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Öğe A cross-national study into pre-service EFL teachers' career choice motivations in Germany, Japan, and Turkey(Asian E F L Journal Press, 2017) Uztosun, Mehmet Sercan; Topkaya, Ece ZehirThis study investigated career choice motivations and beliefs about the teaching profession for a cross-national diverse sample of German, Japanese, and Turkish pre-service English teachers. The Factors Influencing Teaching Choice scale was used to collect data from 85 participants. Kruskal-Wallis and Mann-Whitney U test results revealed significant differences between samples in all motivational constructs: 'self-perception', 'intrinsic', 'personal utility', 'social utility', 'social influence', and fallback'. German participants reported having more positive perceived teaching ability than Japanese participants, who rated choosing teaching as a fallback career significantly higher than the others. Turkish participants were found to be more altruistically and intrinsically motivated, while more negative feelings were reported by German participants regarding the social status and value of the teaching profession in society. Following these findings, the role of context in career choice motivations and beliefs about the teaching profession are discussed.Öğe Clarificative evaluation of elementary level grammar program of a tertiary level preparatory class in Turkey(Elsevier, 2020) Yildirim, Billur; Topkaya, Ece ZehirAlthough the general goals of the elementary level grammar program in a Language Preparatory Class at a Turkish university are stated, the outcomes bridging those goals and activities are not explicit, which hinders evaluation. Accordingly, this mixed-method case study, which includes several stakeholders, aims to investigate (1) underlying outcomes of the elementary level grammar program regarding assisting writing skills and learning activities, and (2) perceived achievability of the outcomes and the effectiveness of the learning activities to realize the outcomes Utilizing the Delphi technique, an opinionnaire based on the Delphi technique and interview methods, the underlying long-term and short-term outcomes, activities, perceived achievability of the long-term and short-term outcomes, effectiveness of activities and other factors in the elementary level grammar program were identified and reported.Öğe Democratic Values and Teacher Self-Efficacy Perceptions: A Case of Pre-Service English Language Teachers in Turkey(Edith Cowan Univ, 2011) Topkaya, Ece Zehir; Yavuz, AysunThis study investigated democratic values of pre-service English language teachers in relation to their teacher self-efficacy perceptions in a Turkish context. It also examined the possible relationships between gender, grade and democratic values and self-efficacy perceptions. A questionnaire survey was conducted with 294 pre-service teachers. Findings show that they had a high level of democratic values while senior students reported the highest rate of democratic values. Results did not show a significant difference between democratic values and gender. Participants also reported a moderately high level of self-efficacy. Lastly, correlation was found between their democratic values and self-efficacy perceptions.Öğe DEVELOPING A SCALE TO EVALUATE TURKISH PRIMARY SCHOOL SECOND(2019) Erarslan, Ali; Topkaya, Ece ZehirIn Turkey, three major English Language Teaching Program (ELTP) changes have taken place since the first ELTP introduced in 1997. Following the 2006 ELTP, a new program was launched in 2013 with the common name known as 4+4+4 education system with which English Language Teaching Program was started from the $2^{nd}$ grades in primary schools. Due to lack of a valid and reliable evaluation tool in literature, this study aims to develop and validate a scale to evaluate the $2^{nd}$ grade ELTP that is currently in use in the Turkish education system. The scale development steps of De Vellis (2003) were followed and 84 items were pooled via conducting a literature review and document analysis, surveying the opinions of 15 primary school language teachers and utilizing interviews with 5 teachers. With the participation of 118 teachers, the first version of the scale was submitted to exploratory factor analysis, which yielded a five-factor solution with 34 items. This revised version was then administered to 85 teachers to conduct confirmatory factor analysis and reliability analysis. In its final form, the scale consisted of 28 items with 5 factors, the Cronbach’s alpha reliability coefficients of which ranging from .86 to .93. The results indicate that the scale can be used to evaluate the $2^{nd}$ grade ELTP.