Work Experience

  • Todate 2018

    Coordinator

    Near East University, Common Courses Coordination Unit

  • Todate 2018

    Associate Professor

    Near East University, English Language Teaching

  • Todate 2017

    Director

    Near East University, Education Unit

  • 2018 2015

    Assistant Professor

    Near East University, English Language Teaching

  • Present 2013

    ECTS Coordinator

    Near East University, Faculty of Education

  • 2015 2010

    Lecturer

    Near East University, English Language Teaching

  • Present 2010

    Vice Chair

    Near East University, English Language Teaching

  • 2007 2006

    Fulbright Foreign Language Teaching Assistant (Turkish)

    Binghamton University, State University of New York, Department of Anthropology

  • 2006 2005

    Vice Chair

    Near East University, English Language Teaching

  • 2006 2004

    Lecturer

    Near East University, English Language Teaching

  • 2004 2002

    Research and Teaching Assistant

    Eastern Mediterranean University, Department of Educational Sciences

Education & Training

  • Ph.D. 2010

    Education and Professional Studies

    King's College London

  • Master2004

    Educational Sciences

    Eastern Mediterranean University

  • Bachelor2002

    English Language Teaching

    Eastern Mediterranean University

Honors, Awards and Grants

  • 2002
    Valedictorian - Class of 2002
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    Award given to the highest achieving student(s) among the graduating class of students by the Rector's Office, Eastern Mediterranean University
  • 2007
    ESRC 3+1 Quota Award
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    3-year Scholarship awarded to successful PhD students by the Economic and Social Research Council, UK
  • 2006
    Fulbright FLTA Scholarship for Turkish Language
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    Scholarship awarded to successful English language teachers by the Fulbright Commission, Cyprus to teach their native languages to university students in the United States of America
  • 2013
    Lecturer of the Year
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    Awarded to successful lecturers nominated by the students of the Department of English Language Teaching
  • 2014
    Lecturer of the Year
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    Awarded to successful lecturers nominated by the students of the Department of English Language Teaching

Research Projects

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    Urban Classroom Culture & Interaction 2: From Research to Professional Practice

    Administrative Assistant

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    Crossing languages and borders: Intercultural language education in a conflict ridden society

    Member of the Steering Committee

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    European Language Portfolio for North Cyprus (Turkish) Project

    Committee Member. Organised and funded by the Ministry of Education aiming at adapting the European Language Portfolio to be used in al public and private schools in North Cyprus

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    Building Bridges: Teaching English to Diverse Groups

    Chief Convener. The project aims to provide free English language instruction for diverse groups within the community and promote life-long learning by collaborating with various NGOs.

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Speech Competence of Pre-service EFL Teachers: The Source of Problems

Book Chapter Cambridge Scholars Publishing, Volume -, Issue -, 2016, Pages 178-196

Abstract

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Özet

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Teacher Empowerment Toward Professional Development and Practices: Perspectives Across Borders

Book Chapter Springer, Volume -, Issue -, 2017, Pages 221-239

Abstract

Although reflection is usually seen as a practice for in-service teachers, reflective practices are increasingly becoming popular in the field of teacher education as educational and transformative tools.Internship programmes require interns to reflect on their teaching practices with the aim of improving their performances. These reflections often reflect a gap between what the interns expect based on the theories they have been introduced to during their studies at the university/college and what they actually observe as ‘best practice.’ The following chapter explores what some pre-service English language teachers in North Cyprus have been reflecting on during their internship programme to understand how they approach the whole process and whether they use it as a way to empower themselves. It is found that these pre-service teachers focus mostly on their use of class activities, instructional materials, classroom management and teaching methods in their reflections. Students’ reactions to the use of particular materials in class tend to influence the pre-service teachers’ evaluation of their practices in their reflections.


Özet

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Experiencing divorce: How do divorced Turkish Cypriot mothers and their daughters perceive themselves and their roles in society?

Conference Paper I. International Conference on Women’s Studies, Women’s Studies in the New Millennium: “Does the Future Belong to Us?” , Volume 1, Issue 1, 2004, Pages 1-15

Abstract

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Özet

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Educational aspirations and self-perceptions: how parental divorce impacts Turkish Cypriot daughters

Conference Paper II. International Conference on Women’s Studies, “Breaking the Glass Ceiling”, Volume 1, Issue 1, 2006, Pages 1-15

Abstract

Change is an inevitable fact of life. In today’s modern societies, divorce is one of the most significant reasons for the structural change in families. In this regard, parental divorce brings massive changes to the lives of those experiencing it. This study explored the impact of parental divorce on Turkish Cypriot daughters’ self-perceptions and educational aspirations using qualitative research methods. Results of the study suggest that for the participants, the primary role model has always been their mothers. Some of the participants gave up their educational aspirations due to the financial constraints following parental divorce. Although all of the participants were successful in their academic lives, they experienced a decrease in their grades for a certain period during and after their parents’ divorce. During this period, they also presented withdrawn behavior in and outside the school setting, and experienced symptoms of depression. Some of them mentioned about their thoughts of committing suicide and claimed that they overcame such negative thoughts with the help of the emotional support of their mothers. In this respect, it is concluded that teachers and school counselors could play a key role in providing professional assistance for divorced parents and their children.


