Browsing by Subject "Language and languages--Study and teaching."

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Open Access
An analysis of the English language needs of the students at the Maritime Faculty of Istanbul Technical University
(1995) Dengiz, Ayşe Aydan
Abstract: This needs analysis study investigated the English language needs of the students at the Maritime Faculty of Istanbul Technical University where prospective deck ofiicers and marine engineers are educated to work both on cargo and passenger ships. The lack of a curriculum, the need to identify the objectives and means of the language instruction, and the shortcomings of the current language program at the faculty necessitated a needs analysis study to meet the specific purposes of the maritime students. The participants were 35 prep students, 77 junior students, 10 graduates, 7 language teachers, 8 content course teachers, 3 faculty administrators, and 3 employers from the maritime sector. Semi-structured questionnaires and interviews were used to gather data for this descriptive study. The researcher sought an answer for a major question: What are the English language needs of the students at the Maritime Faculty both for their future careers and their studies? The sub-questions aimed at discovering the proficiency level of English required for deck officers and marine engineers during their studies and professions; the language skills and sub-skills they will need in their work domain and faculties; the suitable teaching approach to be followed; and the shortcomings of the present English language program. The results obtained from the study revealed that maritime students should know English at an advanced or at least intermediate level. The English language skills deck officers and marine engineers will need in their profession were determined as listening and speaking, whereas marine engineers will need reading most. Writing followed these skills for both departments. The following subskills were also considered as important for seamen: writing reports, formal letters, and logbooks; reading instruction manuals, trade books, and professional journals; listening and responding to radio-telephone messages, instructions, and participating in conversations with foreign colleagues. The shortcomings of the current language program are reported to be inappropriate teaching methods, lack of coordination between teachers, inappropriate content of courses, underemphasis of oral/aural skills, and unsuitable regulations. The researcher suggested that an English for Specific Purposes (ESP) approach with appropriate methodology should be followed in teaching English to maritime students and emphasized the urgency of the development of a curriculum that will meet the specific needs of the students at the Maritime Faculty as expressed in this study.
Open Access
An Analysis of the English language needs of veterinary medicine students at Selçuk University
(1994) Elkılıç, Gencer
This study attempted to determine the English language needs of the students of veterinary medicine at Selcuk University. English language courses in the Faculty of Veterinary Medicine are taught by using the grammar-translation method without taking the language needs of the students into consideration. Although students need English in order to read journals, magazines, and research papers published in English, they are not taught to develop skills required to do so. This is due to the fact that the English language teachers offer English courses to students who are specializing in physics, geography, engineering, biology and so forth. Thus, teachers are not very well aware of the special needs of students in each specialized area. In order to carry out this study, 67 students, 15 subject professors, and 5 English language teachers were given questionnaires which were designed to elicit information on students' language needs. Students' version of the questionnaire consisted of 22 items, subject professors' version 16, and language teachers' 17. All groups were requested to rank the four language skills according to importance. Reading was unanimously selected as the most important skill. There were mixed opinions concerning the importance of the other three skills. Listening, however, was considered to be the second most important. The students, subject professors, and language teachers also stated that reading was important in order to be able to understand scholarly journals, magazines, and reports as well as to be able to translate materials from English into Turkish. Based on these results, the researcher made recommendations for improving the present English language curriculum at Selcuk University.
Open Access
A Case study of an intermediate EFL class following a self-direction program
(1995) Keskekcı, Sema
This descriptive case study was designed to investigate whether and to what extent both staff and students at Bilkent University School of English Language (BUSEL), Ankara, Turkey, have adopted independent learning as exemplified in the Independent Study Component (ISC) of the school syllabus. One teacher administrator responsible for producing the assignments, one teacher adminstrator responsible for evaluating the assignments, one teacher, and 25 students of intermediate class X participated in the study. Open-ended interviews were held with all the participants. In addition, the class was observed with a special focus on two student peer groups and the students were asked to keep journals and turn them in to the researcher. The present study considered four specific research questions. The first research question was to discover the goal of ISC. The results of the interviews with the teacher administrators suggested that there were two goals: 1. To develop academic skills in students 2. To prepare students for independent learning. However, these goals did not appear to be shared by the teacher and the students. The second research question considered whether the ISC promoted independent learning. This question also had different responses depending upon which of the participants answered. The third question was how the ISC was understood by staff and students. The results proved that there was a confusion at BUSEL as to what the term ISC represented. The fourth research question was how useful and achievable the aims of ISC were. The results were again varied. The administrators believed that the aims were realistically achievable, whereas the teacher disagreed. The students agreed with the teacher. According to the results of the data, the students and teachers lacked an understanding of independent learning. What the results suggest is that first, all involved parties must reach a consensus on the concept of independent learning and through these negotiations, the administrators, the faculty, and students will then be prepared to agree how to incorporate this concept into their lessons.