Öğe DEVELOPING A SCALE TO EVALUATE TURKISH PRIMARY SCHOOL SECOND GRADE ENGLISH LANGUAGE TEACHING PROGRAM(2019) Erarslan, Ali; Topkaya, Ece ZehirIn Turkey, three major English Language Teaching Program (ELTP) changes have taken place since the first ELTP introduced in 1997. Following the 2006 ELTP, a new program was launched in 2013 with the common name known as 4+4+4 education system with whichEnglish Language Teaching Program was started from the 2ndgrades in primary schools. Due to lack of a valid and reliable evaluation tool in literature, this study aims to develop and validate a scale to evaluate the 2ndgrade ELTP that is currently in use in the Turkish education system. The scale development steps of DeVellis (2003) were followed and 84 items were pooled via conducting a literature review and document analysis, surveying the opinions of 15 primary school language teachers and utilizing interviews with 5 teachers. With the participation of 118 teachers, the first version of the scale was submitted to exploratory factor analysis, which yielded a five-factor solution with 34 items. This revised version was then administered to 85 teachers to conduct confirmatory factor analysis and reliability analysis. In its final form, the scale consisted of 28 items with 5 factors, the Cronbach’s alpha reliability coefficients of which ranging from .86 to .93. The results indicate that the scale can be used toevaluate the 2ndgrade ELTP.Öğe Effects of Teacher Portfolio Construction on English Language Teachers' Perceived Teaching Competencies(Igi Global, 2017) Topkaya, Ece Zehir; Celik, HandanThis study investigates the effects of teacher portfolio construction upon in-service English language teachers' perceived teaching competencies. With the participation of six non-native teachers, data were collected through questionnaires and semi-structured interviews conducted before and after a sixteen-week teacher portfolio construction program. Analyses of the data through descriptive statistics and inductive content analysis revealed that the teachers' perceptions related to their teaching competencies were quite high prior to the portfolio construction process. After the process, however, decrease was observed in the teachers' perceived competencies. Findings also showed that the portfolio construction program was effective for the teachers' in that the process led them to become more self-evaluative, thus reflective and realistic about their competencies.Öğe EFL Students Attitudes Towards e-Learning And Effect of An Online Course on Students Success in English(Leyla HARPUTLU, 2017) Erarslan, Ali; Topkaya, Ece ZehirIn some state universities in Turkey, students are given English preparatory education for a year and in addition to formal education they receive in the classroom environment, they also have online education embedded with into their formal education as an extra opportunity provided generally by online platforms. Within e-learning, students have online practice in relation to language areas such as grammar and vocabulary together with language skills except for speaking. Although learners have online course to support their formal class performances, the effect of online course on their overall success at preparatory classes is not clear. To have an insight into the possible effects of an online course on their success in English, 47 students were given a questionnaire to understand their attitudes towards online education, and their online scores were analyzed in comparison with their midterm and quiz scores. It was found that the students have partly positive attitudes towards online course; however, online course does not help students in terms of their overall success at preparatory class.Öğe Evaluation of the Methodology of an ESP Reading Skills Course for Undergraduate Medical Students: Outsider Perspective(Elsevier Science Bv, 2016) Celik, Handan; Topkaya, Ece ZehirThis study examined the methodology of a compulsory, assessed, intensive reading course at a Turkish university for undergraduate students who were going to study Medicine in Bulgaria. An outsider evaluation was conducted through a structured observation checklist followed by a post-observation interview with the practitioner. The checklist was also used as the semi-structured interview tool for data triangulation. The results showed that the dominant methodology was text-based and lexical. The practitioner as a facilitator provided immediate feedback and used activities focusing on text analysis. Although teaching of lexicon and translation of texts might sometimes be criticized, the interview data showed that the methodology matched students' needs. (C) 2016 The Authors. Published by Elsevier Ltd.