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Öğe Competing paradigms: The dilemmas and insights of an elt teacher educator(2012) Yavuz, AysunIn this paper, the writer discusses the philosophical underpinnings of the two dominant research methods in social sciences; quantitative and qualitative paradigms. The natures of two paradigms are quite different so this leads many researchers to discuss these issues in a comparative way. This paper tackles the knowledge and understanding of quantitative and qualitative paradigms, their nature, advantages, disadvantages, assumptions, criticisms, and the possibility of linking two paradigms. Issues of validity, reliability, objectivity, and generalisation are also investigated from two distinctive perspectives of paradigms. Finally, the conclusion and suggestions are given at the end of the paper. The novice researchers who are in dilemmas about making decisions about their research designs would potentially find the discussions useful.Öğe Coursebook Evaluation and Development in a Vocational College: A Pilot Study(Hakan ULUM, 2024) Çiçek, Şükran Türkmen; Yavuz, AysunCoursebooks are considered as an important teaching resource by many English teachers all the around world even though there has been great improvement in technology and internet. Nevertheless, course books need to be evaluated or developed in the light of needs and aims of the students. The contents and tasks should meet with students’ objectives and needs. Therefore, this research aims to evaluate English coursebooks; namely, Interchange 1 and Intro published by Cambridge University press which have been used at a vocational college in a state university. This pilot study is carried out through a mixed method research design from the perspectives of both English instructors and students. For the quantitative phase of the study, Textbook Evaluation Questionnaire (Öz, 2019) and the Need Analysis Questionnaire (Aliki et.al., 2021) are used whereas English instructors and students are interviewed with open-ended questions in the qualitative phase. 5 English instructors and 358 students participated in this pilot study. The quantitative data analysed through the SPSS Statistics 20 with descriptive statistics and qualitative data was analysed through thematic coding. The findings revealed extensive implications for the development of the coursebooks, integration of vocational English, authentic language materials, engaging activities and contemporary course content etc.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 English As a Foreign Language Learners’ and Their Teacher’s Feedback on Form Focused Instruction(Çanakkale Onsekiz Mart Üniversitesi, 2021) Akbana, Yunus Emre; Yavuz, AysunThe study employs a qualitative research methodology incorporating Form Focused Instructional Design (FFID) with 20 young adult university students of English and an EFL university teacher. The FFID was aided with the Ellis’ (1998, 2016) instructional stages of input, intake, output, feedback, and the stages were backed up with uptake as an addition. The study targets dwelling on the participants’ views towards FFID via learner and teacher journals and semi-structured interviews. Through an inductive content analysis, the triangulated findings indicated the benefits of FFID available both to the learners and the teacher. To list a few, FFID afforded opportunities for learners to make discoveries, engage with learning the language, promote learning and show other developments in affective, cognitive and professional dimensions. FFID also assisted the teacher to be motivated and get engaged within the process more actively. On the other hand, FFID raised limited negative issues such as the inhibitors to engage in tasks and lack of motivation and attention due to affective factors and conditions. However, these factors and conditions are identified as significantly important for the teacher to consider students’ achievement and development. Accordingly, the study concludes with several methodological and pedagogical implications to run FFID in EFL settingsÖğe Enhancing creativity in the communicative language classroom through poetry as a literary genre(2010) Yavuz, AysunBu çalışmanın amacı edebiyatın İngilizce öğretme aracı olarak kullanılması konusunu ele alan yaklaşım ve modelleri tartışmak ve İngilizce öğretmenlerine şiir yazma deneyimini özellikle çocuklara ya da başlangıç seviyesinde olan öğrencilere İngilizce öğretiminde kullanılabilecek bir araç olarak kullanmak üzere pratik fikirler vermektir. Şiir yazma deneyimi öğrencilere duygularını iletişimsel bir güce çevirmek için fırsat verir. Edebi bir tür olarak şiir diğer dil kullanım türlerinden farklı değildir. İletişim kurmak için kullanılan bir dil kullanım şeklidir. Son yıllarda dil öğretimi yöntemleri İletişimsel Yaklaşımdan oldukça fazla etkilenmiştir. Bu çalışma şiir yazımının görev odaklı öğrenme aktivitelerinin yabancı dil sınıflarında aktif olarak kullanılmasını da konu alır. Bu aktivitelerin amacı öğrencilerin kendi şiirlerini yazarak şiirle ilgili anlayışını en üst düzeye getirmek ve öğretmenlerin dil öğretim aracı olarak şiir kullanımı olanaklarını bu aktiviteleri olduğu gibi ya da uyarlayarak artırmaktır. Çalışmanın sonunda sınıf uygulamalarıyla ilgili konular yer alır.