkil etmektedir. Karmaşık dinamik sistem açısından, dil sürekli bir değişim ve dönüşüm içerisindedir. Buna bağlı olarak dinamik sistemde dil öğrenme anlam yaratma sürecidir ve bu anlam yaratma sürecinde öğrenciler bir çok belirsiz durumla karşı karşıya kalmaktadır. Belirsizlik durumlarının dil öğreniminin doğasında var olduğunu göz önünde bulundurarak, bu çalışma öğrencilerin dil sınıflarında belirsizlik durumlarını nasıl deneyimlediklerini ve nasıl yönettiklerini anlamaya çalışmaktadır. Bu çalışma, hem nicel hem de nitel yaklaşımlardan oluşan karma araştırma yöntemi kullanmaktadır. Veri toplama amacıyla sınıf içi kalem kağıt anketi, video kayıtları, yansıtıcı günlükler ve uyarıcılı hatırlatma görüşmelerini içeren çoklu veri kaynakları kullanılmıştır. Araştırma sorularını yanıtlamak amacıyla, bir anket geliştirilmiş ve bir üniversitede hazırlık okulu öğrencilerine uygulanmıştır. Buna ek olarak, çalışmanın nitel bölümü bir durum çalışması olarak gerçekleştirilmiştir. Bu çalışmada durum, orta seviyede öğrenim gören bir grup öğrenci olarak belirlenmiştir. Araştıma sonuçları belirsizlik durumlarının dil öğrencileri için yaygın bir durum olduğunu ortaya çıkarmıştır. Dil sınıflarında; bilişsel, sosyal, fiziksel ve ders ve dil ile ilgili faktörlerden kaynaklanan çeşitli belirsizlik durumları yaşanmaktadır. Çalışmanın sonuçlarına gore, öğrenciler belirsizliğe karşı hem olumlu hem olumsuz değerlendirmelerde bulunabilirler. Belirsizliğe karşı olumsuz değerlendirmeleri olan öğrenciler belirsizlik durumlarında olumsuz duygular geliştirirken; belirsizliğe karşı olumlu değerlendirmeleri olan öğrenciler belirsizlik durumlarında olumlu duygular geliştirme eğiliminde olurlar. Bulgulara göre öğrenciler belirsizlik durumlarında belirsizliği gidermek, belirsizliği sürdürmek ve çözmek ve belirsizliği gözardı etmek gibi farklı yöntemler kullanmaktadırlar.
People experience uncertainty in every aspect of life and researchers have investigated the concept in domains of psychology and communication in various contexts such as decision-making, health contexts, business, organizational settings and relational issues. Uncertainty is also a key concept in educational settings as it is unavoidable in life and it is a natural characteristic of learning contexts. Thus, it seems significant to expand our understandings of how students experience uncertainty while language learning. From the complex dynamic systems perspective, language learning is characterized as meaning making and this process of meaning making involves uncertain situations. Considering that uncertainty is inherent in language learning, the study attempts to understand how learners experience uncertainty in the language classroom and how they manage it. The study adopts a mixed method design consisting of both quantitative and qualitative approaches. Multiple data sources were employed in order to collect data including questionnaires, in-class pen-and-paper questionnaires, reflective journals, video-recordings, and stimulated recall interviews. For the purpose of finding answers to the research questions, a questionnaire was developed and applied to the students of a Preparatory School at a university and the qualitative part of the study was carried out as a case study. In this study, the case is specified as a group of pre-intermediate level students. The results revealed that uncertainty is a pervasive experience for language learners. In the language classroom, there are various sources of uncertainty including course and language related factors, cognitive processes, social and physical sources. According to the results of the study, learners may have both positive and negative appraisals of uncertainty. Learners who have negative appraisals of uncertainty tend to develop negative feelings towards uncertainty and learners who have positive appraisals of uncertainty tend to develop positive affective responses to uncertainty. The findings suggest that learners use diverse set of strategies to manage uncertainty including reducing, maintaining and resolving uncertainty, and ignoring uncertainty.
