Graduate School of Education

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

Browse

Now showing 1 - 20 of 663

Open Access
Guidelines for EFL writing instruction in the age of AI: an interpretive meta-synthesis
(2024-10) Moldur, Meryem
This study aimed to develop guidelines for writing instruction for instructors, particularly those teaching English as a Foreign Language (EFL) in higher education contexts, to address the challenges and opportunities in an increasingly AI-integrated educational landscape. To achieve this, an interpretive meta-synthesis approach was employed, focusing on empirical quantitative and qualitative studies published in academic journals that explore the use of AI and the development of writing skills and processes involved. The researcher analyzed and synthesized the purposes, results, and implications of these studies. Through qualitative analysis using open coding and axial coding, core categories were established through selective coding. These core categories were then considered as instructional guidelines, guiding the development of guidelines for writing instruction for educators developing writing skills in English. The framework also made connections with existing international competency standards, discussing alignment with current standards, emerging gaps that are arising, policy impacts, and future directions.
Open Access
The role of speaking-focused tasks in developing intercultural communicative competence: a qualitative content analysis of high school EFL textbooks
(2024-09) Özsözen, Okan Sami
Recent global events and instant communication have significantly increased cross- cultural interaction. Consequently, English is now spoken by individuals from a variety of cultural backgrounds. To achieve effective communication with their interlocutors, language teaching must present knowledge and perspectives on how individuals construct the image of others as well as develop their communicative competence. In this vein, textbooks play a crucial role in facilitating the language learners’ communicative and intercultural communication skills. To this end, the present study analyzed the speaking strand in four English language textbooks used in Anatolian high schools in Türkiye, in order to investigate how these textbooks facilitate intercultural communicative competence (ICC) and communicative competence (CC). The learning objectives for developing ICC (Byram, 2021), the communicative competence model (Celce-Murcia, 2008), and Littlewood’s (2004, 2013) “communicative continuum” categories were utilised in analyzing speaking- focused tasks. Additionally, the speaking strand objectives were examined according to the Revised Bloom’s Taxonomy (Anderson & Krathwohl, 2001) and the functions of the language (Halliday, 1975). The results regarding ICC indicated that tasks lacked depth in content, and that the inclusion of other cultures was limited. Concerning CC, it was observed that tasks required modification to incorporate various strategies allowing for more meaning-focused, authentic tasks that simulate natural language use and effective communication. Finally, the results concerning the cognitive categories and language functions provided insights into the implications of these frameworks for future textbooks.
Open Access
The use and value of assessment for learning (AfL) strategies as perceived by EFL instructors at a public university in Türkiye
(2024-10) Çayır, Sevgi
This study investigated EFL instructors’ self-perceived use and value of Assessment for Learning (AfL) strategies at a public university in Türkiye. It also examined whether EFL instructors’ perceptions varied based on their demographics as well as whether there was a difference between their perceptions as to the use of Assessment for Learning strategies and the value they attribute to these strategies. For this cross- sectional single-site survey, the quantitative data were collected from 114 EFL instructors through a questionnaire. The findings showed that while Questioning and Classroom Discussion, and Teacher Feedback were the most valued and frequently used Assessment for Learning strategies, Communicating Learning and Criteria and Peer and Self-Assessment were the least valued and used strategies. The results also indicated an incongruence between EFL instructors’ value and use of Assessment for Learning strategies. A closer view of the discrepancies revealed the largest gap for Peer and Self-Assessment strategies, which suggests that although EFL instructors attach them high degrees of importance, they demonstrate limited in-class implementation of Peer and Self-Assessment strategies. Finally, it was found in this study that age, years of teaching experience and field of graduate degree were significant factors in instructors’ use and/or value of Assessment for Learning strategies, whilst gender, field of undergraduate degree and assessment-related training were not revealed as significant factors.
