Yabancı Diller Yüksekokulu Koleksiyonu

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https://hdl.handle.net/20.500.14034/23

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İngilizce hazırlık sınıfı öğrencilerinin yabancı dilde yazma kaygısı üzerine bir araştırma
(Zonguldak Bülent Ecevit Üniversitesi, 2023) Keyvanoğlu, Fahrettin Bilge; Atmaca, Çağla
Bu makale, İngilizce hazırlık sınıfı öğrencilerinin yabancı dilde (L2) yazma kaygı düzeylerini yabancı dilde yazma performansları, cinsiyetleri, yaşları ve dil düzeyleri açısından araştırmayı amaçlamaktadır. Katılımcılar, Türkiye’de bir devlet üniversitesinde A1, A2 ve B1 seviyesinde öğrenim gören 120 hazırlık sınıfı öğrencisidir. Veriler, Cheng (2004a) tarafından hazırlanan İkinci Dil Yazma Kaygısı Envanteri adlı bir envanter ve ara sınav ve dönem sonu sınav puanları ile elde edilmiştir. İstatistiksel bulgulara göre, katılımcıların %43.3’ünün yüksek düzeyde yabancı dilde yazma kaygısına sahip olduğu, %34.2’sinin orta düzeyde ve %22.5’inin düşük düzeyde kaygıya sahip olduğu tespit edilmiştir. Ayrıca, A1 düzeyindeki katılımcılar en yüksek yazma kaygısına sahiptir (Ort=68,5). Buna ilaveten, kadınların erkeklere göre daha yüksek kaygı düzeylerine sahip oldukları ortaya çıkmıştır. Çoklu regresyon analizinden elde edilen sonuçlar, tüm değişkenlerin birlikte varyansın %23.3’ünü oluşturduğunu göstermiştir. Yazma kaygısı cinsiyet (β = -.33, p
The effects of practicing vocabulary via plickers on the 4th tear Turkish students' vocabulary acquisition in EFL classes
(Manisa Celal Bayar University, 2022) İner, Nilgün; Irk, Hatice Sevgi; Ceylan, Melis; Üstün, Semih
Although the role of mobile assisted language learning tools in vocabulary teaching in language classrooms has attracted a lot of interest from the researchers in last few decades, the studies focus on higher education and there is no research on the impact of MALL in K12 language learning context, which we address by using specifically Plickers in a primary school in Türkiye. A quasi-experimental study design which involved four intact classes, two of which were administered into the experimental group and the other two were used as the control group was adopted in the study. The study was carried out with the participation of 85 Turkish 4th grade students whose age range is 9-10.The experimental group consisted of 44 students who used Plickers in thevocabulary class while there were 41 students who received traditionalhandouts in the control group. The data was collected via a vocabulary testrelevant to the lesson content. Paired samples t-test to analyse pre-test andpost-test results and independent samples t-test to see if there is a statisticallysignificant difference between the groups were used in the analysis of the data.The results showed that there was a significant difference between theexperimental group’s pre-test and post-test scores, and the experimental groupgot slightly higher scores than the control group did in the post-test.
Stories of the visually impaired EFL learners in Turkey
(Hakan ULUM, 2024) Ekinci, Ayşe Nur; Bacanak, Kadriye Dilek; Ulum, Ömer Gökhan
Sighted and blind individuals live alongside each other in different parts of the world. In the basic principle of being human, sighted and blind individuals are not different from each other. Visually impaired individuals differ from sighted individuals only in terms of their special needs arising from their visual impairment. Meeting these special needs is important for visually impaired individuals to have equal opportunities with sighted individuals in various fields. As a basic human right, both parties need to access to quality and meaningful education. This situation is not different in foreign language education. Hence, this study aimed to explore what visually impaired students have been through in the process of learning English as a foreign language. The participants of the study, which was designed as a narrative research, were 5 visually impaired university students who studied English as a foreign language. In the study, which was designed as a qualitative research, data were collected through semi-structured interviews. The results of the research revealed that visually impaired students have had both positive and negative experiences during their English education.
