IOJET - International Online Journal of Education and Teaching
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Towards a continuum from know-how to show-how for developing EFL student-teachers’ assessment literacy
No full textIt mushrooms as an unerring fact that that assessment literacy has been a focus of interest as one of the major professional requirements of a teacher. Correlatively, there are some manifold standards for assessment and measures for assessment literacy. This study, hereat, aims to unearth the prospective English as a Foreign Language (henceforth EFL) teachers’ levels of assessment literacy. In this context, the Assessment Literacy Survey developed by Volante and Fazio (2007) together with the student questionnaire of the European Network of Language Testing and Assessment (ENLTA) which was developed in 2004 are exploited to collect data. The participants are thirty-six senior students from the department of English Language Teaching (henceforth ELT) at a state university in Turkey. Fundamentally, the pre-service teachers’ utilization of the assessment approaches, and their understanding of underlying principles are at the major axis. As a result, it is reported that prospective EFL teachers are aware of the concept of assessment literacy though they perceive themselves as not adequately qualified. At the very same, practicum courses in which they enroll do not satisfactorily meet their expectations in developing their assessment skills. Similarly, they have a judicious amount of practical knowledge on different types of assessment approaches although they are mindful of the fact that in-class practices are to be laced with various kinds of assessment applications. Some practical recommendations and implications for teacher education are also listed in tow.
 
MEASURING SPOKEN VOCABULARY LOAD ON MEDICAL ENGLISH STUDENTS: A LEARNER CORPUS EVALUATION
No full textEnglish for Specific Purposes (ESP) teaching urges the students to have a deep understanding of specific vocabularies. Specifically, in medical English class, spoken diagnosis explanation involves specific vocabularies. This corpus study was aimed to reflect the students’ achievement of spoken vocabulary during speaking practice on explaining the diagnosis. Computer software was utilized to calculate frequency and range of words. The students’ vocabularies were compared with listening tapescript corpora from a medical English textbook to evaluate vocabulary pattern. Additionally, the students' spoken corpora were contrasted with 2000 high-frequency words and other three word lists to assess word distribution. This study revealed that medical students used few specialized vocabularies in order to deliver their explicable message to the patient. The analysis of students’ vocabulary can be used as a reference to contemplate the success of language instruction and future betterment, particularly spoken diagnosis explanation at medical English program
THE EVALUATION OF LANGUAGE TEACHING PROGRAM APPLIED IN THE SCHOOL OF FOREIGN LANGUAGES
No full textEnglish language teaching is one of the most crucial issues in the field of education in the world as well as in Turkey. There has been a growing need for adequate English language education programs at schools in Turkey. Preparatory classes of the School of Foreign Languages which offers students a full one year of English education try to fulfill this need regarding the students’ needs and wishes into consideration in order to teach English successfully. For that reason, this study focused on the evaluation of the effectiveness of language teaching program applied in the preparatory classes by the school of Foreign Languages of a state university in Turkey through the perspectives of the students studying English for a year. 270 students attending the preparatory school participated in the study. The data were gathered through a self-reported student questionnaire and were analyzed descriptively through SPSS 20. The results of the study demonstrated that the language teaching program in the preparatory classes of the School served for its purpose not fully but partially. The findings of the study indicated some significant implications in relation to the strengths and weaknesses of the program. It would give some clues to the administration to understand the effectiveness of the Program
TEKNOLOJİ VE TASARIM DERSİNE YÖNELİK ORTAOKUL ÖĞRENCİLERİNİN EĞİTİM İHTİYAÇLARININ TESPİT EDİLMESİ
No full textParallel to the overwhelming development of information and technology in today’s world-changing work and living conditions have caused changes in the educational needs of both the society and the individuals. This study aimed at determining the educational needs for technology and design courses of today’s students who grow with technology and the digital World. The participants in this study, in which a mixed method was used, were the 7th year students studying in state secondary schools of TRNC (Turkish Republic of North Cyprus) in the 2017-2018 academic year. In the qualitative dimension, the students were assigned to write a composition and in the quantitative dimension, a needs analysis questionnaire was done. The data were analyzed through content analysis, arithmetic averages, and standard deviation. The priority in this research was to determine the students’ expectations towards technology and design course and according to these expectations, their educational needs were categorized. At the end of the research, the needs for technology and design course were determined in three different categories; general needs, needs for design, and needs for information technologies.
