Graduate School of Education

Permanent URI for this collectionhttps://hdl.handle.net/11693/115677

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Open Access
6th grade students' perceptions of blogs in an English class
(2012) Kattsir, Elan
This study uses mixed-methods research to investigate how a grade 6 English class in Turkey responds to the use of blogs. It explored students' perceptions of and attitudes towards using a class, community, and student blogs, both overall as well as in relation to their application to learning, writing, and the social aspects of a utilizing blogging. Additionally, key features of blogs and the teacher’s insights into the challenges and strengths of blogging as a teaching strategy were examined. The participants were 38 grade six Turkish-national students at a private, Englishlanguage-medium school in Ankara, Turkey, who utilized blogging as part of their learning activities during a 10-week period in 2011. Prior to, during, and after the blogging activity, surveys, semi-structured focus groups and semi-structured interviews were conducted. Analysis of the data revealed that students had very favorable attitudes towards and perceptions of blogging as an educational practice. Students were nearly unanimous in their general favorability towards blogs, though community blogs were less favored.
Open Access
A comparative content analysis of two children’s mathematics books: The cat in numberland and jayden’s rescue
(2023-09) Akyol, Firdevs Meltem
Children’s mathematics books are receiving increasing attention by teachers and parents around the world. However, the choice of these books is highly depending on the popularity of the book or the publisher’s suggestion lists. This study aims to shed light to how to measure the quality of children’s mathematics books and observe the addressed mathematical skills and outcomes of it. By descriptive analysis of the content analysis and the content domain specific typology, this study shows two different methods to evaluate different aspects of any children’s mathematics book. In this study two children’s books were analyzed: Jayden’s Rescue and The Cat in Numberland. The results of this study show that the two books have different mathematical skills and objectives, and different approaches to mathematical modelling. The authors' different motivations shaped these outcomes, skills, and levels for these books. The Cat in Numberland introduces sophisticated topics like countable infinities to its inquiring readers whereas Jayden’s Rescue helps its readers to gain problem-solving skills for their mathematics lessons.
Open Access
A cross-linguistic study of noun phrase complexity in English-dominant and Turkish EFL writers’ graduate level academic writing in foreign policy
(2025-01) Altuntaş, Elif Nur
This study conducts a linguistic analysis of noun phrase complexity in graduate level academic writing on foreign policy, based on Kyle’s (2016) measures of noun phrase complexity. It focuses on MA theses written by English language dominant writers and English Foreign Language Turkish writers. Focusing on exploring noun phrase complexity is demonstrated and varied with reference to language background, the results of the study highlight differences in nouns as dependents, determiners, adjectives, prepositions, and relative clauses and similarities in following genre requirements and use of possessives, non-clausal adverbial, and verbal modifiers.
Open Access
A multi-perspective study on tertiary level students’ academic English speaking skills in a Turkish EMI context
(2025-02) Yalçın, Mehtap
This study investigated the perceptions of academic speaking skills outlined in the Turkish Higher Education Quality Council's (YÖKAK) Minimum Evaluation Criteria for English Preparatory Schools. Quantitative data were gathered from 265 pre-sessional EAP students, 67 pre-sessional EAP instructors, 47 undergraduate students, and 28 content professors at various departments at an EMI university via questionnaires. Participants' perceptions of the importance of academic speaking skills, practice opportunities in pre-sessional courses, and the competence of undergraduate students in these skills were examined through various parametric and nonparametric tests employing IBM Statistical Package for Social Sciences (V23). Findings indicate a consensus on the importance of academic speaking skills across all stakeholder groups despite some differences between pre-sessional students and content professors. Moreover, perception differences are observed among presessional students based on their disciplines. As to the practice opportunities in the pre-sessional courses, having an ELT educational background is detected to affect pre-sessional EAP instructors' perceptions. Finally, results reveal perception differences between undergraduate students and content professors on students' competency in academic speaking skills. Awareness raising, enhanced practice opportunities, better assessment of academic speaking skills, and encouraging reflective practices are recommended.
