Browsing by Subject "English language Study and teaching (higher)"
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Item Open Access Effects of instruction in vocabulary learning strategies(Bilkent University, 2006) Tezgiden, S. YaseminThis study investigated the effects of vocabulary learning strategy instruction on learners’ reported strategy use and their perceptions of usefulness. It also sought to find out the learner and teacher attitudes towards strategy instruction. This study was conducted with the participation of one pre-intermediate English preparation class at Afyon Kocatepe University, School of Foreign Languages and their teacher. The three-week strategy instruction was given by the classroom teacher according to the lesson plans developed by the researcher. The data were collected through classroom observation, vocabulary learning strategies questionnaires, learner and teacher interviews and learning diaries. The analyses of the quantitative and qualitative data revealed that the strategy instruction had a positive impact on strategy use, but it failed to create a significant increase in learner perceptions of usefulness. However, both learner and teacher attitudes were positive towards strategy instruction. This study implied that instruction in vocabulary learning strategies may have a role to play in the university level Turkish EFL context, as it may contribute to the learner independence by encouraging students to reflect on their own learning process.Item Open Access EFL students' cognitive journey through the teacher's written feedback(Bilkent University, 2006) Çağlar, EmelThis study was designed to investigate how much students understand and utilize the teacher’s written sentence, content, and discourse-level feedback, what strategies they employ in processing it, and how effectively students can relate the teacher’s responses to their texts. The study was conducted with 6 upper-intermediate level students and their writing teacher at Istanbul Technical University School of Foreign Languages. The data were collected through the students’ first and revised drafts, students’ and the teacher’s think-aloud protocols (TAPs), and interviews with the students. The results indicated that the students had problems understanding and interpreting the written teacher commentary when the teacher commented on all aspects of a composition in one draft such as sentence, content, and discourse, when the teacher used various ways to present her comments such as marginal, in-text, and final notes, when the teacher commented on each sentence-level error rather than to mark them selectively, and when the teacher was not clear and simple enough for students in the final notes. This study suggests implementing a multi-draft setting, in which there is more than one writing-getting feedback-revising cycle, and selective marking as a way to improve students’ writing abilities and their idea of academic writing. It also suggests that students be trained more on how to utilize the teacher’s written commentary.