Bilim ve teknolojideki gelişmelerin hızla arttığı günümüz dünyasında farklılaşan iş ve yaşam koşulları toplumun ve bireyin eğitim ihtiyaçlarının değişmesine de sebep olmaktadır. Bu çalışmada teknoloji ve dijital dünya ile iç içe büyüyen öğrencilerin teknoloji ve tasarım dersine yönelik eğitim ihtiyaçlarının tespit edilmesi amaçlanmıştır. Karma yöntemin kullanıldığı bu araştırmanın çalışma grubunu 2016-2017 öğretim yılında KKTC resmi ortaokullarının yedinci sınıf öğrencileri oluşturmaktadır. Araştırmanın nitel boyutunda kompozisyon yazdırılmış olup, nicel boyutunda ise bir ihtiyaç analizi anketi oluşturulmuştur. Araştırmada verilerin analizinde içerik analizi, aritmetik ortalama ve standart sapma kullanılmıştır. Araştırmada, yedinci sınıf öğrencilerinin bu derse ilişkin beklentileri ön plana çıkarılmış ve bu beklentilere yönelik eğitim ihtiyaçları kategorilere ayrılmıştır. Araştırma sonucunda teknoloji ve tasarım dersine yönelik eğitim ihtiyaçlarının genel ihtiyaçlar, tasarım ihtiyaçları ve bilişim teknolojileri ihtiyaçları olmak üzere üç farklı kategoride olduğu tespit edilmiştir.
 
VALIDITY AND RELIABILITY STUDY OF THE SCALE TO BE USED IN AUDITING TURKISH LANGUAGE AND LITERATURE TEACHERS
No full textThe objective of this study is to develop a scale related to the auditing criteria of Turkish language and literature teachers. The study group consisted of 120 Turkish language and literature teachers who were working in Northern Cyprus. Exploratory (EFA) and confirmatory (CFA) factor analysis were performed to determine the construct validity of the scale. As a result of the EFA, a two-factor structure emerged, namely field knowledge competences and proficiency in professions. The variance rate explained by two factors was 54.00%. This structure was confirmed by DFA; A 5-point Likert-type scale with 2 factors and 27 items was developed. The goodness of fit indexes calculated by CFA are as follows: 762 / SD = 2.011, GFI = .903, RMSEA = .076, CFI = .901, NFI = .849. An examination of the reliability analysis results of the score showed that the Cronbach’s Alpha internal consistency coefficient of the scale was 0.94. The Spearman-Brown Coefficient and the Guttman Split-Half Coefficient were both found to be 0.79. When the item-total correlation coefficients were examined, it was determined that the correlation coefficients of the scale items with the total ranged between 0.48 and 0.70. Resultantly, it is thought that the scale related to the criteria of the Turkish Language and Literature Teachers' Audit Criteria developed in this research will resolve a significant deficiency in the literature.Bu araştırmada Türk dili ve edebiyatı öğretmenlerinin denetlenme kriterlerine ilişkin bir ölçek geliştirmek amaçlanmıştır. Araştırmanın çalışma grubunu Kuzey Kıbrıs’ta görev yapan 120 Türk dili ve edebiyatı öğretmeni oluşturmaktadır. Ölçeğin yapı geçerliğinin belirlenmesi için açımlayıcı (AFA) ve doğrulayıcı (DFA) faktör analizi yapılmıştır. AFA sonucunda, Alan bilgisi yeterlikleri ve Meslek Bilgisi yeterlikleri olmak üzere iki faktörlü bir yapı ortaya çıkmıştır. İki faktörün açıkladığı varyans oranı %54.00’tür. Bu yapı DFA ile doğrulanmıştır; 2 faktörlü ve 27 maddeden oluşan 5’li Likert tipinde bir ölçek geliştirilmiştir. DFA ile hesaplanan uyum iyiliği indeksleri şöyledir: χ2/sd = 2.011, GFI = .903, RMSEA = .076, CFI = .901, NFI = .849. Ölçeğin güvenirlik analizi sonuçları incelendiğinde, Cronabch alfa iç tutarlılık katsayısı 0,94’tür. Spearman-Brown Katsayısı ve Guttman Split-Half Katsayısı 0,79 bulunmuştur. Madde-toplam korelasyon katsayıları incelendiğinde, ölçek maddelerinin toplam ile olan korelasyon katsayılarının 0,48 ile 0,70 arasında değiştiği tespit edilmiştir. Sonuç olarak bu araştırmada geliştirilen “Türk Dili ve Edebiyatı Öğretmenlerinin Denetlenme Kriterlerine İlişkin Ölçek”in alanyazındaki önemli bir eksikliği gidereceği düşünülmektedir
E-learning uptake among academicians and students in Tanzanian universities
No full textThe purpose of this study was to ascertain the extent of current e-learning uptake in Tanzanian universities. The quantitative approach involving survey design was adopted in the collection of data. Data were collected through a questionnaire survey of 400 respondents, with a rate of return 85.5%. The average reliability of variables 0.949 was determined using Cronbach's Alpha. Fuzzy Logic model and t-test were adopted for data analysis. The findings revealed that the average extent of current e-learning uptake among students and academicians were less than half of threshold amounting to 50% (i.e. level of awareness was 16%, availability was 20.6%, accessibility was 17%, attitude was 15% as variables used). There was no statistically significant difference in e-learning uptake among students and academicians as the value of p > 0.05. The findings of this study established a base ground and guidelines to inform the e-learning stakeholders and policymakers to find and establish suitable policy as well as mechanism to adopt and encourage sustainable use of e-learning systems for life-long teaching and learning. The originality of this study is based on the addition of new variables and methodologies employed as empirical evidence based on the extent of e-learning uptake in Tanzanian universities.
