Browsing by Subject "EFL"

Now showing 1 - 13 of 13

Open Access
Awareness and motivation: a narrative intervention on EFL learners
(2019-07) Dingler, Travis Brent
The aim of this study was to describe EFL learners’ self-awareness of their motivation as well as the evolution of it through a narrative-based intervention. It also sought to determine the students’ perceptions of this intervention. A series of writing prompts was created based on Narrative Therapy (NT; White & Epston,1990). Classroom activities were included on the topic of motivation as defined by Self-determination theory (SDT; Ryan & Deci,2017) to provide concepts to better define their motivation. The study took place in a preparatory program in a Turkish university in Ankara over eight weeks. Data was collected from responses to the writing prompts, notes taken by the instructor, and interviews. Content analysis was employed utilizing rubrics based on emergent themes, SDT, and the purpose of each prompt. Data was categorized, analyzed, and quantified in terms of frequency by category. The findings revealed these learners had identified motivation regarding their academic and professional goals, and viewed English as a tool to accomplish these goals. A positive shift in quality of motivation was found for a few students. A noticeable difference in quality of motivation between the global and local domain was observed among a number of students. It was found that awareness of motivation was expanded for some. The study supports existing literature stating that EFL students in Turkey are generally motivated by professional and academic goals and that even a small motivational intervention can have a positive impact.
Open Access
A case study on the perceptions of professional development unit members at an EFL program
(2019) Peker, Hilal; Özkaynak, O.; Arslan, Z.; Tunç, H.
Prior research focusing on teacher training indicated that professional development is considered as a continuous process, and trainings are essential for teacher development. In this qualitative case study, researchers examined the perceptions of professional development unit (PDU) members regarding the training sessions they offered at a foundation university in Turkey. After ethical committee permissions were obtained, the data were collected through semi-structured interview questions besides note taking during the interviews. There were five PDU members as participants. Content analysis was utilized after all the notes and transcriptions were brought together. To carry out the content analysis, the researchers employed a modified van Kaam method as defined by Moustakas (1994). Thematically analyzed data indicated three main findings: continuous professional development, good rapport, and motivation. These themes are discussed as reflected by the participants and implications are provided for future professional development series.
Open Access
The effectiveness of cloze tests in assessing the speaking
(2011) Bilki, Ufuk
This study investigated the effectiveness of cloze tests in assessing the speaking and writing skill levels of Manisa Celal Bayar University Preparatory School students. The study also tried to find out whether there are differences in the success levels of such tests in assessing speaking and writing skill levels when the conditions are changed. It examined different text selection, deletion methods and scoring methods to determine whether there are any differences in the success levels. The study was conducted in Celal Bayar University Preparatory School with 60 intermediate (+) students from three different classes. The students were tested using six different cloze tests. The cloze tests differed in text selection and deletion methods. These cloze tests were then scored using two different scoring methods. The scores were correlated with the speaking and writing scores of the students to check whether there is a correlation between the cloze test results and the students‟ writing/speaking scores. The correlations were also compared to each other to find if there are differences in the success levels of the tests‟ ability to assess the different skills. The results pointed out a possible use of cloze tests in testing speaking/writing. Although strong correlation was found between writing/speaking tests and cloze tests, the numbers indicate that the cloze tests might not be adequate measuring tools for the productive skills on their own. This suggests a supportive use of cloze tests. The differing correlations also suggested a careful use of such tests. In conclusion, cloze tests can be valuable tools, if used correctly, to help assess speaking and writing skills. These results mostly mean that more studies should be conducted on the subject. The differences between the correlations of different preparation and scoring methods suggest that there might be some chance to further refine the cloze tests to make them more appropriate as alternative testing methods.
