Diller Okulu Yayın Koleksiyonu

Bu koleksiyon için kalıcı URI

https://hdl.handle.net/20.500.12154/82

Listeleniyor 1 - 20 / 33

Exploring the effective language teaching components from teachers’ point of view: A community of inquiry perspective
(Kaplan Singapore, 2024) Kamali, Jaber; Malekpour, Arefeh; Lotfali, Mitra; Javidan, Mehrdad; Rahimi, Amir Hossein; Rektörlük, Yabancı Diller Okulu
Our research article explores teachers’ perceptions of components of effective language teaching from a community of inquiry (CoI) perspective. 20 teachers completed a narrative frame, 15 of whom participated in a semi-structured interview in which they discussed the factors contributing to effective teaching. The thematic analysis of the data employing the underpinning theoretical framework of the study revealed nine sub-themes in three CoI themes. The sub-themes in the teaching presence theme were classroom dynamic and discourse, classroom and learning management, and evaluation and assessment. The emergence of meaningful learning, critical thinking, and students’ engagement was observed in cognitive presence, and learning environment, sociocultural peculiarities, and positive relationships emerged in social presence. The findings of this study may assist teachers, teacher educators, and policymakers in improving their understanding of effective teaching and its components and planning, designing, and implementing accordingly.
Transformative learning: Flipped classroom and its impact on writing skill and critical thinking level
(International Council for Open and Distance Education, 2024) Alpat, Muhammet Furkan; Görgülü, Emrah; Rektörlük, Yabancı Diller Okulu
The study sought to ascertain if critical thinking instruction delivered via the Flipped Classroom may improve students’ EFL writing skills. In addition to determining if the present instructional model influences students’ views of critical thinking and attitudes toward Flipped Learning integration, another goal is to determine whether students’ attitudes about Flipped Learning integration change. Students at the School of Languages at the upper-intermediate level took part in a reading and writing course to enhance their writing abilities. It was an experimental study with two groups consisting of an experimental group and a control group that each got training from the researcher for six weeks, and each group included 15 students. A variety of qualitative and quantitative data collection tools were used for this study, with the California critical thinking level inventory survey used in the first phase of the study, and critical thinking interviews used in the latter stage of the flipping classroom survey. Analyzing students’ responses to the California Critical Thinking Level Inventory found that the experimental group outperformed the control group, indicating a substantial boost in critical thinking abilities in those who took part in the experiment. The findings of the Flipped Classroom questionnaire show that students have a significant influence on the new teaching model in terms of their opinions regarding it.
An activity theoretic exploration of the causes of language learners’ misbehavior: Teachers’ belief in focus
(European Knowledge Development (EUROKD), 2024) Kamali, Jaber; Kotamjani, Sedigheh Shakib; Alpat, Muhammet Furkan; Rektörlük, Yabancı Diller Okulu
This study attempts to explore the teachers’ beliefs on the causes of learners’ misbehavior in language classrooms. To do so, 23 language teachers completed a narrative frame in which they discussed a misbehavior experience they had in the class and why they thought it happened; they, then, attended semi-structured interviews where they discussed their experiences regarding learners’ misbehavior. A thematic analysis was employed and the data was analyzed with an eye on the study’s theoretical underpinning, i.e., Activity Theory (AT). The results indicated that there are different sources of misbehavior on different interconnected components of AT. In the “tool” component, the emergent themes were materials constraints, technological challenges, and hobbies interventions. In the “rules”, some themes such as teaching methodology, socio-cultural norms, and political, and ideological intolerance or disobedience emerged. It was in the “community” component of AT that the data revealed social phenomena, colleagues and authorities, and learners heterogeneity. Finally, in the “division of labor” the emerged themes were overwhelming responsibilities, family issues, and executives’ dereliction. The findings suggest a new look at language learners’ misbehavior and inform teacher education programs in which teachers are trained on this issue to manage learning in their classrooms effectively.
