IOJET - International Online Journal of Education and Teaching
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İngilizce
No full textThis study aims to compare the results of the factor analysis performed with Frequentist and Bayesian approaches. The number of sub-dimensions of the measurement tool obtained from different methods, the variation of the items in the sub-dimensions, and the fit statistics' differentiation were examined. 778 students constitute the study sample. Buss and Perry Aggression Questionnaire-short form was used in the study. The results obtained from Bayesian factor analysis and maximum likelihood, minimum residuals, principal axis factoring, ordinary least squares, weighted least squares, generalized least squares factor extraction methods, which are frequentist factor analysis methods, were compared. As a result of the study, the number of factors obtained from different factor extraction methods was the same, and the measurement tool had a four-dimensional structure. The analyses were performed in R,and JASP the factor loading cut-off was set as .40. As a result of study, Bayesian approach also yields valid results in terms of factor analysis, similar to the frequentist approach. Bayesian factor analysis method allowed to keep the measurement tool's structure, and there is no need to remove items from the measurement tool. So the researchers were recommended to include the Bayesian factor analysis in their studies
INVESTIGATION OF THE RELATIONSHIP BETWEEN PROSPECTIVE TEACHERS' ATTITUDES TOWARDS MOBILE LEARNING AND THEIR READINESS FOR MOBILE LEARNING
Get PDFThe aim of this research is to investigate the relationship between prospective classroom teachers' attitudes towards mobile learning and their mobile learning readiness levels. For this purpose, data were collected from prospective teachers using the Mobile Learning Readiness and Attitudes towards Mobile Learning scales, and the relationships between the dimensions that determine the scale levels of pre-service teachers were examined through correlation and regression analyses. T-test, one-way analysis of variance (ANOVA) and post hoc (Tukey, LSD) analyses were used to examine the differences in scale levels according to the descriptive characteristics of pre-service teachers. As a result of the study, it was found that the attitude towards mobile learning increased the general level of mobile learning readiness. The attitudes, satisfaction, impact on learning, motivation, and usefulness scores of prospective teachers towards mobile learning do not differ according to gender, the status of education studied via mobile learning. However, it has been found that there is a significant difference according to the internet access status. As a result of the research, it can be suggested that the internet infrastructure of universities should be improved, and prospective teachers should be encouraged to use mobile learning tools
INVESTIGATING EMPLOYING INFORMATION COMMUNICATION TECHNOLOGY FOR ESP LEARNING: A CASE OF IRANIAN EFL STUDENTS’ ATTITUDES
No full textAlthough employing technology in language learning has been widely examined, there remains a scarcity of research investigating employing Information and Communication Technology (ICT) for learning English specifically aimed at learning English for Specific Purposes (ESP). This paper examined students’ attitudes toward benefits and barriers in employing ICT for learning ESP. The sample of the study consisted of 100 students, in Iran, in Esfahan, who passed their ESP course. An adaptive survey questionnaire, which was consisted of 40 items related to 6 parts, was designed for the purpose of the study. The parts of the questionnaire were involved attitudes of employing ICT for ESP, enriching ESP course, skills in using ICT, obstacles to using ICT in ESP, teacher education, and social and cultural rules. Results of the study indicated that most of the students had positive attitudes toward employing ICT for ESP learning. These findings can be used to employ ICT tools in ESP curriculum and to support Iranian ESP textbooks through utilizing ICT
A QUANTITATIVE STUDY OF TURKISH EFL LEARNERS’ PERCEPTIONS ABOUT CRITICAL THINKING DISPOSITIONS
No full textThis study is an attempt to determine learners’ attitudes and perceptions about critical thinking dispositions and their achievement levels in Business English classes. The participants (N=91, 61 males and 30 females) are second- and third-year undergraduate students from Management and Information Systems department enrolled in the Faculty of Economics and Administrative Sciences at a state university in Turkey, who have taken the Business English Course during the 2018-2019 academic year, fall term. The research was designed as a quantitative study. For the measurement of learners’ tendency towards critical thinking dispositions, the California Critical Thinking Disposition Inventory (CCTDI), a survey instrument (51 questions, 6 subscales) adapted and translated into Turkish by Kökdemir (2003) was employed as a data collection tool. These subscales are about truth-seeking, open-mindedness, analyticity, systematicity, critical thinking, self-confidence and inquisitiveness. At the end of the semester, for the English achievement level of learners, final exam results were taken into consideration and evaluated. The data collected were analyzed through SPSS 22.0. Findings indicate that the relationship between students’ critical thinking dispositions (CTD hereafter) and the final scores are not statistically significant. Also, students’ level of education does not affect the tendency of the participants in terms of CTD. However, it can be said that female students are more successful than male students in academic English course. Implications are included for critical thinking dispositions to enhance academic/business English language courses in Turkey
ANALYSIS OF THE ATTITUDES AND THE READINESS OF MAKER TEACHERS TOWARDS E-LEARNING, WITH USE OF SEVERAL VARIABLES
No full textThe purpose of this study is to determine maker teachers' attitudes towards e-learning, as well as their levels of readiness to implement it. Their attitudes and level of readiness will be evaluated by the use of several demographic variables. 104 maker teachers of different ages, who had different professional experiences; has participated in the study. "The Personal Information Form" made up of 11 questions; a 5 point likert scale survey made up of 20 questions titled "Scale Survey about General Attitudes Towards E-Learning"; and a 7 point likert scale survey made up of 33 questions, titled "Scale Survey about Level of Readiness for E-Learning"; were used as data gathering instruments. Descriptive (f, %, M) and procedural analyses (t-test, ANOVA) were made, with the help of the SSPS program. The results of these analyses demonstrate that in general, maker teachers have a positive attitude towards e-learning, and that they have a high level of readiness for e-learning.