Özet

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Construction of (Fuzzy) Identities: Turkishness among Turkish Cypriots

Conference Paper Language, Culture and Society in Cyprus: One Day Colloquium, Centre for Language, Discourse and Communication, 2008

Abstract


Özet

Dealing with troubled representations: Turkish-Cypriotness in Greek-Cypriot Turkish-language classrooms and UK Turkish complementary schools

Conference Paper 4th Explorations in Ethnography, Language and Communication: Analysis and Impact in Linguistic Ethnography Conference, Volume -, Issue -, 2012, Pages 4-5

Abstract

Following current conceptualizations of language as social and cultural practice, language teaching theories suggest broadening the traditional focus on grammar and vocabulary so as to include culture (see for example Kramsh, 1998; Kaikkonen, 1997; Phipps & Gonzalez, 2004; Byram et al., 2001). However, a problem noted by many scholars, is defining the target-culture (Hall, 2002; Byram & Risager, 1999; Broady, 2004) as different cultural groups may be using the same linguistic code. Even within a cultural group, there are subgroups with their own norms and expectations, as well as their own linguistic varieties. In such cases, the question is which culture should students familiarize themselves with, or “whose communicative worlds, and more specifically, whose sociocultural tools and whose ways of using the tools learners are to be socialised into”? (Hall, 2002:110). In addition to this, we pose the question “what happens when the representation of a group, a language and a culture is seen as problematic because it comes into conflict with the official hegemonic norms?”. This question stems from linguistic ethnographic research in Turkish language classrooms in two different settings: a Greek-Cypriot school in Cyprus where the Turkish language carries very strong negative connotations as the language of the ‘enemy’; and a Turkish complimentary school in London where Turkishness is being promoted as the cultural and linguistic norm. In both of these settings, dealing with Turkish-Cypriotness emerges as a “troubling” issue for the language teachers. In both cases language teachers used different strategies for coping with ‘trouble’ in the language lesson which, we argue, had the same result: rendering the ‘other’ – and the ‘trouble’- invisible in the classroom.


Özet

Pre-service English language teachers' reflections on the "Counselling" course: A qualitative study

Conference Paper 1st Cyprus International Congress of Educational Research, Volume -, Issue -, 2012, Pages -

Abstract

This study aims to analyse the reflections of pre-service teachers of English on a counselling course, which they have been enrolled in as part of their teacher training programme.


Özet

Language, Identity, Power and Resistance: The Case of Young People in Turkish Complementary Schools

Conference Paper 3rd i-Mean @ UWE Conference on Language and Identity, Volume -, Issue -, 2013, Pages -

Abstract

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Özet

Functions of Turkish complementary schools in the UK: Official claims vs. actual practices

Conference Paper 2nd International Conference on Interdisciplinary Research in Education, Volume -, Issue -, 2013, Pages -

Abstract

Complementary schools in the UK are weekend or afternoon schools organised by people from different ethnic groups with the general aim of teaching younger generations their “native” languages and cultures. However, the aims and practices of these schools are predominantly dependent on the changes in the social and political contexts both in the host country (in this case the UK) and their respective “home” countries. The current study takes the case of one Turkish complementary school in London as a focal point and aims to describe and analyse the functions of these schools from different perspectives. Data collected from official documents and newspapers as well as individual interviews with parents, teachers, students and organisers of the schools were analysed focusing on the emerging themes in relation to the aims, functions and practices of the schools. The analysis revealed that the official discourses of raising the achievement levels of young people from Turkish speaking backgrounds in the UK mainstream schools differ strikingly from the actual teaching-learning practices, as well as people’s perceptions of the functions of the school. This difference is interpreted in the light of current neo-liberal educational discourses and the discourses surrounding ethnically oriented educational provision in the UK.


Özet

Turkish Cypriots’ attitudes towards their language varieties: The case of Cypriot Turkish and standard Turkish

Conference Paper Insularity: Representations and Constructions of Small Worlds, International Interdisciplinary Conference, Volume -, Issue -, 2013, Pages -

Abstract

In this study an attempt was made to investigate Turkish Cypriots’ attitudes towards their native languagevariety Cypriot Turkish (CT), and Standard Turkish (ST). A questionnaire was used to establish whether attitudes of Turkish Cypriots towards the two language varieties are by and large prescriptive or not and whether variation in attitudes depends on age, gender and education.In addition, the questionnaire aimed to gage the participants’ perceptions and evaluations of their own linguistic production. The results indicate that there appears to be generational differences in terms of the participants’ attitudes towards the appropriateness of CT being used to express seriousness and politeness. Moreover, the younger generations claimed to have better written skills in ST than the older generation. Gender does not seem to have any significant effect on the Turkish Cypriots’ attitudes towards the two language varieties. These findings are interpreted in the light of the post- 1974 context and the dominance of ST in education as well as the media in the north part of the island.