Open Access
Communicative language methodology: a preliminary assessment of its use in selected Turkish educational institutions
(1989) Yalvaç, Murat
In this p7?o.iectji the main pui'poses are to review selected library materials and the subject of communicative language teaching in order to gain a better understanding of what communicative language teaching is and to examine the proportion of a selected group of English teachers who are aware of the issue of the Communicative Language Methodology (C.L.M.).
Open Access
A Comparative study of gender differences in English foreign language proficiency among Turkish university preparatory school learners
(1993) Behcetogullari, Sadiye
The purpose of this study was to investigate if female university preparatory school EFL learners have a significant quantitative advantage over males in general English foreign language proficiency, English reading comprehension, and written English usage, and if male university preparatory school EFL learners have a significant quantitative advantage over females in English listening comprehension. Another purpose of this study was to explore if these expected significant gender differences would be found at different proficiency levels. Five hypotheses were tested using a total of 1737 student tests from the July COPE examination of BUSEL at Bilkent University. The first hypothesis was that there is a statistically significant quantitative difference in favor of females in general EFL proficiency of Turkish university preparatory school learners. The mean scores of female students (M= 87.12) were higher than male students (M= 86.38) in general English foreign language proficiency, however, the difference was not statistically significant when t-test was performed to compare the mean scores statistically (t-observed= 0.027 and t-critical= 1.658) Therefore, this hypothesis was rejected. The second hypothesis was that there is a statistically significant quantitative difference in favor of females in English reading comprehension among Turkish university preparatory school learners. This hypothesis was also rejected. The male students had slightly higher mean score (M= 20.40) than the female students (M= 20.35). However, this difference was not statistically significant when the mean scores were compared with t-test analysis (t-observed= 0.007 and t-critical= 1.658). The third hypothesis was that there is a statistically significant quantitative difference in favor of males in English listening comprehension among Turkish university preparatory school learners. The male students achieved higher mean scores (M= 14.80) than the female students (M= 14.23). However, t-test analysis revealed no statistically significant difference (t-observed= 0.135 and t-critical= 1.658), which rejects this hypothesis. The fourth hypothesis was that there is a statistically significant quantitative difference in favor of females in written English usage among Turkish university preparatory school learners. Although female students had higher mean scores (M= 48.00) than the male students (M= 46.66), this difference was not statistically significant (t-observed= 0.002 and t- critical= 1.658). Therefore, this hypothesis had to be rejected. The final hypothesis was that there would be the same expected significant differences at each proficiency level. This hypothesis was partially accepted. No statistically significant gender difference was found in general EFL proficiency (p= 0.64 at the intermediate level; p= 0.52 at the upper-intermediate level; and p= 0.14 at the advanced level), and written English usage (p= 0.53 at the intermediate level; p= 0.81 at the upper-intermediate level; and p= 0.74 at the advanced level) at three different proficiency levels. But in English reading comprehension, a significant difference (p < .10) was found at the intermediate level: male students were significantly better than female students. However, we hypothesized that the gender difference would be in favor of females not males. Finally, in English listening comprehension, a statistically significant difference in favor of males was found at three different proficiency levels (p < .001 at the intermediate level; p < .05 at the upper-intermediate level; and p < .001 at the advanced level) as hypothesized.