Open Access
A qualitative analysis of writing tasks in EFL high school textbooks: exploring intercultural communicative competence
(2024-09) Yıldız, Zeynep
The study explores to what extent writing tasks in EFL high school textbooks in Türkiye provide a platform for developing Intercultural Communicative Competence (ICC) as conceptualized by Byram (2021). Through a qualitative content analysis, four textbooks—Uplift (Grade 9), Count Me In (Grade 10), Spice Up (Grade 11), and Notifier (Grade 12)—were analyzed using multiple theoretical frameworks. For intercultural competence, Byram’s (2021) ICC model, with a focus on the Knowledge domain, was employed. To assess communicative competence, the study applied Van Ek’s (1986) model, Halliday’s Language Functions (1975), Adam’s eight Text Types (1985, as cited in Fludernik, 2000), and Bloom’s Revised Taxonomy (Anderson & Krathwohl, 2001). The findings indicate that while the writing tasks in the textbooks include some elements supporting the development of communicative competence, there are notable gaps in developing intercultural competence. The analysis of writing tasks revealed limited representation of, or exposure to, intercultural contexts, and a need for a more systematic integration of key elements of both communicative competence and intercultural competence across all grade levels. Recommendations are made for curriculum developers and textbook writers to incorporate writing tasks that enhance both communicative competence and intercultural competence for better alignment with the needs of students in a globalized world.
Open Access
Academic oral presentation skills instructors' perceptions of the final project presentation rating scale used in Modern Languages Department at Middle East Technical University
(2003) Bozatlı, İpek
This study explored ENG 211 instructors’ perceptions of the final project presentation rating scale used in the Modern Languages Department at Middle East Technical University.In order to collect data, 25 ENG 211 instructors were asked to complete a questionnaire. Three rating questions in the questionnaire asked participants to evaluate how essential the rating scale categories are to them according to three different criteria: for distinguishing among strong and weak students, giving instructors feedback on the effectiveness of their instruction, and giving students feedback on various aspects of their oral presentation skills. Through two open-ended questions, positive and negative attributes of the rating scale, as perceived by the the participants, were investigated. Data collected from the rating questions were analyzed quantitatively by employing descriptive statistics, such as frequencies, means and standard deviations; data obtained from two open-ended questions were analyzed qualitatively The data results revealed that most of the rating scale categories were rated as ‘essential’ by the participants for all three rating questions. However, some categories were most commonly rated lower on the three questions. These categories had objectives that were not taught in ENG 211, were felt to be outside the control of ENG 211 instructors, or which instructors felt should have different overall values, and more clear descriptors. In addition, results obtained from the open-ended questions supported the results obtained from the rating questions.
Open Access
Academic reading expectations in English for first-year students at Hacettepe University
(2005) Eroğlu, Nihan Aylin
This study explored the Academic reading needs of first-year students from the perspective of content course teachers in English-medium departments at Hacettepe University. The study was conducted with 35 content course teachers and 99 first-year students in English-medium departments at Hacettepe University in the spring semester of 2005. Three sets of data were used for this study. First, a questionnaire was distributed to 35 first-year content course teachers and interviews completed with 18 of the teachers who returned the questionnaire. In addition, samples of required textbooks were collected from the same first-year content course teachers as well as reading samples from the textbook and the final exam in the Prep school. A vocabulary test was given to 99 first-year students in English-medium departments to determine a baseline measure of their ability. The purpose of the questionnaire administered to first-year content-course teachers was to determine teachers’ academic reading expectations for first-year students. The questionnaire consisted of Likert scale items. The follow-up interviews provided insight into teachers’ perceptions, experiences and practices related to their academic reading expectations of first-year students. Reading samples from the firstyear content courses were collected to specify the precise reading expectations of the content teachers. Reading samples from the final exam and the textbook of the Prep School were collected to determine the exit expectations from the Prep School. The vocabulary test was done to explore the vocabulary levels of the first-year students. To analyze the data, mean scores, percentages and frequencies were used in the questionnaire; a coding system was used in the interviews; Flesch-Kincaid readability test and Vocabulary Profiler were used for analyzing the reading samples and the prep exit exam. To determine the students’ levels of vocabulary knowledge, Nation’s (1990) guideline was used. The interviews were conducted with 18 content course teachers who completed the questionnaire. The results reveal that all content course teachers agree on the necessity of being a proficient reader in order to be successful in content courses. Content course teachers also agree that the academic reading curriculum should be revised to include using texts which are taught in content course departments. Based on these results, adjusting the current curriculum in accordance with the expectations of content course teachers is recommended, particularly in the area of more academic vocabulary training. Another recommendation is to adopt an adjunct model approach to link content courses and language courses thereby providing students with both content and language study simultaneously.
