Hazırlık Okulu Yayın Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12416/748
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Article Citation - WoS: 11Citation - Scopus: 13Levels of Organizational Alienation of Private and Public High School Teachers(Turkish Education Assoc, 2011) Eryilmaz, Arzu; Eryılmaz, Arzu; Burgaz, Berrin; Yabancı Diller BölümüThe concept of organizational alienation reflects a feeling of disappointment with career expectations and professional development as well as the disappointment over the inability to fullfill professional norms (Aiken & Hage, 1966). The aims and objectives of this study were to investigate the organizational alienation perception levels of public and private high school teachers in the central districts of Ankara, Turkey. It also aimed to determine the differences between teachers' perceptions of alienation levels in terms of some independent variables. The survey instrument factors were determined by Seeman (1959) as (I) powerlessness, (2) meaninglessness, (3) normlessness, (4) social-isolation and (5) self isolation. The participants of the study (362) were administered "The Scale of Organizational Alienation", developed by the researcher on the basis of the scales and researches obtained from the relevant literature. As a result of the study, teachers' perceptions of organizational alienation were determined at a moderate level (2.04). Finally, the highest percentages of organizational alieantion factors were identified as; "normlessness and powerlessness" whereas the lowest mean scores of organizational alienation were determined as "meaninglessness and social isolation".Article Citation - WoS: 14Citation - Scopus: 13The Content Analysis of Phd Theses Completed in the Field of Curriculum and Instruction (1974-2009)(Turkish Education Assoc, 2013) Bikmaz, Fatma Hazir; Aksoy, Erdem; Aksoy, Erdem; Tatar, Ozden; Altinyuzuk, Canan Atak; Atak Altinyüzük, Canan; Hazir Bikmaz, Fatma; Yabancı Diller BölümüThe purpose of this study is to analyze the PhD theses completed in the field of Curriculum and Instruction (C&I) with regard to various variables. For this, all 358 doctoral dissertations completed in Turkey in the field of C&I until 2009 are analyzed. By using the content analysis, PhD theses were analyzed according to some variables such as the subject of the theses, university, and the design of the studies. It was observed that the PhD studies in the field of C&I frequently include theses based on the effects of teaching and learning approaches, methods and techniques, teacher education and practices, and curriculum evaluation studies follow these. It was also found that there was an increase in the number of dissertations. Besides, the experimental and descriptive researches are almost equally preferred more frequently and the usage of mixed method was increased dramatically in the last ten years.Article Citation - WoS: 1L2 Learners' Perceptions of Using L1 in Efl Classrooms(Selcuk Univ, Fac Letters, 2019) Oz, Huseyin; Karaazmak, Fulda; Karaazmak, Fulda; Yabancı Diller BölümüMost foreign or second (L2) language teaching happens in classrooms where teachers and learners share the same first language (L1), and there has been a long-standing controversy over using L1 in language teaching classrooms. Thus, the present study sought to explore English learners' perceptions about using their L1 in English as a foreign language (EFL) classrooms. The study further aimed to investigate whether English proficiency level had any effect on learners' preferences of using L1 in English classrooms. A total of 75 EFL learners enrolled in an English preparatory program at a foundation university in Ankara voluntarily participated in the study. Data were collected using a questionnaire to determine participants' views on using their L1 in English classes. The results revealed that EFL learners supported the use of English as the only medium of instruction in EFL classrooms and English proficiency level had an effect on learners' preferences of using L1. Findings also indicated that learners with a low level of English proficiency had more positive opinions about using L1 in EFL classrooms as opposed to learners with a high level of English proficiency. On the other hand, regardless of the proficiency level, all participants agreed that they might use their L1 in the class if they really needed to do so. Another significant finding of the study was that learners' willingness to use L1 in the classroom decreased as their English proficiency level increased. In line with these findings, further recommendations were proposed regarding the place of L1 in EFL classrooms.Article Hazırlık Sınıfı Öğrencilerinin Öz-yeterlik İnançları ve