Özet

Public speech competence of pre-service EFL teachers: Sources of problems

Conference Paper International Language in Focus 2014 Conference, Volume -, Issue -, 2014, Pages -

Abstract

Ineffective presentation and communication skills could cause problems in all professions that require the participants to perform in front of an audience. This phenomenon of effective public performances by teachers is a key factor in determining the success of the teaching and learning, particularly in language classrooms. However, there seems to be a gap in the literature regarding the factors that affect the process of mastering speech competence by pre-service English language teachers. The present study draws on a research study focusing on the speech competence of 17 ELT students from a private university in the Turkish Republic of Northern Cyprus. The data presented here comes from the qualitative phase of the study where the specific factors that could cause problems in developing public speaking competence were identified by a thematic analysis of interviews, observations, reflective essays and artefacts. This analysis yielded seven factors that could cause students’ minimal public speaking competence: (1) low English language proficiency, (2) self-reported Public Speaking Anxiety (PSA), (3) low level of self-efficacy, (4) Foreign Language Anxiety (FLA), (5) general communication apprehension, (6) age, and (7) lack of motivation. The paper discusses how low levels of English proficiency appeared to influence the mastery of such basic performance standards as clear language, effective non-verbal behaviour, and effective use of vocal expression and paralanguage. Being a prospective teacher of English also seems to create an additional demand for students’ language competence, which in turn can lead to PSA, FLA, and low self-efficacy in speech situations.


Özet

English Language teachers’ attitudes towards the incorporation of gay and lesbian-related topics in the classroom: The case of Greek Cypriot EFL teachers

Conference Paper 3rd Interdisciplinary Conference on English Studies, Volume -, Issue -, 2014, Pages -

Abstract

The EFL classroom is composed of a mixture of people with various backgrounds and identities. Sexuality is increasingly recognised as a form of identity similar to other categorical forms such as class, gender and ethnicity (Nelson, 1999; Vandrick 1997; Dumas, 2008). Developments in critical pedagogy, queer theory and poststructuralist theories of identities have resulted in changes to the way sexual identity is viewed within the EFL and ESL classroom- a classroom which should ideally function as a liberatory environment where consciousness can be changed and weaknesses - racism, classism, homophobia, etc.,- expelled (Vandrick, 1994). Based on the idea that ‘otherness’ related issues should be treated in the foreign language classroom as a means to achieve Existential Competence (CEF, 2001), the present study investigates the attitudes of Greek Cypriot EFL teachers towards the inclusion of gay and lesbian topics in the EFL classroom. A 15-item questionnaire was designed and distributed to 58 English language teachers in Cyprus. The results indicated that EFL teachers tended to have negative attitudes towards gay and lesbian topics in the classroom. They seem to believe that such topics are unrelated to EFL teaching or learning, while a number of social factors such as age, gender, education, years of experience, and country of studies appear to have an impact on their attitudes towards issues of sexual diversity and orientation in the classroom.


Özet

Turkish University Students’ Attitudes towards Cypriot Turkish and Standard Turkish in Cyprus

Conference Paper LiLa ’15 International Linguistics and Language Conference, Volume -, Issue -, 2015, Pages -

Abstract

This study focuses on the attitudes of university students of Turkish background towards the variety of Turkish spoken in Cyprus, namely Cypriot Turkish (CT), and Standard Turkish (ST). The participants of the study were sampled from the largest private university in the northern part of Cyprus and a questionnaire was distributed to explore whether their attitudes were by and large prescriptive or not. Age, gender and region from which they originated in Turkey were the variables through which possible differences in their attitudes were explored. In addition, the participants’ perceptions of their own linguistic productions of these two varieties were investigated through the questionnaire. The results showed that Turkish university students had somewhat negative attitudes towards CT, which they found to be highly inferior compared to ST. They also found CT less rich and less appropriate for expressing seriousness. CT was preferred over ST in none of the traits that were included in the questionnaire, although the participants rated the two varieties equally for being attractive, refined, friendly, melodic, affectionate and for expressing honesty.


Özet

Challenges of teaching an academic writing course to pre-service English language teachers: Reflections on employing innovative approaches

Conference Paper 8th World Conference on Educational Sciences, Volume -, Issue -, 2016, Pages -

Abstract

This paper aims to present the challenges faced in an academic writing course designed with a blended learning approach for pre-service English language teachers and ways in which such challenges can be dealt with by lecturers in higher education. The study was part of a larger action research project, where the process genre model in the teaching of English as foreign language writing was employed in both classroom and online work. Qualitative data was collected through keeping a research journal and individual interviews with the participating students. The students’ experiences in previous writing courses were found to have an impact on their attitudes towards producing multiple drafts and online work. Collaborative work and peer feedback also proved to be problematic with adult learners. Teachers are recommended to be persistent and keep motivating learners as many students initially resist change but later appreciate the benefits.


Özet

Reasons for the teachers’ uses of code-switching in adult EFL classrooms

Original Article Hasan Ali Yücel Eğitim Fakültesi Dergisi, Volume 10, Issue 2, 2013, Pages 69-82

Abstract

The current study investigated the acts of code-switching by teachers in EFL classrooms in the English Preparatory School of a private university in North Cyprus. With a sociolinguistic perspective, four different teachers’ (two bilinguals, one native speaker of Turkish and one native speaker of English) classroom interactions were audio-recorded and analysed. Follow-up playback sessions were also conducted to tap into the teachers’ perspectives on their own use of code-switching in the class- room. The results of the analysis revealed that all of the teachers code-switched for different purposes and they all believed that it was an effective tool to enhance learning when employed carefully.