An ecological inquiry into transnational English language teachers’ emotional vulnerability and agency
(Routledge, 2024) Nazari, Mostafa; Kamali, Jaber; Rektörlük, Yabancı Diller Okulu
In this study, we propose an ecological model of teacheragency and emotional vulnerability that draws on epistemological rootsof these two constructs to capture historico-personal, socio-organizational,and prospective levels of teacher professionalism. We then ontologicallyapply the model to exploring transnational language teachers’ agency andemotional vulnerability in the context of Turkey. Framing the study withina narrative inquiry methodology, we collected data from open-ended ques-tionnaires, narrative frames, and semi-structured interviews. Data analysesrevealed that the teachers’ personal emotions, embodied agencies, andvulnerabilities were profoundly shaped by individual histories, contextualdiscourses, and sociocultural particularities. The findings unpack noveldimensions of teachers’ agency and emotional vulnerability, attesting totheir interconnection, especially within the context of transnationalism. Weconclude the study with implications for teacher educators to reduce thepressure on transnational teachers and render their agencies as rooted ineffective professional growth, rather than being defined by excessive vul-nerabilities that in turn restrict teacher agencies.
Examining the interplay of teacher emotional intelligence and feedback responsiveness in post-observation conferences: Voices from Iran
(Springer Nature, 2024) Kamali, Jaber; Javahery, Pourya; Rektörlük, Yabancı Diller Okulu
This study attempted to investigate the impact of teachers’ Emotional Intelligence (EI) on how they respond to post-observation feedback. To do so, 11 Iranian EFL teachers were selected and divided into two groups of high and low EI based on their EI test results. Based on their observed classes, post-observation conferences were held between the teacher and the observer. A thorough thematic analysis of the data unveiled three pre dominant themes: (1) maintaining positive moods and coping with stressful situations, (2) accepting negative feedback and justifying one’s performance, and (3) accepting negative feedback and becoming defensive. The findings of the study suggested that there were obvious differences in the way the teachers reacted to feedback from their observers. High EI teachers remained more confident after the negative feedback, were willing to listen to the observer, were active listeners, were open to criticism, and reflected on their performance. Low EI teachers, however, became agitated, failed to control their stress, tried to justify their performance, did not tend to accept the negative feedback, became defensive, responded immediately, and used discourse boosters frequently after the nega tive feedback. The study urges updated teacher education programs informed by teachers’ EI, particularly in providing feedback on their performance.
A cross-cultural investigation of effective language pedagogy in teachers’ personal practical knowledge narratives: A cultural-ecological perspective
(Routledge, 2024) Kamali, Jaber; Rektörlük, Yabancı Diller Okulu
The current case study probes two international language teachers’ perspectives on the role culture plays in their perception of an effective language pedagogy through their personal practical knowledge narratives from a cultural ecological standpoint. To do this, two language teachers from two different cultural backgrounds (Iran and Japan) were asked to write a narrative about an effective class they had taught and how culture had influenced it. These narratives were read carefully and became the basis of three 60-minute semi-structured narrative interviews. Both narratives and interview data were analysed using a thematic analysis based in a cultural ecological perspective. The study contributes to the literature on culturally informed education by recognising culture as a distinctive factor affecting learning in different layers of the cultural ecology and can inform a culture-specific, nativized teacher education programme.
An ecological inquiry into the identity formation of a novice TESOL research mentor: Critical autoethnographic narratives in focus
(SAGE Publications, 2024) Kamali, Jaber; Rektörlük, Yabancı Diller Okulu
This study reports on the identity formation of the author as a novice research mentor of an independent research course for TESOL teachers over six months (from the course design to the first research submission). The data is collected from four critical autoethnographic narratives written by the author before, during, and after this period. The narratives were analysed thematically with an eye on the theoretical underpinning of the study, i.e. ecological perspective, in three ecological layers namely micro-, meso-, and macrosystem. The results revealed that the author’s identity construction was influenced by different factors such as ‘autonomy in mentoring’, ‘mediating mentorship’, or ‘academic recognition’ in three levels of educational ecology. The results of this study can motivate research mentors and teacher educators, specifically novice ones, to find some similarities with the ideas discussed in this research and to record their lived experiences as a tool for reflection.