Open Access
The effects of watching American TV series on tertiary level EFL learners' use of formulaic language
(2014) Erdemir, Fatma Birgül
This study investigates the effects of watching an American TV Series, How I Met Your Mother (HIMYM), on tertiary level English as a Foreign Language (EFL) learners’ use of formulaic language. The participants were 66 Upper Intermediate level students studying at Akdeniz University, School of Foreign Languages, Intensive English Program. The study employed an experimental and a control group. At the beginning of the study, both groups were administered a pre-Discourse Completion Test (DCT) to determine their knowledge of formulaic language. After the pre-test, the experimental group received formulaic language training through watching an American TV Series HIMYM while the control group received a traditional training of formulaic language without watching any American TV Series. At the end of the 3-week training, both groups were given a post-DCT to see if they have developed their use of formulaic language. After a two-week interval, both groups received a recall-DCT to check the long term effects of formulaic language training. The findings revealed that, both the experimental and the control groups have made progress in their use of formulaic language at the end of the formulaic language training. However, the experimental group’s development is statistically much higher than that of the control group in the recall-DCTs, which indicates the long-term effects of watching an American TV Series HIMYM. The findings revealed that formulaic language training through watching American TV Series is effective in improving the students’ formulaic language use in the long term. This finding confirms the previous literature which emphasizes the influence the use of authentic media tools has on foreign language acquisition. The present study has filled the gap in the literature on formulaic language use by suggesting the use of an American TV Series HIMYM as a source to develop EFL learners’ formulaic language use. This study gives the stakeholders; the administrators, curriculum designers, material developers, and teachers the opportunity to draw on the findings in order to shape curricula, create syllabi, develop materials, and conduct classes accordingly
Open Access
EFL instructors’ perceptions and practices of differentiated instruction at tertiary level
(2023-07) Horkel, Berrin Karasaç
The purpose of this study was to investigate EFL instructors’ perceptions and practices of differentiated instruction in an English language preparatory program of a state university in Türkiye. For this mixed-methods case study, the quantitative data was collected through a questionnaire, and the qualitative data was gathered through semi-structured interviews. 87 instructors participated in the quantitative part of the study, and 13 instructors participated in the qualitative phase. Descriptive and inferential analysis was employed to analyze the quantitative data, and the qualitative data was analyzed through content analysis. The results indicated that instructors’ awareness of differentiated instruction is generally high, and that they are generally aware of individual differences and needs and their impact on the course achievement. On the other hand, the results of the study also showed that instructors’ practices of differentiated instruction are generally not comprehensive and are not proactively based on individual student needs. However, instructors moderately practice differentiation in some parts of their instruction. The results of the study also revealed some challenges instructors face in the differentiation practice including strict syllabus, number of students, insufficient resources and exams.
Open Access
EFL teachers’ engagement in reflective practice via team teaching for professional development
(2017-05) Özsoy, Kadir
This study aimed to investigate Turkish EFL teachers’ engagement in reflective practices that were identified as reflection-on-action, reflection-in-action, and reflection-for-action via their team teaching experiences for professional development purposes. In this respect, the study explored the experiences of five local English teachers who volunteered to team teach as a professional development activity in the course of four months at their institutions. The data were collected via two different instruments: reflective journals and interviews. All the qualitative data collected from reflective journals and interview transcriptions were analysed according to Boyatzis’ (1998) thematic analysis. After the printed copies were examined to define the codes and then colour-code the themes that emerged, the NVivo software programme was utilised to reread and recategorise the codes and themes, which were finally listed under the concepts of reflection-on, in, and foraction reflective types. The findings of the study revealed that through team teaching participants engaged in a) reflection-on-action by investigating their teacher identities and the dynamics of their teaching; b) reflection-in-action by exploring teaching practices, beliefs, and self; and c) reflection-for-action by probing ways to move towards a professional growth. Considering these results, this study supports the existing literature in that a) providing a collaborative and shared teaching experience adds a meaningful and productive dimension to reflective practice that ultimately entails a critical analysis of understandings and practices in teaching; and b) team teaching could serve its purpose best when it is undertaken as a voluntary, flexible, and periodical reflective professional development activity.