2019-07-11T08:39:25Z
2019-07-11T08:39:25Z
2018
2018
doctoralThesis
https://hdl.handle.net/20.500.12507/355
eng
Tez
info:eu-repo/semantics/openAccess
Çağ Üniversitesi Sosyal Bilimler Enstitüsü
oai:openaccess.cag.edu.tr:20.500.12507/5952024-03-19T11:36:03Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16com_20.500.12507_1985com_20.500.12507_12com_20.500.12507_11col_20.500.12507_116col_20.500.12507_1986col_20.500.12507_13
12.07.201910:50:10
urn:hdl:20.500.12507/595
Speaking problems of 9(th) grade high school Turkish learners of L2 English and possible reasons for those problems: Exploring the teachers and students' perspectives
Tokoz-Göktepe, Fatma
Laborda, J C
Ozdamli, F.
Maasoglu, Y.
Fen Edebiyat Fakültesi
TOKOZ GOKTEPE, FATMA -- 0000-0001-9242-8829
Speaking Problems
EFL Learners
Reasons for Problems
Teacher-Student perspectives
5th World Conference on Educational Sciences (WCES) -- FEB 05-08, 2013 -- Rome Sapienza Univ, Rome, ITALY
WOS: 000335471201170
The purpose of this study was to examine the speaking problems of ninth-grade high school Turkish EFL learners and possible reasons for these problems through the perspective of teachers and students. The means of data collection involved a questionnaire for teachers and students, semi-structured interviews and classroom observations considering classroom materials and syllabus. The results revealed that the students mostly experienced problems in speaking English affectively through personal factors including: insufficient language and content knowledge, limited contact with English outside the classroom, and the misdirected methods and materials used in the classroom.
12.07.201910:50:10
2019-07-12T15:28:02Z
12.07.201910:50:10
2019-07-12T15:28:02Z
2014
conferenceObject
1877-0428
https://doi.org/10.1016/j.sbspro.2014.01.487
https://hdl.handle.net/20.500.12507/595
116
1875
1879
WOS:000335471201170
eng
Procedia Social and Behavioral Sciences
10.1016/j.sbspro.2014.01.487
5th world conference on educatıonal scıences
Konferans Öğesi - Uluslararası - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
ELSEVIER SCIENCE BV
oai:openaccess.cag.edu.tr:20.500.12507/16892024-03-19T11:36:08Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16col_20.500.12507_116
2022-01-24T13:56:38Z
urn:hdl:20.500.12507/1689
Address Forms in Turkish Culture as a Reflection of Social Status
Toköz Göktepe, Fatma
Sosyal Bilimler Enstitüsü
Address forms
Turkish culture
Social norm
Politeness
Colaizzi method
The study concerned itself with forms of communication and address in Turkish culture and seeks to study
how they are today regarding how they have been developed historically. Many variables determine how one
addresses another and the reasons behind how that forms are chosen. It is known that what is culturally
acceptable and deemed polite varies across many different cultures, although some patterns are identical
regardless of the culture in which they are exhibited. For the study, a survey was conducted upon several
Turkish individuals, and the findings were analysed to extract specific themes and similarities in answers.
The analysis was conducted via the Colaizzi method, in which a seven-step process was used to determine
themes and recurring branches of themes in subjective interviews. The findings were reported upon and
determined to correlate with what has been reported in previous literature on Turkish culture concerning
social norms, forms of address and politeness.
2022-01-24T13:56:38Z
2022-01-24T13:56:38Z
2021
article
Goktepe, F. T. . (2021). Address Forms in Turkish Culture as a Reflection of Social Status. Mediterranean Journal of Social Sciences, 12(6), 99-106.
https://hdl.handle.net/20.500.12507/1689
12
6
99
106
eng
10.36941/mjss-2021-0060.