Öz-düzenlemeli Öğrenme Stratejileri ve Bunların Dil Yeterlilikleri ile İlişkisi(2019) Çimenli, Betül; Çoban, Merve HırçınBu çalışmanın amacı, üniversite hazırlık sınıfı öğrencilerinin farklı yeterlik düzeylerinde öz-yeterlik inançlarını ve öz-düzenlemeli strateji kullanımını ortaya çıkarmaktır. Buna uygun olarak, bu çalışma öğrencilerin öz-yeterlik inançları ve Öz düzenlemeli öğrenme (ÖDÖ) stratejilerinin kullanımı arasındaki ilişkiyi keşfetmeyi ve öz-yeterlik inançlarının, öğrencilerin ÖDÖ stratejileri kullanımının ve cinsiyetin yeterlik düzeylerini ne derecede yordayabildiğini bulabilmeyi amaçlamaktadır. Çalışma, 2017-2018 eğitim-öğretim yılında Ankara’daki özel bir üniversitede yürütülmüştür. Katılımcıların hepsi İngilizceyi ikinci dil olarak öğrenen A2(n=35), B1(n=27) ve B2(n=30) yeterlik seviyeli hazırlık sınıfı öğrencileridir ve uygun örneklem yöntemiyle seçilmişlerdir. Çalışmanın verileri 2 adet Likert tipi ölçekle toplanmıştır. Çalışmadan elde edilen bulgular, A2 ve B2 seviyesi arasındaki katılımcıların dinleme ve yazma becerileri arasında anlamlı bir fark olduğunu ortaya çıkardı. Çalışmanın sonuçları, yeterlik seviyelerine bakmaksızın katılımcıların özyeterlik inançları ve ÖDÖ stratejileri arasında orta düzeyde anlamlı bir olumlu ilişki olduğunu ortaya koydu. Mevcut çalışmanın, öz-yeterlik ve ÖDÖ stratejilerini müfredata dâhil etme gibi özellikle yükseköğrenimdeki ikinci yabancı dil eğitimi için bazı çıkarımları vardır.Article The evaluation of instructors’ views on the use of semiotics in English classrooms(2018) Altay, İsmail Fırat; Karaazmak, FuldaSemiotics is the scientific field dealing with the meaning making process via signs and symbols. This study primarily aims at investigating the opinions and preferences of English instructors about the usage of semiotic elements such as mimics, gestures, body movements, posture, eye contact, and clothing in language teaching classrooms. Instructors’ awareness of the unspoken interaction in the class, to what extent they are using the semiotic elements in their teaching style, whether they find these elements useful or not are among the aims of this study. Further aims include determining whether or not language instructors need training about the effective use of non-verbal communication and which semiotic elements they may need special training in. In the data collection process, a questionnaire involving 20 items in a Likert scale format is completed by 40 English instructors, who are currently working in a university preparatory school. The results of the study reveal English instructors’ positive beliefs about the effective use of semiotic elements in their teaching and the powerful effect of successful non-verbal communication to boost student achievement and motivation. Additionally, having previous training on non-verbal communication use is found to be influential on instructors’ belief, which is interpreted as a need for training about the conscious use of semiotic elements in language teaching. Based on these findings, some pedagogical recommendations are proposed for further research.Article The Effects of a Grammar Error Correction Session on Language Learners' Success(2018) Karaazmak, FuldaError correction has a significant place in language teaching classrooms since language learning involves some kind of a trial and error process during which learners test their language related hypotheses. The present study sought to examine the effects of a grammar error correction session on 64 eleventh grade high school students’ success in a grammar test. The pre-test post-test quasi-experimental design involving the experimental and control groups was used in the study. In the data collection procedure, two parallel grammar tests were implemented to the learners. Results showed an increase in learners’ mean scores in the grammar test used as the post-test, which the learners took following the error correction session. However, the increase in the learners’ grades was not at a statistically significant level. The positive effects of the remedial error correction session were not explicit in the study.Article Issues Related To English Language Teaching At Primary Schools And Suggested Solutions(2017) Güneş, Hilal; Karaazmak, FuldaThe purpose of this study is twofold. Firstly, it aims to examine Turkish Educational Policy with regard to English Language Teaching (ELT) at primary school level and then identify positive and negative sides both at the theoretical and practical level. Secondly it attempts to make some suggestions related to primary school ELT curriculum and teacher education. The studies conducted to evaluate the effectiveness of primary school ELT curriculum unveiled that; though teachers are