Open Access
EFL teachers' reflective practice via online discussions
(2015) Burhan, Elif
This study investigated EFL teachers‟ participation in reflective practice oriented (RP-oriented) online discussion forums. More specifically, it explored the reflection types (reflection-in, reflection-on and reflection-for-action) instructors engaged in. To this end, the study explored RP-oriented online discussions utilized in a methodology course by nine experienced English as a foreign language teachers who were students in a master‟s program in teaching English as a foreign language at a foundation university in Ankara, Turkey. The data were collected through three different instruments: a background information questionnaire, RP-oriented discussions and interviews. All the qualitative data were analyzed according to Boyatzis‟ (1998) thematic analysis.Initially, each participant‟s data were printed out and examined to discover the themes that naturally emerged. After that, the emerging themes in the initial analysis were color-coded and related to three sensitizingconcepts, specifically a) reflection-on-action b) reflection-in-action and c) reflection-for-action. The findings of the study revealed that in RP-oriented discussion platforms participants engaged in a) reflection-on-action by considering their past experiences both as learners and teachers, b) reflection-in-action by sharing their beliefs and teaching practices c) reflection-on-action by defining their intentions on reshaping their future practices as well as providing suggestions for their institutions. Considering these results, this study challenged the results of studies that have investigated the use of reflective practices in online-asynchronous discussion platforms and provided further directions in identifying successful utilization of RPoriented online discussions in in-service teacher education.
Open Access
Flow experiences of EFL instructors in Turkey
(2019-06) Belce, Ömür
This study investigated flow experiences of EFL instructors in Turkey by focusing on absorption, work enjoyment, intrinsic work motivation, skills, activities, and time of the day through age, ethnicity, educational level, gender, sexual orientation, and years of experience variables. The study was conducted over a six-week period with 283 EFL instructors working 30 universities. The data were collected via an online survey consisting of three sections. Both descriptive and inferential statistics were used to analyze the data. The results indicated that EFL instructors experience flow in language classes. The findings also showed that work-related flow can be predicted by skills, activities, time of the day, age, educational level, and years of experience. However, no significant relationship was found between flow and ethnicity, gender, sexual orientation.
Open Access
The impact interactive whiteboards on classroom interaction in tertiary level English as a foreign language classes
(2013) Toscu, Saliha
This study aimed to investigate the relationship between classroom interaction and Interactive Whiteboard use in tertiary level English as a Foreign Language classes, and to compare the types of interaction patterns occurring in classes equipped with either an IWB or a regular whiteboard. In the study, one control group and one experimental group were employed, both of which were taught by the same EFL teacher. In the control group, classroom instruction was supplemented with a regular whiteboard while in the experimental group an IWB was used. Data collection was carried out through observations and video recordings of classes, and analyzed using the categories and checklists of the Communicative Oriented Language Teaching (COLT) observation schemes (Spada & Fröhlich, 1995). Findings revealed only slight differences between the interaction patterns in the IWB and the non-IWB groups, indicating that the IWB did not impact interaction in the classroom negatively; nor did it greatly contribute to classroom interaction. Therefore, the study showed that an IWB alone is not pivotal to foster classroom interaction. Based on the results of negligible direct effects of IWB use on classroom interaction, the study draws teachers’, administrators’ and material developers’ attention to specific ways of using an IWB to increase the interaction in EFL classes at the tertiary level.
Open Access
Investigating academic discourse socialization of undergraduate English language and literature students through literature circles
(2019-03) Tunç, Güneş
This study aimed to examine the academic discourse socialization of undergraduate English language and literature (ELIT) students through literature circles. In this respect, the researcher explored the expectations of ELIT faculty members and experiences of first-year undergraduate ELIT students who were studying at a foundation university in Turkey. The data were collected through interviews with ELIT faculty members and students, and students’ literature circle discussions, role sheets and reflective journals. All the qualitative data were analyzed using Boyatzis’ (1998) thematic analysis. The findings of the study pointed out that in order to socialize into ELIT academic discourse, faculty members expect undergraduate students to develop a culture of reading and strategies to study literary texts better. However, the students faced challenges in meeting these expectations due to their educational background, low level of English language proficiency, lack of familiarity with the historical and cultural references, and heavy course loading. In that sense, using literature circles facilitated students’ socialization into the ELIT academic discourse community to a certain extent. This study is in line with the existing literature in reaching the following conclusions: undergraduate ELIT students not only need to improve their English language skills to make sense of the language used in literary texts but also gain an understanding of the values and practices of the ELIT academic discourse community. During this process, texts, peers and ELIT faculty members played key roles as socializing agents.
