Browsing by Author "Uzun, Levent"

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A list of English-Turkish cognates and false-cognates
(De Gruyter Mouton, 2021-08-01) Uzun, Levent; Salihoğlu, Umut Muharrem; UZUN, LEVENT; SALİHOĞLU, UMUT MUHARREM; Bursa Uludağ Üniversitesi; 0000-0002-5321-6556; 0000-0002-2321-391X; ABB-9052-2020; I-6741-2019; KHC-1733-2024
This article presents a list of English-Turkish cognates and false cognates which was compiled from a corpus of over 80,000 words in dictionary entries. The list contains 2411 English words that are either cognates or false cognates in Turkish. It was revealed that there are at least 1287 cognates, excluding all proper nouns of people, places, and things; and 1124 false cognates, 96 of which share at least one sense of meaning in each language, and thus are partial false cognates. The total number of English-Turkish cognates and false cognates suggests that cognate status between the two languages is around 3%. For cognates, the rate is 1.6%, and for false cognates the rate is 1.2%. The current database of English-Turkish cognates and false cognates can be used to prepare reading texts that contain words from the list presented here, and to investigate how they affect reading comprehension, guessing from context, and language learning or processing of a language issues. It can be also used as a resource for researchers investigating the bilinguals of English and Turkish, and learners who study Turkish and/or English as a second or foreign language. The list provides a useful basis for further research into the lexical, linguistic, and psychological issues.
Comparing three different techniques for English vocabulary learning and retention
(Bursa Uludağ Üniversitesi, 2019-07-18) Punar, Nermin; Uzun, Levent; Bursa Uludağ Üniversitesi/Eğitim Bilimleri Enstitüsü/Yabancı Diller Eğitimi Anabilim Dalı/İngiliz Dili Eğitimi Bilim Dalı.
Vocabulary is an inseparable part of language. Whichever language it is, to communicate, everyone needs a certain amount of vocabulary. Based on this, there is also a need to know how one can learn and retain new vocabularies successfully. Much research has been dedicated to the comparing of vocabulary teaching and learning techniques. However, there is limited research about the comparison of vocabulary teaching and learning techniques combined with the other language skills. Grounded on this gap, the present thesis aimed to investigate the differences between three different vocabulary learning and teaching techniques (reading only, pictured reading combined with writing, video watching combined with speaking) in terms of vocabulary learning and retention. Besides, it also tries to find out which technique is more motivational for learners, and which technique has more contribution to vocabulary learning and vocabulary retention. The participants were chosen randomly by v the school administration from a private school in Bursa, and the total number of students was 20, who were the 6th grades. A pre-experimental research design with only one group, and a qualitative method have been used. The treatment process lasted 12 weeks in total; however, the first week was allocated for pre-test, and the last (twelfth) week was allocated for immediate post-test. To check the retention level of students, two delayed post-tests were used, one 4 weeks after the treatment, the other 13 weeks after the treatment. As a result, no difference was found among the techniques in terms of vocabulary learning; however, the pictured reading with writing technique had more contribution to vocabulary retention. Additionally, the video watching with speaking was the least effective technique for vocabulary retention, while most of the students reported the video watching combined with speaking as the most motivational technique in the interview.
A comparison of three different vocabulary size tests for testing lexical competence in an Efl context
(Bursa Uludağ Üniversitesi, 2019-06-12) Balamur, Sezen Aksu; Uzun, Levent; Bursa Uludağ Üniversitesi/Eğitim Bilimleri Enstitüsü/Yabancı Diller Eğitimi Anabilim Dalı/İngiliz Dili Eğitimi Bilim Dalı.
In this study, three receptive vocabulary size tests in similar designs to the Yes/No Test (Y/N Test) (Meara, 1992), Vocabulary Size Test (VST) (Nation & Beglar, 2007a, 2007b) and Vocabulary Levels Test (VLT) (Nation, 2001) and covering the first 5K words in bilingual format were used to measure English receptive vocabulary knowledge of university preparatory class students. These tests, though being in different formats, are assumed to be measuring receptive knowledge of vocabulary at the same level and treated as equivalent. However, there does not exist a study which uses these tests all together and handles the matter whether they measure receptive word knowledge at the same level, so this study aimed to contribute to the field by filling this gap. Towards this aim, the study questioned whether the three tests, as assumed, can estimate overall receptive vocabulary size offering similar vii statistical figures a) in different proficiency levels, b) across test sections and c) in different frequency bands for different proficiency levels groups. Beside this, how well the tests correlate with each other and which one correlates best with the participants’ university preparatory class exit scores and yields consistent results were investigated. The data were collected from elementary, pre-intermediate and intermediate level 581 students studying at two different universities in Turkey and statistically analysed through the SPSS 22.0 packet program. The tests were administered in two sessions. The findings put forth that in general, the Y/N Test provided the lowest scores in almost all frequency and proficiency based comparisons. The VLT and VST, though, presented diverse scores for different proficiency groups and at different frequency bands. According to the statistical analyses, all mean scores were in line with the participants’ level of proficiency, which meant higher level students did better in all frequency levels, and the scores declined accordingly as participants proceeded to lower frequency bands. In addition, the highest correlation was found between the VST and VLT, and lastly, the most correlated test with the students’ university preparatory class exit scores was the VLT. All these results are important in terms of creating awareness in EFL teachers about the fact that there are different tests which they can substitute for institutional exams to measure students’ vocabulary knowledge, and that they can use these tests in different contexts according to students’ individual differences.