Mediterranean Journal of Social Sciences
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/12102024-03-19T11:36:07Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16col_20.500.12507_116
2019-11-28T08:01:27Z
urn:hdl:20.500.12507/1210
Foreign language anxiety among efl unıversity students and their deductive/inductıve learning style preferences
Gürsoy, Semiha
Fen Edebiyat Fakültesi
Foreign language anxiety
language learning style
deductive approach
inductive approach
Anxiety is considered to among the factors influencing Foreign Language Learning (FLL) performance,
which has intriguing researchers. Learning style is one of these factors which are thought to have great
influence on language learning. The purpose of this small scale study was to investigate possible
relationship of Foreign Language anxiety and Deductive/Inductive language learning style preferences of
the Elementary level students at Çağ University Preparatory School. 33 students participated in this study
and 2 questionnaires (FLCAS and Inductive/Deductive Learning Style questionnaire) were given to the
participant students. The majority of the students (n=15) were found to have average level of anxiety, and
only 8 students showed low-level of anxiety. It was also found out that the participant students of this
study have both deductive and inductive learning styles although deductive style was slightly higher than
the inductive one. (Deductive/Inductive, Mean=41.51, Deductive Mean=24.12, Inductive Mean=17.32).
Finally, when the relationship between the Foreign Language Anxiety and Deductive/Inductive Learning
Styles investigated, no significant relationship was found between them.
2019-11-28T08:01:27Z
2019-11-28T08:01:27Z
2016
article
Gürsoy, Semiha. (2016). Foreign language anxiety among EFL university students and their deductive/inductive learning style preferences. International Journal of Language Academy, 4 (1), 72-87.
2342-0251
https://hdl.handle.net/20.500.12507/1210
4
1
72
87
eng
10.18033/ijla.363
International Journal of Language Academy
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/12082019-11-29T12:39:30Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16col_20.500.12507_116
2019-11-28T08:01:05Z
urn:hdl:20.500.12507/1208
From in-service to pre-service: a comparative look at my action research mentoring experience
Tuyan Eraldemir, Seden
Fen Edebiyat Fakültesi
https://orcid.org/0000-0002-7631-3324
Comparative Look
Research Mentoring Experience
In-service to Pre-service
Through the AR course, the students learned the basics of conducting action research,
by focusing on their own teaching practice and preparing their action plan regarding
an area of their teaching practice they would like to change or improve. Then, as a
requirement of the course, they would present their plans to their peers and to the
course tutor who also supervised the teaching practice. Only after clarifying their AR
cycles, could the students start their implementations and collect their data. Studentteachers
were also given critical feedback during their data collection process to help
them interpret their collected data and see appropriate solutions regarding the issue
they experienced in their teaching practice. As another requirement of the AR course,
they were expected to write their reports in the form of assignments to be evaluated
for their progress. In 2016, the MySIP project also encouraged the organisation of an
in-house conference where students were provided with the opportunity to share their
AR studies in the form of poster presentations at the end of the semester
2019-11-28T08:01:05Z
2019-11-28T08:01:05Z
2018
article
Tuyan Eraldemir, Seden.(2018).From ın-service to pre-service: a comparative look at my action research mentoring experience.Energizing Teacher Research,12-18.
https://hdl.handle.net/20.500.12507/1208
12
18
eng
Energizing Teacher Research
Makale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/532021-06-08T16:41:16Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16com_20.500.12507_12com_20.500.12507_11col_20.500.12507_116col_20.500.12507_15
02.07.201910:49:13
urn:hdl:20.500.12507/53
A study on metadiscoursive interaction in the MA theses of the native speakers of English and the Turkish speakers of English
Köroğlu, Zehra
Tüm,Gülden
Fen Edebiyat Fakültesi
Dil Bilim
Dil ve Dil Bilim
This study has been conducted to evaluate the TM usage in the MA theses written by the native speakers (NSs)
of English and the Turkish speakers (TSs) of English. The purpose is to compare the TM usage in the
introduction, results and discussion, and conclusion sections by both groups’ randomly selected MA theses in the
field of ELT between the years 2010 and 2014. The WordSmith Tools 5.0 software is used in order to analyze
the data. TMs were analyzed in terms of percentages, frequencies per 1,000 words and they were interpreted by
calculating the log-likelihood (LL) value whether there was a significant difference in their usage. The results
indicated that the frequencies, and frequencies per 1,000 words of the TM usage in the sections which were
investigated of the MA theses of each group were different.
