Browsing by Subject "Strategies"

Now showing 1 - 4 of 4

Open Access
Effects of Strategy Instruction Focus Activities on students' reading strategy use
(2005) Sadık, Semra
This study investigated (1) the existing reading strategies used by university students, (2) those strategies not reported used but which apparently matched students’ academic needs, and (3) the effects of reading strategy instruction on students’ strategy use. Two pre-intermediate level classes (one as the control group and one as the experimental group) studying at Çukurova University, and one teacher, who taught in both classes, participated in this study. The experimental group studied the Strategy Instruction Focus Activities (SIFA’s) during four weeks of treatment while the control group followed their current reading syllabus. To detect students’ existing reading strategy use, the Reading Strategy Questionnaire, given to both groups, stimulated recall procedures with samples from both groups (4+4= 8), the participant teacher/researcher conferencing were used and the results were triangulated before the treatment had started. During the four weeks of instruction, the experimental group students’ SIFA cued feedback sheets were analyzed. After the treatment, the data gathered through the same questionnaire and post treatment interviews conducted with samples from both groups was used to compare students’ strategy use. Three cases in the study were also analyzed to enrich the qualitative data of the study. The between and within the group analyses revealed that both groups had similar reading profiles before and after treatment, and neither group showed significant changes in the strategy use. The analysis of the SIFA Feedback Sheets, post treatment interviews, and three cases imply that strategy instruction can have a positive impact on students’ strategy use.
Open Access
Evaluation of reading strategy instruction in an EFL reading textbook and teachers' perceptions of that reading strategy instruction
(2003) Yetgin, Emine
Strategic reading abilities are one of the major components of fluent reading, thus, developing strategic readers should be a focus of academic reading instruction. In such instruction, materials and teachers play a crucial role. The objective of this study was to evaluate reading strategy instruction in www.dbe.off-line.readings2, the intermediate-level reading textbook used in the Department of Basic English (DBE), at Middle East Technical University. Additionally, the study aimed at determining DBE teachers’ perceptions of strategy instruction in the textbook. In the first part of the study, a Textbook Evaluation Instrument and a Reference Sheet including 30 of the most frequently mentioned reading strategies in the literature were prepared. Then, these instruments were used to identify explicit/implicit strategy explanations and strategy practice opportunities in the textbook. Data collected from the textbook evaluation were analyzed quantitatively using frequencies and percentages. In the second part of the study, a questionnaire was administered to 44 intermediate-level DBE teachers to obtain data about their perceptions of the strategy instruction included in the book. Data collected from the questionnaire were analyzed quantitatively by employing descriptive statistics, such as frequencies, percentages, means, and standard deviations. Results of the study revealed which strategies receive explicit and/or implicit strategy instruction in the textbook. Teachers’ perceptions of the strategy instruction in the book are generally in conformity with the results of the textbook evaluation. The findings of the study might guide teachers in the design of supplementary reading materials to augment strategic reading instruction.
Restricted
Medya televizyonda 25. kare tekniğinin kullanımı, etkileri, amaçları ve Türk hukukundaki yeri
(Bilkent University, 2023) Yanartaş, Ayşe Sezin; Balta, Lara; Çarıkçı, Eda Zahide; Ünalan, Duru; Okur, Çağla Alara
Bu araştırmada; medya, reklamcılık ve pazarlama sektörlerinde önemli etki alanlarına sahip olan ve kitleleri markaların hedefleri doğrultusunda harekete geçirmeyi amaçlayan “Bilinçaltı (Sübliminal) Reklam Teknikleri” ve bu teknikler arasında öne çıkan “25. Kare Tekniği” ana bölümlere ayrılarak kapsamlı bir şekilde incelenmektedir. Markaların sunmakta olduğu hedef ürünler ile tüketiciler arasındaki etkileşimin esas olduğu bilinçaltı stratejileri, pazarlamada üreticinin, tüketici perspektifinde oluşturmayı amaçladığı pozitif kimlik algısını yaratmayı kapsamaktadır. Bilinçaltı reklamcılığında yararlanılmakta olan tekniklerden “25. Kare Tekniği”, modern tüketim toplumunu oluşturmakta olan hedef kitlelerin bilinçaltında etki bırakması ve bu sayede, markaların ürünlerini sundukları veya hizmet verdikleri tüketicileri harekete geçirmelerinde yarar sağlamasıyla pazarlama alanında stratejik olarak ehemmiyet görmektedir. Araştırma, Türkiye’de “25. Kare Tekniği ve Bilinçaltı Tekniklerinin uygulanma durumunu ve Türk Hukukundaki yerini detaylıca ele alarak bu reklam tekniklerinin; medya, reklamcılık ve pazarlama alanlarındaki kullanılma amaçlarını, uygulamalarını, etkilerini ve tanımlarını açıklamaktadır.
Open Access
Successful and unsuccessful readers' use of reading strategies
(2005) Uzunçakmak, Pınar
This study was designed to investigate (a) generic reading strategy use as reported by the students and (b) the extent to which successful and unsuccessful readers differ in their use of reading strategies. The study was conducted with 112 upper-intermediate level students at Middle East Technical University (METU), Department of Basic English (DBE) in the spring semester of 2005. Data were collected through two questionnaires and two stimulated recall tasks. The first questionnaire was given to 112 students to investigate generic strategy use as reported by the students. The second questionnaire, administered to 17 successful and 17 unsuccessful readers, chosen from among the 112 students, provided data about how much previous strategy instruction successful and unsuccessful readers recalled. Stimulated recall tasks done with two successful andtwo unsuccessful readers provided insight into the reading strategies these students reported using while performing the reading tasks. To analyze the data, means, frequencies, and standard deviations were calculated. In addition, t-tests were run to explore the possible differences between the responses given by successful and unsuccessful readers. The results indicate that the students overall made frequent use of 12 reading strategies. However, successful and unsuccessful readers did not differ significantly in their reported use of reading strategies and recall of strategy instruction. In the stimulated recall of reading task performance, however, successful and unsuccessful readers differed in their strategy use. Successful readers reported using more strategies, more top-down strategies and more DBE-instructed strategies than did unsuccessful readers.