Difficulty inducing interlexical factors in L2 vocabulary learning
(Uludağ Üniversitesi, 2004) Uzun, Levent; Öztürk, Meral; Uludağ Üniversitesi/Sosyal Bilimler Enstitüsü/Yabancı Diller Eğitimi Anabilim Dalı/İngiliz Dili Eğitimi Bilim Dalı.
The purpose of this study is to sequence the factors that cause difficulty in the acquisition of L2 words according to their difficulty level in learning while discussing some of the probable sources of interference. The focus of the research is on interlexical factors that stem from interlingual relations (both formal and semantic) between the LI and the L2 that may affect the difficulty of learning of L2 words. Participants were 126 Turkish upper intermediate level students who have been learning English as a foreign language in the School Of Foreign Languages at Uludağ University, Turkey. The materials used in the study were: 1. a multiple-choice vocabulary test, and 2. study material, which was used in the treatment and consisted of two parts (learning material, and exercise material). Six categories were tested in the vocabulary test. These were "false cognates", "collocations", "convergence", "divergence", "void", and "parallel"..... * Students studied 32 words prior to completing the vocabulary test with the same words. A total frequency score was appointed to each word as well as word category in the vocabulary test. It was observed that divergence items were the most difficult and convergence items the easiest. Parallel category revealed to be surprisingly difficult whereas false cognates, collocations, and lexical voids showed to be not as difficult as expected. The results were interpreted in terms of difficulty of learning of word form as opposed to meaning as well as the salience of L2 words brought about by differences between the LI and the L2.
The effect of youtube on EFL learners in Turkey
(Bursa Uludağ Üniversitesi, 2022-05-18) Akar, Çilem Suna; Uzun, Levent; Bursa Uludağ Üniversitesi/Eğitim Bilimleri Enstitüsü/Yabancı Diller Eğitimi Anabilim Dalı/İngiliz Dili Eğitimi Bilim Dalı.; 0000-0002-5288-1925
The incorporation of learning exercises reinforced by technology into the foreign language program has emerged as a new developing trend in language teaching today. Many proposals have been stated on the usage of technology in education, and YouTube has grown increasingly popular among video-sharing websites (Alimemaj, 2010). Given the popularity of YouTube as a video sharing platform among many Turkish individuals, this research was designed to investigate Turkish EFL learners' opinions on YouTube’s effectiveness on their language learning. Along the same line, this study attempts to examine EFL learners’ perceptions on how effective YouTube is in improving four language skills and three language components along with its impact on their autonomous learning and motivation. The participants of the study contains 2109 EFL learners who are the subscribers of the researcher’s YouTube channel on English teaching, and they used YouTube at least a few times as a language learning tool. The data was collected using two separate data gathering vii instruments: two questionnaries one of which consisting of closed-ended items and the other with open-ended questions. To provide greater insight into the themes, the researcher acquired quantitative and qualitative data, examined the results separately, and then combined the data to provide a thorough description of the study topics. The results showed that, according to Turkish EFL learners, YouTube videos make a positive impact on language learning in terms of the four language skills and the three language components. Almost all EFL learners agree that it is quite useful in order to develop their speaking and listening skills along with vocabulary and pronunciation thanks to the large variety of content it contains and it provides exposure to authentic language and native speakers’ videos. In addition, the findings indicated that YouTube is a useful source for EFL learners that boosts their autonomous learning habits and it motivates them to take actions to take responsibility of their own learning. Lastly, according to Turkish EFL learners, YouTube videos are very valuable in terms of their motivation to learn the language as it is a more interesting and an intriguing source compared to traditional learning environments. They also stated that on YouTube, they find themselves in an interactive environment where lots of language learners help each other. Even though there is study on YouTube in the field of English language education, there is a huge gap in research about YouTube as a language learning website and how it helps to language learners' autonomous learning disciplines. The current study provides a thorough examination of how YouTube aids EFL learners' language learning in numerous ways.
English-Turkish cognates and false cognates: Compiling a corpusand testing how they are translated by computer programs
(De Gruyter Mouton, 2009-12) Uzun, Levent; Salihoğlu, Umut Muharrem; Uludağ Üniversitesi/Eğitim Fakültesi/İngiliz Dili Eğitimi Bölümü.; 0000-0002-2321-391X; 0000-0002-5321-6556; I-6741-2019; 57204349071; 55588018000
Cognate status is one of the most complicated issues for those who deal with or are interested in linguistics. In the present study, we have provided a general overview related to this specific matter, and compiled a list of English-Turkish cognates and false cognates. According to the derived list, we determined that 2411 of English words, examined from among approximately 80,000 words, are either cognates or false cognates in Turkish. After determining the number of cognate and false cognate words, we tested and evaluated the correctness of the translations of three software programs and five websites that provide translation services using some of the cognates and false cognates from the derived list. Results suggest that cognate words are translated correctly in most sentences at lexical level, while false cognates and especially partial false cognates are mostly translated wrongly. Nevertheless, at sentential level, it is revealed that almost all sentences translated by computer are unsatisfactory, and need human correction.