Open Access
Language learning and transit refugees in Turkey : a case study of Afghans in Sivas
(2011) Hubing, Garrett
This work characterizes the sociological and sociolinguistic situation faced by refugees and asylum seekers living temporarily in Turkey. Despite the fact that such information could be of direct use to refugee aid organizations and refugee-receiving countries, there has been no serious attempt to research the ways in which these particular transit refugees obtain education. This study is an initial attempt to address this research gap, in particular with regard to language learning. The study has three main components: First, it characterizes the linguistic challenges faced by refugees both while living in Turkey and after they have resettled to a third country. Second, it gives an overview of the opportunities currently available to refuges and asylum seekers to learn Turkish and English, either privately or through formal instruction, while living in Turkey. The final component gives informed speculation on what sorts of systematic changes, either to the Turkish legal system or to the aid programs offered by non-governmental organizations, might ameliorate some of the problems present in the current system. The study is based on a series of interviews with refugees and representatives of various aid organizations. The results of the study indicate that there are a variety of traditional and non-traditional forms of refugee language learning going on in Turkey, but that these are viewed as grossly insufficient both by aid organizations and refugees themselves. Afghan refugees interviewed in Sivas, for instance, consistently spoke of language acquisition as one of the biggest challenges they face, and a crucial aspect of how they spend their time in Turkey. Interviewees were acutely aware of the fact that they would need English in order to lead successful lives after resettlement, while aid organizations generally saw the need for new educational structures, but had not been able to offer broad support outside of Istanbul and Ankara. In the analysis portion of this study, some of the main difficulties faced by aid organizations interested in providing language support are addressed, and suggestions are made concerning how future aid projects might sensibly be implemented.
Open Access
The role of teacher feedback in improving tertiary level EFL learners’ writing ability
(2022-09) Köksal, Selma
The aim of this case study was to explore the main stakeholders' perceptions regarding the role of teacher feedback on improving EFL students’ writing ability and investigate the potential commonalities and/or discrepancies among these main stakeholders' perceptions in an English language preparatory program of a university in Turkey. For this mixed-methods study, the quantitative data were collected from 62 instructors and 497 students via a survey. To gather qualitative data, semi-structured interviews were conducted with 11 instructors and 11 students. The quantitative data were analyzed through descriptive and inferential statistics, and content analysis was used for the analysis of the qualitative data which came from open-ended question responses of the survey and one-to-one interviews. The findings of the study indicated some similarities and differences between instructors’ and students’ perceptions. Both instructors and the students thought demotivation is a significant factor in feedback. Instructors believe they give equal importance to grammar and meaning during their feedback. On the other hand, students reported that they mostly experienced grammar focused feedback although they expect more focus on meaning when they are provided with written feedback.
Open Access
The effect of form-focused morphological instruction on derivational morphological awareness and vocabulary knowledge of 11th-grade EFL Turkish high school students
(2024-01) Çağan, Can
The aim of this research was to investigate the effect of form-focused morphological instruction including free base words and derivational suffixes on derivational morphological awareness (MA), and vocabulary knowledge of 11-grade EFL learners studying at a private high-school in the province of Hatay in Türkiye. This study had a quasi-experimental pretest-posttest non-equivalent control group research design. A total of 61 EFL students participated in the study (experimental group: 30; control group: 31). The participants were selected with the use of convenience sampling. Before the intervention, all participants took EF Standard English Test (EF SET), an English proficiency test administered online. During a 6-week timeframe, the students in the experimental group received form-focused morphological instruction twice a week and attended 2 review sessions. On the other hand, the students in the control group continued with their usual school timetable, and received no form-focused morphological training. The Test of Morphological Structure (derivational MA test) (Carlisle, 2000), and updated Vocabulary Levels Test (vocabulary knowledge test) (Webb et al., 2017) were administered to all participants as pre- and post-tests. The data analyses were conducted using independent and paired samples t-tests. The results indicated that while both experimental and control groups made statistically significant gains in derivational MA, the experimental group significantly outperformed the control group. However, neither group showed any improvement in vocabulary knowledge after the intervention.