IOJET - International Online Journal of Education and Teaching
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WRITING CENTERS AS A SOLUTION TO THE PROBLEMS OF INTERNATIONAL SCHOLARS IN WRITING FOR PUBLICATION
No full textMany scholars experience a number of troubles and difficulties in writing for publication processes. The continuous support and help given in writing centers may provide solutions for international scholars in terms of their academic publication problems. This study aimed to investigate the effectiveness of a writing center with regard to meeting the expectations and needs of scholars in academic writing in English for their publication purposes. In the study, a mixed-method research design was adopted, and the study was conducted in a writing and research center of a large scale state university in Ankara, Turkey. The institution was selected via the criterion sampling method. The data were collected using a satisfaction survey form. The findings revealed that almost all of the scholars who participated in the study were satisfied with the services offered in the writing center and would visit the writing center in the future. In addition, they also stated that they received valuable information as to the nature of writing a research paper in English as a result of one-on-one tutoring. However, it was also found that some aspects of the writing center needed improvement. The participants demanded more explanations as to the corrections, supplementary materials, and specialization of the tutors as well as longer sessions. It was concluded that writing centers, especially those focusing on improving English academic texts, may provide help to scholars in overcoming their problems in writing for the publication proces
EXAMINING THE PRE-SCHOOL CURRICULUM IN TERMS OF THE STEM APPROACH
No full textThe aim of this study was to examine the preschool curriculum in terms of the STEM approach. Qualitative method was adopted in the study. Document analysis was performed. In the data analysis, inductive content analysis technique was used. Seven themes related to the STEM approach were revealed in the preschool curriculum. These themes included turning theoretical knowledge into practice/product, problem solving, development of skills, teaching of skills, the use of technology, integration and other statements related to the approach, respectively. The findings showed that the preschool curriculum was adequate in terms of turning theoretical knowledge into practice, development and teaching of skills and problem solving with regard to the STEM approach, while being limited in integration, using technology, and including construction games. The issue that was emphasised the most in the curriculum was skills. No content regarding how children can properly use technology was encountered. As a result, there should be more emphasis on addressing the outcomes with an interdisciplinary approach, and the curriculum should be improved for the use of technology. The curriculum content should be re-structured to attach the same degree of importance to all themes mentioned in this study to make it compatible with the STEM approach
EXPLORING THE RELATIONSHIP BETWEEN THE BELIEFS AND PRACTICES OF INSTRUCTORS ABOUT ORAL CORRECTIVE FEEDBACK IN EFL CLASSES: A CASE STUDY FROM TURKEY
No full textAlthough many studies were conducted on stated beliefs and observed practices of oral corrective feedback (OCF) in language classes, relatively little is known about the actual relationship between them. Therefore, this study focused on the relationship between the teachers’ stated beliefs and observed practices of oral corrective feedback (OCF) to explore how beliefs and practices interact. The participants of the study were four Turkish EFL instructors coming from English Language Teaching (ELT) and Translation and Interpreting Studies. The data were collected through a questionnaire, classroom observations, and interviews. The results showed that the participants' stated beliefs and observed practices held some inconsistencies. These inconsistencies were explained by different factors stated by the participants during the stimulated recall sessions. The content knowledge of OCF and the proceduralization of this knowledge have been found to be the indicators of this inconsistency. In addition to highlighting these different factors on the study of OCF, this study presents the insights for the integration of OCF in EFL classes
TEACHER AUTONOMY FROM A CROSS-CULTURAL PERSPECTIVE: A REPERTORY GRID STUDY FOR BELIEFS AND PRACTICES
No full textLiving in a competitive world requires teachers to be aware of their potentials and reflect them on their daily practices. Autonomous teachers can think and act on their own rather than sticking to the established patterns. Current studies mostly deal with perceptions about learner autonomy and focus on local environment. However, what teachers understand from autonomy and their classroom practices are very important. Therefore, this study aims to investigate teachers’ autonomy perceptions from cross-cultural perspective. The data was collected by using (1) Repertory Grid Technique with three teachers, (2) semi-structured interviews with15 teachers and (3) classroom observations of 24 lessons for data triangulation to validate each other. Findings suggest that teachers from various cultural backgrounds interpret autonomy with different constructs, yet these differences complete each other in classroom practises. This is also corroborated with semi-structured interviews and classroom observations
ANALYSIS OF PRE-SERVICE TEACHERS’ LEARNING STYLES ACCORDING TO VERMUNT LEARNING STYLE MODEL
No full textThis study aims to identify the learning styles of pre-service teachers who had pedagogical formation education according to Vermunt Learning Style Model and to examine the learning styles of pre-service teachers considering their demograpichs such as gender and age. The study was carried out with 442 pre-service teachers who attended the certificate program of pedagogical formation education delivered at Karamanoğlu Mehmetbey University Education Faculty in 2017-2018 academic year. “Vermunt Learning Styles Inventory” was used to identify the learning styles of pre-service teachers participated in the study. The findings reveal that pre-service teachers predominantly had “deep processing” and “intake of knowledge” learning styles, and the differences in learning styles according to gender and age variables were significant. While there are a great number of studies on learning styles, limited studies on Vermunt Learning Style appear in the literature. It is considered that arranging educational environments and learning experiences according to the learning styles of individuals would increase the success and efficiency in education. It is anticipated that this study is essential in this regard and contributes to the literature and raises awareness among educators and students
THE VOICES OF ENGLISH LANGUAGE TEACHERS REGARDING PROFESSIONAL DEVELOPMENT: A THIRD SPACE ACTIVITY FOR IN-SERVICE ENGLISH LANGUAGE TEACHERS
No full textSince faculties of education mainly serve in the field of pre-service teacher education, their role for in-service teacher education is questioned for a long time. In Turkey, a partnership protocol signed in 1997 between the Ministry of National Education (MoNE) and the Council of Higher Education (CoHE) to enable pre-service teachers to adapt to the school process and to the act of teaching skills with the guidance of a mentor teacher. Yet, in-service teacher education is widely neglected by universities creating a big gap in terms of providing teachers with in-service teacher training activities by the Faculties of Education. Thus, this study set out to understand English language teachers' perceived needs in terms of in-service teacher education and their expectations from faculty academics. For the study, a partnership agreement was signed between the Directorate of National Education (DoNE) and the Education Faculty and a two-day seminar and workshop was conducted organized as a "Third Space Activity". At the end of the event, teachers' perceived needs for in-service teacher education, their views about the Third Space activity, and their expectations and wants from the academics were investigated. The qualitative data were analysed on the basis of Hutchinson and Waters' needs analysis. Based on findings, this study highlights the significance of a close cooperation between the universities and schools. This study also highlights and questions a neglected function of education faculties in terms of providing in-service teachers with the necessary teacher training activities. 
