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Öğe An exploration of pre-service teachers' attributions in English(E D P Sciences, 2016) Yilmaz, CevdetWith the developments in cognitive psychology, language learners' beliefs have received considerable attention in the domain of language teaching and learning. One area that merits investigation as to what the learner brings to this educational process is learner attributions which are commonly defined as 'perceived causes of success and failure'. This paper investigated pre-service teachers' perceptions of student attributions and their performance in English. Attributions are categorized as either internal (for instance ability) or external (for instance task difficulty). Motivated by these theoretical concerns, the study investigated the attributions of 122 pre-service teachers majoring in English and the connections between attribution and proficiency and gender. The study concludes with a set of far-reaching pedagogical implications and suggestions for learner training and teacher action in the EFL classroom. The results underscore the need for pre-service students to become aware of their own perceptions with regard to students' success and failure in English.Öğe Intercultural sensitivities: A mixed methods study with pre-service EFL teachers in Turkey(Western Australian Inst Educational Research Inc, 2020) Arcagok, Serdar; Yilmaz, CevdetUnderstanding pre-service teachers' perceptions on intercultural communication could be considered as a substantial step in syllabus design and curriculum development in the field of English language teaching. To this end, the current study is aimed at identifying the intercultural sensitivities of pre-service English language teachers. The participants were 90 pre-service teachers in the Department of English Language Teaching at Canakkale Onsekiz Mart University, Turkey in the 2017-2018 academic year. A convergent parallel mixed-methods design was used to collect, analyse and interpret both quantitative and qualitative data. The research dataset was obtained from the Intercultural Sensitivity Scale and two open-ended interview questions. Results showed that pre-service teachers voiced different codes for the concept of cultural sensitivity. This study also sought to find out whether differences in the pre-service teachers' perspectives could be associated with various factors. Voluntary work by pre-service teachers in any non-governmental organisation emerged as a factor increasing their sensitivity. The study concludes with a discussion of the findings that informs foreign language teaching for intercultural competence and communication.Öğe Introducing literature to an EFL classroom: Teacher's instructional methods and students' attitudes toward the study of literature(2012) Yilmaz, CevdetThis study reports on a teacher-researcher's introductions of literary works to undergraduates enrolled in literature course in the department of English during a thirteen-week experiment. The main focus in the study is on the investigation of the undergraduates' attitudes toward the study of literature in English, as well as factors affecting their opinions. In doing so, the study aims to explore one possibility of how the teaching of literature can be made more accessible to EFL students, incorporating students' literature preferences and attitudes along with the teacher's own goals and selection of literary texts. The survey instrument employed in this study was a 27-item questionnaire administered to 105 undergraduates in the department of English. The results indicate that such a strategy for the teaching of literature which incorporates students' literature preferences into teacher's instructional practices will help students make considerable gains in both the literary and language competence.Öğe Pre-service Teachers' Attitudes towards Communicative Language Teaching in EFL Context(Kamla-Raj Enterprises, 2018) Yilmaz, CevdetThe purpose of this quantitative research is to investigate pre-service teachers' attitudes towards communicative language teaching in English as a foreign language (EFL) setting. Pre-service teachers observe the classroom practices of communicative language teaching (CLT) principles that they are based on their experiences during teacher training. To collect data, a questionnaire was administered to 151 pre-service teachers from the Department of English Language Teaching. The results revealed that although in some cases pre-service teachers held views that ran counter to communicative language teaching principles, their attitudes in the courses were on the whole positive towards their implementation in actual language classrooms. The paper concludes that the results can yield valuable insights into the training of prospective English teachers regarding communicative language teaching principles. The survey recommends that practical courses during initial teacher training be provided to promote pre-service teachers' language teaching skills in communicative ways.Öğe Teachers' perceptions of self-efficacy, english proficiency, and instructional strategies(2011) Yilmaz, CevdetThe main purpose in the study was to examine the efficacy beliefs of Turkish EFL (English as a Foreign Language) teachers. Teachers' perceptions of their teaching efficacy regarding personal capabilities to teach English and their self-reported English proficiency level were also investigated. The data were collected through a survey completed by 54 teachers. Results indicated that teachers' perceived efficacy was correlated with their self-reported English proficiency, and that teachers' efficacy for instructional strategies was greater than their efficacy for management and engagement. The study provides useful insights into the need to help teachers develop their language proficiency that, in turn, has relevance for their perceived self-efficacy. © Society for Personality Research (Inc.).Öğe Teaching English in large classes in the primary and secondary schools: Problems and suggestions(2008) Yilmaz, Cevdet"Given that class size is most unlikely to be reduced in the foreseeable future, teachers need to come to terms with their problems" (Hayes 1997, 106-116). The purpose of this article is to emphasize the problems faced in teaching English in large classes in the primary and secondary schools and to develop a variety of suggestions so as to deal with these problems. In the study, the theoretical information concerning language teaching in large classes has been assessed and also a questionnaire has been conducted in order to report students' views on the subject. In addition, based on the data obtained from the questionnaire and the theoretical background, the article has, on the one hand, attached great importance to the problems that limit the English teaching in large classes, and on the other, it has underlined the fact that the personnel and material resources in large class are not serious problems but rather can be an effective factor in teaching English, if properly practised along with the suitable teaching methods.Öğe The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: a study of ELT learners in Turkey(Elsevier Science Bv, 2010) Yilmaz, CevdetThe intent of the present study is to investigate the current English language learning strategies employed by English majors enrolled at Canakkale Onsekiz Mart University in Turkey. The study also aims at exploring the relationship between preferred language strategies, gender, proficiency, and self-efficacy beliefs. For this purpose, a questionnaire was administered to 140 participants in the department of English Language Teaching. The results of this study showed that the highest rank (79.4%) was for Compensation strategies while the lowest (63.8%) was for Affective strategies. The results also pointed to significant differences for the strategies in favour of good learners. (C) 2010 Elsevier Ltd. All rights reserved.