Factors affecting perceived technology proficiency of Turkish teachers of English in the light of 21st century learning
(Bursa Uludağ Üniversitesi, 2021-02-15) Erdin, Yaşar; Uzun, Levent; Bursa Uludağ Üniversitesi/Eğitim Bilimleri Enstitüsü/Yabancı Diller Eğitimi Anabilim Dalı/İngiliz Dili Eğitimi Bilim Dalı.
21. yüzyıl hayatımıza birçok değişiklik ve yenilik getirdi. Akıllı telefonlar, 3 boyutlu baskı, artırılmış / sanal gerçeklik, çevrimiçi alışveriş, sosyal ağ siteleri, bulut bilişim, sosyal robotlar, drone teknolojisi, giyilebilir teknoloji, yapay zeka, büyük veri vb. buna sadece birkaç örnek. Bu yenilikler, farklı hızlarda hayatımızın bir parçası haline geliyorlar ve yerleşik alışkanlıklarımızı değiştiriyorlar. Bu değişiklikler, aynı zamanda öğretme ve öğrenme alışkanlıklarını da etkiliyor. Bu nedenle, bu ortamlardaki aktörler, yani öğrenciler, öğretmenler, idareciler, karar vericiler, ilgili kurumlar, teknolojik cihazları ve uygulamaları kullanmada beceri gerektiren bu değişiklikleri çalışmalarına entegre etmek için büyük bir çaba göstermek zorunda kalmışlardır. Bu çalışma, Türk İngilizce öğretmenlerinin bu süreçte ne durumda olduklarını ortaya koymayı ve onların teknoloji yeterlilikleriyle cinsiyetleri, yaşları, hangi düzeyde eğitim verdikleri, özel bir kurumda mı yoksa bir devlet kurumunda mı eğitim verdikleri, kaç yıldır eğitim verdikleri ve elektronik ortamlarda ne kadar zaman geçirdikleri gibi değişkenler arasındaki ilişkiyi belirlemeyi amaçlamaktadır. Çalışmada nicel araştırma yöntemlerinden anket araştırması yöntemi benimsenmiştir. Veriler, 5'li Likert ölçeğinde tasarlanan 21.Yüzyıl Öğrenmeleri için Teknoloji Yeterliği Öz- Değerlendirme Ölçeği (TPSA C-21) (Christensen ve Knezek, 2017) ile toplanmıştır. Anketi cevaplamadan önce 273 katılımcıya cinsiyetleri, yaşları, hangi düzeyde eğitim verdikleri, özel bir kurumda mı yoksa bir devlet kurumunda mı öğretmenlik yaptıkları, ne kadar süredir öğretmenlik yaptıkları ve elektronik ortamda ne kadar zaman geçirdikleri soruldu. Katılımcılara kolayda örneklem yöntemiyle ulaşılmış ve kartopu örnekleme yöntemine bir örnek oluşturacak şekilde katılımcılardan anketi meslektaşları ile paylaşmaları istenmiştir. Toplanan veriler, SPSS 22 programı üzerinde bağımsız örnekler t-testleri ve ANOVA testleri ile analiz edildi. Bulgular, katılımcıların cinsiyetinin, yaşının, kaç yıldır öğretmenlik yaptıklarının ve hangi seviyede öğretmenlik yaptıklarının algılanan teknoloji yeterliliklerini etkilemediğini, fakat elektronik ortamlarda ne kadar zaman geçirdiklerinin ve bir devlet okulunda mı yoksa özel bir okulda mı ders verdiklerinin algılanan teknoloji yeterliliklerini etkilediğini ortaya koymaktadır.
The integration of ict tools into listening skill classes to improve listening comprehension of efl learners
(Bursa Uludağ Üniversitesi, 2019-06-17) Bal, Samet; Uzun, Levent; Bursa Uludağ Üniversitesi/Eğitim Bilimleri Enstitüsü/Yabancı Diller Eğitimi Anabilim Dalı/İngiliz Dili Eğitimi Bilim Dalı.