Open Access
English language needs assessment of the students of the Medical Faculty of Cumhuriyet University
(1994) Kıymazarslan Alagözlü, Nuray
Needs assessment contributes to curriculum planning and helps teachers and syllabus designers offer more efficient services to students. Needs assessment is a very important basis for determining objectives of the curriculum and organizing its content. It is also a strategy by which problems can be focused on and recommendations concerning those problems can be made (Selvadurai & Krashinsky, 1989). English for Specific Purposes (ESP) is one of the educational areas which most benefits from needs assessment. Because ESP views the learner as central to the learning and teaching process, it takes learners' needs as a starting point in teaching language. The main concern of the study was to reveal the English language needs of fourth year medical students at the Faculty of Medicine of Cumhuriyet University. Student-perceived English language needs, teachers' perceptions of their students' needs, and perceptions of students' needs according to the administrators were investigated. Data were collected through questionnaires and interviews, and the perceptions of these people were compared. The four major results of this study were as follows: First, reading and translation are the most required language skills for medical students because of the large proportion of medicine-related readings available only in English. Both medical students and language teachers agreed that medical terminology should be taught and that understanding reading passages in detail is the most important reading subskill. These suggest that medical students need to be taught reading strategies along with medical terminology. Second, the instructional materials are not suitable, which implies a revision of instructional materials in use. Third, a need for inservice training in teaching ESP was revealed. A great number of students and language teachers concur that language teachers who teach ESP are competent in general English, but not in medical English. Finally, it was seen that the focus in English language classes and the perceived needs of the students by medical students, language teachers, and administrators do not match. Thus, medical students' needs are not being fully met by the present curriculum. Based on these results, recommendations were made as to what elements of the present curriculum should be changed and what a new curriculum should include.
Open Access
English-language needs in the probable work situations of the students of the Radio, Television, and Film Department at Ankara University
(1994) Şahin, Z. Zeynep
This study was designed to investigate the fututre work-related English language needs of the students of the Radio, Television, and Film Department (RTFD) at the Faculty of Communication (FC) at Ankara University (AU). With this purpose, a needs analysis was conducted at Turkish Radio Television Corporation (TRT) which is the major probable future work place of this specific group of students. Although it is accepted by many professionals such as Clark (1987), Hutchinson (1986), and Richards (1990) that in language teaching, needs assessment is a very important basis for determining the objectives of the curriculum and organizing the content of the programs especially in English for Specific Purposes (ESP), this kind of analysis had not yet been conducted at the FC at AU. Two types of instruments were used in data collection: a questionnaire and an interview. The questionnaire was distributed to 47 employees from different units at TRT where English is widely used, and the interviews were conducted with 3 managers at TRT. In the questionnaire, employees were asked about the level of proficiency required and the frequency of the use of five major skills (reading, writing, speaking listening, and translation) and their subskills in various situations and with various materials. The categories of frequency levels that subjects responded to were never, rarely, often, always. There were two open-ended questions. In one, subjects were asked to indicate additional uses of English not covered in earlier items, and in the other, they were asked to make suggestions that might be useful in reorganizing the English language instruction at the faculties related to their field. In the interviews, four open-ended questions were directed to 3 managers from different units at TRT. The interviewees were asked to talk about the tasks related to the use of English in their units, any deficiencies in the English skills of the current employees, and any future changes that were expected in the types of tasks that would be likely to affect the use of English in these units. The major findings were as follows: 1.An advanced level of English is needed at TRT. 2. Reading is the most frequently used skill, which is followed by translation and writing. 3.Whereas speaking and listening skills are not as frequently needed, it is observed that these two skills are also considerably used. 4. A high level of proficiency is required for whatever skill is used in the workplace. 5. Correspondence and professional material are the most frequent among the different sub-skills and materials. 6. Some forms of specific English are used at TRT.
Open Access
Extensive reading : an analysis of students' and teachers' perceptions of strengths, weaknesses, and goal attainment
(2007) Tezdiker, Figen
The study investigated the effectiveness of the Extensive Reading Project implemented at Anadolu University School of Foreign Languages (AUSFL) by examining the students’ and the teachers’ perceptions of its strengths and weaknesses, and by examining the extent to which the teachers and the students think that the ERP achieves its goals and objectives. Two types of data collection instruments were employed in this study. First, the teachers and the students were given questionnaires. Second, interviews with five randomly chosen teachers and students were carried out. Analysis of data revealed that most of the teachers consider the exposure to the different text types as a strength of the ERP, whereas most of the students think that improving reading comprehension and vocabulary are the most important strengths of the project. The weaknesses of the ERP, such as the cheating factor, or students’ not taking the project seriously, seem to be associated with the fact that ERP is assessed. In addition, the students are generally satisfied with the ERP in terms of meeting its goals, which are improving reading comprehension and vocabulary, improving attitudes toward reading in English, and using the reading strategies taught in the class, whereas the teachers think that only the first three goals are achieved. The data also pointed to weaknesses such as the effect of assessment on the implementation of the ERP. The data gained from the interviews indicated that the assessment of ER may have a negative impact on achieving all of the goals of the ERP. The results of this study suggest that the ERP, in its inclusion of assessment, as well as in its departure from the ideal implementation as described in the literature, may be failing to meet the goals of the project, in particular, improving attitudes toward reading; however, the project seems to be successful in developing reading comprehension and vocabulary, according to the students’ and the teachers’ perceptions.