Özet

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Complementary schools as ‘safe spaces’ to practise hybridity? Language, power & resistance

Original Article Working Papers in Language & Literacies (Paper No: 109), Volume -, Issue -, 2013, Pages -

Abstract

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Özet

Academic knowledge and personal knowledge management in a developing university: A case study

Original Article Kastamonu Education Journal, Volume 22, Issue 3, 2014, Pages 1229-1242

Abstract

This study aimed to find out the approaches of academic staff towards Personal Knowledge Management (PKM) in a developing university in Northern Cyprus by focusing on the four PKM strategies and techniques, i.e. obtaining, saving, using, and sharing knowledge. The study was designed as a case study where a questionnaire was distributed to all academics at the university. Mean scores and independent sample t-tests were used in the analysis. The findings suggest that in this developing university, general attitudes of the staff towards PKM strategies are positive. However, while strategies for effectively using and saving knowledge were widely used, strategies for obtaining new information and sharing it with colleagues were not so popular. Significant differences were found in all dimensions between the staff who had publications at national scientific meetings and those who hadn’t.


Özet

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Functions of Turkish complementary schools in the UK: Official vs. Insider discourses

Original Article South African Journal of Education, Volume 34, Issue 3, 2014, Pages 1-8

Abstract

Complementary schools in the United Kingdom (UK) are community organised schools with the general aim of teaching younger generations their ‘native’ languages and cultures. However, the aims and practices of these schools are pre- dominantly dependent on changes in the social and political contexts both in the host country (in this case the UK) as well as in the respective ‘home’ countries of these children. This study focuses on one such Turkish complementary school in London, aiming to describe and analyse the functions of these schools more broadly, by means of a variety of perspectives and using a social constructivist approach. Data collected from official documents, participant observations, as well as interviews with parents, teachers, students and organisers of the schools, were analysed, focusing on the emerging themes in relation to the functions and practices of the schools. The analysis revealed that the official discourses, which stress the issue of underachievement amongst young people from Turkish speaking backgrounds in the UK, differ strikingly from the participants’ perceptions of the functions of the school, as well as the actual teaching and learning practices found there. This discrepancy is attributed to trends in current neo-liberal educational discourses and the discourses surrounding ethnically- oriented educational provisions in the UK.


Özet

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Turkish Cypriots' Language Attitudes: The Case of Cypriot Turkish and Standard Turkish in Cyprus

Original Article Mediterranean Language Review, Volume 22, Issue -, 2015, Pages 119-138

Abstract

This study investigates Turkish Cypriots’ attitudes towards their native language variety, Cypriot Turkish (CT), and Standard Turkish (ST). A questionnaire was used to establish whether attitudes of Turkish Cypriots towards the two language varieties are by and large prescriptive or not and whether variation in attitudes depends on age, gender and education. In addition, the questionnaire aimed to gauge the participants’ perception and evaluations of their own linguistic production. The results showed that Turkish Cypriots tend to have positive attitudes towards CT which is found to be more friendly, honest, and affectionate than ST, while it is also perceived to be as rich, serious, melodic and attractive as ST. The findings are interpreted in the light of the post-1974 context, and the dominance of ST in education as well as the media in the northern part of the island.


Özet

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English language teachers' attitudes towards the incorporation of gay- and lesbian-related topics in the classroom: The case of Greek Cypriot EFL teachers

Original Article Sexuality Research and Social Policy, Volume 12, Issue 1, 2015, Pages 70-80

Abstract

The English as a foreign language (EFL) classroom is composed of a mixture of people with various backgrounds and identities. Sexuality is increasingly recognised as a form of identity similar to other categorical forms such as class, gender and ethnicity. Based on the idea that ‘otherness’ related issues should be treated in the foreign language classroom as a means to achieve existential competence, the present study investigates the attitudes of Greek Cypriot EFL teachers to- wards the inclusion of gay- and lesbian-related topics in the EFL classroom. A 15-item questionnaire was designed and data was collected from 58 English language teachers in Cyprus. The results indicated that EFL teachers tended to have positive attitudes towards the use of gay- and lesbian- related topics in the classroom. Positive attitudes seemed to be caused by the belief that students would find such topics interesting and on the condition that they are part of the course-book. Negative attitudes seem to be formed because EFL teachers believe that they were ill-equipped to deal with the use of such topics and homophobia in the classroom. As it is generally teachers who play a large part in determining what constitutes allowable discourses in the classroom, their role becomes even more significant in evoking insights, enriching students’ educational experiences and creating an accepting classroom environment towards the discussion of gay- and lesbian-related topics.