Open Access
Achieving self-reflection through videotaped self-observation
(2007) Hasanbaşoğlu, Burçin
This study was designed to investigate whether videotaped self-observation contributes to self-reflection and whether teaching experience results in differences between teachers in terms of their levels of reflective thinking. Two trainee teachers attending the METU in-service teacher training course – one experienced and one inexperienced – and two teacher trainers conducting the course participated in this study. Data were collected through reflective narratives written after teacher observations, interviews and think-aloud protocols (TAPs). In this study, one of the teacher observations of each trainee was videorecorded, and the trainees were asked to reflect on their teaching before watching their recorded lesson in an interview, while watching it in a think-aloud protocol, and after watching it in a reflective narrative. Each trainee’s pre- and while-video reflections were compared to explore whether videotaped self-observation contributed to the extent and levels of teachers’ reflection. After analyzing each trainee’s oral and written reflections before and after video, the reflections of the two trainees were also compared to examine whether teaching experience was a determining factor in high levels of reflection. All the data in this study were qualitatively analyzed, and in this analysis the framework for levels of reflective thinking devised by the researcher was used to determine trainees’ levels of reflection. The findings of this study indicated that observing their videotaped lesson contributed considerably to the trainees’ self-reflection, both in terms of the extent and levels of their reflective thinking. Both teachers were able to reflect on an increased number of points in their lessons after self-observation and demonstrated a remarkable growth in high level reflections. However, the extent to which the trainees achieved more detailed and higher level reflections did not seem to result from teaching experience, which might suggest that there may be some other factors contributing to self-reflection.
Open Access
The acquisition of English ergative verbs by Turkish EFL students
(1993) Abdullayeva, Ophelia
The purpose of the study was to investigate the acquisition of English ergative verbs by Turkish EFL students. In contrast with transitive and intransitive verbs, these verbs can form both grammatically correct passive and intransitive ergative constructions. Generative grammar predicts that in the process of acquiring ergative verbs, learners will prefer to use passive constructions to intransitive ergative ones (Zobl, 1989). The study investigated five research questions and tested nine hypotheses. The research questions considered the difference a) in the overall amount of incorrect judgments about ergative verbs; b) in the amount of incorrect judgments about ergative structures of ergative verbs; c) in the amount of incorrect judgments about ergative versus passive structures of ergative verbs; and d) in the amount of errors in the test sentences with ergative verbs, at three EFL proficiency levels'. One more question studied in the present research was whether the Turkish learners would be able to discriminate between English ergative, intransitive, and transitive verbs. This study is a descriptive study conducted in an experimental setting. Special research instruments were devised to elicit ergative data — a grammaticality judgment task and a production task. The performance of subjects at experimental tasks was compared against language proficiency levels created in accordance with the results of two sections of the Michigan Test of English Language Proficiency. The results of the experimental tasks were analyzed using statistical procedures — Kruskal-Wallis One Way Analysis of Variance and repeated-measures t-test. Analyses showed significant differences between proficiency levels in the overall number of incorrect judgments about ergative verbs and about full ergative structure of ergative verbs (e.g., The window broke into small pieces). However, the difference in the number of incorrect judgments about cut ergative structure (e.g.. The window broke) and in the number of errors in the test sentences with ergative verbs was not statistically significant. The repeated-measures t-test indicated that at the low and mid levels the difference in the number of incorrect judgments about full ergative and passive structures of ergative verbs was statistically significant whereas at the high level this difference was not significant. The analysis of data also showed great variations in the acc[uisition of different verbal structures of acquisition of ergative^ transitive, and intransitive verbs. The results obtained in the present research confirmed the main findings reported in the literature on the acquisition of ergative verbs (Zobl, 1989), i.e., that the learners will overgeneralize the passive rule to ergatives.