Öğe Global issues in a series of EFL textbooks and implications for end-users to promote peace education through teaching English(Routledge Journals, Taylor & Francis Ltd, 2022) Akbana, Yunus Emre; Yavuz, AysunEnglish has long been accepted as lingua franca (ELF) to share values, beliefs and opinions. ELF can be interrelated with the paradigms of Global Englishes Language Teaching (GELT), English as an International Language (EIL) and English as Medium of Instruction (EMI). Textbooks should present content covering global issues (GIs), leading to a better understanding of the spread of English and its connection with globalization where peace education (PE) should be built on. English-as-a-foreign-language (EFL) teachers usually feel under pressure to follow textbooks in English prep-programs in Turkey. Therefore, the extent that EFL textbooks offer GIs is crucial for developing learners' understanding of PE beyond national boundaries. Although relevant literature has well documented the place of GIs in language teaching and paucity of research on PE in language education, EFL textbooks have remained under-researched. For this reason, a comprehensive checklist of GIs was used to examine a five-level series of coursebooks (A1-C1). Data analysis showed that three lower-level coursebooks employed less GIs than those with higher-levels. Issues ranged from environment to health, whilst specific content for PE appeared moderately. Several implications are made for a meaningful match of GIs and GELT, EIL, EMI and EFL teaching with Language of Peace Approach.Öğe Global Issues in EFL Teaching: EFL Lecturers’ Voices at a State University(Kahramanmaraş Sütçü İmam Üniversitesi, 2020) Akbana, Yunus Emre; Yavuz, AysunThough the inclusion of global issues (GIs) -such as war, health problems, and environmental pollution- in foreign language teaching materials and contents dates back to few decades ago, its reflections in English as a Foreign Language (EFL) teaching contexts in Turkey have not been investigated sufficiently. Drawn from this local gap the authors decided to conduct this qualitative research at a state university to unfold the views of EFL lecturers on integrating GIs into teaching English. The authors obtained the data through a short survey of open-ended questions and follow-up semi-structured interviews. The analysis of the data was conducted through inductive content analysis method. The findings indicate that EFL lecturers have a clear understanding of GIs and they prefer coursebook dependent and independent methods to incorporate GIs in language teaching. Also, they address young adults at tertiary level with at least B1 level of English proficiency to be the best target learner groups for embedding GIs in language teaching. In addition, they prefer mostly speaking and writing skills to incorporate GIs in their teaching with students whose majors could invoke interest. The study ends with several methodological and pedagogical implications for researchers and teachers to incorporate GIs in EFL teachingÖğe Investigation of Turkish EFL learners’ attributions on success and failure in learning English(2017) Yavuz, Aysun; Höl, DevrimAysun Yavuz * , Devrim Höl a Çanakkale Onsekiz Mart University, English Language Teaching, Çanakkale, Turkeyb Pamukkale University, Department of Basic Languages, Denizli, TurkeyAPA Citation:Yavuz, A., Höl, D. (2017) Investigation of Turkish EFL learners’ attributions on success and failure in learning English. Journal ofLanguage and Linguistic Studies, 13(2), 379-396.Submission Date:27/07/2017Acceptance Date:03/08/2017AbstractThe purpose of this study is to investigate the attributions of Turkish EFL learners on success and failure inlearning English as a foreign language with different variables such as gender and level of English proficiency.To investigate the attributions of the participants and gather the relevant data, a questionnaire including 38 itemsand semi-structured interview protocol were applied. To analyze the data, SPSS 20.0 was used, and interviewprotocol was decoded using document analysis. It was revealed from the findings that learners attribute theirsuccess and failure to both internal and external attributions; however, they give more priority to internalattributions. Investigating all these concepts will help all the stakeholders to be aware and understand the reasonsbehind the learners’ success and failure in learning English with different variables including gender, and levelof proficiency.