Bu araştırma anadili İngilizce olan ve olmayanların yüksek lisans tezlerindeki geçiş belirleyicilerinin kullanımını
değerlendirmek amacıyla yapılmıştır. İngiliz Dili Eğitimi alanından 2010-2014 yılları arasında her bir gruptan
rastgele seçilen yüksek lisans tezlerinin giriş, bulgu ve tartışma, ve sonuç bölümlerindeki geçiş belirleyicilerinin
karşılaştırılması amaçlanmaktadır. Veriler WordSmith 5.0 Metin Analiz Programı kullanılarak analiz edilmiştir.
Geçiş belirleyicilerinin yüzdelikleri, 1,000 kelimedeki frekansları ve kullanımları bakımından anlamlı bir farkın
olup olmadığı Log-likelihood (LL) değerleri hesaplanarak yorumlanmıştır. Çalışma bulguları, her bir grubun
yüksek lisans tezlerinin incelenen bölümlerindeki geçiş belirleyicilerinin kullanım yüzdeliklerinin ve 1,000
kelimedeki frekanslarının farklı olduğunu göstermiştir.
02.07.201910:49:13
2019-07-02T19:36:23Z
02.07.201910:49:13
2019-07-02T19:36:23Z
2017
article
1305-578X
https://hdl.handle.net/20.500.12507/53
13
2
526
534
eng
Journal of Language and Linguistic Studies
Makale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/18232022-11-09T07:46:06Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16col_20.500.12507_116
2022-11-09T07:46:06Z
urn:hdl:20.500.12507/1823
Perceptions of Turkish Academicians on Media Literacy Assessment in Higher Education in Turkey
AlLTAŞ, Betül
Fen Edebiyat Fakültesi
This descriptive study investigates Turkish academicians' perceptions of the media literacy
outcomes, assessment, and challenges of media literacy education, and their recommendations to overcome
these challenges in higher education. Data were collected from 41 Turkish academicians working at Turkish
universities from seven geographic regions. Data were collected via the "Media Literacy Assessment
Questionnaire" which was developed by Schilder (2014). Participants were academicians with subject-area
specialisation in English Language Teaching, Computer Education and Instructional Technology in the
education faculty, and academicians with subject-area specialisation in the departments of communication
faculty as these academicians were interested in media and technology and media literacy education. Results
of the study reveal that formative assessment was a prominent assessment method; however, most
assessment methods that the academicians used were also identified as time-consuming or complex to
develop. Results also show that academicians were unsure about how to interpret students' responses to
assess their media literacy and identified teachers' insufficient training as a challenge in assessing outcomes.
Based on the data results obtained from this study, specifying learning outcomes beforehand shouldn't be
accomplished by the force of administration, but should be determined by the consensus among all parties in
the field. Results also reveal that critical literacy and pedagogy should be taken into account in media literacy
education so that learners can become critically autonomous citizens in this globalised world.
Keywords: Media literacy, Media literacy education, Assessment, Critical pedagogy, Higher
education.
2022-11-09T07:46:06Z
2022-11-09T07:46:06Z
2022
article
https://hdl.handle.net/20.500.12507/1823
eng
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/12122019-11-29T12:49:15Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16col_20.500.12507_116
2019-11-28T08:04:01Z
urn:hdl:20.500.12507/1212
University instructors’ views about and approaches to reading instruction and reading strategies
Yurdaışık, Aysun
Cabaroglu, Neşe
Fen Edebiyat Fakültesi
Readıng strategıes
Readıng ınstructıon
Approaches
The present study investigates university preparatory school teachers’ views about and
approaches to reading instruction and reading strategies. Fifty instructors who work at
preparatory schools of Cag University, Cukurova University and Mersin University in Turkey
participated in the study. To investigate instructors’ views about and approaches to reading
instruction a questionnaire was given and interviews were conducted with six of the
participants according to the diversity of the answers they gave in the questionnaire. The
study also investigated how teachers read in a foreign languguage, how they teach reading,
the problems they face in reading lessons and whether they teach reading strategies in their
reading lessons. It also focused on how and whether instructors’ use of reading strategies’ in
their daily lives is reflected in their reading classes. The data were collected with a
questionnaire and a semi-structured interview. It is found out that the most important
problems instructors face in a reading class is the unknown vocabulary and unfamiliar topic.