21. yüzyılda öğretmenler geleneksel öğretim yöntemlerinden vazgeçmeye başlamışlardır zira bu yöntemlerin "dijital yerliler" için beklendiği kadar etkili olmadığının farketmişlerdir (Prensky, 2001; Uzun, 2012; 2016); buna ek olarak, öğrenme süreci çok daha yaratıcı ve yenilikçi hale gelirken öğretme süreci gücünü kaybetmeye başlamıştır (Uzun, 2017). Bu gerçeklerin ışığında, bu çalışma teknolojiyi dil öğrenme süreciyle bütünleştirmeyi amaçlamaktadır; Bu nedenle, çalışma BIT araçlarını dinleme becerisi sınıflarıyla bütünleştirmekte ve EFL öğrenenlerin dinleme anlama becerilerini geliştirmek amacıyla, uygulama öncesi ve sonrasında öğrencilerin başarı seviyelerindeki farklılıkları araştırmaktadır. Araştırmanın katılımcı sayısı 50 öğrencidir ve bu öğrenciler kontrol ve deney grubu olmak üzere iki gruba ayrılmıştır. Deney grubu BIT araçları ile dinleme becerilerini uygularken, kontrol grubu ders kitabı kayıtlarını dinleyerek pratik yapmıştır. Çalışma, karma yöntem araştırma tasarımı yapmış ve gruplar arasındaki başarı farklılıklarını anlamak ve anlamlı bir fark olup olmadığını görmek için öntest sontest tekniği ile nicel veri toplamıştır. Ayrıca araştırmacı, öğrencilerin uygulanan bu derse karşı ve BIT araçlarına karşı algılarını araştırmak için nitel veri toplamak amacıyla 10 öğrenci ile mülakat yapmıştır. Nicel veriler IBM SPSS 25 ile analiz edilirken, niteliksel veriler daha ileri düzeyde anlaşılması için kodlama yöntemi uygulanmıştır. Çalışmanın sonuçları, BIT araçlarının dinleme becerilerinin geliştirilmesinde ve EFL öğrencilerinde olumlu bir tutum yaratılmasında oldukça etkili olduğuna işaret etmiştir zira deney grubunun kontrol grubundan son testte anlamlı bir farklılık gösterdiği görülmüş; ayrıca, öğrencilerin araçlara yönelik algılarının son derece olumlu olduğu ve kursu öğrenme süreçleri için çekici ve etkili olarak tanımladıkları mülakatlar yoluyla tespit edilmiştir.
The internet and computer-mediated artefacts for foreign language learning and practice, and intercultural communication: MOODLE, second life, and others
(Elsevier, 2012) Başkan, G. A.; Özdamlı, Fezile; Kanbul, Sezer; Özcan, D.; Uzun, Levent; Uludağ Üniversitesi.; 0000-0002-2321-391X; I-6741-2019
The present study aims at discussing the potential of the Internet and computer-mediated artefacts for education. The understanding of digitalised and technology utilised education, which is the current trend of our age, is highlighted and some computer-mediated artefacts such as the so called modular object-oriented dynamic learning environment (MOODLE), the online virtual reality chatting game Second Life, and some others are introduced in a unified connection to show how they can be practically integrated in education, and how they can foster foreign language learning and practice, and intercultural communication. It is emphasised that the current situation of the physical conditions, and also the needs, interests and abilities of the new age learners should be considered more carefully to give education a correct direction in the future.
Promoting vocabulary learning through vocabulary notebooks: Teaching and learning strategies and gender
(Assoc Acad Language Learning, 2013-01-01) Uzun, Levent; UZUN, LEVENT; Bursa Uludağ Üniversitesi/Eğitim Fakültesi/İngiliz Dili ve Edebiyatı Anabilim Dalı.; I-6741-2019
The present study investigated whether there were any differences between the vocabulary acquisition and retention level of female and male students with regard to two conditions: 1) formal instruction and feedback on vocabulary notebook keeping; and 2) the amount of information recorded in the vocabulary notebooks. Five groups of second year university students participated in the study (n = 147). Four of the groups kept vocabulary notebooks, two of which (Experimental Group 1 and Experimental Group 2) received formal instruction and feedback on the words recorded and how to keep vocabulary notebooks, while two other groups (Control Group 2 and Control Group 3) did not receive any instruction or feedback. The fifth group neither received any instruction or feedback nor kept vocabulary notebooks. The two data collection tools were: (i) a questionnaire of vocabulary knowledge and retention that was administered prior to the study; and (ii) a test of receptive and productive vocabulary which was administered as a post-test. Data analyses revealed that extra information recording related to the unknown words and regular feedback provided by the instructor improves vocabulary acquisition and the effect of vocabulary notebook keeping. However, no significant difference was observed between the impact of treatment on female and male students.