Open Access
An action research into a hands-on solar energy activity, adapted to enhance students’ understanding of selected physics concepts and to advance their awareness of renewable energy
(2017-06) Yıldırım, Tuğcan
The present study uses action research to investigate how a hands-on solar energy activity that highlights selected physics concepts could be used to enhance participants’ understanding of physics concepts as well as their awareness of renewable energy sources. Moreover, the purpose of the study was to learn if an activity related to building a model solar car could be integrated into a physics class. Often this activity is extracurricular; therefore, it was performed to assess the challenges, conditions, and benefits of conducting the activity during class time. It was implemented at an international school in Turkey with 14 students. The quasi-experimental research design was used by dividing participants into two groups: a control and an experimental group. Only the experimental group received the intervention which is the solar-powered car design activity. Hence, the researcher was able to compare whether the activity had a better influence on participants’ renewable energy awareness and related physics concepts knowledge by means of a pre-test and a post-test. In addition to the pre-test and the post-test, follow-up interviews were conducted with five participants and an expert teacher. In conclusion, the researcher found indications that the activity may work in a regular physics class. Furthermore, the students who participated in the activity showed improvement in terms of renewable energy awareness and selected physics concepts. Nonetheless, these results only provide descriptive information due to the small sample size and the short period of implementation time which was two weeks; however, this study holds an important place that may lead to a larger study. Through this study, the researcher shared his reflections on the implementation process and developed skills on how to integrate a hands-on into a lesson.
Open Access
Adapting Krashen's Five Hypotheses for the teaching of English as a foreign language in Turkey
(1989) Kaya, Abdullah
Open Access
Addressing challenges during emergency remote teaching: exploring the habits of mind of experienced EFL teachers
(2022-06) Şahbaz, Leyla
This present study aimed to investigate the challenges and strategies teachers report during emergency remote teaching and explored what intelligent behaviors and Habits of Mind are evident when teachers explain how they organize and address these challenges. This narrative inquiry study was carried out at a private university in Ankara. All participants in this study were experienced EFL instructors at preparatory school at a private university. Three in-depth unstructured interviews were conducted with participants as the data collection tools. The researcher used the conceptual framework developed by Altan et al. (2019) for analysis to explore the connection between participants’ shared experiences and their dispositions as Habits of Mind. Findings reveal that participants use certain intelligent behaviors associated with Habits of Mind during emergency remote teaching. Given the novelty of remote teaching, institutions may need to identify the professional dispositions that an effective educator needs to have in online environments. Profiling these professional dispositions could reveal an indication of the probability that they may foster their dispositions toward remote teaching.
Open Access
Administrators', teachers' and students' perceptions about the benefits of and barriers to TELL at Koya University
(2010) Ali, Hawkar O.
This study examined the feelings and viewpoints of administrators, EFL teachers and EFL students on the benefits of and barriers to technology-enhanced language learning (TELL). This study has been conducted in an English Department at a state university in the north of Iraq. The purpose of this study was to understand the attitudes of teachers and students who infrequently use technology for educational purposes towards the use of technology for language teaching and learning. Moreover, this study aimed to find out the participants‘ level of technology use. Finally, barriers that administrators, teachers and students encounter were examined. Questionnaires and interviews were administered in order to collect data. The first questionnaire was distributed to 124 EFL students whose educational grades were freshmen, sophomores, juniors and seniors. The second questionnaire was administered to nine EFL teachers at the same university whose educational degrees were PhD, MA and MA candidate. Moreover, three administrators, three teachers and four students were interviewed in order to get further information. The findings showed that despite their positive attitudes towards technology integration in education, the teachers and students were infrequently incorporating technology into their education. The infrequent use of technology is due to several barriers. Deficiency of technological instruments, financial problem and lack of electricity are challenges that prevent teachers and students from integrating technology into their language teaching and learning. In addition, the results indicated that lack of proficiency in using technology and lack of technology-training courses are also barriers that students suffer from. Finally, this study presented several pedagogical suggestions such as providing sufficient funding for technological instruments, training courses and electricity in order to increase technology integration in education.