Open Access
Factors that promote effective listening
(1989) Sencan, Nilgün
Open Access
Guidelines for establishing criteria for the assessment of translation tests at YADIM, Çukurova University
(1999) Türkmen, Melek
The assessment of the quality of a translation has long been an issue under discussion both in the field of translation studies and in the teaching of translation in second language curriculum. Variables such as the purpose, type and audience of the translation, viewpoint of the assessor and the context of the act of translating are intricately connected. A combination of these variables leads the assessors to adopt specific criteria for the assessment of each translation. As is the case with the marking of translation tests at The Center for Foreign Languages (YADIM), assessment requires standardisation of the criteria adopted by different assessors. The necessity of achieving standardisation among assessors introduces the problem of establishing clearly-defined criteria for assessing translation. The purpose of this study was to suggest guidelines for establishing criteria for the marking of translation tests given to intermediate level students at YADIM, Çukurova University. To collect data, ten translation teachers were interviewed and observed once and then they marked eight mock-exam papers. The course outline for the translation courses in the institution was analysed. In the interviews, questions about the institutional and course aims, teachers’ priorities regarding the translation process and formative evaluation and the problems perceived in summative evaluation were asked. In the observations, the teaching stages and their sequencing and the distribution of teachers’ feedback on various aspects of students’ translations were observed. In the mock-exam markings, the same teachers marked eight student translations. To analyse the data collected through interviews, a coding technique was used. The frequencies and percentages of the themes under each category were quantified for each teacher and teachers’ priorities were identified individually. The frequencies of teachers’ feedback on various aspects of students’ translations in the observed courses were quantified. The mock-exam papers marked by teachers were analysed, error categories were identified and teachers’ priorities regarding the errors were determined. The results revealed that teachers differed in the ways they approached translation. Four teachers favoured information translation which took contextual elements of the source texts into consideration and six teachers favoured literal translation which mainly took the structures in the source text into consideration to the exclusion of contextual elements. In accordance with the methods they favoured, their materials selection criteria and evaluation priorities also differed. To minimise the discrepancies among teachers in the marking of the translation tests, an analytic scoring scale and guidelines for testing and marking were suggested.
Open Access
An investigation of project work implementation in a university EFL preparatory school setting
(2007) Keleş, Selda Akkaş
This study is aimed at investigating the effectiveness of an existing project work program through the perceptions of the teachers and the students in the preparatory classes at Muğla University School of Foreign Languages (MU SFL). In this study, the actual implementation procedure was compared to the relevant literature in order to find out the mis-matches between the literature, and the actual implementation at MU SFL. Then, the teachers and the students’ perceptions of project work were investigated. Data used in this study were collected through classroom observations, questionnaires, and interviews. Data collected with the questionnaire was analyzed by the use of descriptive statistics. For this purpose, SPSS, 11.0 (Statistical Programming for Social Sciences) was used to analyze the questionnaire. Data collected through observation and interviews were analyzed qualitatively. The results of the classroom observation revealed that there are mismatches in implementation between the literature and the preparatory classes at MU SFL. These results revealed that neither the students nor the teachers thought that the students benefited from project work to the extent claimed by the literature. The analysis of the interviews and the implementation procedures revealed that the level of the project tasks at MU SFL is above elementary level students, and that the students do not receive enough guidance during the process of conducting project work. The students felt that they were able to improve their vocabulary and grammar knowledge more than other language skills. In order to maximize the benefits of project work implementation in preparatory classes at Muğla University School of Foreign Languages, it is suggested that the tasks should be modified in accordance with the students’ proficiency level. In addition, the allotted time for project work in the curriculum should be increased in order to increase teachers’ ability to support project work. Finally, it is suggested that both the teachers and the students should be given training about the rationale of the project work and the implementation procedure of project work.
