IOJET - International Online Journal of Education and Teaching
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THE SCALES FOR ACCEPTANCE, USABILITY, AND SATISFACTION FOR WEB-BASED MONITORING AND SUPPORT SYSTEMS
No full textThe purpose of this study is to develop three scales to assess some features of a web-based monitoring and support system for internship processes of trainees which were named Monitoring and Support System (SIDES). These scales are: “SIDES Satisfaction Scale”, “SIDES Acceptance Scale”, and “SIDES Usability Scale”. We developed these scales as an assessment model within the scope of a project. In development phases, the scopes and the names of the scales were formed by results of the literature review. Satisfaction, acceptance and usability scales have item pools with 6, 17 and 27 questions respectively. The scales were submitted to 10 field experts for taking opinions for validity. After taking expert opinions, the scales were applied to 56 senior students who used the SIDES in an experimental condition in an academic term within the scope of the teaching practice classes in Sakarya University Computer and Instructional Technologies Teaching Bachelor Program. To examine the construct validity of the scales, the Exploratory Factor Analyses was used. Cronbach's Alpha internal consistency coefficients were calculated for internal consistency reliabilities. As a result of the analyses, one-factor, 6-item “SIDES Satisfaction Scale”; 3-factor, 14-item “SIDES Acceptance Scale” and 3-factor, 19-item “SIDES Usability Scale” were developed. These scales may be used or considered as examples for examining the effectiveness of web-based monitoring and support systems.
Keywords: Measurement scales; satisfaction; TAM; teacher candidate; usability.
 
WHAT DO PRE-SERVICE PHYSICS TEACHERS THINK OF STUDY SHEETS?
No full textIn this study, the aim is to take the views of pre-service teachers on study sheets and evaluate these views. Problem question of the study was determined to be "What are the views of pre-service physics teachers on study sheets?" In this study, which was realized in accordance with the aims of qualitative research, a case study model was utilized. The study group consists of 12 pre-service teachers who are seniors at the department of physics education at a state university during the spring semester. In the study, data were gathered via opinion forms and semi-constructed interviews. The obtained data were analyzed through content analysis. At the end of the study, the following themes came to the fore: “Appropriateness of study sheets for teaching,” “The effect of study sheets on learning,” “and “The applicability of the study sheets." It was determined that concerning study sheets, pre-service teachers think that study sheets can decrease misconceptions, enable meaningful learning, increase interest and attitude, determine the level of readiness, and can be used to relate topics with daily life. Moreover, pre-service teachers indicated that preparing study sheets and applying them takes too much time. At this point, it can be suggested that pre-service teachers make use of computer-aided study sheets to save time.
Keywords: Study sheet, pre-service physics teacher, teaching material
THE IMPACT OF ANGER MANAGEMENT TRAINING ON ANGER, AGGRESSION AND PROBLEM SOLVING SKILLS OF PRIMARY SCHOOL STUDENTS
No full textThe purpose of this study was to determine the effect of the group anger management training program on the anger, aggression and problem solving skills of adolescents. The research is a semi-experimental study based on pre-test-post-test model with control group. The study consisted of a total of 36 students, 18 of which were in the experimental group and 18 of which were in the control group. "Anger Inventory for Children", "Aggression Scale" and "Problem Solving Inventory for Children" were used as data collection tools. In terms of the data analysis, the suitability of the data for normal distributions was determined by the one-sample Kolmogorov-Simirnov test, "t-test" was used for the significance of the difference between the score points of the groups and As a result of the research, the students learnt the appropriate expression methods by better understanding the concept of anger. It has been observed that the cognitive-behavioural approach used in the implemented curriculum reduces the anger and aggressive behaviours in favour of male students
NON-NATIVE ENGLISH TEACHERS’ PERCEPTIONS ABOUT USING TURKISH (L1) IN EFL CLASSROOMS: A CASE STUDY
No full textThis study investigated 5 non-native English teachers’ perceptions on Turkish (L1) use in English language (L2) classrooms in the English Preparatory School context of European University of Lefke in the Turkish Republic of Northern Cyprus (TRNC). The participants were interviewed by using a semi-structured interview and observed by administering a predetermined observation checklist. Gathered data were analyzed to explore the participants’ beliefs and classroom practices regarding the necessity of using L1. The participant non-native English teachers’ views regarding the reasons of using Turkish (L1) were also explored. The results of the study revealed that the teachers had neutral perceptions about benefiting from Turkish (L1) in their foreign language classes and underscored a place for Turkish (L1) in English (L2) classrooms. In other words, the majority of the participants did not reject Turkish use; however, due to some restrictions such as English medium education system in the teachers' workplace, nationality factors, and teachers' own teaching philosophy brought some different dimensions to this process. Overall, the majority of the teachers supported the use of Turkish whereas only one teacher had the opposite view emphasizing that students can become dependent on L1 help which has a high possibility of inhibiting learners from target language acquisition.