Keywords: Maker teacher, e-learning, attitude, readines
LANGUAGE TEACHER IDENTITY CONSTRUCTION OF FOREIGN LANGUAGE TEACHING ASSISTANTS
No full textLanguage teacher identity has been studied in several contexts in English Language Teaching (ELT) field; however, looking at language teacher identity in a United States context in which teachers from other countries teach their native languages as a foreign language has been a rare topic so far. Therefore, this phenomenological qualitative study investigated the lived experiences of four foreign language teaching assistants who lived and taught in the United States through Fulbright Foreign Language Teaching Assistant (FLTA) Program. The findings indicated four main emerging themes: (a) pedagogical shift, (b) cross-cultural awareness, (c) challenges, and (d) goals and expectations. These dynamic components shaped language teachers’ identity in this context. The results are presented under the framework of language teacher identity. Implications as a guide for future FLTA teachers and for teacher exchange programs are provided.
 
BRIDGING IN-CLASS AND OUT-OF-CLASS LEARNING THROUGH PODCAST-INTERTWINED COLLABORATIVE TASKS TO REDUCE EFL SPEAKING ANXIETY AMONG HIGHER PROFICIENCY LEARNERS
No full textAlthough speaking anxiety among foreign language learners at lower levels of proficiency has been extensively studied, far too little attention has been paid to learners at more advanced levels like student teachers enrolled in English Language Teaching (ELT) programs. However, speaking in the target language is a complicated mental process influenced by several other factors than proficiency. The present study has aptly been undertaken due to considerable reticence on the part of student teachers in communicative activities. An action plan was initiated to identify the sources of student teachers’ avoidance behaviors in oral production and address the concerns generated by these factors. An open-ended survey, journals, overall reflection papers and field notes were employed to gain insights as to the research process. Analysis of qualitative data revealed that student teachers were susceptible to experiencing anxiety in oral production due to personal and interpersonal issues, and they were positive in their perceptions of the planned intervention since it helped them build a sense of community in their classroom and enhance their self-esteem. These findings suggest several courses of action for language practitioners and teacher training institutions.
Keywords: speaking anxiety; student teachers; collaborative learning; podcasts; out-of-class learnin
TEACHER EDUCATION AND FOREIGN LANGUAGE TEACHER PROFESSIONALISM IN THE 21st CENTURY
No full textThe quality of foreign language teaching improves so long as foreign language teacher education quality is increased. However, it is not easy to measure the quality of Foreign Language Teacher Education (FLTE) programmes due to the factors related not to the programme but to the learner variables. It has been proved by the research (Sutton Trust 2011) that improving teacher effectiveness has a great impact on learner outcomes. In the 21st century, Professional development of the teacher has gained importance due to the precedence given to the learners. For this reason frameworks and models have been proposed to enhance the quality of teacher education (i.e. NIE, VSK Model, 2009).This paper focuses on Teacher Education programme models and the criteria put forward by these models. A comparison of Turkish and other FLTE programmes is given in order to bring clarity to the concept of professionalism. The small-scale research results conducted in Turkish context (n81) to check upon foreign language teacher knowledge and beliefs on efficacy and professionalism are also displayed.
Yabancı dil öğretmenliği eğitim kalitesi arttıkça yabancı dil öğretiminin kalitesi de iyileşmektedir. 21. yüzyılda, öğrencilere verilen öncelik nedeniyle öğretmen eğitiminin kalitesini artırmak için çerçeveler ve modeller önerilmiştir (NIE, VSK Modeli, 2009). Bu makalede Öğretmen Eğitimi program modellerine ve bu modellerin ortaya koyduğu kriterlere anlatılmış Türk ve diğer FLTE programlarının karşılaştırması yapılmıştır. Ayrıca, (n81) yabancı dil öğretmeninin bilgi ve etkinlik ve profesyonellik inançlarını kontrol etmek için yapılan küçük ölçekli araştırma sonuçları da gösterilmiştir.