Özet

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Test anxiety among displaced EFL learners in Khanik province, Kurdistan

Original Article International Journal of English Language, Literature and Translation Studies, Volume 3, Issue 3, 2016, Pages 137-147

Abstract

The major principle of this study was to find out the level of test anxiety among displaced EFL learners in basic schools in Khanik province in Kurdistan Region / Iraq. It also considered examining the possible differences among the variables of test anxiety and study performance, and the learners’ characteristics of age, gender and grade. Test Anxiety Questionnaire (TAQ, Nist and Diehl, 1990), which consisted of 10 items of five-point Likert scale, was used to collect data from 88 displaced EFL learners in basic schools in Kurdistan. These participants were selected from 8th and 9 th grade displaced EFL learners in basic schools in Khanik province. The data collections were analyzed by using descriptive statistics and t-test and ANOVA. The findings of the research revealed that displaced EFL learners in these two different grades had test anxiety (TA), whereas, female learners reported to be more anxious than male learners were and 9th grade students were found to be the most anxious learners. However, young learners scored to have a least TA than old learners in this study.


Özet

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Building Communities and Tolerance: Power, Ownership and Social Interactions among Young People in an English-Medium School in northern Cyprus

Original Article Quality & Quantity, Volume Online First, Issue -, 2017, Pages 1-16

Abstract

Learning and teaching of English language in foreign contexts is usually associated with possible economic gains that it may bring. However, there are other and possibly more immediate implications of such instruction, especially on the way young people interact in schools where English is the medium of instruction. Using Bourdieu’s framework of capitals, the current study aims to explore how English language is perceived and used among young people from Turkish language backgrounds in a private school in the northern part of Cyprus where English is the medium of both instruction and communication. It also investigates whether students’ attitudes towards this language have any impact on the building of communities and tolerance when it comes to cultural diversity in and outside the classroom. Analysis of the data, which was collected through in-class ethnographic observations and informal chats with young people, showed that students who possessed a higher amount of linguistic capital in English were also perceived as popular and academically superior by all of the participants in this particular school. While linguistic abilities in English played a significant part in determining the access rights to certain peer groups, students whose first language was Turkish tended to capitalize on this skill to support each other to achieve academic success. Thus, language appeared to be a dividing factor rather than a bridge, which affected the school’s culture of tolerance negatively.


Özet

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I don't think Turkish used here is normal": Language attitudes of Turkish university students towards Cypriot Turkish

Original Article Quality & Quantity, Volume Online First, Issue -, 2017, Pages --

Abstract

As a significant factor in social relationships, language attitudes of students are important to explore when building a school culture of tolerance. This study examines the language attitudes of university students from Turkey towards Cypriot Turkish (CT) and Standard Turkish. A mixed methods approach was adopted where 94 Turkish university students studying in the northern part of Cyprus where the two varieties are spoken, responded to a questionnaire in the first phase. The results of the analysis of this survey showed that the participants had somewhat negative attitudes towards CT. In the second phase of the study, where three focus groups were conducted, the findings of the first phase were confirmed. Intertwined with discourses of class, the participants specifically referred to “correctness” and “intelligibility” as important issues for their evaluations of CT and its speakers. CT was also perceived as an important marker of Turkish Cypriotness by the participants and was projected to be lower than any other variety of Turkish spoken in Turkey.


Özet

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Post-graduate students’ attitudes towards content area reading in English: A case study

Original Article International Journal of Economic Perspectives – Special Issue on New Educational Developments in an Emerging Small Island Economy, Volume 11, Issue 1, 2017, Pages 561-572

Abstract

The current study was designed to explore the attitudes of post-graduate students with regard to content area reading in English (CARE) as part of their academic studies in Near East University in North Cyprus. In addition, it sought to explore whether these attitudes varied based on level of study, field of study and first language. A total of 300 students participated in the study by providing their responses to a researcher-made questionnaire. The collected data were analyzed using descriptive statistics, t-tests and ANOVA (Analysis of Variance). The main findings indicated that post-graduate students had positive attitudes overall towards reading CARE. They expressed their unwillingness to read obligatory texts as well as their need to be taught helpful reading strategies. In addition, several significant differences were found among the participants based on the focal variables. Based on these results, it is recommended that post-graduate students are provided with seminars and training sessions with regard to specific reading strategies that they may need in their studies. They should also be given options to choose from when they are asked to read academic texts.


Özet

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Reflections on Employing Innovative Approaches in an Academic Writing Course

Original Article Ponte, Volume 73, Issue 8, 2017, Pages 23-33

Abstract

There are many factors that affect the teaching-learning process in the classroom. These factors range from contextual ones, such as time and available materials, to factors related to the teachers' preferred learning and teaching methodologies. In order to provide the best possible learning experience for their students and meet the objectives of a given course, teachers sometimes merge and eclectically adopt different methodologies. While this is usually suggested as the best approach to teaching any subject in theory, it raises challenges in practice. This paper aims to reflect on such challenges faced in an academic writing course designed with a blended learning approach for pre-service English language teachers. It also aims to make practical suggestions to lecturers working in tertiary education institutions in coping with such challenges. The data and results presented in this study was gathered and analyzed as part of a larger action research project, where the process genre model in the teaching of English as a foreign language writing was employed in both classroom (pen-And-paper) and online work assigned to the students as part of the advanced writing course they were enrolled in. The participants were also engaged in peer, collaborative and teacher written corrective feedback for both modes of instruction. Qualitative data was collected through a research journal, which was kept by the lecturer from the beginning to the end of the course. In addition, individual interviews with the participating students were carried out at the end of the course to elicit their perspectives on their learning experiences and challenges they may have faced during the course. The results indicated that the students' experiences in previous writing courses had a considerable impact on their attitudes towards producing multiple drafts and online work. In other words, students who were exposed to product oriented teaching and learning of writing in their early stages of language learning, had developed negative attitudes towards the process approach, which presented itself as an important challenge in encouraging students to produce multiple drafts of the same writing work. In addition, collaborative work and peer feedback also proved to be problematic with adult learners. They reported that they believed the lecturer to be the best source of knowledge, hence not trusting feedback given by their peers. The results of the study indicated, however, that if lecturers of writing courses in tertiary education institutions are persistent and keep motivating their learners, the students,who initially resist change, later appreciate the benefits.