Keyword: ICTs, e-learning uptake, fuzzy logic model, students, academician
A review on writing metacognitive awareness of Turkish advanced level EFL learners
No full textThe present study was undertaken to measure the metacognitive writing awareness of university-level learners. The participants of the study are 101 students of English Language and Literature, enrolled at a state university in Turkey. The grade level of the students ranges from the first grade to the fourth grade. In order to collect data, a questionnaire, developed by Farahian (2017), was used. This questionnaire measures the awareness of metacognitive writing with regard to knowledge of cognition and knowledge of regulation. Knowledge of cognition is studied under the following sub-scales: (a) declarative knowledge (person), (b) declarative knowledge (task), and (c) procedural knowledge. Knowledge of regulation was studied in terms of (a) planning and drafting, (b) general online strategies (c) monitoring and revision. Descriptive statistics were used to analyse the data obtained and tentative results showed that students have a moderate level of writing awareness
GAMIFICATION BASED ASSESSMENT: A TEST ANXIETY REDUCTION THROUGH GAME ELEMENTS IN QUIZIZZ PLATFORM
No full textTest anxiety always makes students afraid of doing the test because they probably think that they will fail. To overcome the problem, the teacher then used gamification based assessment. Furthermore, the study investigates the category of students test anxiety, students' attitudes toward Quizizz and the students' preference toward the elements of game in Quizizz. This study is a case study which the data were collected by using observation, interview, and questionnaires. The participants of this study were 14 students in an English course in Solo. The sampling used by the researcher was purposive sampling. The results of this study showed the category of students test anxiety considered moderately high, the students' attitude toward Quizizz in reducing test anxiety also considered high (M= 3.94) and the kinds of elements of game which students prefer most were Points (M= 4.357), Test report (M= 3.929), Leader board (M=3.714), Time restriction (M=3.357), Profile (M= 3.429) and Meme (M= 3.357). The implication of this study is Quizizz successfully reduce test anxiety because of the use of game elements in that application. Thus, it is a good option for teachers to use Quizizz on the exam
EXAMINING THE ATTITUDE CHANGE OF PRE-SERVICE ELEMENTARY SCHOOL TEACHERS TOWARDS A COURSE OF MATHEMATICS EDUCATION WITHIN THE FRAMEWORK OF THEORY OF DIDACTICAL SITUATIONS
No full textThis study investigated whether the training program given within the framework of the Theory of Didactical Situations (TDS) within a mathematics education course could change the pre-service elementary teachers’ attitudes towards a mathematics education course in an 11-week teaching process. In the study, the mixed method was used. The participants were 86 pre-service elementary teachers (52 female and 34 male). In the study, the quantitative research data were collected using the Attitude Scale for Mathematics Education Courses (ASMEC), and the qualitative data were collected using semi-structured interviews. For the analysis of the quantitative data, paired samples t-test was applied, and for the analysis of the qualitative data, content analysis was conducted. The results revealed that the training program given in line with TDS created a statistically significant difference between the pre-test and post-test scores of the pre-service elementary school teachers with respect to their attitudes towards courses of mathematics education (t(85)=-2.22, p=.029) and that there was no statistically significant difference in terms of gender, though (t(84)=.987, p=.327 and t(84)=1.108, p=.258). It was found that the training program given in accordance with TDS had a positive influence on changing and developing the attitudes of the pre-service elementary teachers towards mathematics education courses
THOUGHTS ON LEARNER AUTONOMY IN A COMPUTER ASSISTED LANGUAGE LEARNING PROGRAM
No full textIn our institution, Quartet (computer software program) was a part of the curriculum which provides the students with the opportunity to work on their own in order to develop their language skills. To what extent the learners benefit from the materials and the time provided for them mainly depends on students since as Dakin suggests (1973) “though the teacher may control the experiences the learner is exposed to, it is the learner who selects what is learnt from them” (p. 16). According to the observations of teachers, some, but not all students worked effectively in lab lessons. This paper aims to identify the students’ perceptions about themselves, the teacher, their peers and language learning to have an idea of their autonomy and their thoughts on computer assisted language learning. Data were gathered through a 46- item questionnaire. Frequency tests were used to determine the frequencies and percentages of each item to find out the perceptions of participants on learner autonomy and the usefulness of computer lab lessons. Though the students shoulder the responsibility of learning, most students need guidance of their teachers to set goals for their learning process.
Keywords: learner autonomy, computer assisted language learning