Open Access
Affective factors in EFL learning at the Hazırlık programs of the Turkish universities
(1990) Savaşan, Şule
Open Access
American cultural values as seen through a film and their application to a Turkish classroom
(1999) Bunk, Aylin
Although EFL classrooms are very suitable places to examine cultural aspects of a language, this part of classroom learning is widely neglected because of the attention given to language skills. In many classrooms, students’ exposure to the target culture is far from being systematic; it can be somewhat random. In addition, since the language is taught in the learners' own environment, learners may lack opportunities to be exposed to the target culture. As a result, they may have little or no awareness of the target culture and are likely to experience difficulties in adjustment if they enter a target culture environment. Therefore, language teachers should expose students to cross-cultural contexts that will help them to understand the target culture better and clarify misconceptions; this should also enhance crosscultural communication. On the basis of these views, this study investigated underlying cultural differences between Turkish and American people by examining their perceptions of themes and issues raised in an American film. It also examined which of these insights might be useful in a cross-cultural communication class in Turkey, and for what reasons. Data were collected from two different groups of participants through questionnaires and discussions after watching the film Grand Canyon. One of the groups included six Turkish teachers of English who worked in different universities in Turkey. The other one was a group of five Americans who were teachers at Bilkent University. Both groups viewed the film separately and noted the major themes and issues that they observed. After viewing, the groups discussed the film. Theme discussions were audiotaped, transcribed, and analyzed through discourse analysis techniques. The data gathered from the transcriptions were categorized for the most part according to American values as presented by Robert Kohls (1984). The results of the study indicated that there are differences between the discussions of Turkish and the American groups, and these can be related to underlying values concerning fate, equality, individualism, work orientation, directness and openness in human and family relationships, materialism, public behavior, efficiency in service, and power. The findings lay ground work for an examination of cultural differences in an EFL class, especially for students who plan to further their study in the target culture
Open Access
An investigation of the 21st century competencies of prospective EFL teachers in Türkiye
(2023-08) Mirici, Ilgın
This study investigated the competencies on 21st century skills of prospective EFL teachers in Türkiye and ELT department academics’ opinions about their students’ 21st century skills competencies. In this respect, it explored the opinions of the 3rd and 4th grade prospective EFL teachers studying at a state and a foundation university in Ankara, Turkey. To this end, 102 prospective EFL teachers and 14 ELT department academics filled in a questionnaire to take part in the study. Quantitative data was obtained from the questionnaires, and qualitative data was obtained via semi-structured interviews with a sample of 15 prospective EFL teachers and 11 ELT department academics. The results of the study have revealed that both state and foundation university prospective EFL teachers feel competent in using 21st century skills in their classes, with a focus on a range of skills including communication, collaboration, and the use of technology. Likewise, ELT department academics perceive their students' competencies in using the 21st century skills such as communication and technology use, with some slight differences in specific areas.
Open Access
Anadolu University EFL teachers' reading textbook evaluation criteria before and after training
(2003) Uslu, Duygu
A lack of training in evaluating textbooks is one of the drawbacks of teacher education. Many descriptive articles in the literature discuss how to evaluate textbooks, but few empirical studies have been conducted on teachers’ abilities to evaluate textbooks and the criteria that they use. Simply using a textbook is not enough since textbooks do not always meet the needs of learners or the teacher. Nor do they always complement the goals and objectives of the course and institution (Brown, 1995; Byrd, 2001; Pakkan, 1997). As a result, teachers need to know how to evaluate the textbooks that they are using and those that they may use. The aim of the study reported here is to determine teachers’ abilities to judge the appropriateness of language teaching textbooks for English language classes at a Turkish university. The data were collected through a Reading Material Evaluation Questionnaire, pre-training guided think-aloud protocols, and post-training guided think-aloud protocols. The results of the questionnaire revealed that the teachers evaluated their course materials inconsistently. Results of pre- and post-training guided think-alouds showed that textbook-evaluation training changed teachers’ textbook evaluation criteria by raising their consciousness and knowledge base about textbook evaluation. This research indicates a need for pre- and in-service teacher training on the evaluation of textbooks that are/may be/will be used in the classroom.