Open Access
A needs assessment of the students of the Department of Tourism and Administration and Hotel Management at Balıkesir University
(1994) Üstünlüoğlu, Evrim
English for Specific Purposes (ESP) courses should be organized and planned according to the needs of the learners because ESP courses prepare learners for their future careers (Hutchinson and Waters, 1987). In ESP courses, needs, a gap between a current state of affairs and a desired future state, is the basic concept which differentiates them from General English courses. Needs assessment is a systematic way of determining needs (Smith, 1990). The target domain (learners' future work field) is one of the starting points to collect data necessary for needs assessment. Present situation analysis identifies the current proficiency level of the students. A comparison of a target situation analysis (TSA) and a present situation analysis (PSA) identifies the gaps between the current situation and the desired level (Robinson, 1991). This study investigated the target needs of the students (skills and subskills required in the work domain) along with the learning needs of the students (the processes by which people learn these skills and subskills) and whether the curriculum followed in the Department of Tourism Administration and Hotel Management at Balikesir University (BAU) meets the English language needs of the students. One hundred students (50 graduate and 50 undergraduate) and 5 hotel managers were included in the study. A structured questionnaire was administered to students and a semi-structured questionnaire was administered to hotel managers. A comparison of the frequency of the skills practiced in the classroom and the frequency of use in the target domain identified the gaps between the current teaching situation and the target domain. The questionnaire also identified activities which students believed were important for the classroom. Students also expressed their ideas about shortcomings of the English language program in an open-ended question. The results of the student questionnaire indicated that the needs of the students are not fully met by the current curriculum followed at BAU, considering the needs of the target domain and the learning needs of the students. A large majority of students indicated that the required proficiency level of English in the target domain is advanced and that speaking and listening are the most used skills. However, translation, reading, and writing are the most taught skills in the classroom. The answers to the open-ended question revealed that many students believe the content of the English courses is not relevant and skills required in the target domain are not taught in the classroom. Students also reported that there are too few class hours a week in the second, third, and fourth years, and that teaching methods along with materials are inappropriate. Results derived from a questionnaire administered to the hotel managers indicated that students cannot express themselves correctly and that activities to improve speaking and understanding as well should be emphasized in the classroom. The results can be helpful in improving the curriculum and in selecting more relevant books and materials as well as appropriate methodology in English teaching at BAU.
Open Access
The relations among the communicativeness of classroom activities, student motivation, communication in the classroom, and achievement in language learning
(1995) Büyükyazı, Münevver
This study was designed to investigate the relationships among types of classroom activities, defined as either structural or communicative, and the motivation, communication, and achievement of English as a Foreign Language (EFL) students. The participants were 22 Turkish EFL students at the pre-intermediate level of proficiency attending the Middle East Technical University Preparatory program. The researcher used two different techniques to collect her data for this study: classroom observations to determine communication, operationalized as student participation in the classroom, and questionnaires to measure students' motivation. The study attempted to answer three research questions. The first research question concerned to what extent student motivation is related to the communicativeness of classroom activities. The mean score calculated from the motivation questionnaires showed that students' motivation during communicative activities was higher than the mean score for motivation during structural activities (Ms = 3.22 and 2.78, respectively). Thus, communicative activities were able to motivate more than structural activities. The second research question answered the question to what extent participation in the classroom is related to the commnunicativeness of classroom activities. The results obtained from the observation checklists indicated that the students participated more, and thus communicated more during communicative activities since the mean score for participation during communicative activities was higher than the mean score for participation during structural activities (Ms=6.62 and 2.16, respectively). The third research question investigated to what extent the achievement of students is related to their motivation and classroom participation. The results showed a strong relationship between both structural and communicative participation and achievement (r= .57 and .59; p = .005 and .003 respectively), but the relationship between both types of students' motivation and achievement was not significant. However, an indirect relationship between motivation and achievement was found, since motivation is related to participation, which in turn is related to achievement. In addition, results of the study show 67% co-variance between structural and communicative participation, suggesting that students who participate in structural activities also take part in communicative activities, and vice versa. There is also considerable co-variance, 54%, between motivation during structural activities and motivation during communicative activities, indicating that students who are motivated during one type of activity are also motivated during the other type. The results of the study showed that there is a strong relationship among activity types and motivation, participation, and achievement of the students. If teachers keep in mind that students can be motivated to participate in class, and that participation in both structural and communicative activities is strongly related to achievement, they will include activities in the classroom which enable students to participate in the class and thus to get good results in learning the language.