Özet

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Empirical Studies on Parenting Styles: A Trend Analysis

Original Article International Journal of Educational Sciences, Volume 19, Issue 2-3, 2017, Pages 152-158

Abstract

The purpose of this study was to examine the existing trends in research on parenting styles (PS) published in selected professional sources during the period of 2008–2017. Content analysis was used to investigate scientific articles related to PS. There was a total of 530 articles which were found to be relevant to the purpose of this study. The results of the analysis showed that the articles related to parenting styles have remained considerably high over the years because of the importance and seriousness of its role in an adolescent’s character and personality building. Considering the low number of qualitative studies, it is recommended that further studies should employ this approach to investigate various aspects of parenting styles in depth. Moreover, interventions should be carried out to improve and enhance the effectiveness of parenting and consequently the psychosocial success of adolescents.


Özet

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Pen-and-paper or online? An academic writing course to teacher-trainees

Original Article Cogent Education, Volume 5, Issue 1, 2018, Pages 1-15

Abstract

This study attempted to examine the effectiveness of a writing course designed with the process genre approach and a blended learning approach (BLA) for teacher trainees, who are at the same time English as a foreign language learners. An action research was designed to implement the course content and collect data in relation to the students’ performances in pen-and-paper and online modes of teaching and learning. The results indicated that the participants’ performances in essay writing improved significantly both during pen-and-paper work and online work. However, when their performances were compared in the two modes of teaching, it appeared that the participants produced better written products when they were taught using the BLA.


Özet

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Currrent Teaching

  • 2018 GÜZ

    RESEARCH METHODS & PAPER WRITING

    The course aims to provide students with information regarding scientific research methods used in English Language Studies. It aims to equip them with skills to reach information through critical scientific approaches and report these using standardised styles.

  • 2018 GÜZ

    SCIENTIFIC RESEARCH METHODS

    The course aims to provide students with information regarding scientific research methods used in English Language Studies. It aims to equip them with skills to reach information through critical scientific approaches and report these using standardised styles.

  • 2018 GÜZ

    LANGUAGE PLANNING AND POLICY

    .

  • 2018 GÜZ

    Language Planning and Policy

    .

  • 2018 GÜZ

    SCHOOL EXPERIENCE

    .

  • 2018 GÜZ

    PRACTICUM

    The students are expected to observe and reflect on the practices of English language teachers in both public and private schools at different levels. The course also aims to help students experience teaching in a real classroom before graduation and reflect on this first practice teaching experience in order to improve their skills by using the feedback they receive from their instructors as well as the class teachers.

  • 2018 GÜZ

    SEMINAR IN ELT

    Identify and use significant extracts from the sources relevant to their research topics.

  • 2018 GÜZ

    THESIS

    oversee each step of an empirical study as it is carried out by the student

Teaching History

  • 2014 YAZ

    EFFECTIVE COMMUNICATION

    To help students improve their spoken English skills to enable them to communicate more effectively in English.

  • 2016 GÜZ

    ADVANCED RESEARCH TECHNIQUES

    The students are expected to understand the processes involved in designing empirical research studies as well as becoming competent in preparing well-designed and feasible research proposals.

  • 2017 YAZ

    PRACTICUM

    The students are expected to observe and reflect on the practices of English language teachers in both public and private schools at different levels. The course also aims to help students experience teaching in a real classroom before graduation and reflect on this first practice teaching experience in order to improve their skills by using the feedback they receive from their instructors as well as the class teachers.

  • 2016 GÜZ

    SCHOOL EXPERIENCE

    Provide students with the opportunity to observe and experience real life teaching of English language with real students.

  • 2017 GÜZ

    SCHOOL EXPERIENCE

    .

  • 2017 GÜZ

    PRACTICUM

    The students are expected to observe and reflect on the practices of English language teachers in both public and private schools at different levels. The course also aims to help students experience teaching in a real classroom before graduation and reflect on this first practice teaching experience in order to improve their skills by using the feedback they receive from their instructors as well as the class teachers.

  • 2016 BAHAR

    THESIS

    Oversee and supervise the empirical work carried out by the student

  • 2016 GÜZ

    THESIS

    Oversee and supervise the empirical work carried out by the student

  • 2016 GÜZ

    INTRODUCTION TO EDUCATION SCIENCE

    zzz

  • 2017 BAHAR

    PRACTICUM

    The students are expected to observe and reflect on the practices of English language teachers in both public and private schools at different levels. The course also aims to help students experience teaching in a real classroom before graduation and reflect on this first practice teaching experience in order to improve their skills by using the feedback they receive from their instructors as well as the class teachers.