The results showed that instructors thought an ideal reading instruction should include reading
strategies; instructors used more pre-reading strategies than post-reading strategies, and
participants who used reading strategies in their daily lives made more use of reading
strategies in class.
2019-11-28T08:04:01Z
2019-11-28T08:04:01Z
2008
article
Yurdaisik, Aysun., Cabaroglu, Nese (2008). Teachers’ views and approaches to reading instruction and reading strategies. The Reading Matrix, 8(2), 133-154.
https://hdl.handle.net/20.500.12507/1212
8
2
133
154
eng
The Reading Matrix
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/16602021-12-28T09:06:59Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16col_20.500.12507_116
2021-12-28T09:06:59Z
urn:hdl:20.500.12507/1660
An Investigation of Turkish EFL Teachers’ Perceptions of Professional Identity
Zaimoğlu, Senem
Keskin, Ahmet
Fen Edebiyat Fakültesi
Teacher Identity
Professional Identity
Teacher Commitment
Types of Commitment
Teacher professional identity molds teachers’ interpretation of their roles, educational reforms, changes in curricula, classroom practices, use of methods and techniques, and their relation to other significants in the educational context. From this point of view, this study aimed to find out Turkish EFL teachers’ perceptions of professional identity in relation to their commitment to ‘student needs’, ‘school issues’, and ‘personal growth and development’. This research also attempted to explore whether there was a significant difference in terms of teachers’ perceptions of professional identity according to various variables. The data were gathered from 200 EFL teachers. In this mixed method research, Teacher Professional Identity Scale and semi-structured interview questions were used to collect data. For quantitative data, descriptive, inferential, and correlational statistics were used while content analysis was carried out for qualitative data. The results unearthed that Turkish EFL teachers had a very strong professional identity and were mostly committed to personal growth and development, student needs, and school issues, respectively. Moreover, it was found that female teachers had a stronger identity and were more committed.
2021-12-28T09:06:59Z
2021-12-28T09:06:59Z
2021
article
Keskin, A. & Zaimoğlu, S. (2021). An Investigation of Turkish EFL Teachers’ Perceptions of Professional Identity . Çağ Üniversitesi Sosyal Bilimler Dergisi , 18 (1) , 82-95 . Retrieved from https://dergipark.org.tr/tr/pub/cagsbd/issue/63182/959756
https://hdl.handle.net/20.500.12507/1660
18
1
82
95
eng
Çağ Üniversitesi Sosyal Bilimler Dergisi
Makale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/16942022-01-25T07:46:16Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16col_20.500.12507_116
2022-01-25T07:46:15Z
urn:hdl:20.500.12507/1694
Attitudes and Motivation of Turkish Undergraduate EFL Students towards Learning English Language
Toköz Göktepe, Fatma
Fen Edebiyat Fakültesi
Attitude
Motivation
Integrativeness
L2 community
Instrumentality
The purpose of this study is to investigate the attitudes and motivation of first-year Turkish
undergraduates toward English language learning as a foreign language. The study was carried out
with 90 students majoring in business studies at Cag University, Mersin in Turkey by administering a
survey designed on a five-point Likert scale with 43 items including demographic questions about the
learners’ background information such as gender, age, and how long they have been learning English.
The items on the survey were chosen from Dörnyei and Csizér (2006) in a variety of Hungarian
researches and from a recently designed questionnaire by Ryan (2005). The domains used for the
purpose of the study were: integrativeness, attitudes to L2 community, cultural interest, attitudes to
learning English, criterion measures, ideal L2 self, ought-to L2 self, family influence, instrumentality
(promotion and prevention), and fear of assimilation.
The data collected were analysed through descriptive statistics in SPSS statistical program. The results
revealed that Turkish first-year university students learn English as a foreign language mostly for
instrumental reasons, and it also showed that integrative motivation is dominant motivational
orientation for the participants in some degree.