Corpus of Academic Learner English (CALE): A new corpus at the intersection of corpus linguistics and English for academic purposes
(Leyla HARPUTLU, 2020) Kızıl, Aysel Şahin
Offering insights into varieties of English language, corpus compilation practices and corpus-based research have great potential to enhance the field of English for Academic Purposes (EAP). Among different types of corpora, learner corpora seem particularly promising as they document different aspects of learner language that might otherwise go unnoticed. Acknowledgement of potential contribution of learner corpora to EAP has led up to scientific efforts to compile learner corpora for academic purposes. This paper is the description of such an effort. The aim of this study is twofold: first, to highlight the possible contributions of language corpora to EAP; and second, to introduce the Turkish subcomponent of the Corpus of Academic Learner English (CALE-TR), as a new English for Academic Purposes corpus, currently being compiled for the investigation of learner academic writing.
Discourse markers in learner speech: A corpus based comparative study
(Hakan ÜLPER, 2021) Kızıl, Aysel Şahin
Having a vital role in organizing conversational interaction, discourse markers (DMs) are considered to be a significant part of communicative competence. From a Relevance Theoretic perspective and combining insights from corpus linguistics and second language acquisition research, this study is an attempt to explore how non-native speakers of English (NNS) use the DMs in their spoken language. Following the framework of Contrastive Interlanguage Analysis (CIA), this study is based on two specific corpora: Turkish sub-corpus of The Louvain International Database of Spoken English Interlanguage (LINDSEI-TR) for NNS speech and The Louvain Corpus of Native English Conversation (LOCNEC) for native speech. The occurrences of DMs in both corpora were determined using inferential and descriptive statistics. The findings of the study are discussed in connection with implications for language practitioners and syllabus designers in the field of language teaching.
A systematic review of the recent research on the usefulness of chatbots for language education
(Wiley, 2025) Kızıl, Aysel Şahin; Klimova, Blanka; Pikhart, Marcel; Parmaxi, Antigoni
BackgroundThe rise of intelligent chatbots powered by artificial intelligence and machine learning has ignited interest in their potential for revolutionising second language (L2) acquisition and foreign language learning (FLL). While their potential seems vast, understanding their actual impact on learning outcomes requires comprehensive analysis. Also required is the continuous evaluation of this technology due to the rapid pace of advancements in chatbots, highlighting the need for a fresh look using the latest research. This systematic review aims to address this need by investigating the effectiveness of modern chatbots in L2 learning and FLL, offering valuable insights for language educators and researchers.ObjectivesThis study systematically reviews existing research to assess the usefulness of chatbots in L2 acquisition and FLL, identifying key areas of improvement and future research directions.MethodsFollowing the PRISMA methodology, 33 relevant studies published between 2020 and May 2024 were analysed. Thematic analysis was employed to identify key themes related to chatbot applications, language skills impacted, and learning outcomes achieved.ResultsThe findings clearly reveal specific language skills (i.e., speaking) and language knowledge (i.e., vocabulary) that have a significant impact on enhancing students' learning outcomes by using chatbots, while pointing out insufficient research in this area. The results also show major benefits of chatbots for FLL, such as individualised learning, immediate feedback, enhancing willingness to communicate, and increased interaction.ConclusionsThis systematic review highlights specific practical implications and suggestions that have a direct impact on the usefulness of chatbots in FLL and L2 acquisition, and a need to investigate further variables such as age, language skills, personality traits, or teacher's role with respect to the use of chatbots in foreign language classes. Further implications are also raised in terms of learning design considerations when such a technology is incorporated in the FLL classroom.