Öğe Real needs, tailored solutions: Developing customized online professional development programs for teachers—A case study(Routledge, 2024) Hınız, Gökhan; Yavuz, AysunThis instrumental case study explored 10 English as a foreign language (EFL) instructors’ perceptions and experiences of participating in an asynchronous online professional development (OPD) program. The study aimed to explore instructors’ professional development (PD) needs, the factors influencing their participation in OPD, and the perceived effective characteristics of the OPD program. Data gathered through individual interviews, reflective reports, and a focus group were analyzed using a reflective thematic analysis approach. The study revealed that the EFL instructors’ limited engagement in reflective practice and continuous PD could potentially result in overconfidence and a lack of awareness regarding their PD needs. Furthermore, the article highlights perceived effective characteristics of the OPD program: flexibility, collaboration, facilitation and organization, reflection, relevance, and practicality. Findings suggest that these characteristics not only contributed to its effectiveness but also promoted instructors’ participation and engagement in the OPD. © 2024 ISTE.Öğe Rethinking intercultural training in teacher training(Immigrant Institutet, 2019) Yücel, Nilgün; Yavuz, AysunOften lauded for its role in language education, very little is said or written about the integration of intercultural education into language teacher training. This research spotlighted different approaches to interculturality as well as focusing on the processes that pre-service English language teachers went through during their intercultural training. The context of this study was one particular English Teacher Education Department in Turkey. The methodology rested on the use of focus-group interviews. 3 categories and 8 themes emerged from the analysed data indicated the importance of raising pre-service English language teachers’ awareness of different approaches to interculturality, including these approaches in language teacher training as and relating them to pre-service English language teachers’ future practice. © 2019, Immigrant Institutet. All rights reserved.Öğe TEACHER EDUCATORS' EVALUATION OF THE ENGLISH LANGUAGE TEACHING PROGRAM: A TURKISH CASE(2013) Yavuz, Aysun; Topkaya, Ece ZehirBu çalışma 2006 yılında Yüksek Öğrenim Kurumu (YÖK) tarafından gerçekleştirilen İngiliz Dili Öğretmeni Yetiştirme Programındaki değişikliklerle alakalı öğretmen yetiştiricilerinin algılarını incelemektedir. Nitel bir dizayn kullanarak, beş farklı devlet üniversitesinde çalışan 18 öğretim görevlisine açık uçlu anketler uygulanmıştır. Veri analizi ortaya çıkarmaktadır ki öğretmen yetiştiricileri her ne kadar bazı derslerin eklenmesi gibi değişiklikleri uygun bulsalar da onlar sıralama, içerik, yapı, prosedür ve bazı derslerin kaldırılması gibi konularla ilgili olarak çok daha ciddi eleştirilerini dile getirmektedirler. Ayrıca, öğretmen yetiştiricileri, öğretmenler ve stajyer öğretmenler gibi programın nihai kullanıcılarının fikirlerini, tecrübelerini ve uygulamalarını önemsemeyen yukarıdan aşağı ve merkezi program yeniden yapılandırma hareketi katılımcılar tarafından şiddetli bir şekilde eleştirilmektedir.Öğe Teaching and interpreting literary texts: Difficulties of 4th year ELT students at a Turkish university(Elsevier Science Bv, 2014) Yavuz, AysunThis study aimed at identifying the difficulties of ELT students in analysing literary texts such as short stories and poetry in 'Selections from Western Literature' Elective Course at a Turkish university. Qualitative case study methodology was employed for understanding the students' difficulties and experiences. 42 students, who were in the 4th (final) year of their training programme participated in the study. Data were collected through the presentation check lists kept by the lecturer during student presentations for both giving and getting feedback and the evaluation purposes about the content and the process of the student presentations. The findings demonstrated important issues about difficulties in understanding and interpreting literary texts such as, understanding the relationship between the writer/poet, period of the text, and the theme/s of the literary piece; finding out and interpreting figures of speech; difficulties in suggesting rich variety of classroom implications in relation with using literature in teaching English; and finally the pronunciation and intonation difficulties. Recommendations and implications were suggested to propose solutions to these problems and develop more effective ways about how to integrate literature as a tool of teaching English. (C) 2015 The Authors. Published by Elsevier Ltd.