2022-01-25T07:46:15Z
2022-01-25T07:46:15Z
2014
article
Tokoz-Goktepe, F. (2014). Attitudes and motivation of Turkish undergraduate EFL students towards learning English Language. Studies in English Language Teaching, 2 (3), 314-332.
https://hdl.handle.net/20.500.12507/1694
2
3
314
332
eng
Studies in English Language Teaching
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/12062024-03-19T11:36:06Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16com_20.500.12507_1985com_20.500.12507_12com_20.500.12507_11col_20.500.12507_116col_20.500.12507_1987col_20.500.12507_14col_20.500.12507_15col_20.500.12507_1988
2019-11-28T08:00:41Z
urn:hdl:20.500.12507/1206
Revisiting the socio-educational model of second language acquisition in Turkish tertiary EFL context
Tuyan Eraldemir, Seden
Serindag, Ergün
Fen Edebiyat Fakültesi
https://orcid.org/0000-0002-7631-3324
attitudes towards EFL; EFL motivation
ELT in prep schools
Turkish AMTB
ELT in Turkey
The aim of this study is to analyze and determine the various socio-psychological orientations of undergraduate
students in learning English as a Foreign Language (EFL) to have a comprehensive overview. The study was
originally intended by the school administration to improve the quality of instruction and promote positive attitudes
by understanding individual students, mainly in terms of their language learning motivation and attitudes towards
learning English. The participants were 793 university prep-year students studying a one-year EFL program to
complete their postsecondary education in an English-medium state university in Turkey. The data were collected
using Attitude-Motivation Test Battery (AMTB) (adapted Turkish version, Gardner, 2004). The collected data
were analyzed using SPSS 23 software firstly to be able to display the current situation regarding the 6 constructs
measured by AMTB, mainly; integrativeness, attitudes toward the learning situation, motivation, language anxiety,
instrumental orientation and parental encouragement levels of Turkish tertiary students in EFL learning by gender
and level of proficiency. The results of this study identified that Turkish EFL learners at tertiary level showed
relatively high levels of the qualities measured by the AMTB constructs and their sub-scales, except in attitudes
toward English speaking people and anxiety. As an interesting finding, the participating students of the study were
found to be often anxious in participating the English classes and using English, while female students felt more
discomfort concerning these issues.
2019-11-28T08:00:41Z
2019-11-28T08:00:41Z
2019
article
Tuyan Eraldemir, Seden, Serindag, Ergün. Revisiting the socio-educational model of second language acquisition in Turkish tertiary EFL context.Journal of Language and Linguistic Studies,15(2), 450-469.
1305-578X
https://hdl.handle.net/20.500.12507/1206
15
2
450
469
2-s2.0-85075495558
eng
10.17263/jlls.586105
Journal of Language and Linguistic Studies
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
oai:openaccess.cag.edu.tr:20.500.12507/3372021-06-08T16:41:17Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16com_20.500.12507_147com_20.500.12507_138com_20.500.12507_7com_20.500.12507_6col_20.500.12507_116col_20.500.12507_275
2019-07-11T07:16:22Z
urn:hdl:20.500.12507/337
The dynamic development of student immunity in language learning
Gürsoy, Semiha
Şahinkarakaş, Şehnaz
Sosyal Bilimler Enstitüsü
Complexity theory
self-organization
sense of self
student identity
student immunity
Karmaşıklık teorisi
öz-örgütleme
benlik algısı
öğrenci kişiliği
öğrenci bağışıklığı