Open Access
Rethinking translation in language teaching: a needs assessment to prepare curriculum guidelines specific for the translation course at YADIM, Çukurova University
(1996) Şat, Figen
The role of translation in language teaching has long been questioned; it has alternatively been encouraged or restricted. Recently educators and methodologists have expressed their doubts about ignoring the role of translation in language teaching and have suggested use of translation at all stages, particularly as a "fifth skill" at advanced levels. This study aimed to prepare curriculum guidelines to redesign the current translation course at YADIM (The Center for Foreign Languages), Cukurova University in line with these current views. To help prepare these guidelines, the views of students, teachers and departments were sampled; a needs analysis covering 50 graduate students, 50 undergraduate students, 20 teachers, and 15 departmental representatives from various departments was conducted at Cukurova University. Two parallel questionnaires were given to the subjects: one to the students and the other to the teachers at YADIM. Interviews with departmental representatives were conducted to investigate departments' expectations from the translation course given at YADIM. Data gathered through questionnaires and interviews were analyzed using descriptive statistical techniques, and the following results were found. First, translation is perceived as a very important language skill in departmental study, and it is indicated both by students and teachers that translation significantly contributes to language proficiency, which can be used as a basis for reconsideration of the role of translation in general language development. Second, the results show that the current translation course at YADIM does not meet the students' needs and administrators' expectations which are to be prepared for departmental study by translating subject area texts, and practicing extensive (main idea) translation rather than intensive (sentence by sentence) translation. Third, the results show that the use of translation in departmental study for graduate and undergraduate students differs; while graduate students use translation primarily to review the literature written in English for their thesis, projects and so forth, undergraduate students use translation during the lessons to note down what they understand. Based upon these findings, curriculum guidelines for the design of the translation course given at YADIM were prepared and included in the study.
Open Access
The role of translation in L2 reading
(1997) Çanlı, Müzeyyen Hülya
Translation has been used for a variety of purposes in foreign language teaching including teaching reading. Foreign language readers frequently complain that they do not understand or fully comprehend a second language (L2) text even though they know the vocabulary and context. In this research study it was proposed that translating an L2 text would help learners better comprehend it and would also help them in the retention and recall of text content. This hypothesis was tested by conducting an experimental study on two groups of students.The participants were 20 Turkish EFL freshman students at an advanced level of proficiency from varying academic departments of Bilkent University. The first group (experimental group) was asked to translate an L2 text and the second group (control group) was asked to read the same text and write the main ideas for each paragraph. Both groups were given a monolingual glossary to help them with the vocabulary. Their comprehension of the text was evaluated with a comprehension post-test given immediately after the translation and/or reading of the text. The retention of the text among the two groups was measured through a retention post-test given after a two-week time period. In addition, think-aloud protocols were obtained from two subjects from each group to determine if there was any unconscious translation being done by the reading group and to determine the different translation and reading strategies each group used. The two subjects from the experimental group were asked to translate a reading passage while the two subjects from the control group were asked to only read it. Subjects in both groups were also given the choice of using different dictionaries (monolingual or bilingual). The comprehension and retention post-tests were analyzed and evaluated by three English teachers to ensure more objective and reliable scoring. The results were compared by T-tests. The think-aloud protocols were analyzed by transcribing the conversations of the subjects who had been audio-taped. Later, these transcriptions were coded and the researcher compiled a list of translation and reading strategies the subjects used while completing their tasks. The researcher also formed a list of the common cognitive processes used by the four subjects. The four subjects were interviewed after the think-alouds to obtain their views on the task and to make the protocols more reliable and objective. A questionnaire was given to all the subjects as a last step of the research study. This was conducted to have the subjects' opinions regarding translation and whether it had any positive or negative effects on their L2 reading comprehension. The results of the post-tests indicate that the group who translated the text instead of only reading it, gained a better comprehension and retention of the text. The analysis of the think-aloud protocols suggests that all subjects translated certain words and sentences into L1 whether consciously or unconsciously. Results also suggest that the experimental group took longer to complete the test tasks than did the control group. This confirms the more general hypothesis that, in translation of L2 texts, there is a relationship between better reading comprehension and retention and greater time on task. The findings of this study suggest that translation has a positive effect on the comprehension and retention of subjects reading L2 texts. The results suggest therefore that translation should be a part of the curriculum in EFL courses, and students should not be consistently discouraged from using translation in the classroom.