A retrospective look towards the success of online education during COVID-19 shutdown in the eyes of the teachers
(Bursa Uludağ Üniversitesi, 2022-09-15) Ertan, Semih; Uzun, Levent; Bursa Uludağ Üniversitesi/Eğitim Bilimleri Enstitüsü/Yabancı Diller Eğitimi Anabilim Dalı/İngiliz Dili Eğitimi Bilim Dalı.; 0000-0002-8862-4998
During the pandemic of 2020-2021 period face-to-face education was halted and a distance education period had started. Distance education was mainly conducted with computers, smartphones and tablets utilizing internet connections while being assisted by television. Research conducted during this era pointed out that while this distance education period had some problems like technological device accessibility or internet connection issues and some more, it overall achieved a satisfactory success. The next education year of 2021-2022 that followed this distance education period marked a return to face-to-face education. During this face-to-face education period, some teachers have expressed that they faced some issues that were not present in previous face-to-face education periods. Purpose of this research is to gather retrospective perspectives of teachers to assess their satisfaction regarding online education, to learn the problems they faced during distance education and to learn what kind of problems they have faced in post-pandemic face-to-face education period that they think was stemming from distance education period. It is also aimed to learn if there is a difference between problems participants expressed regarding regions they work, their ages, their experience in terms of years, their gender and school level they work at. This research was conducted by a 29-question quantitative questionnaire that was applied to 146 participants from all regions of Turkey, who had all features this research involved in different combinations, and a 6-question qualitative structured written interview form that was applied to 30 participants who again had different demographics that fit for aims of the research. Therefore, as a combination of qualitative and quantitative methods, this work is considered mixed-method research. According to results of this work, teachers have noted that there were technological issues like device availability and internet connections and overall, it was hard to conduct distance education, also teachers were not particularly satisfied of distance education. They also expressed that there were academic and behavioural problems that they think as based on distance education period and lockdowns.
Should we blame machine translation for the inadequacy of English? A study on the vocabulary of family and relationships
(Springer, 2016) Chodkiewicz, Halina; Steinbrich, Piotr; Adamek, Małgorzata Krzeminska; Uzun, Levent; Uludağ Üniversitesi/Eğitim Fakültesi/Yabancı Diller Eğitimi Bölümü.; 0000-0002-2321-391X; I-6741-2019; 57204349071
The present study was carried out as classroom research after it was noticed that there are obvious cultural elements peculiar to Turkish society which do not have equivalents in English, thereby creating confusion and difficulty particularly for beginner-level Turkish learners of English. This confusion in the learning process stems from the inadequacy of the English lexicon. The study investigated the translation skills of Turkish EFL learners concerning vocabulary related to family and relationships in the language education curriculum, and compared the accuracy and clarity of learner outputs with machine translation outputs. Additionally, the participants were interviewed about the lexical gap and its affects, if any, on their motivation. The participants were 52 beginner-level learners of English (12 male and 40 female) whose ages ranged between 18 and 55. Results revealed that the texts produced by group 1, mostly with the help of MT, were lexically stable and poorer in content and density, but semantically quite confusing for average Turkish learners of English. The texts produced by group 2, mostly by manual explanation and correction of the literal vocabulary, were lexically richer in content and density, and relatively detailed. It was also observed that the translation outputs of group 3 were similar to those of group 1, showing an inclination to use online and android translational tools, which was confirmed afterwards in interviews. The study concluded that the lexical gap in the English lexicon related to the family and relationships especially, but also to other cultural domains, might create serious confusion and gaps in the minds of beginner FL learners that should be approached with extra consideration during the development of learning materials and implementation of educational sessions, which in turn might contribute positively to the motivation of the learners.
A study on improving EFL learners' listening skills through education informatics network (EBA) and identifying learners' perceptions towards the platform
(Bursa Uludağ Üniversitesi, 2020-08-07) Kılıç, Ali; Uzun, Levent; Bursa Uludağ Üniversitesi/Eğitim Bilimleri Enstitüsü/Yabancı Diller Eğitimi Anabilim Dalı/İngiliz Dili Eğitimi Bilim Dalı.
Dil öğretim ve öğrenim çevresi yönünü modern yaklaşımlardan post modern yaklaşımlara çevirmiş bulunmaktadır. Bunun sebebi olarak post modern yaklaşımların öğrenme ve öğrenen merkezli olması, katılımcı, destekleyici, dijital, global, bireysel olmasının yanı sıra zaman ve mekan yönünden esnek olması gösterilebilir (Uzun, 2012). Bunlar göz önüne alındığında bu çalışma Eğitim Bilişim Ağı (EBA) aracılığıyla öğrencilerin dinleme becerilerini geliştirmeyi ve öğrencilerin EBA platformu hakkındaki algılarını belirlemeyi amaç edinmiştir. Çalışma 44 tane 6.sınıf öğrencisinin katılımıyla gerçekleştirilmiştir. Katılımcılar deney ve kontrol grubu adı altında ikiye ayrılmıştır ve her bir grup 22 kişiden oluşmaktadır. Deney grubu dinleme becerilerini geliştirmek için EBA platformunda bulunan materyalleri kullanırken, kontrol grubu ders kitabının dinleme metinlerini kullanmıştır. Çalışmada yarı-deneysel araştırma yöntemi kullanılıp, nicel veri toplamak için ön test-son test tekniği uygulanmıştır. Nitel veri toplamak, öğrencilerin platform hakkındaki algılarını anlamak için, son test sonuçlarına göre 5 başarılı ve 5 başarısız öğrenci ile yarı-yapılandırılmış görüşme yapılmıştır. Nicel veriler IBM SPSS 21 ile analiz edilirken, niteliksel veriler daha ileri düzeyde anlaşılması için kodlama yöntemi uygulanmıştır. Çalışmanın sonucuna göre EBA kullanımı gruplar arasında istatistiki olarak önemli derecede fark yaratmış olup, öğrenciler platforma dair eğlenceli, çekici ve motive edici olduğu yönünde olumlu görüşler bildirmiştir.