Bir çok yabancı dil öğrencisi öğrenme motivasyon ve isteklerini etkileyebilecek sayısız negatif etkene rağmen dil öğrenmeye devam edebilmek için uğraşmaktadırlar. Bu öğrencilerin bir kısmı, bu engelleri kendi öz motivasyonları ve kendi kendini organize eden stratejiler aracılığıyla geçebilme yeteneğine sahipken, diğerleri bu tür problemlerle başa çıkma konusunda kendi öz ve kimliklerinden habersiz olduklarından kendilerini yetersiz bulmaktadırlar. Bu bağlamda, bu çalışma aynı bağışıklık sisteminin öğrenciler açısından da öğrenme sürecinde var olup olmadığı, varsa nasıl işlediği ve hangi faktörlerin öğrenme bağışıklığı oluşturma sürecinde etkili olduğu konusunu araştırmada merak uyandırmıştır. Ucu açık olan diğer bir soru da, bu kavramın öğrencilerin bilinçlerini arttırabilmelerinin ve motivasyonları üzerinde gerekli dönüştürücü değişimi yapabilmelerinin, bu yüzden de olumsuzluklara rağmen dil öğrenme yolculuğunu sürdürebilmek için daha üretken bir şekilde yeniden geliştirebilmelerinin mümkün olup olmadığıdır. Araştırma sonucunda öğrenci bağışıklığı öğrencinin okul hayatında karşılaştığı sorunlar veya rahatsızlıklar karşısında bir nevi öğrenmeye devam edebilmek için yeni özellikler edinmiştir. Ortaya çıkan bu yeni durum, devam eden akademik zorluklarla başa çıkabilmek ve bu durumu devam ettirebilmek için bir savunma sistemi olarak işlev görmeye başlamıştır. Yeni ortaya çıkan sonuç, devam eden akademik zorluklarla başa çıkabilmek ve bu durumu sürekli bir şekilde sürdürebilmek için bir savunma sistemi olarak işlev görmeye başlad
Many foreign language (FL) learners are struggling to continue their learning journey despite the numerous damaging factors which can have an effect upon their desire to learn. Some of these students have the ability to cross over these hurdles via their own self-motivation and self-organizing strategies, while others find themselves inadequate to deal with such problems possibly because they are unaware of their sense of self and identity. The other area which is open to a question is that whether this concept can raise students' consciousness and make the necessary transformative change on their motivation so that it redevelops more productively to carry on their language learning journey despite its adversity. To do this, a data-driven case study was designed to investigate whether there is the emergence of any stages which can be termed as "student immunity" (the coping strategies students acquire in time) through the lens of complexity theory (CT) and discuss its contribution to understand their sense of self and identity by means of the self-organization process and also to examine whether it is possible to redevelop any overprotective, negative immunity into a more desirable and productive one through raising consciousness to carry on learning a foreign language despite its overexertion. The qualitative interview data suggested that an emergent outcome, student immunity, was developed in return for disturbances which were confronted by the subject students in their school-life experiences. The new emergent outcome became visible to function as a defense system to be able to sustain on an ongoing basis to deal with relatively ongoing academic difficulty.
2019-07-11T07:16:22Z
2019-07-11T07:16:22Z
2018
2018
doctoralThesis
https://hdl.handle.net/20.500.12507/337
eng
Tez
info:eu-repo/semantics/openAccess
Çağ Üniversitesi Sosyal Bilimler Enstitüsü
oai:openaccess.cag.edu.tr:20.500.12507/6542024-03-19T11:36:05Zcom_20.500.12507_108com_20.500.12507_107com_20.500.12507_16com_20.500.12507_1985com_20.500.12507_12com_20.500.12507_11col_20.500.12507_116col_20.500.12507_1987col_20.500.12507_14col_20.500.12507_1986col_20.500.12507_13
12.07.201910:50:10
urn:hdl:20.500.12507/654
A case study: two teachers' reflections on the ELP in practice
Sahinkarakas, Sehnaz
Yumru, Hülya
İnözü, Julide
Fen Edebiyat Fakültesi
WOS: 000286768300007
We conducted an action research study with a group of EFL teachers in our local area in order to establish the grounds for the use of the European Language Portfolio (ELP) and the Common European Framework of Reference in local state schools. This paper reports on the way we conducted this study and the cycles we went through, specifically focusing on two teachers' experiences of the ELP in practice.
12.07.201910:50:10
2019-07-12T15:28:10Z
12.07.201910:50:10
2019-07-12T15:28:10Z
2010
article
0951-0893
https://doi.org/10.1093/elt/ccp020
https://hdl.handle.net/20.500.12507/654
64
1
65
74
WOS:000286768300007
2-s2.0-77950951122
eng
10.1093/elt/ccp020
Elt Journal
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
info:eu-repo/semantics/openAccess
Oxford Unıv Press