Open Access
Analysis of cultural representations in translated literary works taught in IBDP Language A
(2021-10) Öz, Gözde
The International Baccalaureate Program, Language A: Literature (Turkish) course aims to “make students respect different cultural perspectives and help understand how these perspectives shape meaning” (IBDP, 2011). In order to achieve this aim, there is an obligation to read and analyze translated works in lessons. This study examines the cultural representations found in two sample translated works, Madam Bovary and Fathers and Sons, which are frequently studied in the Language A: Literature (Turkish) courses of the International Baccalaureate Diploma Program. These translated works were analyzed through the method of content analysis within the framework of Standards for Foreign Language Learning designed by the US Department of Education and National Humanities in 1996 and adapted by Yuen (2011). During analysis, the cultural representations in these works were tabulated under the titles of person, product, perspective, practice, and were labeled according to the cultures they represent. The results of the study indicated that western and European cultures, especially France and Russia are predominantly represented in these translated works. It was also found that other cultures had little representation. The results of this study have implications for teachers as to how to approach such literary texts studied in the Language A: Literature (Turkish) courses considering the related objectives of the IBDP program.
Open Access
Analysis of factors that promote critical reading by EFL students in a Turkish educational setting
(1997) Akyüz, Birol
The Turkish education system has frequently been characterized as based on a read and repeat model, imposing knowledge in chunks based on memorization, instead of enabling the individual to think creatively, solve problems and interpret information. The latter set of skills have been collectively labeled as critical thinking (CT). In its basic form, critical thinking in reading (CR) is held to promote the student's ability to think autonomously, by being able to make judgments and predictions, draw conclusions, make inferences, and detect biases during reading. CR is particularly important as these skills are needed to be developed for success in academic studies and post university professions. This study sought to identify the factors that can promote CR. The research questions asked in the study were as follows: 1. What are the factors that teachers judge "critical" in CR? 2.To what extent do students use CR skills in carrying out reading tasks? 3. Which instructional procedures do teachers employ to promote CR? 4.What instructional procedures do students think can provide them with effective use of CR skills? These research questions were investigated by administration of questionnaires to students and their teachers at Erciyes University and through interviews with the teachers of the subject students. The student questionnaire included a reading passage with assigned tasks requiring application of CR skills. These tasks were given to determine the actual performance of the students in terms of CR. The subjects (students and teachers) were asked to rate CR skills according to their perceived importance. In addition, instructors were asked to rate the frequency and kind of CT activities used in their reading classes. The findings of the study are controversial since the responses given by students and teachers were not consistent with one another. Teachers supported the idea that students need more practice, and hence, further enchamcement of CT skills in reading. In contrast, the majority of students indicated little need for the enhancement of CT skills in reading and very few stated that they lacked these skills. The results of the reading text assessment indicated that student performance was not consistent with their questionnaire responses and that, generally, they lacked the ability to perform CR tasks. The mismatch in the answers of students and teachers indicates further need for instructional focus on CR skills.
Open Access
An analysis of medical students' English language needs
(2007) Taşçı, Çağla
This study aimed at finding out the academic and professional English language needs of medical students in an EFL context, from the perspectives of administrators, currently enrolled students, and academicians, in order to contribute to the process of English for medical purposes curriculum development. Data were collected via questionnaires which were designed to compare the perceptions of the currently enrolled students and the academicians at the medical faculty of a Turkish-medium university. An interview was held with the Dean of the Medical Faculty to better obtain information about perceptions of the administration towards the English language needs of the medical students and their expectations from the English classes. The questionnaire data were analyzed quantitatively, and the interview data were analyzed qualitatively. The main results of the study revealed that medical students studying in Turkish-medium contexts primarily need to improve their English reading skills in order to do research for their problem-based learning classes. In addition to English reading skills, medical students regard speaking skills and an interactive way of learning English in groups as very important. This finding indicates a changing trend in the students’ perceptions of their foreign language needs in comparison with the previous needs analyses of English language needs in medical contexts. The overall findings of this study revealed that there is a need to increase the class hours, provide technological equipment, and appoint trained instructors for the efficient teaching of medical English.