Keywords: Teachers’ perceptions, L1 use, L2 maximizatio
ZİHNİYET VE YABANCI DİL KAYGISI ARASINDAKİ İLİŞKİYE YÖNELİK BİR ARAŞTIRMA
No full textThis study aimed to investigate the relationship between mindset and foreign language anxiety (FLA) of EFL learners at both a private and a state university in Turkey. Quantitative methods were used and two Likert-scales, Foreign Language Classroom Anxiety Scale (FLCAS) and Dweck’s Mindset Instrument (DMI) were administered to collect a set of data. Turkish versions of both scales were used during this phase. As well as foreign language anxiety, its three sub-dimensions, which are communication apprehension, test anxiety, and fear of negative evaluation, were also taken account. The study was conducted at the preparatory school of Gazi University and Atılım University, with a total of 203 participants. The findings revealed that there was no statistically significant correlation between mindset and foreign language anxiety. Moreover, EFL learners' foreign language anxiety was found at a moderate level, and it was also explored that they mostly adopted a growth mindset rather than a fixed mindset.
Keywords: mindset, foreign language classroom anxiety, EFL learnersBu çalışma, Türkiye’deki bir devlet üniversitesinde ve bir özel üniversitede yabancı dil olarak İngilizce öğrenen öğrencilerin zihniyet ve yabancı dil öğrenme kaygısı arasındaki ilişkiyi araştırmaktır. Bu amaçla, çalışmada nicel yöntemler kullanılmış olup, veri toplama sürecinde iki Likert ölçek, Yabancı Dil Sınıf Kaygı Ölçeği ve Zihniyet Ölçeği uygulanmıştır. Her iki ölçeğinde katılımcıların ana dili olan Türkçe versiyonu uygulanmıştır. Yabancı dil kaygısının yanı sıra, bu kaygı türünün 3 altboyu olan iletişim kaygısı, test kaygısı ve olumsuz değerlendirilme korkusu da çalışma boyunca incelenmiştir. Araştırma, Gazi Üniversitesi ve Atılım Üniversitesi hazırlık okulunda toplam 203 katılımcıya uygulanmıştır. Bulgular, zihniyet ile yabancı dil kaygısı arasında anlamlı bir ilişki olmadığını ortaya çıkarmıştır. Dahası, katılımcıların orta düzeyde yabancı dil öğrenme kaygısına sahip oldukları ve çoğunlukla sabit zihniyetten ziyade gelişim zihniyetini benimsedikleri bulunmuştur.
Anahtar sözcükler: zihniyet, yabancı dil öğrenme kaygısı, yabancı dil olarak İngilizce öğrenen öğrencile
CELEBRATING STUDENTS’ DIVERSITIES THROUGH UNDERSTANDING STUDENTS’ CHARACTERISTICS
No full textDealing with different students’ characteristics cannot be avoided by the teacher in everyday teaching. It is well-known that teaching English to young learners is different from teaching an adult. Therefore, teachers are required to understand the characteristics of the students in order to know the students’ needs so that learning goals can be achieved effectively. Research under the case study design had been done at a private school in Surakarta which used interview and observation to collect the data from 2 English teachers in that school. This research aims at investigating the teachers’ beliefs on understanding characteristics of students and exploring how those beliefs are reflected in the teaching-learning practices. The result shows the two participants believe that understanding the characteristics of students is important for teachers because it can help them to develop their teaching-learning strategy and achieve learning objectives effectively. This research also reveals the way the participants reflect their beliefs in teaching-learning practices.
Keywords: beliefs, students’ characteristics, young learners, teaching Englis
Bireysel Ses Eğitimi Dersinde Karşılaşılan Sorunlara İlişkin Öğretim Elemanlarının Görüş Ve Önerileri Üzerine Bir Değerlendirme
No full textIn Turkey, Music Education Sections (MES) under the Fine Arts Education Departments of the Universities are one of the leading institutions that provide higher professional music education. Individual Voice Education (IVE) course, which is included in the undergraduate curriculum of these institutions, has a very important place and function in music teacher education. The aim of this research is to discover and examine the problems faced by those IVE course instructors working at higher education institutions providing professional music education. The research group was formed from 10 instructors randomly selected from the full-time staff that teaches IVE courses at the MES of the Turkish Universities. A personal information questionnaire and an interview form prepared by the researcher was applied to the participants. In the interview form, 5 open-ended questions were asked to identify the opinions and suggestions of the instructors regarding the problems they face during the IVE courses. The obtained data were analyzed by descriptive analysis and processed according to the predetermined thematic framework. Based on the findings, the problems that the individual voice instructors face during the courses were identified and suggestions regarding these problems were presented.Türkiye’de lisans düzeyinde mesleki müzik eğitimi veren kurumların başında üniversitelerin Eğitim Fakültesi, Güzel Sanatlar Eğitimi Bölümlerinin Anabilim Dallarından biri olan Müzik Eğitimi Anabilim Dalları gelmektedir. Bu kurumların lisans öğretim programları müzik öğretmeni adaylarının edinmesi gereken alan bilgisi, genel bilgi ve meslek bilgisini kapsayacak şekilde tasarlanır ve geliştirilir. Bu programlarda müzik alanı bilgi ve becerileri kapsamında yer alan