Open Access
Comparative analysis of the 12th-grade English curriculum and coursebook with the CEFR
(2024-09) Kulaklı, Esra
In today’s world, learning a language is becoming more important to have a better place to be a world citizen. English, as a lingua franca, has become the most common language used by a great majority of people. In this sense, countries support language learning and try to provide a better English language education. To provide a common basis for language learning for educators, learners, examiners, and material designers, the Council of Europe published the Common European Framework for References (CEFR). The framework aims to provide a guideline to language learners, teachers, examiners, and material designers and set standards for language levels. As a member country of Council of Europe (CoE), Türkiye has adopted the CEFR in its language education for both curriculum and coursebook. In this research, the researcher aims to determine to what extent the curriculum and coursebook align with the CEFR-related level B2 & B2+ levels compared to the framework. A qualitative research design is utilised. Regarding the findings, it is found out that although the objectives and the activities correspond to the CEFR, some revisions and changes are needed to have a full correspondence to have a better language education.
Open Access
Fixed mindset, achievement goals, reconceptualized L2 motivational self system, academic buoyancy, resilience and success of English preparatory program students at Turkish EMI Universities: a structural equation modeling study
(2024-09) Tuna, Sinem Maden
Motivation has not yet been fully explored as an integrative construct comprising complementary aspects from various motivational theories that, together, can more effectively predict student success in learning English as a foreign language (EFL). This gap in the literature limits our understanding of what drives English learners to be resilient, buoyant, and ultimately succeed. In this correlational study, I used Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the relationship between a fixed mindset and academic success, mediated either by achievement goals (Model 1) or L2 motivational selves (Model 2), along with academic resilience and buoyancy, in English Preparatory Programs (EPPs). Data were collected from 343 students enrolled in EPPs at four English-Medium Instruction (EMI) universities in Türkiye. The findings revealed fixed mindset was positively related to mastery avoidance and performance avoidance goals similar to ought-to L2 self and feared L2 self. On the other hand, the relation among fixed mindset, ideal L2 self, and academic resilience was negative. Moreover, academic success has a positive relation with academic buoyancy, but negative relation with feared L2 self. Additionally, while students' ideal L2 selves were similar to their approach goals, their feared L2 selves were similar to avoidance goals in terms of relations to resilience and buoyancy. The implications are provided in light of the newly developed models.
Open Access
Self-regulating capacity in vocabulary learning among trilingual learners in higher education context
(2024-09) Şahin, Nihan
This study aimed to examine the self-regulating capacity in vocabulary learning among trilingual learners in higher education context. Focusing on students enrolled in a trilingual bachelor’s program at a foundation university in Türkiye, this study investigated if the perceived overall use of self-regulating capacity in vocabulary learning differed among trilingual learners based on gender, type of high school, years of undergraduate education, achievement as measured by the CGPA, achievement in the core English language classes, and participation in English and French preparatory program. Utilizing a cross-sectional single site survey, data were gathered from 83 students using the Self-Regulatory Vocabulary Learning Capacity Scale (Tseng et al., 2006) questionnaire was administered. The findings reveal that among five facets of the instrument, Environmental Control strategies were the most commonly employed, while Metacognitive Control strategies were the least utilized. Achievement in the first core Freshman English course emerged as a significant factor regarding the employment of self-regulatory strategies in vocabulary learning. In contrast, factors such as gender, type of high school, students’ CGPA scores, participation in English and French preparatory programs and lastly their achievement in the second core Freshman English course did not reveal any significant differences. Finally, the results showed, for all five-facets, achievement in the first core Freshman English course was a significant factor; additionally, it was found that English preparatory program participation plays a substantial role in the use of Emotion Control strategies among students when learning vocabulary.
Open Access
Pathways to need-supportive instruction
(2024-09) Cilalı, Bengü
How learners and teachers respond to academic challenges is essential for attaining desired achievement outcomes. When faced with challenges, some show perseverance, while others give up easily. Two essential mechanisms underlying these differences are mindset beliefs (growth or fixed) and types of motivation (well-internalized or poorly internalized). However, little is known about how mindsets relate to different types of motivation, and even less about how educators' teaching mindsets and motivation contribute to need-supportive instruction. Two separate yet complementary studies were conducted to address these research gaps. Study 1 meta-analytically reviewed 45 studies with 112 effect sizes on the relationships between mindset beliefs and different types of motivation, revealing medium effect sizes for the relationships between growth mindset and well-internalized motivation types. These findings suggest that those with a growth mindset are more likely to have autonomous motivation which helps them handle challenges better. Based on this evidence, Study 2 examined to what extent English as a Foreign Language (EFL) instructors' (N = 348) teaching mindsets and quality of teaching motivation matter for their need-supportive instruction. Structural Equation Modeling (SEM) results showed that fixed teaching mindset beliefs directly and negatively predicted autonomy-supportive teaching. Furthermore, fixed teaching mindset beliefs negatively predicted competence-supportive teaching through the external regulation of teaching motivation. Additionally, intrinsic regulation of teaching motivation mediated the relationships between fixed teaching mindset beliefs and both competence-supportive and relatedness-supportive teaching styles. These findings highlight the importance of promoting a growth mindset and intrinsic motivation among educators to create need-supportive learning environments.