Süleymaniye Yazma Eser Kütüphanesi Esad Efendi Koleksiyonu’nda bulunan Farsça münşeât mecmuaları
(Istanbul University Press, 2024) Keshani Çalışır, Nergis; Rektörlük, Yabancı Diller Okulu
Osmanlı Devleti’nde resmî tarih yazıcılığı (vaḳʿanüvîslik) görevini yürüten, Türkçe ilk resmî gazete Taḳvîm-i Veḳâyiʿnin nâzırlığını yapan ve 1835-1836 yıllarında bir yılı aşkın bir süre İran’da elçi olarak bulunan Sahaflar Şeyhizâde Esad Efendi’nin (ö. 1848) tarihî ve edebî eser ağırlıklı kitap koleksiyonu, birçok açıdan incelenmeyi gerektirir. Esad Efendi’nin 4000 cilt civarı yazma eser bulunan koleksiyonunda güzel yazı (inşâ) sanatının önemli örneklerini içeren 193 münşeât mecmuası yer alırken bunlardan 33’ü Farsça münşeâtlardan oluşmaktadır. Özellikle Selçuklu, Osmanlı ve Safevî tarihinde önemli roller oynamış pek çok isme ait mektubun yer aldığı bu mecmuaları, talimî (didaktik) ve özel/resmî mektupları içeren münşeâtlar şeklinde iki kategoriye ayırmak mümkündür. Bu çalışmada inşâ sanatına ve münşeât mecmualarına dair genel bir girişin ardından Esad Efendi Koleksiyonu’nda yer alan ve üzerinde detaylı bir inceleme yapılmamış olan 22 Farsça münşeât mecmuası fizikî özellikleri ve muhtevaları açısıdan değerlendirilip ilim âlemine tanıtılmaya çalışılacaktır.
Applying Galperin model to teacher professional development: A qualitative case study of a peer coaching program
(John Wiley & Sons, 2024) Kamali, Jaber; Javahery, Pourya; Kamali, Jaber; Rektörlük, Yabancı Diller Okulu
The present study is an attempt to apply Galperin spiral model to implement and analyze a peer coaching program. To do so, six teachers (three coaches and three protégés), who attended a 3-month peer coaching program in which protégés received help from their more experienced peers (coaches), completed narrative frames about the program and participated in individual semistructured interviews. After the transcription of the interviews, the thematic analysis was conducted on the gathered data. The results of the study revealed that although there are evidential obstacles to doing the program including inter alia, cultural schema, teacher financial well-being and discontinuity of it, the employed model could provide additional aid and critical look for implementing peer coaching programs in educational contexts. Teachers and teacher educators can benefit from the findings by applying the proposed model in peer coaching programs.
Revisiting an anti-Machiavellian model for teacher education: A critical perspective
(SAGE Publications, 2024) Kamali, Jaber; Kamali, Jaber
This study examines a borrowed concept from politics, that is, Machiavellian, in second language teacher education (SLTE), develops an anti-model to it, and explores teacher educators’ viewpoints about the developed model with an eye on critical aspects of teacher education, that is, Anti-Machiavellian. To do so, the literature on Machiavellian thoughts was studied thoroughly based on which a model was proposed and interview questions were constructed. Then, five Iranian expert teacher educators were selected based on non-random convenient sampling to attend individual extensive semi-structured interviews in which they discussed their opinions about the principles of Anti-Machiavellian SLTE. Adopting a thematic analysis, the data revealed that Anti-Machiavellian SLTE associates closely with critical teacher education where teacher education is context-specific, responsive to learners, dialogically engaging, reflective, and practical. The results of the in-depth interviews also indicated that Anti-Machiavellian SLTE is compatible with critical teacher education which, albeit widely advertised, is hard to practice.