 
İngilizceyi Yabancı Dil Olarak Öğrenen Küçük Yaş Öğrencilerine Uygulanan Ölçme Yöntemlerinin İncelenmesi: Yabancı Dil Öğretim Politikalarının ve Uygulamaların Uyumu
No full textOn the grounds that assessment stands for a mirror of teaching and learning practices, its value cannot be ignored in teaching English as a Foreign Language (EFL) programmes as all those involved in foreign language teaching in non-native settings need constant feedback about the effectiveness of their ventures. Assessment of young learners of English has been also receiving rising attention as this group of language learners at the preliminary stages of learning a foreign language differs from adult learners in nature and thereby their assessment requires great care. While there exist continuous amendments in foreign language teaching policies nationally to improve the quality of EFL teaching and its assessment, it is significant to look inside the classrooms to realize whether the actual performance reflects the ideal one. This paper, therefore, attempts to investigate the consistency between the ELT policy and EFL teachers’ in-class practices of assessment of young learners in middle schools in the Turkish context. The study was conducted at the end of the spring term of the 2017-2018 academic year with 152 EFL teachers working in middle schools in the central districts of Denizli province. Data were collected via questionnaires and teachers’ assessment documents. Results showed inconsistency between the policy and assessment practices of EFL teachers in the study: EFL teachers tended to design traditional paper and pencil tests based on language structures and vocabulary rather than the assessment of learners’ communicative competence or language skills through alternative assessment methods. Son yıllarda ölçme ve değerlendirme gerek araştırmacılar gerekse yabancı dil öğretiminde söz sahibi olan kurumlar tarafından giderek daha çok ilgi görmeye başlamıştır. Ölçme yöntemleri yabancı dil öğretme ve öğrenme uygulamaları için bir ayna niteliği taşıdığı ve etkililikleri konusunda geri dönüt sağladığı için yabancı dil öğretiminde önemli bir yere sahiptir. Özellikle, ana dil olarak kullanılmayan bir ortamda öğretildiği için İngilizce öğretiminde uygulanan ölçme ve değerlendirme yöntemlerinin çok sayıda getirisi bulunmaktadır. İngilizce öğrenme sürecinin başlangıcında olan küçük yaştaki öğrencilerin doğaları gereği farklı özelliklerinin bulunması onlara uygulanan ölçme ve değerlendirme uygulamalarının çocukların özelliklerine ve amaçlara uygun olup olmadığının belirlenmesi gerekmektedir. Bu bilinçle, bu çalışma ortaokullarda eğitim veren İngilizce öğretmenlerinin ölçme ve değerlendirme uygulamaları üzerine bir inceleme niteliği taşımaktadır. Bu çalışma özellikle Milli Eğitim Bakanlığı (MEB) tarafından oluşturulan İngilizce öğretim programı ile ortaokullarda eğitim veren İngilizce öğretmenlerinin ölçme değerlendirme uygulamaları arasındaki tutarlılığı incelemektedir. 2017-2018 eğitim-öğretim yılı bahar döneminde gerçekleştirilen bu araştırma Denizli’nin merkez ilçelerindeki ortaokullarda görev yapan 152 İngilizce öğretmeninin katılımıyla gerçekleştirilmiştir. Araştırmanın verileri nicel ve nitel olmak üzere beşli Likert tipi anketler ve öğretmenlerin İngilizce ölçme değerlendirmelerinde kullandıkları sınav kâğıtları yoluyla toplanmıştır. Anketler üzerindeki verilerin incelenmesinde SPSS 24.0 betimleyici istatistik analizi, sınav kâğıtlarının incelenmesinde içerik ve doküman analizi uygulanmıştır. Bulgular uygulanması gereken MEB İngilizce öğretim programıyla İngilizce öğretmenlerinin ölçme değerlendirme uygulamaları arasında tutarsızlık olduğunu ve İngilizce öğretmenlerinin iletişimsel yeterlilikten çok dil bilgisi ağırlıklı sınavlar hazırladıklarını göstermiştir
TERTIARY EFL STUDENTS’ MORPHOLOGICAL AWARENESS OF ENGLISH
No full textMorphological awareness is regarded as a significant predictor of vocabulary acquisition, reading comprehension, and the advancement of various literary competences. Thus, the present study sought to investigate tertiary EFL students’ morphological awareness of English in terms of morphological identification and morphological structure awareness. By making use of the total sampling technique, 51 tertiary EFL students from one of the universities in Bengkulu, Indonesia, were involved as the participants. Their English morphological awareness was assessed using a valid and reliable test already developed by a previous researcher. The results indicated that their English morphological awareness was moderate. Such condition became a positive potential which might contribute to consolidate them in the process of English vocabulary acquisition, in dealing with reading comprehension, and in fulfilling various English literary needs. This study recommends that both deductive and inductive English morphological interventions be given to tertiary EFL students in tandem with adequate practices that can continuously train their English morphological awareness.
Keywords: EFL morphological awareness, morphological identification, morphological structur