A DESCRIPTIVE STUDY ON FOREIGN LANGUAGE TEACHING ANXIETY
No full textAnxiety is one of the most commonly investigated topics in the field of foreign language education; however, foreign language anxiety is attributed to learners extensively even though most teachers suffer from high levels of anxiety both as language teachers and language users while teaching. In this study, foreign language teaching anxiety is investigated descriptively to provide a clear picture concerning the terrain of this teacher emotion. Using the Foreign Language Teaching Anxiety Scale (FLTAS) and data collected from 156 teachers with diverse nationalities, the study aims to give a cross-culturally consistent understanding of the phenomenon. The results show that foreign language teaching anxiety cannot be limited to language use of teachers; factors such as low interest among learners and being observed by colleagues, mentors, or supervisors are also anxiety-provoking factors. To add, variables such as age, gender, school type, and teaching experience can also lead to significant results. Accordingly, several implications and recommendations are presented to elevate emotional sustainability in the teaching profession
THE FACTORS AFFECTING ACADEMIC ACHIEVEMENT: A SYSTEMATIC REVIEW OF META ANALYSES
No full textOne of the factors coming into mind when school achievement is mentioned is undoubtedly an academic achievement. Therefore, it is quite important to be informed of the factors influential in and associated with academic achievement in raising successful individuals. This study aims to identify the factors related to academic achievement analyzed in meta-analyses by using the systematic review method and to demonstrate the effects of those factors. The meta-analyses publications on the Web of Science-All Database before 2018 were reviewed. Following the review, 169 meta-analyses, include 8278 primary studies, which were found to serve the purpose of this study were included in the scope of the study. The effects of 254 variables on academic achievement were investigated in meta-analyses, and consequently, 427 effect sizes were found in total. Variables obtained from meta-analyses and having effect sizes between -.799 and 3.170 were examined in nine categories. It was found that the number of variables that were evaluated in the categories of psychological, socio-economic, socio-demographic and individual characteristics, learning theories and teaching strategies and family was bigger than other categories.  
AN ADAPTATION OF ARTIFICIAL INTELLIGENCE ANXIETY SCALE INTO TURKISH: RELIABILITY AND VALIDITY STUDY
No full textThe widespread use of artificial intelligence (AI) has been growing in various fields. AI is defined as human-like automation in place of human beings that can operate many functions based on some level of intelligence. In education, AI offers powerful pedagogical tools that can help enhance instructional quality. Given the inevitable advancements of AI in education, this study aims to investigate teachers’ AI anxiety levels based on various demographic factors. For this purpose, the AI Anxiety Scale is adapted into Turkish, which provides a good fit of the model to the data for the construct validity. Moreover, the reliability coefficients of the scale show strong evidence of consistency in teachers’ responses to the items. For sociotechnical blindness dimension, male and female teachers do not show any significant differences. However, for learning, job replacement, AI configuration dimensions and the total scale, female teachers are more anxious towards AI than male teachers. Moreover, there is no difference observed based on degree levels teachers hold. Additionally, anxiety levels of teachers are not related to teachers’ age and years of experience in teaching
THE IMPACT OF ELLIPSES ON READING COMPREHENSION
No full textThis study aimed to detect the extent to which comprehending elliptical structures predicted reading comprehension. The study utilized a correlational survey model, and participants involved a total of 173 middle school students. Data were collected through two different tools based on the same text in 2019. The ellipsis comprehension test consisted of 40 items that included various types of elliptical structures present in the text. These items were in the form of fill-in-the-blanks. The reading comprehension test that was developed based on the same text comprised 21 items in the form of multiple-choice items. The tests were administered to the participants every other day. During the data analysis, a simple linear regression analysis was performed to reveal the extent to which the ellipsis comprehension ability predicted reading comprehension, and a multiple linear regression analysis was employed to reveal the extent to which the sub-dimensions of ellipsis comprehension ability predicted reading comprehension. Enter method was used in the regression analysis. Findings showed that ellipsis comprehension was a significant predictor of reading comprehension. The elliptical sub-dimensions predicting reading comprehension the best appeared to be the ellipses in the form of verb, object and determinative units. However, it was also found that ellipses in the form of subject and indirect object did not significantly predict reading comprehension.
Keywords: Ellipsis, reading, comprehension, cohesion, narrative