  • 2015 GÜZ

    COUNSELLING

    The students are expected to develop an understanding of the general processes involved in counselling and be able to use the skills associated with this profession to help their students when they start teaching.

  • 2015 BAHAR

    THESIS

    oversee each step of an empirical study as it is carried out by the student

  • 2014 BAHAR

    THESIS

    Oversee and supervise the empirical work carried out by the student

  • 2015 BAHAR

    THESIS

    Oversee and supervise the empirical work carried out by the student

  • 2015 GÜZ

    THESIS

    Oversee and supervise the empirical work carried out by the student

  • 2016 GÜZ

    RESEARCH METHODS & PAPER WRITING

    The course aims to provide students with information regarding scientific research methods used in English Language Studies. It aims to equip them with skills to reach information through critical scientific approaches and report these using standardised styles.

  • 2016 GÜZ

    ENGLISH SYNTAX

    a

  • 2015 BAHAR

    MICRO-DISCOURSE ANALYSIS

    This course aims to give the students both theoretical and practical training in micro-discourse analysis by focusing on naturally occurring interactional language. It aims to enable them to carry out individual projects in relation to a selected topic to collect, transcribe and analyse such data with a focus on discourses that underlie the conversation.

  • 2016 GÜZ

    THESIS

    oversee each step of an empirical study as it is carried out by the student

  • 2017 GÜZ

    THESIS

    Oversee and supervise the empirical work carried out by the student

  • 2016 BAHAR

    EDUCATIONAL PSYCHOLOGY

    Students are expected to develop a critical perspective towards theories of different types of development and learning. They are also expected to understand the implications of these theories for classroom teaching.

  • 2016 BAHAR

    ADVANCED RESEARCH TECHNIQUES

    The students are expected to understand the processes involved in designing empirical research studies as well as becoming competent in preparing well-designed and feasible research proposals.

  • 2017 BAHAR

    SCHOOL EXPERIENCE

    .

  • 2016 GÜZ

    COUNSELLING

    The students are expected to develop an understanding of the general processes involved in counselling and be able to use the skills associated with this profession to help their students when they start teaching.

  • 2017 YAZ

    SEMINAR IN ELT

    Identify and use significant extracts from the sources relevant to their research topics.

  • 2016 GÜZ

    SCIENTIFIC RESEARCH METHODS

    The course aims to provide students with information regarding scientific research methods used in English Language Studies. It aims to equip them with skills to reach information through critical scientific approaches and report these using standardised styles.

  • 2016 GÜZ

    ADVANCED RESEARCH TECHNIQUES

    The students are expected to understand the processes involved in designing empirical research studies as well as becoming competent in preparing well-designed and feasible research proposals.

  • 2017 GÜZ

    COUNSELLING

    The students are expected to develop an understanding of the general processes involved in counselling and be able to use the skills associated with this profession to help their students when they start teaching.

  • 2017 BAHAR

    THESIS

    oversee each step of an empirical study as it is carried out by the student

  • 2017 GÜZ

    SCIENTIFIC RESEARCH METHODS

    The course aims to provide students with information regarding scientific research methods used in English Language Studies. It aims to equip them with skills to reach information through critical scientific approaches and report these using standardised styles.

  • 2017 BAHAR

    MICRO-DISCOURSE ANALYSIS

    This course aims to give the students both theoretical and practical training in micro-discourse analysis by focusing on naturally occurring interactional language. It aims to enable them to carry out individual projects in relation to a selected topic to collect, transcribe and analyse such data with a focus on discourses that underlie the conversation.

  • 2015 BAHAR

    SCIENTIFIC RESEARCH METHODS

    The course aims to provide students with information regarding scientific research methods used in English Language Studies. It aims to equip them with skills to reach information through critical scientific approaches and report these using standardised styles.

  • 2015 BAHAR

    EDUCATIONAL PSYCHOLOGY

    -

  • 2017 GÜZ

    ADVANCED RESEARCH TECHNIQUES

    The students are expected to understand the processes involved in designing empirical research studies as well as becoming competent in preparing well-designed and feasible research proposals.

  • 2017 YAZ

    SCHOOL EXPERIENCE

    .

  • 2014 BAHAR

    THESIS

  • 2017 GÜZ

    THESIS

    oversee each step of an empirical study as it is carried out by the student

  • 2015 BAHAR

    MICRO-DISCOURSE ANALYSIS

    This course aims to give the students both theoretical and practical training in micro-discourse analysis by focusing on naturally occurring interactional language. It aims to enable them to carry out individual projects in relation to a selected topic to collect, transcribe and analyse such data with a focus on discourses that underlie the conversation.

  • 2016 BAHAR

    SCIENTIFIC RESEARCH METHODS

    The course aims to provide students with information regarding scientific research methods used in English Language Studies. It aims to equip them with skills to reach information through critical scientific approaches and report these using standardised styles.

  • 2016 YAZ

    INTRODUCTION TO EDUCATIONAL SCIENCE

    .