Öğe Evolving Perceptions of AI Use and Academic Integrity: Insights from EFL Learners in Turkish Higher Education(Springer, 2025) Balkir, Nalan Bayraktar; Topkaya, Ece ZehirUsing a qualitative, multiple cross-sectional research design, this study investigated the evolving perspectives on the use of artificial intelligence (AI) and academic integrity between two cohorts of English as a Foreign Language learners (n = 48 and n = 96, respectively) enrolled in an English Language Preparatory Program at a Turkish university over two academic terms. The study revealed three significant patterns in students'changing perspectives: a shift from broad acceptance or rejection to detailed consideration of appropriate AI use, enhanced ethical awareness encompassing attribution and plagiarism, and recognition of AI as an integral educational tool that requires thoughtful management. These changes reflect a growing understanding of AI's role and implications in academic practice. The findings align with recent global research on AI integration in education, particularly regarding students'mixed perceptions of AI tools' potential benefits and ethical concerns. The study suggests that educational institutions develop context-specific guidelines and support systems that balance technological innovation with academic integrity.Öğe EXPLORING MOTIVATIONAL CONSTRUCTS IN FOREIGN LANGUAGE READING(Hacettepe Univ, 2010) Erten, Ismail Hakki; Topkaya, Ece Zehir; Karakas, MugeThis article introduces an instrument that has been developed to explore motivation and attitudes of,students towards reading in a foreign language (FL) To develop the instrument initially 121 students were asked a set of qualitative questions to determine their affective reactions to reading in a FL A content analysis of emergent data yielded an initial 51 Item scale This scale was administered to 443 FL students at canakkale Onseki Mart University in Turkey A factor analysis revealed four factors accounting for 58 70 % of variance in students' attitudes and motivation towards reading in a FL These were named as intrinsic value of reading etttinvu utility value of reading, raiding efficacy and foreign language linguistic utility The factorial constructs generally overlapped with current theories of reading motivation in the mother tongue with an extra element indicating that reading in a FL is viewed as a linguistic resource for developing language proficiency by foreign language learnersÖğe Geriye dönük özel amaçlı İngilizce dersi: Turizm bölümünde staj deneyimi olan ve olmayan öğrencilerin ihtiyaçlarının karşılaştırmalı incelemesi(Burdur Mehmet Akif Ersoy University, 2021) Asmalı, Mehmet; Topkaya, Ece ZehirBu çalışma, turizm bölümünde okuyan iki grup öğrencinin özel amaçlı İngilizce dersi ile ilgili ihtiyaçlarına yönelik tutumlarını ve motivasyonlarını araştırmıştır. Gruplar, genel İngilizce dersini alan birinci sınıf öğrencileri ile yaz stajlarını tamamlayıp özel amaçlı İngilizce dersine başlayan ikinci sınıf öğrencilerinden oluşmaktadır. Derslerin eğitmeni de mevcut özel amaçlı İngilizce dersinin öğrencilerin iletişim ihtiyaçlarını ne ölçüde karşıladığını öğrenmek için çalışmanın katılımcısı olarak dahil olmuştur. Sonuçlar, her iki öğrenci grubunun da yüksek ve olumlu tutum ve motivasyonunu göstermiş, ancak aynı zamanda öğrencilerin buna hazırlıksız olduğunu ve bu konudaki belirsizliğini de ortaya çıkarmıştır. Mevcut özel amaçlı İngilizce dersinde ihtiyaç duyulan iletişim becerilerinin yarısından fazlasının neredeyse tamamen içerildiği görülmüştür. Konuşma ve dinleme, en çok ihtiyaç duyulan beceriler olarak bulunmuştur. Staj süresinin öğrencilerin ihtiyaçlarını farklılaştıran önemli bir faktör olduğu görülmüştür. Genel İngilizce ve özel amaçlı İngilizce dersleri için bazı çıkarımlar yapılmıştırÖğe Identifying the target needs of non-native subject teachers related to the use of English in their professional settings: A case from Northern Iraq(IGI Global, 2015) Topkaya, Ece Zehir; Nişanci, IbrahimThis study primarily explores the target needs of subject teachers from various disciplines who are all non-native speakers of English and enrolled in a training program preparing them to teach their subjects in English. Secondarily, it looks into the key stakeholders' evaluation of the program to understand its effectiveness to meet the needs of the teachers. For the first question, key stakeholders were interviewed to identify the needs, wants, and lacks of the teachers based on Hutchinson and Water's (1987) needs analysis framework. Then, the pooled items were converted into a questionnaire which was administered to the teachers in the program. To investigate the second question, open-ended questions and semi-structured interviews were used. Findings revealed that participants were in need of developing productive language skills while they reported satisfaction over the program. It is concluded that a more specifically tailored course both in terms of content and practice is needed. © 2016 by IGI Global. All rights reserved.