A study on the effectiveness of a blended learning model in English language learning in higher education: Student attitudes and opinions
(Bursa Uludağ Üniversitesi, 2021-06-11) Aksel, Aynur; Uzun, Levent; Bursa Uludağ Üniversitesi/Eğitim Bilimleri Enstitüsü/Yabancı Diller Eğitimi Anabilim Dalı/İngiliz Dili Eğitimi Bilim Dalı.
Son yıllarda Bilgi ve İletişim Teknolojisi (BİT) araçlarının eşi görülmemiş gelişimi, İngilizce eğitiminde yeni modellerin yayılmasına yol açmıştır. Geleneksel yüz yüze öğretime ek olarak, çevrimiçi kaynakları sınıfın içine ve dışına dahil ederek oluşturulan 'harmanlanmış' eğitim modeli, son yıllarda yaygın olarak uygulanmaktadır. Bu açıdan bu çalışmanın amacı, öğrencilerin Easyclass web sitesi (Easyclass, n.d.) üzerinden oluşturulan sanal bir sınıf ortamında gerçekleştirilen harmanlanmış öğrenme modeline yönelik tutum ve görüşlerini değerlendirmektir. Bu çalışma bir devlet üniversitesinde 15 hafta boyunca başlangıç seviyesinde İngilizce öğrenen 61 meslek yüksekokulu öğrencisi ile yapılmıştır. Bu çalışmada karma yöntem araştırma deseni kullanılmıştır. Nicel verilerin toplanmasında Cabı ve Gülbahar (2013) tarafından geliştirilen Harmanlanmış Öğrenme Ortamı Ölçeği kullanılmıştır. Nitel veri toplamak için 10 gönüllü öğrenci ile yarı yapılandırılmış görüşmeler yapılmıştır. Bu görüşmeler içerik analizi kullanılarak analiz edildi. Nicel verilerin analizi için IBM SPSS 23 programı ile tanımlayıcı istatistikler yapılmıştır. Ölçekte dört faktörlü 55 madde bulunmaktadır: Çevrimiçi Öğrenme, Yüz yüze öğrenme, Harmanlanmış Öğrenme ve Teknik Sorunlar. Elde edilen veriler, öğrencilerin Harmanlanmış Öğrenme ve Çevrimiçi Öğrenme modellerine göre en çok yüz yüze öğrenmeyi (Ortalama = 4.35) tercih ettiğini ortaya koymuştur. Öğrencilerin en yüksek algısının 'eğitmenin rehberliğinde öğrenme' olduğu bulunmuştur (Ort = 4.60). Harmanlanmış model ile ilgili olarak ise oldukça olumlu bir yaklaşıma sahip oldukları ortaya çıkmıştır (Ort = 4.15). Çevrimiçi öğrenmeye gelince, öğrenciler bu modele oldukça olumlu olmakla birlikte, öğrencilerin puanları yüz yüze ve harmanlanmış öğrenme modelinden görece daha düşüktür (Ort = 3.64). Çevrimiçi öğrenmeyle ilgili olarak, ‘eğitmenden anında geri bildirim almak’ en yüksek puana sahiptir (Ort = 4.03). Teknolojik konularla ilgili olarak, öğrencilerin teknolojiyle ilgili sorunları nadiren yaşadıklarını belirttikleri için olumsuz algılara sahip olmadıkları tespit edilmiştir (Ort = 2.51). Öğrenci görüşmeleri sonuçları, İngilizce derslerinde Harmanlanmış modelin oldukça faydalı ve motive edici bulunduğunu göstermiştir. Öğrenciler, bu modelin en çok kelime dağarcığını ve gramer bilgilerini geliştirdiğini belirtmişlerdir. Öğrenciler, sınıfın dışında eğitmenden geri bildirim almanın ve öz değerlendirme alıştırmaları yapmanın İngilizce öğrenimlerini geliştirmeye yardımcı olduğuna inanmaktadır. Araştırmanın nitel ve nicel verilerinin nirengi, meslek lisesi öğrencilerinin yükseköğretimde İngilizce öğrenimi için bir öğrenme yönetim sistemi aracılığıyla harmanlanmış bir öğrenme modelini kullanmaya yönelik algılarının oldukça yüksek olduğunu ortaya koymuştur.
The educational and technical courses in the elt program in Turkey: Do they contribute to ict skills?