contented with the fact that English language teaching starts at earlier grades, they indicated a myriad of problems related to assessment, quality of textbooks, technical infrastructure, teaching materials, physical conditions of the classrooms, class hours, in-service trainings, and so on. In the light of detected problems, some pedagogical suggestions related to primary school ELT curriculum and teacher education were made.Article Instructors’ Awareness of the Syntactic and Morphological Differences between British and American English(2019) Toscu, SalihaThis study explores Turkish English as a foreign language (EFL) instructors’ awareness of the syntactic and morphological variation in British English (BrE) and American English (AmE). The data were collected through a survey which was administered to 38 EFL instructors working at preparatory schools of different universities. The participants were asked to analyze 49 sentence-pairs in the survey to decide whether given sentences were correct or incorrect. The results indicated a) that the participants were better at recognizing the morphology and syntax of BrE than AmE, b) that of all the participants, the ones who were exposed to both varieties were better at recognizing the different uses of the syntactic and morphological forms in BrE and AmE than the ones exposing to the forms only in one variety, c) that the departments the participants graduated from did not have an impact on the recognition of the differences between BrE and AmE in syntax and morphology.Article İngiliz Dili Eğitimi Öğretmen Adaylarının İngilizce İyelik Ekinin Yazım Kuralları ve Telaffuzu İle İlgili Farkındalığının Araştırması(2019) Toscu, SalihaBu çalışma, öncelikli olarak İngiliz Dili Eğitimi öğretmen adaylarının İngilizcede bulunan iyelik ekinin yazım kuralları ve telaffuz farklılıkları konusunda ne ölçüde farkında olduklarını ortaya çıkarmayı amaçlamaktadır. Çalışmaya, Türkiye'de bir devlet üniversitesinde İngiliz Dili Eğitimi bölümünde 4. sınıf öğrencisi olarak okuyan, on Türk lisans öğrencisi gönüllü olarak katılmıştır. Çalışmada, tek gruplu ön test son test deneysel araştırma deseni kullanılmıştır. Bu bağlamda, katılımcı gruba ilk önce ön test yapılmıştır. Bu sayede, katılımcıların çalışma öncesi iyelik eki yazım kuralları ve telaffuzu ile ilgili farkındalıkları ölçülmüştür. Ardından, katılımcıların farkındalığını artırmak için tasarlanan bir eğitim verilmiştir. Eğitim tamamlandıktan iki hafta sonra bir son test uygulanmıştır. Bu sayede, verilen eğitimin katılımcıların İngilizce iyelik ekinin yazım kuralları ve telaffuz farklılıklarına ilişkin farkındalığını ne ölçüde etkilediği ortaya çıkarılmıştır. Çalışmada veri toplama, nicel yöntemler kullanılarak yapılmıştır ve toplanan veri, çalışmadaki küçük örneklem büyüklüğü nedeniyle, Sosyal Bilimler İstatistik Paketi (SPSS) 17.0 üzerinde parametrik olmayan testler kullanılarak analiz edilmiştir. Çalışmanın bulguları öğretmen adaylarının İngilizcedeki iyelik eki yazım kuralları ve telaffuz farklılıkları ile ilgili problemlerinin olabileceğini, fakat bu problemlerin özel olarak tasarlanmış öğretim ile giderilebileğini ortaya çıkarmıştır. Mevcut çalışmadan elde edilen bulgular, İngiliz Dili Eğitimi bölümündeki öğretmen adayları için imla kuralları ve telaffuz farklılıkları ile ilgili farkındalık artırıcı öğretimin gerekli olabileceği konusunda öngörü kazandırmaktadır.Article Citation - WoS: 29Citation - Scopus: 45An Investigation of the Gender Differences in Creative Thinking Abilities Among 8th and 11th Grade Students(Elsevier Sci Ltd, 2015) Bart, William M.; Hokanson, Brad; Sahin, Iclal; Abdelsamea, Mohammed AbdelhadyThis study investigated the gender differences in creative thinking subtests between males and females among 8th and 11th grade students. A suburban independent public school district in Minnesota provided student responses to the Torrance Creative Thinking Test (TTCT) Figural Form A. The sample included 996 8th and 748 11th grades students. One-way ANOVAs were used to analyze the differences between males and females in the two study samples. Results of the study revealed that there were statistically significant differences on the majority of the subtests between males and females in favor of the females among both the 8th and 11th grade students. However, there were no statistically significant differences in the fluency subtest between males and females among the 8th grade students. The results also revealed that there were no statistically significant differences in the fluency and originality subtests between males and females among the 11th grade students. Educational implications and suggestions for future work were presented. (C) 2015 Elsevier Ltd. All rights reserved.