Öğe Micro-level policies and practices regarding plagiarism in advanced reading and writing courses in Turkey(Peter Lang AG, 2019) Erarslan, Ali; Topkaya, Ece ZehirA growing body of literature shows that plagiarism has become widespread student behaviour at tertiary level. Here, we report on a small-scale qualitative research study regarding academics' individual policies against plagiarism and their gate-keeping practices and behaviour in a year-long, compulsory "Advanced Reading and Writing" course at pre-service English language teacher course in Turkey. Five academics from five different universities participated in the study. The data were collected via document analysis and an online survey and submitted to inductive content analysis. The document analysis of the course syllabi revealed that there are no plagiarism statements, warnings or possible repercussions of unethical conduct, or an explicit section allotted to Academic Integrity as part of the content. As for the findings of the survey study, three major themes were identified: awareness on plagiarism, individual policies, and departmental awareness and policies. The findings indicate that the academics have a similar understanding of plagiarism and they pay attention to it. However, they have different practices in terms of detecting and preventing plagiarism due to not having similarity-detection software, the high number of students taking the course, and lack of institutional/departmental awareness. Finally, there are no departmental written policies or guidelines to prevent or manage academic misconduct. Thus, institutional, departmental and individual policies need to be clarified to make students aware of this issue and avoid it. © Peter Lang GmbH Internationaler Verlag der Wissenschaften Berlin 2018. All rights reserved.Öğe Non-native English Language Teachers' Perceptions of Professional Development: Implications for Career Stages(Elsevier Science Bv, 2016) Topkaya, Ece Zehir; Celik, HandanThis study explored English language teachers' perceptions of professional development and professional development practices. The data were gathered through semi-structured interviews, from six non-native teachers who were in different career stages. Inductive content analysis showed that teachers described professional development as the use of various resources and use of skills and knowledge, while their professional development activities included attending courses and seminars, following professional publications, and collaborating with colleagues. Although both the definitions and practices can be considered as traditional, the results indicated that teachers were aware that they needed to keep up with rapid progress and change in teaching and education. (C) 2016 The Authors. Published by Elsevier Ltd.Öğe Pre-service English language teachers' perceptions of computer self-efficacy and general self-efficacy(2010) Topkaya, Ece ZehirThe primary aim of this study is to investigate pre-service English language teachers' perceptions of computer self-efficacy in relation to different variables. Secondarily, the study also explores the relationship between pre-service English language teachers' perceptions of computer self-efficacy and their perceptions of general self-efficacy. To this end, in 2007-2008 Academic Year Fall Term a sample of 288 pre-service English language teachers at Çanakkale Onsekiz Mart University was surveyed. Three basic research instruments were used to collect data: The Computer Self-Efficacy Scale (As ?kar and Umay, 2001), The General Self-Efficacy Scale (Schwarzer and Jerusalem, 1995), and a survey questionnaire designed to obtain personal information and previous computer experience from the participants. The data were analyzed with the use of descriptive statistics. Frequencies and percentages were calculated and t-test, one-way ANOVA, and correlation analyses were used in the analysis of the data. The significant level was taken as.05. The findings indicated that pre-service English teachers had a moderate level of computer self-efficacy perceptions. Computer experience, frequency of use and gender were identified to create a significant difference in the perception of computer self-efficacy (p<.05). Concerning grade levels, only between 1st and 4th ones a significant difference was found (p<.05). The correlation analysis between general sense of self-efficacy and computer self-efficacy revealed a moderate and a positive correlation between the two psychological constructs. Finally, the regression analysis showed that computer experience was the variable that affected the computer self-efficacy beliefs of pre-service English teachers most. © The Turkish Online Journal of Educational Technology.Öğe Pre-service English Language Teachers’ State of Preparedness to Teach and Its Sources in Field Experience(2023) Çelik, Handan; Topkaya, Ece ZehirThis study examined senior pre-service English teachers’ (PSTs) state of preparedness to teach and its sources during their field experience in practicum schools. In a longitudinal descriptive design, including school experience and teaching practicum phases, one-on-one, semi-structured interviews were conducted with 30 PSTs. Cross-sectional and retrospective data were collected and analyzed through constant comparison method. In the beginning of the entire process, the PSTs were observed to be either prepared or not prepared to teach. However, as the field experience continued, those who felt somehow prepared to teach emerged. Besides, despite obvious decrease in their number over the field experience, those who felt prepared to teach were more compared to those who were not prepared or somehow prepared to teach. Although the PSTs attached their preparedness to teach to higher teaching-efficacy perceptions and their unpreparedness to teach to untested teaching competencies before experiencing field experience, having been through the process, they were observed to put strong emphasis on their fulfilled professional and developmental needs by their school-based mentors. Despite variations and fluctuations in the sources that the PSTs attached their preparedness to teach to, and among others such as perceptions of higher teaching efficacy, the findings revealed the pivotal role that school-based mentoring played upon the development of PSTs’ preparedness to teach.