Open Access
Students' and teachers' perceptions of interaction types
(2007) Kaya, Özlem
This thesis investigated the perceptions of students at various proficiency levels and their teachers toward interaction types used in language classes, exploring students’ and teachers’ affective reactions to interaction types, along with their impressions of these interaction types’ effectiveness as learning tools. The study was conducted with the participation of 238 students from various proficiency levels (two classes from each level), and their Speaking-Listening course teachers at Anadolu University, School of Foreign Languages in the spring semester of 2007. The data were gathered through perception questionnaires and interviews. The analysis of the quantitative and qualitative data revealed that students and their teachers perceived group work as a more effective learning tool, and they had more have positive affective reactions to this interaction type than whole-class teaching, which suggested that students and their teachers had tendencies towards iv learner-centered learning. Moreover, there was no significant difference of perception across the proficiency levels, and opinions of students did not clash with those of their teachers to a great extent. This study implied that group work is an effective and enjoyable interaction type, which should be employed more frequently in addition to whole-class teaching in language classes. Further, it suggested that group work can become more effectively and smoothly implemented at all levels if students receive strategy training on group work.
Open Access
A survey of the design features of national and international self-access centers: inputs to the process of decision-making for a self-access center in the Middle East Technical University
(1996) Dinçer Demirtaş, Ayşe
Since the 1970s, there has been increasing attention to learner-centeredness in the field of foreign language teaching. The concept of learner-centeredness has led to various modes of teaching which focus on the notion that learners need to take responsibility for their own learning. These modes of teaching have been labelled individualized instruction, self-instruction, self-directed learning and learner autonomy. If learner autonomy is the ultimate goal, one way of achieving learner autonomy is through a self-access system in which materials are made available to students in a user-friendly manner. This study focused on the critical design factors to be considered when setting up a self-access center in order to assist the administration of the Middle East Technical University (METU) Department of Basic English (DBE), in their task of setting up a self-access center. A number of questions were asked by the researcher to provide METU with a detailed description of the critical design factors in respect to setting up a self-access center. The first question was to determine the design factors. The second question was to sample nationally and internationally how various centers dealt with the design decisions and how students reacted to these design decisions. Student reactions were examined by a questionnaire and institutional design decisions were examined by interviewing administrators of various national and international institutions. The national institutions selected were Baskent University, Bilkent University and Cukurova University. One hundred and fifteen students at these institutions were given questionnaires and four administrators were interviewed at these institutions. Students were selected randomly except for proficiency levels. The international sampling was done via E-mail and fax correspondence, and leading self-access experts were correponded with while doing the international sampling. Some of these experts contributed to the study by forwarding or recommending source papers and those who agreed to cooperate were interviewed. The experts corresponded with are Lindsay Miller (City University of Hong Kong, Head of English Department), Ann Heller (Head of IALS, United Kingdom), Edith Esch (Head of the English Language Center, University of Cambridge), Bruce Morrison (Coordinator, Center for Independent Language Learning, Department of English, Hong Kong Poly University), Phil Riley (Head of CRAPEL, University of Nancy, France) and Leslie Dickinson (Lecturer at the Scottish Center for Education Overseas). Among these leading self-access experts, Bruce Morrison and Lindsay Miller answered the researcher's interview questions. Data were analyzed and presented in a detailed and conversational format to facilitate the decision-making process of the administrators of METU. The design factors in respect to a self-access center were determined to be materials, physical lay-out, budgets, teacher and learner roles, teacher and learner training and relationship of a self-access center to the school curriculum. It was found out that students and administrators agreed on the usefulness and necessity of self-access centers. It was further found out that students did not use the self-access centers due to a variety of reasons. The task of the decision-markers at METU seems to be increasing the utilization of the self-access center they are in the process of establishing, taking into consideration the factors of non-use presented in the conclusion.