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
The role of andragogy in professional development as perceived by EFL instructors in higher education context
(2024-08) Tuncer, Harika
This study explored tertiary-level EFL instructors’ perceptions of professional development (PD) activities within the framework of Adult Learning Principles and Process Design Elements. It also examined whether their perceptions differed based on demographic information or type of higher education (HE). The study employed a cross-sectional survey design, collecting data from 137 EFL instructors working at tertiary-level English language preparatory programs in Izmir. The adapted version of the Adult Learning Principles and Design Elements Questionnaire (ALPDEQ), developed by Wilson (2005), was utilized to collect instructors’ perceptions. Both descriptive and inferential statistics were employed along with qualitative analysis of open-ended responses, to address the research questions. The study explored both teacher perceptions and individual differences. The findings revealed moderate agreement among instructors regarding consideration given to Adult Learning Principles and Process Design Elements in the PD Activities they experienced in their institutions. It was found that instructors’ perceptions of professional development varied based on, for example, the type of Master’s degree one holds, or type of higher education institution.
Open Access
Defining predictors of student satisfaction based on student evaluation of teaching using decision tree analysis
(2024-08) Çubukçu, Rabia Kösten
Student evaluation of teaching is a prevalent method to assess instructional quality and student satisfaction in higher education all over the world. However, there is an ongoing debate as to which characteristics of instructors make them effective. This study aimed to discover which instructional characteristics can predict student satisfaction levels. To this end, a CHAID analysis, a form of decision tree analysis, was conducted on SPSS to reveal the relationships between instructional characteristics of instructors and student satisfaction level measured by a SET form. The study was conducted at an English language preparatory school of a non-profit private university in Türkiye. 4281 forms including 23 Likert-type questions were analyzed. The findings show effectiveness and being supportive are the most significant predictors of student satisfaction. Following them, enabling students to evaluate different perspectives, encouragement to share views, feedback, and positivity are highly valued by students. Less significant predictors are found to be variety of activities, asking questions to encourage students to express opinions, subject knowledge, guidance, encouraging active participation, preparedness, and recommending publications in English. All in all, 13 of 23 items were significant predictors of student satisfaction.
Open Access
The relationship among foreign language speaking anxiety, English-speaking skills self-efficacy beliefs, and English-speaking performance of Turkish ELT students
(2024-07) Batu, Veliye
In today’s world, foreign language speaking skills hold a significant place in every aspect of life including foreign language education. Speaking skills are closely related to affective and cognitive factors in foreign language learning. In this respect, this current study investigated the relationship between foreign language speaking anxiety, speaking self-efficacy beliefs, and English-speaking performance of Turkish ELT students. The study was conducted with 71 first-year Turkish ELT students at a public university. For this mixed-methods research study, a questionnaire was given to all participants, and a semi-structured interview was held with seven voluntary participants to gain deeper insights into how anxiety and self-efficacy impact English-speaking performance. Correlational analyses were employed for survey data, and the results found significant relationships among foreign language speaking anxiety, speaking self-efficacy beliefs, and English-speaking performance. For the qualitative aspect, a thematic analysis was implemented for the interviews to examine the perspective of the students in more detail. The first-year ELT students reported that foreign language anxiety had an adverse effect on their Englishspeaking performance while high self-efficacy beliefs had a facilitative impact on performance. Based on the findings of the present study, implications for practice were drawn, and suggestions for further research were highlighted.