Öğe Pre-service English teachers’ teaching-efficacy perceptions and their potential sources in field experience(2017) Çelik, Handan; Topkaya, Ece ZehirField experience (FE) is a key component of pre-service English language teacher education enabling the early integration of pre-service teachers (PSTs) in real teaching situations. As a well-researched area, FE is known to increase PSTs’ teaching-efficacy perceptions. Thus, to better understand how it does so in the Turkish context, this study examines senior PSTs’ (N=145) teaching-efficacy perceptions and the potential sources of these perceptions in the course of FE. Adopting a pretest-posttest design supported by semi-structured interviews (N=30), the study showed a significant increase in the PSTs’ teaching-efficacy perceptions from pre-test to post-test (p<.05). While the interview data indicated that prior teaching experience, decreased sense of teaching anxiety, and increased confidence in professional self were among the major sources of the increase in these perceptions, such sources as untested teaching competencies and critical awareness of teaching and profession had a negative impact on the PSTs’ efficacy perceptions.Öğe Primary school second grade english language teaching program: Insiders’ views on its strengths and weaknesses(Ankara University, 2019) Erarslan, Ali; Topkaya, Ece ZehirThe advents in technology, science and globalization have increased the need to communicate in a foreign language. In order to keep abreast of these demands of the global world and the local needs of individuals, curricula and teaching programs change constantly in formal education settings. In Turkey, English language teaching programs went through three major changes taking place in 1997, 2006 and 2013, the last of which was a major change known as 4+4+4 education system. Thus, this study was conducted to evaluate the 2013 2nd grade English Language Teaching Program (ELTP) from teachers’ perspectives with a focus on its general characteristics, aims, outcomes, and content. To address this research objective, the data were collected qualitatively by employing in-depth interviews with 14 teachers who were implementing the 2nd grade ELTP in state primary schools in the city center of Denizli province. Inductive content analysis revealed that teachers mostly have positive opinions regarding the different components of the ELTP. The motivational quality of it, its emphasis on communicative competence with practical language use are considered as the best aspects of it while some concerns regarding the number of the outcomes, limited practice opportunities stemming from insufficient class hours, and the order of the content are reported. © 2019, Ankara University. All rights reserved.Öğe Synectics as a prewriting technique: Its effects on writing fluency and lexical complexity(Hacettepe Univ, Elt Dept, 2017) Balkir, Nalan Bayraktar; Topkaya, Ece ZehirThis study aimed to explore the effects of synectics as a prewriting technique on writing fluency and lexical complexity in the written texts of 20 tertiary level Turkish EFL learners. To this end, a mixed research design was adopted combining both quantitative and qualitative techniques. Repeated measures design was employed to examine the differences in participants' writing fluency and lexical complexity over time, and to gain a deeper understanding of learners' experiences, semi-structured interviews were conducted. The learner-written texts were analyzed using VocabProfile (VP), an online text analysis program, with respect to fluency and lexical complexity. Descriptive statistics, Friedman test for repeated measures, and Wilcoxon Signed Ranks test were carried out as data analysis procedures. As for the analysis of the qualitative data, inductive content analysis was performed. The findings revealed that the participants' writing fluency increased significantly at the end of the program. On the other hand, their lexical complexity remained the same during the study. In terms of the results of the qualitative analysis, the participants had mostly positive perceptions about their synectics experience in terms of vocabulary learning, improvement of writing skills, and attitudes to writing. (c) 2017 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL). This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND).