Bireysel Ses Eğitimi (BSE) dersinin müzik öğretmenliği eğitiminde oldukça önemli bir yeri ve işlevi bulunmaktadır. Bu araştırma, Türkiye’deki Müzik Eğitimi Anabilim dallarında görev yapmakta olan BSE dersi öğretim elemanlarının, derslerinde karşılaştıkları sorunları saptamak, incelenmek ve değerlendirmek amacıyla gerçekleştirilmiştir. Araştırma grubunu Türkiye’deki Üniversitelerin Eğitim Fakültesi, Güzel Sanatlar Eğitimi Bölümü, Müzik Eğitimi Ana Bilim Dallarında kadrolu olarak BSE derslerini yürüten öğretim elemanları arasından rastlantısal olarak seçilen 10 öğretim elemanı oluşturmaktadır. Katılımcılara araştırmacı tarafından hazırlanan bir kişisel bilgiler anketi ile yapılandırılmış görüşme formu uygulanmıştır. Görüşme formunda, BSE dersinde karşılaşılan sorunlar ve bu sorunlara ilişkin eğitimcilerin çözüm önerilerini saptamaya yönelik 5 açık uçlu soruya yer verilmiştir. Elde edilen veriler betimsel analiz yoluyla çözümlenmiş ve önceden belirlenen tematik çerçeveye göre işlenmiştir. Analiz sonucunda elde edilen bulgular ışığında BSE dersinde öğretim elemanlarının karşılaştığı sorunlar ortaya konulmuş ve bu sorunlara ilişkin öneriler sunulmuştur
USE OF FILM SCRIPTS AND THEIR TRANSLATIONS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE
No full textAlthough millions of EFL learners benefit from watching subtitled/captioned movies and TV shows in non-instructional settings, one almost untouched area is the development of strategies in benefiting from film scipts and their translated versions as well as audio language-subtitle combinations. This paper reports research subseqent to the researcher/teacher’s guided work on the use of film scripts and their translated versions to notice and list chunks as well as technical and creative use of language in these scripts with their immediate contexts comparing the original scripts and those translated in Turkish and do creative dialogue/anecdote writing focusing on appropriacy and variety in language use despite some students’ self-reported lack of focus on the jargons and formal language. The research was conducted with 1-5 Likert type questionnaires and closed-ended yes/no questions. The participants, the students of the research/teacher of the present paper, are the undergraduate students taking advanced language skills course as part of the curriculum of their major, the English language and literature. The results demonstrated that the film scripts can be used to convert the input provided by the film scripts to intake and uptake, and provide good examples regarding the application of own language use in ELT
DETERMINING REFLECTIVITY LEVELS OF PROSPECTIVE TEACHERS THROUGH BLOGS
No full textIn this study, it was aimed to determine the reflective thinking levels of prospective teachers and the change of their reflectivity levels within the teaching practicum process. For this purpose, the blog postings, which written by the prospective teachers at different themes, were analyzed. Within the scope of the study, reflective thinking levels were discussed based on the six different criteria with the following titles: Attending to feeling, sharing personal experience, analysis and meaning-making, depth of reflection, language use and writing quality, use of textual evidence and historical context, and transfer of knowledge. In this study, the document analysis method was used as a data collection technique. The study was carried out with 37 prospective teachers, attending Teaching Practicum in the Department of Computer Education and Instructional Technology (CEIT) of a state university in Ankara, Turkey. Prospective teachers wrote about their teaching experiences throughout teaching practicum on their blogs. Blogs were evaluated with the help of the reflection level rubric, which prepared by the researchers. It was concluded that the lowest reflection level emerged with regard to the use of textual evidence and historical context criteria and that less reflective blogs were, in almost all criteria, with respect to the overall evaluation of the course (Theme-5). In the last section, further results and related recommendations are mentioned
THE INNOVATIVE GROUP LEARNING DESIGN: INSTRUCTIONAL GROUP ACTIVITIES
No full textThe Instructional Group Activities Design (IGAD) refers to activities which aim to improve professional development and learning skills, in which a learning-centered teaching process is adopted and students study in small groups. The study aimed to both introduce the IGAD and determine pre-service science teachers’ opinions on IGAs that were performed during the practice hours of the course “Special Teaching Methods I.” In line with this aim, opinions of 56 pre-service science teachers on the practices were received. An opinion form, which includes open and close-ended questions, was used as a data collection tool. According to the results of the study, pre-service science teachers stated that the practice mostly contributed to their professional and social development areas. Regarding the negative aspects of the practices, pre-service science teachers underlined that they had difficulty regarding time and experienced certain group problems. Based on these findings, positive and negative aspects of the instructional group activities design for teacher training were discussed, and some recommendations were presented.
Keywords: instructional group activities, teacher training, group learning design, science educatio