Open Access
The development of an ICT-integrated guideline for high school 3D geometry lessons based on the perceptions of pre-service teachers and their instructors
(2024-07) Uymaz, Alisa Sümeyye
Information and Communications Technology (ICT) involves a collection of technologies used for information processing, communication, and distribution. In education, the use of ICT technologies has several benefits. Especially, in mathematics, ICT tools improve problem-solving abilities, increase student engagement, and help to visualize abstract concepts. The primary aim of this study was to explore how pre-service mathematics teachers’ perceptions in regard to effectiveness and challenges of using ICT tools in 3D Geometry lessons vary across different universities. The secondary purpose of the study was to investigate how sufficient are the Instructional Technology and Material Development courses at different universities in preparing pre-service mathematics teachers to integrate ICT tools effectively in 3D Geometry lessons. Lastly, the study aimed to identify how instructors at different universities perceive and integrate ICT tools, and what are the perceived benefits, challenges, and effective strategies for developing pre-service teachers’ competency in using these tools.
Open Access
EFL teachers’ transformation of identity during COVID-19
(2024-07) Kut, Begüm
This narrative inquiry aims to investigate how the professional identities of English language teachers were reconstructed during the Emergency Remote Teaching (ERT) period of COVID-19 pandemic at university English Preparatory Program settings in the context of the Turkish education system. It explores the professional histories of eight teachers in the English as a foreign language context. Their teaching profiles, perceptions of students and colleagues, and situatedness of their identities in the ERT period when they had to improve their adaptive expertise by switching their mode of teaching to online spaces are examined. Teachers were interviewed to gather data about the shift of their identities in COVID-19 period and the data was analyzed according to codes and themes. The emergent themes include the following: challenges of ERT, teacher growth and adaptability, and confidence in teacher competences.
Open Access
Enhancing Grade 1 conceptual science learning through curriculum integration
(2024-06) Gromen, Dylan Bernard
Ever wondered how to blend three different educational frameworks into one? This study investigates the steps necessary to integrate the Turkish Ministry of National Education, Cambridge Primary Science, and International Baccalaureate Primary Years Programme standards within Concept-Based Instructional Unit Design. Led by a sagacious teacher-researcher who explicated and validated five Conceptually-Based units with expert interviews, the study revealed an agreement among experts on the practicality and alignment of the units. Recommendations include familiarizing integrators with all curricula, utilizing Concept-Based Instructional Unit Design models, and prioritizing conceptual understanding. The successful integration of eclectic educational structures shows the potential of Concept-Based Instructional Unit Design as a unifying pedagogical approach. The findings of this study carry inherent implications for further educational practice. Moving forward, supernumerary research is warranted to inquest the nuances associated across various educational settings.
Open Access
Critical thinking dispositions of first-year students in an English medium higher education context
(2024-01) Loomis, Robert Mc Namara
This thesis investigates the critical thinking dispositions of undergraduate students at an English medium foundation university in Türkiye. It examines the critical thinking dispositions of students enrolled in a first year English composition course and whether their critical thinking dispositions differ according to gender, age, high school attended, attendance of an English preparatory program, and CGPA and course grade previously received in the first semester English composition course, as well as whether there is a relationship between critical thinking dispositions and CGPA. This study adopts a quantitative case research methodology, employing a combination of survey, causal-comparative and correlational design. To this end, the University of Florida/Engagement, Cognitive Maturity, Innovativeness instrument was yes to collect data. The major findings of the study include that the students report to have high moderate levels of critical thinking. They were not found to differ significantly according to the demographic factors with the exception of Cognitive Maturity, which differed significantly according to grade received in a first year English composition course. In addition, there was no significant correlation between critical thinking dispositions and CGPA.
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.
Open Access
International Baccalaureate Diploma Programme teachers’ practices and perceived self-efficacy regarding the development of Theory of Knowledge students’ critical thinking
(2024-01) Gönen, İrem
This present study investigated the Theory of Knowledge teachers’ perceptions regarding the definition of critical thinking, implementation of critical thinking, and their perceived self-efficacy. A questionnaire was used to collect data from 77 Turkish and international teachers. Following the interviews, selected respondents agreed to be interviewed to provide further insights into the analysis. Correlational design was used to examine the relation between participants’ perceived self-efficacy and a number of variables, including experience, subject area, and professional development. The results found significant relationships between the participants’ perceptions of their self-efficacy and their education level and International Baccalaureate professional development. Furthermore, the study provides insights into teaching methods and resources teachers often use to support students’ critical thinking during their Theory of Knowledge courses. In general, Theory of Knowledge teachers perceive critical thinking is integral to their course. Teachers’ self-efficacy regarding developing students’ critical thinking may be improved through targeted professional development courses.