“Teaching grammar is not my main responsibility”: exploring efl teacher beliefs about grammer teaching
(2019) Toprak Yıldız, Tuğba Elif
This mixed-methods study investigated a hundred university EFL teachers’ beliefs aboutseveral issues in grammar teaching. Teachers’ beliefs about these issues such as the explicitand implicit teaching of grammar, its integration with other language skills, and the role of ateacher in grammar teaching were elicited by means of a questionnaire. Furthermore, semistructuredinterviews were conducted with ten volunteer teachers to obtain more in-depthinformation about teachers’ reported beliefs. These results were analyzed by using thedescriptive statistics and in-vivo coding. The findings of the study demonstrated that mostteachers believed in the centrality of grammar instruction to helping language learners attain asubstantial proficiency in English. Moreover, it was found that most teachers favored aninductive, integrative and communicative approach to grammar teaching. Although teachers’reported beliefs were, overall, in harmony with the literature on grammar teaching, there wereno hints suggesting that teachers were aware of grammar theories or their beliefs were basedon SLA/grammar literature. The findings indicated that the distinction between pedagogicaldichotomies proposed in the literature seemed to blur in the practice since teachers frequentlyreferred to personal and contextual features as the main factors shaping their beliefs andpractices.
Connectionism, artificial neural networks and reading
(2018) Toprak, Tuğba Elif
Connectionism, which is a novel approach to human intellectual abilities, has challenged the basicassumptions and tenets of top-down and interactive approaches of the 1960s and 1970s to humancognitive processing and reading. Connectionism has specifically dealt with reading in order tounderstand and model the cognitive processes and intellectual properties underlying this significantskill. It has also embraced a more bottom-up approach to reading, an orientation which attaches greatimportance to pattern recognition governed by parameters, weights, connections and constraints inlieu of rules and symbols. Although the great majority of studies which applied connectionism haveconcentrated on how words are recognized, a considerable amount of scholarly work also has targetedat understanding syntactic parsing and pronouncing words. To date, connectionism has contributedto the understanding and modeling human reading and attracted the attention of researchers workingin various fields such as linguistics, psychology, and artificial intelligence to a considerable extent.This paper aims to provide fundamental information about the connectionist approaches and neuralnetwork modeling that suggest an alternative to the classical theory of the mind while accounting forthe cognitive processes that underlie human reading. The paper also compares the connectionistapproaches to traditional approaches to reading, such as bottom-up, top-down and interactiveapproaches. Finally, it reviews several connectionist models that have proved to be highly influentialin the relevant literature.
Analysis of differences between groups The t-test and the analysis of variance (ANOVA) in language assessment
(Taylor and Francis, 2019) Toprak Tuğba Elif
Language testers may need to examine the differences between two or more groups as a result of differing conditions and determine whether these differences are meaningful. Since there could be variability when measuring constructs, researchers use statistical techniques to determine whether the variability extends beyond differences among participants and measurement error. There are two statistical techniques that could be employed to examine such relationships: the t-test for examining the differences between two groups and analysis of variance (ANOVA) for capturing the differences between more than two groups. This chapter provides an introduction to the t-test, ANOVA, their special cases, and non-parametric equivalents. Moreover, it illustrates how these techniques can be used by reporting on two studies conducted in an operational setting. The first study investigates the impact of an alternative treatment for listening and pronunciation on examinees’ test performances by using the Mann-Whitney U test, the non-parametric equivalent of the t-test. The second study utilizes ANOVA procedures to examine meaningful differences between the performances of four groups of examinees on a reading test. © 2019 selection and editorial matter, Vahid Aryadoust and Michelle Raquel.
