Yazar "Cesur, Kursat" seçeneğine göre listele

Listeleniyor 1 - 4 / 4
  • [ X ]
    Öğe
    A Socio-Cultural Study of Face and Politeness Conceptions in the Kazakh Context
    (Univ Putra Malaysia Press, 2022) Muldagaliyeva, A. A.; Urazgaliyeva, S. A.; Tleulinova, M. B.; Zhyrenshina, K. A.; Duisenbayeva, S. S.; Khalenova, A. R.; Cesur, Kursat
    This study investigates the issues related to some aspects of the Kazakh concept of face and politeness, the perceptions of politeness, and politeness and impoliteness strategies. The principal means and mechanism guide and predetermines the social conduct that guarantees the harmony of the relationships between people. Kazakh politeness, as part of people's communicative behavior, is a component of national culture and is governed by national customs and traditions based on deep historical roots. Historically nomadic, the Kazakhs had to develop a pattern of interaction rules within the community and outside that helped them to adapt successfully to the harsh conditions of the steppe. The only guarantee to successfully survive in the vast steppe, arid nature, and nomadic way of life was to maintain benevolent relations between people and, at any expense, prevent conflict and aggressive situations. An online survey was conducted in which 100 first-year al-Farabi university students participated. The survey data obtained provided valuable insight into the young people's beliefs about politeness and impoliteness and how the concept of politeness affects their moral values and shapes their ethnocultural behavior in modern times. The respondents' answers showed a surprising uniformity in defining the politeness principles in the Kazakh context. With Kazakh young people, politeness is nestled in respecting others, especially older adults, appropriate behavior, maintaining smooth and harmonious interpersonal relations, good manners, and adhering to societal rules and norms.
  • Küçük Resim
    Öğe
    Development and Validation of a Cultural and Linguistic Diversity Scale to Measure Pre-service EFL Teachers' Self-Efficacy Beliefs
    (Sage Publications Inc, 2024) Kircali, Melih; Cesur, Kursat
    The study aims to develop and validate an affordable and generalizable survey design tool to measure pre-service EFL teachers' self-efficacy beliefs about cultural and linguistic diversity. It is significant as there are relatively low number of studies aiming to measure such beliefs in today's changing demographic conditions which are beyond its limits especially in some countries due to the massive flow of migrants. Most of these studies are qualitative which are not cost-effective and flexible. In this study, exploratory sequential mixed method was conducted. Initially, qualitative research design was employed. Findings were used to develop a valid and reliable survey design tool in a second quantitative phase in which data was gathered quantitatively to reduce the number of the variables to a few values representing self-efficacy beliefs and determine the latent components in the scale. Final version of the scale included 20 items across five factors after Exploratory Factor Analysis through principal axis factoring and Confirmatory Factor Analysis through maximum likelihood analysis. Findings supported that a set of 20 items in the final scale form was statistically valid and reliable in measuring pre-service EFL teachers' self-efficacy beliefs about teaching in culturally and linguistically diverse student groups.
  • [ X ]
    Öğe
    Teaching English for general purposes through a MOOC in higher education: A quasi-experimental study to explore its effects on learner achievement and satisfaction
    (Springer, 2024) Uygun, Emre; Cesur, Kursat
    The COVID-19 pandemic has notably increased the use of distance education, particularly in T & uuml;rkiye's higher education English courses. Even after the normalisation process, compulsory English courses in T & uuml;rkiye, the learners of which receive education in English for general purposes, are still being taught via distance education. Such a practice could well be implemented with a massive open online course (MOOC), called a language MOOC (LMOOC). To this end, the current study focused on the development, implementation, and evaluation of a General English Language MOOC (GELMOOC) designed according to the syllabi of Turkish universities. With 2957 participants enrolled, the course's effectiveness was assessed through a single group pretest-posttest design, employing a quasi-experimental study. Accordingly, learners' language achievement levels were assessed prior to and after the GELMOOC treatment. Then, a learner satisfaction survey was also administered post-course. Results showed significant improvements in English proficiency and high satisfaction with the course's content, design, and delivery. The findings highlight the potential of and areas for improvement in LMOOCs in the literature and the foreign language teaching context.
  • Küçük Resim
    Öğe
    The Effect of Gamification with Web 2.0 Tools on EFL Learners' Motivation and Academic Achievement in Online Learning Environments
    (Sage Publications Inc, 2024) Temel, Tuba; Cesur, Kursat
    New teaching and learning practices related to gamified tools in online learning environments have become even more important during the pandemic and will continue to reshape educational processes, including higher education institutions, in the post-pandemic period. In line with this, the present study aimed to investigate the effects of gamification with Web 2.0 tools including Kahoot!, Socrative, Quizizz, and Mentimeter on EFL learners' motivation and academic achievement levels in online learning environments through a quasi-experimental research method and was based on a mixed-method sequential explanatory research design. The participants of the study are 60 freshman learners studying at a state university in T & uuml;rkiye. The data were obtained through a scale, an Achievement Test, and a semi-structured interview. The quantitative data were analyzed via statistical measures, and the qualitative data were analyzed through content analysis. The findings indicated that the treatment via gamified Web 2.0 tools had a statistically significant difference in favor of the experimental group in terms of the participants' motivation/course interest levels and the experimental group scored higher on the Achievement Test compared to the control group. The study aims to investigate the effects of gamification with Web 2.0 tools including Kahoot!, Socrative, Quizizz, and Mentimeter on EFL learners' motivation and academic achievement levels in online learning environments. The participants of the study are 60 freshman learners studying at a state university in T & uuml;rkiye. The data were obtained through two scales, an achievement test, and a semi-structured interview. The findings indicated that the treatment via gamification tools has a statistically significant difference in favor of the experimental group in terms of participants' motivation / course interest levels. The experimental group had higher scores in the achievement test when compared to the control group as well. As a limitation, the findings may not be generalizable to other students of different contexts and different settings as the data were collected from only 60 learners. Despite the limitations, the current study has several implications in today's digital world. Each level of educational institution needs to provide its learners with interactive learning settings which arouse interest in the course and motivate them for more dynamic participation / engagement process. The current study is believed to reveal an alternative way in that the instruction with the help of Web 2.0 tools in online learning environments contributes to increase learner course interest/motivation and academic achievement levels that possibly decrease course dropouts in those settings.