Rektörlük, Yabancı Diller Okulu
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Kuruluş Tarihi
2017
ROR Tanımlayıcısı
Yayınlar
The IHU writing center: we help get the writer’s creative and critical energies flowing
(İbn Haldun Üniversitesi, 2017) Aktar, Merve; Aktar, Merve; Rektörlük, Yabancı Diller Okulu
What makes writing strong? A logical train of thought and proper use of grammar undoubtedly constitute the foundations of good writing, but there are more structural elements and rhetorical devices that together work to produce a text that not only conveys information clearly but that creates an impact on the reader, regardless of the discipline or subject. Such texts are usually easy to read, and seem as though they were completed effortlessly.
Growing up as a Muslim woman in the UK
(İbn Haldun Üniversitesi, 2018) Fiaz, Nabeala; Rektörlük, Yabancı Diller Okulu
Muslims first entered the UK in the 16th Century and have been an integral part of Britain and its history much longer than can be imagined. Today, the Muslim population are almost all people who immigrated to Britain in the mid 20th century or their descendants. The last Census results of 2011 revealed that Muslims make approximately 3 million of the population, almost half of them women. Some may wonder how Muslims, especially women maintain their identity while seeking to succeed in Britain. Many misconceptions are drawn from some media reports of isolated incidents but only a Muslim woman who has grown up, educated, worked and spent her life in the UK is more able to answer such questions.
Türkçeyi Türkçe konuşmak
(İbn Haldun Üniversitesi, 2018) Gedik, Enver; Rektörlük, Yabancı Diller Okulu
“Dil, insanlar arasındaki iletişimi sağlayan, belirli ...........” diye cümleye başlayabilir ve dili tarife dair birçok tanım yapabilirdik. Yahut Türkiye’den veya dünyadan tanınmış isimlerin uzun uzun veya tam tersi kısacık tanımlarına yer verip devamında da bu tanımların bütününden oluşan bir tanım da yapabilirdik. Ama bütün bunlar dil dediğimiz kanlı canlı varlığı teoriye hapsetmek ve bu varlığa haksızlık etmek olurdu.
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.
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.
Açıklama
İbn Haldun Üniversitesi Diller Okulunun sunduğu İngilizce Hazırlık Programının genel amacı, iletişimsel yaklaşımı kullanarak öğrencileri akademik çalışmalara hazırlamak ve onları etkin, istekli ve kendi kendilerine öğrenebilir bireyler olmaya teşvik etmektir. İngilizce Hazırlık sistemi kurulurken öğrencilerimizin profilleri ve üniversitemizin akademik gereksinimleri göz önüne alınarak Modüler Sistem uygulanması uygun görülmüştür.
Uygulamaya konulan Modüler Sistem, seviye gruplarına göre öğrencilerin devam edecekleri modüller sonunda hedeflenen dil becerilerine ulaşmalarını sağlar ve dil eğitim verimliliğin artmasına yardımcı olur.
sonuçlar