Transnational language teachers emotional vulnerability and professional identity construction: An ecological perspective
(Routledge, 2023) Kamali, Jaber; Nazari, Mostafa; Kamali, Jaber; Rektörlük, Yabancı Diller Okulu
Despite the recent growth of attention to language teachers’emotionalvulnerability, little research has explored emotional vulnerability andidentity construction among transnational teachers. Drawing on anecological theoretical lens, we explored the emotional vulnerability andprofessional identity construction of transnational language teachersworking in the context of Turkey. Data were collected from open-endedquestionnaires, narrative frames, and semi-structured interviews. Dataanalysis revealed that across the three classroom (micro), institutional(meso), and sociocultural (macro) ecologies, the transnational teachersexperienced contextually-invoked emotional conflicts that positionedtheir identities in a vulnerable state. Most notably, we found thattransnational teachers need to become contextually adaptable to thethree ecologies in order to develop professional coping strategies thatsafeguard them against the chronicle stressors of their profession andcontext. We situate such adaptability within implications calling forholding preparatory courses that facilitate transnational teachers’transition to the new setting with the hope of positively contributing totheir effective professional identity construction.
A comparative study of the effectiveness of online and conventional instructions on learners productive skills development
(Australian International Academic Centre, 2023) Pouriran, Yassamin; Rektörlük, Yabancı Diller Okulu
In the current millennium, the integration of instructional technologies has become mandatory, especially when the focus of instruction is only on fluency and correct learning. English as a foreign language (EFL) teachers believe that students can achieve an adequate level of fluency and accuracy only if they speak and write English with less difficulty and more spontaneity. For this purpose, instructors ceaselessly seek versatile ways and approaches to enrich the teaching of four language skills (mainly the productive ones). Online sources provide both students and instructors with various ranges of software applications and platforms to actively involve in different class activities. This study aims to pinpoint the effectiveness of both online and conventional teaching on learners’ productive skills and to examine which mode of instruction leads to constructive output of EFL learners. Furthermore, this article considers teachers’ attitudes and learners’ perceptions on the use of online instruction in EFL classrooms. This research uses a qualitative approach by means of an interview and a questionnaire designated to 15 EFL teachers and 400 learners in a private university in Turkey. The results of this study reveal that both teachers and learners prefer having Hybrid instruction (the combination of both online and faceto-face models) in teaching and learning productive skills, so the findings of this research can assist EFL teachers, material designers and policy makers to include Hybrid education in their curricula.
Teachers’ classroom interactional competence: Scale development and validation
(European Knowledge Development (EUROKD), 2023) Tajeddin, Zia; Kamali, Jaber; Kamali, Jaber; Rektörlük, Yabancı Diller Okulu
Interactional competence has recently gained considerable attention in language education. As an aspect of this competence, classroom interactional competence has been in the limelight since Walsh’s (2006) delineation of this concept. However, there is no survey tool to measure teachers’ classroom interactional competence. To bridge this gap, the present study describes the development and validation of a teachers’ classroom interactional competence (TCIC) scale. An outline of the relevant literature related to classroom interactional competence is provided, along with the process of scale development and validation. An exploratory factor analysis of the data from a large sample of language teachers (N = 564) resulted in a 46-item scale that constituted nine factors, namely visual organizers, sociocultural interaction, questioning, interactional patterns, repair, language modification, turn taking, managerial interaction, and rhetorical script. The implications of the scale for the measurement and, in turn, the enhancement of teachers’ classroom interactional competence are discussed.
Legal situation of Turkish (Muslim) waqfs in Greece and examination of Komotini (Gümülcine) waqfs
(Ibn Haldun University Press, 2023) Bekir, Chountagi; Rektörlük, Yabancı Diller Okulu
With the Lausanne Peace Treaty in 1923, a population exchange between the Republic of Turkey and Greece took place. As a result of this treaty, where these two countries are parties, the Turkish population in Western Thrace (Alexandroupoli, Komotini and Xanthi), which was found in Greek territory and in Turkish territory in Istanbul, Gökçeada and Bozcaada Greek population was excluded from the population exchange. Currently, there are approximately 150,000 Muslim Turkish minorities in the Western Thrace region of Greece. Although the rights of these minorities are determined by the Lausanne Treaty, the rights of the Western Thrace Minority with Article 44 of the Lausanne Treaty were protected. The Waqfs in Greece, in this context, it was protected by Article 40 of the Lausanne Treaty, but this was violated in time in the political environment of Greece. In 1967, the junta administration in Greece in 1967 was dismissed the administrative committees of the Komotini and Xanthi Turkish Community Waqfs and the Turkish Waqfs administrations in Greece started to be determined by appointment. The determination of the waqf administration with the election ended from this date...