Open Access
English teachers’ perceptions of differentiated instruction in the Turkish context
(2024-01) Özgüler, Sevgi
In the contemporary landscape of education, the significance of Differentiated Instruction (DI) has become increasingly pronounced as educators encounter with the diverse and unique needs of students. As classrooms become more heterogeneous, DI has emerged as a pedagogical approach essential for fostering inclusive and effective learning environments. This study addresses an important research gap by conducting a qualitative exploration of Differentiated Instruction (DI) practices among K-12 English teachers in Türkiye. Acknowledging the scarcity of literature on this specific demographic, the study aims to uncover the perceptions of DI through in-depth interviews with 10 English teachers across diverse educational institutions. The qualitative approach employed in this study provides a comprehensive understanding of how English teachers perceive DI. Through a thematic analysis of the interview data, the researcher sought to not only capture the nuances of English teachers' perceptions and practices but also shed light on the unique challenges and opportunities within the Turkish educational context. The findings indicate that these English teachers are aware of DI and its benefits, and that they occasionally attempt to implement it in their classes but require support from other stakeholders to fully understand and implement it to achieve better results in the classroom. The study also offers insights into the cultural, institutional, and contextual factors influencing teachers' decisions, laying a foundation for future studies, and informing the development of targeted professional development programs tailored to the needs of K-12 English teachers in Türkiye.
Open Access
Formative assessment practices and perceptions of English language preparatory school instructors at tertiary level
(2024-01) Ercazip, Damla Sena
This mixed-method explanatory case study investigated the formative assessment practices and perceptions of in-service English language preparatory school instructors in relation to student monitoring and student scaffolding at the tertiary level. The study also explored how these practices vary depending on instructors’ years of experience, degree, and additional assessment training. To this end, 30 in-service instructors completed a questionnaire to obtain the quantitative data in this study. The follow-up semi-structured interviews provided the qualitative data with eight voluntary instructors. The results of the study showed that formative assessment practices are being implemented by English language instructors mainly to monitor student progress, help students internalize the learning process, and encourage student involvement with the help of feedback while creating an interactive classroom culture by using various approaches and methods in teaching. It was also found that instructors’ years of experience, degree, and assessment practices did not create any significant difference in monitoring students; however, in terms of scaffolding, instructors without additional assessment training chose to implement scaffolding practices more than instructors who have training.
Open Access
Language learning strategies of first-year students in an English medium higher education context
(2024-01) Oruç, İremnur
The purpose of this study is to investigate the language learning strategies of first-year students at a foundation university in Türkiye where the medium of instruction is English. More specifically, the study aimed to explain what direct and indirect strategies, and accompanying strategy sets, were used by the students. It also examined any potential differences in the strategy used based on gender. This study used a single-case design, shifting attention to a particular and less-explored context, incorporating cross-sectional survey, and causal-comparative designs. The researcher collected the data through a survey within the framework of Strategy Inventory for Language Learning (SILL, Version 7.0) tool and 82 first-year students voluntarily participated in the study. The findings indicated that the direct strategies were preferred more than the indirect strategies. More specifically, within Direct strategies, Compensatory strategies are highly favored; in contrast, Metacognitive strategies are moderately favored across Indirect strategies. As for the least used strategies, Memory strategies as one of the groups in the Direct strategies, and Affective strategies within the Indirect strategies are favored the least. Additionally, female first-year students preferred to use direct strategies more than male first-year students although the observed difference is not statistically significant. More specifically, when Direct strategies are considered, Compensatory strategies are highly favored by both female and male first-year students, but female students use them more frequently. Similarly, among Indirect strategies, male participants highly favor Social strategies, while female participants moderately favor Metacognitive strategies the most. Finally, in relation to two strategies under the Cognitive strategies, statistically significant results favoring female students were observed.