Multimodal technology-mediated feedback in second language writing classes through screencasting
(Springer Science and Business Media B.V., 2022) Savaşçı Merve; Akçor Gizem
Being one of the most potent influences on writing improvement and language learning, providing feedback is a common yet relatively complicated practice. Although it is often assumed that providing feedback presumably ends up with learners’ immediate self-correction and improvement, it does not necessarily guarantee learners’ understanding of feedback because even the type of feedback and the way it is conveyed could be distinctively effective. Given that lack of clarity and feedback misinterpretation are among the common problems affecting feedback processes, the advent of digital tools in the 21st century has been attempting to compensate for such problems and promote writing competencies. To this end, different feedback norms and conventions offered by technology, such as electronic feedback, have replaced traditional feedback conventions in recent years. Earlier studies have revealed that technology-enhanced (e.g., audio or video-enhanced) instructional feedback is effective, yet providing second language writing feedback in diverse, technology-mediated and multimodal ways continues to be underexplored and limited. Thus, alternative updated tools and practices to promote second language writing (SLW) competencies deserve more attention. Being one of these tools, screencast combines text-based and audio feedback through screencast software programs, allowing to capture the computer screen and annotate a written work while recording voiced comments. Screencast-mediated feedback practices might promote SLW competencies by helping teachers deliver more concise, in-depth, and clear feedback, which in turn might better engage and motivate students in SLW classes. Thus, this chapter offers a theoretical and practical understanding of screencasting as a novel way of providing EFL learners with multimodal technology-mediated feedback in SLW classes. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
Addressing intercultural competence in BELF (English as a lingua franca in business) contexts
(2019) Yıldız, Tuğba Elif Toprak
In line with the new definition of competent language user, the 21st-century second/foreign languagelearners are expected to acquire and develop not only linguistic competence but also interculturalcompetence. Intercultural competence is assumed to enable foreign/second language learners tocommunicate effectively in the modern era which increasingly calls for engaging in interculturalcommunication. Thus, within the last few decades, the notion of interculturally competent languagelearner has gained considerable attention particularly in English as a lingua franca in business(BELF) contexts where individuals and organizations establish and maintain internationalcommunication. Although fundamental linguistic and work-related features of BELF have beenscrutinized in the relevant literature, the notion of intercultural competence in the BELF context hasnot been addressed thoroughly. Given the centrality of intercultural competence to establishingeffective communication, this article discusses how intercultural competence can be enhanced inBELF classes to promote intercultural awareness, knowledge and skills and how dispositions oflanguage learners toward intercultural learning can be fostered. It elaborates on the possible meansof achieving these goals and tasks that can be used to hone intercultural skills of English languagelearners. Moreover, it provides curriculum designers, material developers, BELF teachers andEnglish language learners with practical implications that could stimulate intercultural competence.
Emergent trends and research topics in language testing and assessment
(2019) Yıldız, Tuğba Elif Toprak
This study, which is of descriptive nature, aims to explore the emergent trends and research topics inlanguage testing and assessment that have attracted increasing attention of language testing and assessmentresearchers. To this end, 300 articles published within the last seven years (2012-2018) in two leading journals ofthe field were analyzed by using thematic analysis method. Overall, the results demonstrated that the assessmentof language skills still constitute the backbone of language testing and assessment research. While the termcommunicative has become the established norm in language testing and assessment, the field has grown moreinterested in professionalization, understanding the dynamics that underlie test performance and validation.Moreover, the results revealed that even though the latest advancements in the fields of computer, cognitivesciences and information/communication technologies seem to make their way into language testing andassessment, more research is needed to make the most of these advancements and keep up with the rapidlychanging nature of communication and literacy in the 21st century. The results are discussed and theimplications are made.
Understanding tertiary level EFL instructors' codeswitching behavior
(Peter Lang AG, 2020) Köylü, Zeynep
[No abstract available]
Predicting achievement in distance language learning: a structural equation model
(Routledge Journals, Taylor & Francis Ltd, 2021) Kızıl, Ayşel Şahin
Getting increasingly common in many settings in higher education, distance language courses have become a vigorous area of research which requires sustained focus. Although the relevant literature has documented well various aspects of distance language learning, the factors affecting academic achievement have remained underresearched. This study investigates the predictive power of the sense of community, perceived learning and learner satisfaction as the possible factors having an influence on academic achievement. Data for this study come from a series of surveys administered to a total of 156 EFL learners and participants' final grades. Structural Equation Model (SEM) was used to analyse the data. Results indicated acceptable values of the goodness of fit indices for structural model (TLI =.96; CFI =.98; NFI =.95; RMSEA =.06 and SRMR =.04). Analysis of path coefficients revealed that two components of sense of community (i.e. teaching presence and cognitive presence), perceived learning and satisfaction are the significant predictors of academic achievement. The research findings bear implications for the design of distance language courses.

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