  • 2017 GÜZ

    ADVANCED RESEARCH TECHNIQUES

    The students are expected to understand the processes involved in designing empirical research studies as well as becoming competent in preparing well-designed and feasible research proposals.

  • 2016 BAHAR

    ADVANCED RESEARCH METHODS

    The students are expected to understand the processes involved in designing empirical research studies as well as becoming competent in preparing well-designed and feasible research proposals.

  • 2015 GÜZ

    INTRODUCTION TO EDUCATION SCIENCE

    zzz

  • 2016 BAHAR

    PRACTICUM

    The students are expected to observe and reflect on the practices of English language teachers in both public and private schools at different levels. The course also aims to help students experience teaching in a real classroom before graduation and reflect on this first practice teaching experience in order to improve their skills by using the feedback they receive from their instructors as well as the class teachers.

  • 2016 GÜZ

    PRACTICUM

    The students are expected to observe and reflect on the practices of English language teachers in both public and private schools at different levels. The course also aims to help students experience teaching in a real classroom before graduation and reflect on this first practice teaching experience in order to improve their skills by using the feedback they receive from their instructors as well as the class teachers.

  • 2015 GÜZ

    ADVANCED RESEARCH TECHNIQUES

    The students are expected to understand the processes involved in designing empirical research studies as well as becoming competent in preparing well-designed and feasible research proposals.

  • 2016 GÜZ

    ADVANCED RESEARCH METHODS

    The students are expected to understand the processes involved in designing empirical research studies as well as becoming competent in preparing well-designed and feasible research proposals.

  • 2016 YAZ

    THESIS

    Oversee and supervise the empirical work carried out by the student

  • 2017 GÜZ

    RESEARCH METHODS & PAPER WRITING

    The course aims to provide students with information regarding scientific research methods used in English Language Studies. It aims to equip them with skills to reach information through critical scientific approaches and report these using standardised styles.

  • 2017 BAHAR

    SCIENTIFIC RESEARCH METHODS

    The course aims to provide students with information regarding scientific research methods used in English Language Studies. It aims to equip them with skills to reach information through critical scientific approaches and report these using standardised styles.

  • 2015 GÜZ

    EDUCATIONAL PSYCHOLOGY

  • 2016 BAHAR

    ADVANCED RESEARCH TECHNIQUES

    The students are expected to understand the processes involved in designing empirical research studies as well as becoming competent in preparing well-designed and feasible research proposals.

  • 2015 GÜZ

    ADVANCED RESEARCH TECHNIQUES

    The students are expected to understand the processes involved in designing empirical research studies as well as becoming competent in preparing well-designed and feasible research proposals.

  • 2015 BAHAR

    ADVANCED RESEARCH TECHNIQUES

    The students are expected to understand the processes involved in designing empirical research studies as well as becoming competent in preparing well-designed and feasible research proposals.

  • 2015 GÜZ

    ADVANCED RESEARCH METHODS

  • 2016 GÜZ

    ENGLISH SYNTAX

    a

  • 2016 BAHAR

    RESEARCH METHODS & PAPER WRITING

    The course aims to provide students with information regarding scientific research methods used in English Language Studies. It aims to equip them with skills to reach information through critical scientific approaches and report these using standardised styles.

  • 2016 BAHAR

    EDUCATIONAL PSYCHOLOGY

    Students are expected to develop a critical perspective towards theories of different types of development and learning. They are also expected to understand the implications of these theories for classroom teaching.

  • 2015 BAHAR

    EDUCATIONAL PSYCHOLOGY

    Students are expected to develop a critical perspective towards theories of different types of development and learning. They are also expected to understand the implications of these theories for classroom teaching.

  • 2017 BAHAR

    MICRO-DISCOURSE ANALYSIS

    This course aims to give the students both theoretical and practical training in micro-discourse analysis by focusing on naturally occurring interactional language. It aims to enable them to carry out individual projects in relation to a selected topic to collect, transcribe and analyse such data with a focus on discourses that underlie the conversation.

  • 2014 BAHAR

    SCHOOL EXPERIENCE

    Provide students with the opportunity to observe and experience real life teaching of English language with real students.

  • 2015 GÜZ

    SCHOOL EXPERIENCE

    Provide students with the opportunity to observe and experience real life teaching of English language with real students.

  • 2017 GÜZ

    ADVANCED RESEARCH METHODS

    The students are expected to understand the processes involved in designing empirical research studies as well as becoming competent in preparing well-designed and feasible research proposals.

  • 2016 BAHAR

    THESIS

    oversee each step of an empirical study as it is carried out by the student

  • 2015 YAZ

    ORAL EXPRESSION AND PUBLIC SPEAKING

    This course aims at familiarizing students with the skills necessary to collect, analyze, and select information relevant to their presentations and to help them adopt the required skills for public speech.

  • 2017 BAHAR

    RESEARCH METHODS & PAPER WRITING

    The course aims to provide students with information regarding scientific research methods used in English Language Studies. It aims to equip them with skills to reach information through critical scientific approaches and report these using standardised styles.

  • 2017 GÜZ

    PRINCIPLES AND METHODS OF TEACHING

    -

At My Office

Department of English Language Teaching Faculty of Arts and Sciences Room 5H - 112