Öğe The Challenge of Implementing the Reflective Pratice in a Particular Elt Department: Perceptions of Nine Teacher Educators(2005) Yavuz, AysunBu makale Türkiye'de bir üniversitede ingiliz Dili Eğitimi Anabilim Dalında görev yapan dokuz (9) öğretim elemanının Yansıtma ve Yansıtmalı Uygulama hakkındaki algılarını gösteren bir durum çalışmasını konu almaktadır.Öğretim elemanlarının algılarının belirlenmesi 'Yansıtmalı Uygulama' yi yerleştirmek için bir ortam hazırlayabilir. Bu süreç, 'kuramları' uygulamaya geçirebilir ve fakülte öğretim elemanlarının uygulamalarıyla birleştirebilir.Bu 'kuram' ve 'uygulama' arasındaki boşluğu potansiyel olarak giderebilir ve böylece uygulamanın, değişimin ve gelişimin de tekrar gözden geçirilmesini sağlayabilir. Bu bağlamda, Yansıtma ve Yansıtmalı Uygulamayla ilgili algıların öğrenilebilmesi için fakülte öğretim elemanlarıyla yüz yüze görüşmeler yapılmıştır. Elde edilen veriler niteliksel araştırmanın ilkelerine göre analiz edilmiştir. Verilerden 'Ne' 'Nasıl' ve 'Uygulama' olmak üzere kategoriler elde edilmiştir. Analiz sonunda 'pratiği geliştirmeye ihtiyaç' 'araştırmanın önemi' ve 'işbirliğinin ve yansıtma için gerekli zamanın olmayışı' gibi ortak konular ortaya çıkmıştır. Bu veriler, araştırmacıya 'Yansıtmalı Uygulama Modeli' önerme imkanı sağlamıştır. Yansıtma ve Yansıtmalı Uygulamayı öğretmen yetiştirme programlarında işleyişe geçirebilecek ilkeler, faktörler, şartlar ve uygulamalar önerilmiştir.Öğe The Meaning of Research: Perceptions and Experiences of English Language Teaching (ELT) Students Regarding the ‘Research Skills’ Course(2018) Yavuz, AysunThe aim of the study is to investigate the 2 nd year ELT Students’ practices and perceptions about the ‘Research Skills’ Course in 2006 ELT Curriculum. Open-ended question form was employed and 101 students participated in the study in 2013-2014 Academic Year. Data were analysed thematically and 4 categories were emerged; namely, definition of research and research skills, the most and the least effective parts of the course. Students defined research and research skills as ‘getting information’, and ‘solving problems’. They identified the most effective parts of the course as ‘analysing articles and sample research instruments’ and the least effective parts of it as ‘the abstract content and language of the course’. Implications are suggested in relation to ELT Curriculum.Öğe The problematic context of mentoring: evidence from an English language teaching department at a Turkish university(Routledge Journals, Taylor & Francis Ltd, 2011) Yavuz, Aysun'Mentoring' has become the central issue of the 'restructuring programme' in education faculties in Turkey since 1998. This study aims to explore the participants' perceptions and experiences about the concepts of 'mentor' and 'mentoring'. A mentor and six English Language Teaching Department (ELT) students, who were in the final year of their training programme, participated in the study. A qualitative case study methodology was employed and data were collected through semi-structured interviews with faculty students and mentors, semi-structured journals kept only by the faculty students and debriefing notes kept only by the researcher. The findings demonstrate important issues about the nature, functions, benefits, and problems of the mentoring experienced by the faculty students at the particular department such as the need for developing selection criteria and training programmes for mentors and organising regular meetings and seminars about the partnership programme for mutual understanding and sharing opinions. Drawing on the data, recommendations and implications are suggested.Öğe Yansıtıcı Tematik Analiz: Bir Doktora Tez Çalışması Örneği(Çanakkale Onsekiz Mart Üniversitesi, 2023) Hınız, Gökhan; Yavuz, AysunTematik analiz birçok farklı alanda ve metodolojik yaklaşımda sıklıkla kullanılan bir nitel veri analiz yöntemidir. Mevcut tematik analiz çalışmalarında en sık görülen sorunlardan biri tematik analizin sınırları belli tek bir yaklaşım olarak ele alınması ve uygulanmasıdır. Oysaki farklı felsefi temellere ve paradigmalara dayanan çeşitli tematik analiz yöntemleri bulunmaktadır. Tematik analiz yöntemleri içinde en çok atıf alan yaklaşımların başında yansıtıcı tematik analiz yöntemi gelmektedir. Ancak bu yöntemin eğitim bilimleri alanında nasıl kullanılacağına ilişkin kaynaklar sınırlıdır. Bu makale yansıtıcı tematik analiz yaklaşımını yabancı dil olarak İngilizce dersi veren bir grup öğretim elemanına yönelik çevrimiçi bir mesleki gelişim programının tasarlanarak uygulandığı bir doktora tezi çalışması bağlamında ele alarak araştırma tasarımı ve analiz sürecine ilişkin bilgiler sunmaktadır. Makale ayrıca yansıtıcı tematik analiz metodunu eğitim alanında kullanacak araştırmacılara yönelik olarak sürece ilişkin literatürden teorik ve pratik bilgiler ve uygulamalara ilişkin tavsiyeler içermektedir
