Yazar "Güzel, Serhat" seçeneğine göre listele

Listeleniyor 1 - 4 / 4
  • [ X ]
    Öğe
    Empowering the Use of Reading Strategiesand Literacy through E-Book Novel: An Extensive Reading of the Great Gatsby
    (2019) Yılmaz, Cevdet; Güzel, Serhat
    Defining literacy within the context of language teaching using various interfaces is considered anendeavor that holds a great potential to discover new contexts for meaning making. In addition, employingstrategies both prior to and during the reading process is a way to enhance the effectiveness of meaning makingprocess of reading. However, in the context of digital literacy and online extensive reading as e-book reading,the amount of research presenting insight on English as Foreign Language (EFL) learners’ strategic behaviors islimited in number. Therefore, this paper aims to reveal the role of strategies and understanding of literacy whenperforming extensive reading using e-book novels. In this qualitative study in which descriptive analyticalresearch design was implemented, 10 EFL learners were given a reading strategies training prior to reading an ebook novel. Following the process, their understandings of strategies and strategic behaviors were analyzed to bepresented in a descriptive manner. The analysis of the qualitative data revealed that EFL learners highly favoredextensive online e-book reading due to various reasons such as easy access to the reading material, reading at theconvenience of their mobile devices, etc. In addition, they reported that their reading behaviors in terms ofimplementing reading strategies did not lead to any dramatic changes in their general reading behaviors. As thefinal note, however, participants responded that online e-book reading experience raised an awareness towardonline reading literacy as a unique type of literacy.
  • [ X ]
    Öğe
    The Effect of Gamified and Blended Modules on English as a Foreign Language Learners’ Language Skills
    (2023) Güzel, Serhat; Yılmaz, Cevdet
    Gamification is among the trendiest topics in the context of English language teaching. Despite numerous studies on the impact of gamified language learning, further research is essential to comprehend its dynamics across diverse contexts. Therefore, this study aimed to explore high school language learners’ certain language skills after seven weeks of gamified and blended language learning experience. A mixed-method research design was employed to understand the impact of gamified content on learners’ reading, vocabulary, grammar, and writing skills. Students’ reading, vocabulary, and grammar skills were measured with proficiency tests administered before and after the intervention whereas their writing competence was investigated through grading their written assignments. In addition, learners’ opinions regarding the experience were collected to relate the statistical findings to qualitative data. As a result, it was found that the gamified learning experience improved language learners’ language skills and learner opinions explained these outcomes adequately.
  • [ X ]
    Öğe
    The effect of gamified blended learning module on EFL learners' language skills, learner autonomy, L2 motivation selves, and classroom interaction
    (Çanakkale Onsekiz Mart Üniversitesi, 2023) Güzel, Serhat; Yılmaz, Cevdet
    Bu doktora tezi, lise öğrencilerine İngilizce öğretmek için oyunlaştırılmış ve harmanlanmış bir öğrenme ortamı geliştirmeyi ve bu harmanlanmış ve oyunlaştırılmış öğretimin öğrencilerin özerk davranışları, motivasyonları, ikinci dil benlik algıları, dil becerileri ve sınıf içi etkileşimleri üzerindeki etkilerini belirlemeyi amaçlamaktadır. Bu hedeflere ulaşmak için, çalışmada öncelikle öğretmen/idareci toplantıları, ihtiyaç analizi prosedürleri ve literatür taraması yoluyla toplanan verilere dayalı bir öğretim tasarımı süreci kullanılmıştır. Ardından, sıralı açıklayıcı karma yöntem araştırma deseninden yararlanılmış ve değişkenlerin kapsamlı bir şekilde anlaşılması için nicel ve nitel veri türleri birlikte kullanılmıştır. İngilizceyi yabancı dil olarak öğrenen öğrencilerin dil öğrenme özerkliği, motivasyon, ikinci dil motivasyon benlikleri, dil becerileri ve etkileşim ile ilgili nicel ölçümlerini yapmak için bir dizi ölçek, dil becerisi verileri ve öğrenme analitiği verileri kullanılmıştır. Ayrıca, değişkenlerle ilgili nitel verileri toplamak ve nicel veri analizini tamamlamak için öğrencilere yapılandırılmış görüşme soruları sorulmuştur. Çalışmanın sonuçları, modüllerin öğrencilerin dil öğreniminde daha fazla sorumluluk alma ve diğer kültürlerle iletişim kurmak için İngilizce öğrenme isteklerini artırması nedeniyle özerk dil öğrenme davranışları ve İngilizce öğrenme motivasyonu açısından umut verici sonuçlar ortaya koymuştur. Ayrıca, EFL öğrencilerinin dil becerilerinin oyunlaştırılmış ve harmanlanmış öğrenme tasarımları aracılığıyla geliştirilebileceği bulunmuştur. Son olarak, çalışma oyunlaştırılmış ve harmanlanmış dil öğrenme ortamlarının etkililiğine ilişkin bazı önemli noktalarla sonuçlandırılmış ve gelecekteki araştırmalar için bir dizi öneride bulunulmuştur.
  • Küçük Resim
    Öğe
    The impact of gamified modules on EFL learners’ L2 motivational ‘self’ system
    (Castledown Publishers, 2025) Güzel, Serhat; Yılmaz, Cevdet
    Gamification has been studied in the context of English as a foreign language (EFL) teaching as an intriguing approach, and its impact on language skills and motivational states of learners has been an area of interest; however, further experimental and qualitative accounts on the matter are still required. Additionally, the construct of ‘self’ as a rather novel outlook for motivation has been explored by merely a handful of studies. This study aimed to determine the effects of gamified instruction on high school EFL learners’ motivation and motivational ‘self’ systems. To achieve this, the study employed an explanatory sequential mixed-method research design to make sense of learners’ motivational states and L2 selves. Quantitative data collected through motivation and L2 self scales were interpreted with the consideration of qualitative data obtained from a focus group session. The results of the study revealed promising outcomes in terms of motivation to learn English as the modules increased the willingness of learners to learn English to communicate with other cultures, and they regarded English as a part of a well-rounded education. Moreover, they started to doubt their “self” constructs regarding being more knowledgeable in the English language in different dimensions. Finally, the study concluded with some crucial points regarding the effectiveness of gamified language learning settings, and recommendations were made for future research. ©2025 Serhat Güzel & Cevdet Yılmaz.