Metamorphosis of a teacher educator: A journey towards a more critical self
(Kaplan Higher Education Academy, 2023) Kamali, Jaber; Kamali, Jaber; Rektörlük, Yabancı Diller Okulu
Critical teacher education emerged as a response to the liberal, hegemonic, and power-oriented world that affected teacher education as well. Albeit widely discussed, moving towards becoming this type of teacher educator is neither easy nor fast. This autoethnographic narrative study describes my journey as a teacher educator from a non-critical, product-oriented, passive teacher educator to a more critical, process- oriented, active teacher educator who learns, questions, relearns, and unlearns. The data are gathered from different sources of my personal portfolio, including training diaries, field notes, memories, feedback, and observation. The findings of the study reveal the underlying factors that shape our thoughts, beliefs, and practices and how we can gain voice and agency and transform into critical teacher educators.
Teachers' personality types and their attitude toward receiving and employing postobservation feedback
(Wiley, 2023) Kamali, Jaber; Kamali, Jaber; Javahery, Pourya; Kamali, Jaber; Rektörlük, Yabancı Diller Okulu; Rektörlük, Yabancı Diller Okulu
Classroom observation has been long considered a power-ful tool for evaluating and monitoring teachers' perform-ance and progress. Teachers can benefit from the feedbackduring the postobservation conference but giving feedbackis not a simple skill and needs knowledge and training.Research on tackling postobservation problems remainsemerging and the aim of this study is to explore the rolethat a teacher's personality type–based on DiSC personal-ity test?might play in postobservation conferences andreaction to receiving feedback from the supervisor. Togather data, 20 nonnative EFL teachers were asked to takethe DiSC personality test to have their personality typesidentified, then they were observed three times, and eachtime they received feedback on their classroom manage-ment techniques. Results indicate that teachers withdifferent personality types act differently during thepostobservation conferences. While D and i styles areactive and tend to employ feedback moderately andstrongly in their classes, S and C styles are mostly passivewith the tendency of employing feedback moderately andweakly. The findings contribute to a better understandingof the role of personality types in teachers' tolerance ofcriticism and their tendency to apply the received feedbackin their future classes.
Formative assessment feedback to enhance the writing performance of Iranian IELTS candidates: Blending teacher and automated writing evaluation
(Tabaran Institute of Higher Education, 2023) Kamali, Jaber; Kamali, Jaber; Mohammadi, Mojtaba; Zarrabi, Maryam; Kamali, Jaber; Rektörlük, Yabancı Diller Okulu; Rektörlük, Yabancı Diller Okulu
With the incremental integration of technology in writing assessment, technology-generated feedback has found its way to take further steps toward replacing human corrective feedback and rating. Yet, further investigation is deemed necessary regarding its potential use either as a supplement to or replacement for human feedback. This study aims to investigate the effect of blending teacher and automated writing evaluation, as formative assessment feedback, on enhancing the writing performance among Iranian IELTS candidates. In this explanatory mixed-methods research, three groups of Iranian intermediate learners (N=31) completed six IELTS writing tasks during six consecutive weeks and received automated, teacher, and blended (automated + teacher) feedback modes respectively on different components of writing (task response, coherence and cohesion, lexical resource, grammatical range and accuracy). A structured written interview was also conducted to explore learners’ perception (attitude, clarity, preference) of the mode of feedback they received. Findings revealed that students who received teacher-only and blended feedback performed better in writing. Also, the blended feedback group outperformed the others regarding task response, the teacher feedback group in cohesion and coherence, and the automated feedback group in lexical resource. The analysis of the interviews revealed that the majority of the learners confirmed the clarity of all feedback modes and learners’ attitude about feedback modes was positive although they highly preferred the blended one. The findings suggest new ideas to facilitate learning and assessing writing and support the evidence that teachers can provide comprehensive, accurate, and continuous feedback as a means of formative assessment.