(Taylor, 2016-01-01) Uzun, Levent; UZUN, LEVENT; Uludağ Üniversitesi/Eğitim Fakültesi/İngiliz Dili Eğitimi Bölümü; I-6741-2019
The present study investigated the contribution of the educational and technical courses in the English Language Teacher Training Program (ELTTP) at universities in Turkey to the information and communication technologies (ICT) knowledge and skills of the students. The participants were 74 teachers/trainees who were attending their last year in the Faculty of Education at Uludag University or graduates of the ELTTP from nine different universities in Turkey. The data were collected by a Likert scale questionnaire by which teacher trainees were asked to rate each course that fell under the specific group of educational or technical courses that they attended during their education; and by interviews through which participants were asked to evaluate to what degree the technical courses contributed to their ICT-informed personal and professional development, and whether they felt ready to employ ICT in their classes as teachers. Results revealed that neither the educational nor the technical courses supported the ICT knowledge and skills of the participants at a satisfactory level, suggesting that the pedagogical knowledge that teacher trainees receive during their education is not in parallel with the technical knowledge that in fact should facilitate the implementation of pedagogical skills in the current age of technology. The present study speculated that the insufficient technical knowledge of the field and underdeveloped technical skills result in evasion of technology use and innovation in education. The study ended with suggestions related to teacher training programs and to the philosophies and approaches to English Language Teaching education.Subjects: Assessment; Curriculum; Education Policy; Higher Education; Higher Education Management; Information & Communication Technology (ICT); Pedagogy; Teaching & Learning
The effects of online scripted peer feedback on essay writing in a feedback-focused mixed approach to teaching writing
(Bursa Uludağ Üniversitesi, 2023-05-02) Sertbakan, Tuğba; Uzun, Levent; Bursa Uludağ Üniversitesi / Eğitim Bilimleri Enstitüsü / Yabancı Diller Eğitimi Anabilim Dalı / İngiliz Dili Eğitimi Bilim Dalı; 0000-0003-4279-2803
The importance of teaching writing in English to learners at university level has long been accepted due to the amount of written communication that is carried out during tertiary education. Given the importance of acquiring strong writing skills, how to guide learners to be effective writers has also been under the scrutiny of research. However, in Turkish university level teaching context, there are only a few studies that has focused on the effects of online peer feedback, which has proven to be useful to tackle several obstacles in front of traditional in-class peer feedback practices in teaching writing. This classroom-based quasi-experimental study, with 40 participants at preparatory school of a public university in Turkey, mainly aims at investigating whether online peer feedback, which is provided on Peergrade, has an effect on improvement of the students’ opinion essay writing performances. Additionally, cognitive features of provided online peer feedback are analysed qualitatively in terms of its summarization, specificity, explanations, and scope in order to investigate how effective and accurate online peer feedback learners can provide. The results of the study showed that learners in experiment group produced moderately better opinion essays in terms of content, language use, vocabulary, and mechanics than the ones in comparison group. Although there was no statistically significant difference in the aforementioned criteria, experiment group statistically significantly outperformed comparison group in essay organization criterion. Moreover, the majority of learners managed to include appropriate summaries in their feedback, locate global level errors and offer solutions to these errors, and make explanations viii about the necessity of suggested correction. However, the proportion of the located and/or solved lower level errors, related to grammar and lexis, were much lower in learners’ feedback.
The internet, language learning, and international dialogue: Constructing online foreign language learning websites
(Anadolu Üniversitesi, 2010-04-01) Kartal, Erdoğan; Uzun, Levent; KARTAL, ERDOĞAN; UZUN, LEVENT; Uludağ Üniversitesi/Eğitin Fakültesi/Fransızca Öğretmenliği Bölümü; 0000-0002-9836-5221; I-6741-2019; HJG-7268-2022
In the present study we call attention to the close connection between languages and globalization, and we also emphasize the importance of the Internet and online websites in foreign language teaching and learning as unavoidable elements of computer assisted language learning (CALL). We prepared a checklist by which we investigated 28 foreign language teaching websites (4 from each of seven languages including English, French, German, Italian, Russian, Spanish and Turkish). The participants were 14 third-year university students who were enrolled in the French Language teaching department, but had a basic knowledge of the related languages that was sufficient to read and write. All the students had taken CALL classes at university level, and had previous experience of website evaluation and assessment. As a result of the analyses of the language teaching websites, we observed that they were lacking physically, contextually and pedagogically. Consequently, we built a model foreign language website frame considering the feedback that we received from the subjects. We believe that our website evaluation checklist and model website frame might greatly serve the CALL field.
The opinions and attitudes of the foreign language learners and teachers related to the traditional and digital games: Age and gender differences
(Igi Global, 2013-04-01) Uzun, Levent; Ekin, M. Tuğba Yıldız; Kartal, Erdoğan; UZUN, LEVENT; YILDIZ EKİN, MEHZUDİL TUĞBA; KARTAL, ERDOĞAN; Uludağ Üniversitesi/Eğitim Fakültesi/İngilizce Öğretmenliği Bölümü.; Uludağ Üniversitesi/Eğitim Fakültesi/Fransızca Öğretmenliği Bölümü.; 0000-0002-9836-5221; 0000-0002-2321-391X; HJG-7268-2022; I-6741-2019; CPS-8917-2022
The present study aimed at investigating the differences between the teachers and the 'new generation' of learners, their opinions about which language skills would benefit more from games, and the nuances of the two genders (male and female), while also revealing the profiles and tendencies of different age groups in relation to their fascination with playing traditional or digital games. The subjects were 131 foreign language learners or teachers from five different age groups, ranging between 7 and 50. The data were collected and analysed through both qualitative and quantitative constructions. Results suggested that female subjects were mostly in favour of traditional games, and liked to play educational games more than their male counterparts, while also it was revealed that from among the six language skills, vocabulary seemed to have the potential to benefit most considerably from games.
