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Öğe Editorial 11-2(Uluslararası Eğitim Araştırmacıları Derneği, 2022) Köksal, Dinçay; Ekşi, Gonca Yangın; Baturay, Meltem HuriWe take great pleasure in welcoming you to the new issue of our ELT Research Journal with six high quality research papers, a review article, and a book review. We hope this journal will contribute to research in ELT and we invite you to submit your studies. Our vision is to create a high-quality publication relevant to the of academic researchers, graduate students, scholars, and teachers in ELT world. The current issue presents research articles addressing a number of issues in the field of English Language Teaching. The first article by Huriye Arzu Öztürk, Güllüzar Karayiğit, Sedef Artuk is an action research investigating the effects of authentic videos on young learners’ listening and speaking proficiency. The second paper by Saliha Toscu aims to explore the effect of synchronous online communication with native and nonnative speakers of English on English as a foreign language (EFL) learners’ ideal L2 self. The third study by Sevinç Ergenekon and S. Selin Pirinçcioğlu investigates the beliefs and self-reported practices of non-native English-speaking instructors in pronunciation teaching. The fourth paper by Ali İlya, Burcu Koç and Kerem Can Alpay focuses on any possible relationships between English Language Teaching (ELT) students’ verbal working memory capacity, grammatical reasoning ability, and their proficiency in productive skills in English. The fifth article compares effectiveness of a Web 2.0 tool and paper-based methods on the recognition and retention of L2. The sixth study of the issue by Dilek Gökçe reviews on the articles published in Turkey and around the world in 2012-2022 on the development of English language skills with multimedia and video tools. Finally, this issue presents a review by Esra Öztürk Çalık of a book on research design. We would like to thank once more all the researchers who have contributed to the current issue of the journal with their invaluable academic works. We would also like to thank all editors, co-editors and reviewers of the ELT-RJ for their voluntary contribution to the journal by managing the review process. Best Regards, Prof. Dr. Dinçay KÖKSAL Editor-in-Chief Prof. Dr. Gonca YANGIN EKŞİ Associate Editor Prof. Dr. Meltem Huri BATURAY Associate EditorÖğe Intention as a Mediator between Attitudes, Subjective Norms, and Cyberloafing among Preservice Teachers of English(Amasya Üniversitesi, 2021) Karabıyık, Ceyhun; Baturay, Meltem Huri; Özdemir, MuzafferLearning and teaching is fostered to a great deal by technology. Cell phones and internet can be utilized as effective tools in providing extended and diversified learning opportunities as well as promoters of learning and teaching. However, early internet-enabled cell phones or more recent smartphones have also become easily accessible avenues of distraction and escape. This study explored if and how intention to cyberloaf acts as a mediator in the relationship between attitudes, subjective norms, and cyberloafing with a focus on descriptive and prescriptive norms with respect to instructors and classmates separately. The research was undertaken at a foundation university in Ankara, Turkey with 214 preservice English teachers. The sample consisted of 152 (71.03%) females and 62 (28.97%) males. Cyberloafing scale developed by Kalaycı (2010), adapted versions of Askew et al.’s (2014) attitudes towards cyberloafing scale, subjective descriptive norms scale, cyberloafing intentions scale, and Blanchard and Henle’s (2008) norms scale were used as data collection instruments. Mediation analyses were performed using SPSS 22 with the utilization of SPSS macro, PROCESS v 3.4 (Hayes, 2017). The results of the regression analyses indicated that subjective norms and attitudes significantly predicted cyberloafing; and intentions to cyberloaf was found to be a significant but partial mediator between the variables. The results have significant implications both for academic research on cyberloafing and for educational practices.Öğe The Effect of Animation-Based Worked Examples Supported with Augmented Reality on the Academic Achievement, Attitude and Motivation of Students towards Learning Programming(Ozgen Korkmaz, 2022) Cevahir, Hakan; Özdemir, Muzaffer; Baturay, Meltem HuriThis study examines the effect of using animation-based worked examples (ARAWEs) that are prepared using Augmented Reality (AR) technology instead of using traditional paper-based worked examples (TWEs) on the achievement, motivation, and attitude of high school students during their programming education. The research was designed through the “Nonequivalent Control Group Model”, one of the quasi-experimental models. The participants consisted of second year students (N=94) who were taking the “Basics of Programming” course in the Department of Information Technologies a vocational and technical Anatolian high school in Turkey. An achievement test was applied to the participants as pre-test and final test. Motivation of the students was measured by means of the “Instructional Materials Motivation Survey” developed by Kutu and Sözbilir (2011), and participant attitudes towards using AR was measured by means of the “AR Attitude Scale” developed by Küçük, Yılmaz, Baydaş and Göktaş (2014). According to the results, both the achievement and motivation levels of the students studying on ARAWEs increased significantly compared to those studying on TWEs. There was a high level of correlation between the final test scores and the attitude levels of the students studying on ARAWEs. Considering that instructional materials containing animation-based worked examples prepared using AR technology increase students' interest and motivation in the subject, their use in lessons that include teaching problem solving skills, such as mathematics, physics, and chemistry, can be implemented in future studies. © 2022, Ozgen Korkmaz. All rights reserved.