Çocuk edebiyatı okumaları: Kök metinler, metinlerarası ilişkiler, karşılaştırmalı okumalar
(Erdem Yayınları, 2022) Günyüz, Melike; Rektörlük, Yabancı Diller Okulu
Melike Günyüz’ün “Kök Metinler, Metinlerarası İlişkiler, Karşılaştırmalı Okumalar” başlığı altında yaptığı akademik inceleme, günümüz edebi metinlerinden Dede Korkut Hikâyelerine bir keşif çalışması yürütüyor. Güncel çocuk edebiyatı metinlerinin kökenlerini 14. ve 15. yüzyılda Oğuz Türkçesiyle yazılmış anonim metinlere kadar götüren Günyüz, kurduğu metinlerarası ilişkilerle tesis ettiği anlatısal köprülerle yeniden birbirine bağlıyor. Bu çalışma ile çocuk edebiyatı ve yetişkin edebiyatı arasındaki sınırları flulaştıran karşılaştırmalı okumalarla çocuk edebiyatı ürünlerinin akademik olarak incelenmesine de çağrı yapıyor.
İlk gençlik edebiyatımızda mitlerin ve hikâyelerinin anlatımına örnek bir metin: Yöniz
(Ketebe Yayınları, 2021) Günyüz, Melike; Rektörlük, Yabancı Diller Okulu
Avrupa aydınlanma dönemi, matbaanın icadı ile okuma yazmanın yaygınlaşarak önemli hâle gelmesi ve çocukluğun keşfedilmesi ile başlayan, geçen yüzyılda psikoloji ve pedagoji alanının kendine saygın bir yer edinmesi ile zemini sağlamlaşan çocuk edebiyatı yazımı, toplumların değişen politik, kültürel ve sosyolojik yapılarının da metinlerin içeriklerini zenginleştirmesi ile birlikte çok yönlü ve disiplinler arası çalışmaların konusu olmaya başlamıştır. Çocuk edebiyatı toplumun aynasıdır. Aynı zamanda değişen dünyanın da aynasıdır. Toplumsal değişim ve dönüşümler, savaşlar, göçler, doğal afetler önce çocuk kitaplarının konularına yansır. Bunun en yakın örneği 2020 Covid 19 salgınının daha ilk aylarında dünyanın önde gelen birçok yayınevinin bu konuyla ilgili resimli çocuk kitabı hazırlayıp bütün dünyanın hizmetine sunmaları ve birçoğunun da Türkçeleşip okurla buluşmasıdır…
Disiplinler arası bir alan olarak yüksek öğretimde çocuk edebiyatı programının gerekliliği üzerine
(Oğuzhan Yılmaz, 2021) Günyüz, Melike; Rektörlük, Yabancı Diller Okulu
Bugün ülkemizde çocuk edebiyatının eğitimciler, ebeveynler, politikacılar, yayıncılar ve kültür endüstrisinin içinde yer alan birçok üretici tarafından geçmişe göre daha fazla gündeme geldiği gözlemlenmektedir. Her yıl yeni yayınlanan telif ve çeviri eserlerdeki artış da bunun bir göstergesidir.**Pandemi döneminde il milli eğitim müdürlüklerinin özelde öğretmenlere yönelik olarak, yayıncıların ve özel eğitim kurumlarınınsa kamuya yönelik çocuk edebiyatı eğitim programları online olarak açılmış, ülke genelinde yaygınlaşmış durumdadır. Bu programlarda öncelikli olarak alanın tanıtımı, metin çözümlemeleri, metinlerin ders materyali olarak nasıl kullanılabileceği, yazma becerileri gibi konulara yer verilmektedir. Ancak el yordamıyla yapılan çalışmaları, yükseköğretim programlarında çocuk edebiyatı alanında bir boşluk olduğu şeklide yorumlamak mümkündür. Bu raporda hem eğitim fakülteleri hem de diğer sosyal bilimler programlarındaki çocuk edebiyatı dersleri içeriklerinin, disiplinler arası bir alan olarak çocuk edebiyatı incelemeleri ve uygulamaları için yetersizliği ve alanla ilgili disiplinler arası bir yüksek lisans ve doktora programı açılması gerekliliği ortaya konmaktadır.

Güncel Gönderiler