Transforming receptive vocabulary knowledge into productive vocabulary through ICT tools and investigation of students’ views
(Bursa Uludağ Üniversitesi, 2019-09-12) Altun, Lokman; Uzun, Levent; Bursa Uludağ Üniversitesi/Eğitim Bilimleri Enstitüsü/Yabancı Diller Eğitimi Anabilim Dalı/İngiliz Dili Eğitimi Bilim Dalı.
Günümüz dünyası eğitimi de içine katarak teknolojik gelişmelerle birlikte sürekli bir şekilde değişiyor. Bu değişim akımının sonunda, öğretim stratejileri de doğal olarak değişikliğe uğramaktadır. Bu gerçeği göz önüne alarak, bu çalışma Quizlet ve Word Art araçlarını kullanarak öğrencilerin kelime bilgilerini geliştirmeyi aynı zamanda Quizlet aracının öğrencilerin algısal kelime öğrenimi üzerindeki etkisini görmeyi de amaçlamıştır. Bu bağlamda, Word Art aracı öğrencilerin üretken kelime bilgisini arttırmak için kullanıldı, ve araştırmacı bu BIT araçlarının öğrencilerin sözcük yoğunluklarına etkisini de araştırmayı amaçlamıştır. Bu çalışma bir devlet üniversitesinde 70 orta seviye öğrenci ile 11 hafta boyunca uygulandı. 1 ana grup altında 3 alt v grup oluşturuldu. Bütün gruplar hedef kelimeleri doğrudan öğrendi ama sonraki 5 hafta Word Art aracı yardımıyla kelimeler pratik edilirken, ilk 6 hafta süresince, bütün hedef kelimeler Quizlet aracı ile pratik edildi. Bu çalışmada karma yöntem tek grup araştırma yöntemi kullanıldı. Nicel veriyi toplamak ve BIT araçlarının öğrencilerin kelime bilgisi üzerindeki etkisi için, ön test ve son test uygulandı ve veriler IBM SPSS 25 programı ile betimleyici istatistikler ve tek yönlü varyans analiz kullanılarak önemli bir fark olup olmadığı kontrol edildi. Buna ek olarak, araştırmacı öğrencilerin sözcük yoğunlarını hesaplamak için ön yazma, son algısal ve son üretken yazı testlerini uyguladı ve http://www.analyzemywriting.com yardımı ile sözcük yoğunlukları analiz edildi. Quizlet ve Word Art araçlarının hedef kelimelerin kullanıp kullanılmadığını kontrol etmek için, bütün yazılar AntConc kullanılarak analiz edildi ve katılımcılar tarafından kullanılan hedef kelimeler belirlendi. Son olarak, nitel veriyi toplamak ve öğrencilerin BIT araçlarına ve derse karşı yaklaşımlarını belirlemek için 10 katılımcı ile röportaj yapıldı. Bu röportajlar içerik analizi kullanılarak analiz edildi. Bu tezin sonuçları, BIT araçlarının öğrencilerin kelime bilgisi ve sözcük yoğunluğunun geliştirilmesi konusunda oldukça etkisi olduğunu gösterdi. Son test skorlarında ve sözcük yoğunluğu ortalama skorları arasında önemli bir fark bulundu. Word Art aracının Quizlet aracından hedef kelimeleri kullanma konusunda daha başarılı olduğu anlaşıldı. Bununla birlikte, bu çalışma öğrencilerin BIT araçlarına karşı pozitif bir yaklaşımı olduğunu ve öğrencilerin BIT araçlarını eğlenceli ve ilgi çekici bulduğunu gösterdi.
Utilising technology for intercultural communication in virtual environments and the role of English
(Elsevier, 2014) Laborda, J. C.; Özdamlı, F.; Maaşoğlu, Y.; Uzun, Levent; Uludağ Üniversitesi/Eğitim Fakültesi.; 0000-0002-2321-391X; I-6741-2019
The present paper provides a review related to online communication, cultural dimensions, and the role of English in intercultural communication that takes place in virtual environments facilitated by technological artefacts. The study aims at displaying a picture of the virtual environments and engagements that trigger intercultural communication. The study explores the differences in the pragmatic systems and linguistic tendencies of Eastern and Western cultures within the scope of the `high-context' and `low-context' framework proposed by Hall (1976), and the impact of online communication on these cultures. The study also discusses the pedagogical possibilities that the digital world offers in support of foreign language learning and teaching, in the light of innovative educational philosophies and approaches to foreign language education. The paper concludes that there is a basic need for societies to adopt a postmodern view in order to improve global tolerance and communication. (C) 2013 The Authors. Published by Elsevier Ltd.