Work Experience

  • 20 2012

    LECTURER

    NEAR EAST UNIVERSITY, ENGLISH LANGUAGE TEACHING

  • 2012 2005

    ENGLISH INSTRUCTOR

    NEAR EAST UNIVERSITY, PREPARATORY SCHOOL

  • 2005 2003

    ENGLISH INSTRUCTOR

    CYPRUS INTERNATIONAL UNIVERSITY, PREPARATORY SCHOOL

Education & Training

  • Ph.D. 2014

    ENGLISH LANGUAGE EDUCATION

    NEAR EAST UNIVERSITY

  • Master2007

    ENGLISH LANGUAGE TEACHING

    NEAR EAST UNIVERSITY

  • Bachelor2003

    ENGLISH LANGUAGE TEACHING

    NEAR EAST UNIVERSITY

Honors, Awards and Grants

Research Projects

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http://dergipark.ulakbim.gov.tr/iuayefd/article/view/1023022102

General Publication REASONS FOR THE TEACHERSUSES OF CODE-SWITCHING IN ADULT EFL CLASSROOMS, 2016

Abstract


Özet

http://scholar.google.com/scholar?cluster=14231435564277811139&hl=en&oi=scholarr

General Publication THE IMPACT OF INTRODUCING BLENDED LEARNING IN AN EFL WRITING COURSE: AN ACTION RESEARCH, 2016

Abstract


Özet

http://eric.ed.gov/?id=EJ1057357

General Publication Three Preparatory Schools Syllabus Designs in the Turkish Republic of Northern Cyprus., 2016

Abstract


Özet

http://dergipark.gov.tr/iuayefd/issue/8799/109983

General Publication YETÄ°ÅzKÄ°NLERE YÖNELÄ°K Ä°NGLÄ°ZCE SINIFLARINDA ÖÄzRETMENLERÄ°N DÄ°L DEÄzÄ°ÅzÄ°MÄ° KULLANIMLARININ SEBEPLERÄ°, 2016

Abstract


Özet

Three Preparatory Schools Syllabus Designs in the Turkish Republic of Northern Cyprus

Original Article EGITIM ARASTIRMALARI-EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, Volume *, Issue -, 2012, Pages -

Abstract

-


Özet

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Three Preparatory Schools’ Syllabus Designs in the T.R.N.C.

Original Article EJER Journal, Volume ., Issue 47, 2012, Pages 41-58

Abstract

Problem Statement: Curriculum development involves the process of planning, setting up and running courses. The knowledge about designing syllabi, making choices of content and materials and assessing student performances plays an important role in curriculum development. Syllabus design is one aspect of curriculum development. It covers the kind of materials that are adopted and the ways they will be exploited for the classroom teaching. Choosing a syllabus is a major decision in language teaching. Therefore, it should be made as conscientiously and with as much information as possible. Purpose of Study: The purpose of the study is to examine the syllabus designs used in the three preparatory schools of the three universities in the Turkish Republic of Northern Cyprus (TRNC) and make suggestions on how to improve these syllabus designs. Methods: A qualitative research method was used in this study. An interview schedule was used to collect data. The study was conducted with 27 participants from the preparatory schools of the three universities in the TRNC. The data were broken into categories followed by thematic coding. Findings and Results: The findings show that two universities are still using the traditional product-oriented approach (in other words, the grammarbased syllabus design), while one university is using a process-oriented approach with a skill-based syllabus design. Conclusions and Recommendations: The integrated syllabus design seems to be the most beneficial design type, as it involves the use of language skills,


Özet

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REASONS FOR THE TEACHERSUSES OF CODE-SWITCHING IN ADULT EFL CLASSROOMS

Original Article Hasan Âli Yücel Eğitim Fakültesi Dergisi, Volume *, Issue -, 2013, Pages -

Abstract

-


Özet

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Reasons For The Teachers’ Uses Of Code-Switching in Adult EFL Classrooms.

Original Article Hasan Ali Yucel Education Faculty Journal. Istanbul University,, Volume ., Issue 20,, 2013, Pages 69-82.

Abstract

Code-switching used to be strongly associated with bilinguals’ perceived inability to master two languages properly, hence moving from one language to the other whenever the speaker didn’t have the necessary linguistic skills in the language of the conversation. In language classrooms, it would even be seen as detrimental to the mastery of the target language. However, code-switching, i.e. the act of switching from one linguistic code to another within the same discourse, has become the focus of recent research studies as a positive element of teaching and learning in language classrooms. 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 classroom. 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

Dil değiştirme geçmişte ikidilli kişilerin konuşmanın mevcut dilinde yeterli dil becerilerine sahip olmamaları sebebiyle bir dilden diğerine kaymaları olarak algılandığı gibi, kullandıkları her iki dili de gereğince öğrenememiş olmaları sonucuyla bağdaştırılmaktaydı. Dil öğreniminde ise çoğunlukla hedef dilin öğrenilme sürecine hasar veren bir olay olarak görülebilmektedir. Fakat dil değiştirme, diğer bir değişle aynı söylem içerisinde bir dilden diğer dile geçme eylemi, yakın zamanda yapılan araştırmalarda dil sınıflarının olumlu bir parçası olarak karşımıza çıkmaktadır. Bu bağlamda, şimdiki çalışmada Kuzey Kıbrıs’taki özel bir üniversitenin İngilizce hazırlık okulunda ders veren öğretmenlerin dil değiştirme eylemleri incelenmektedir. Sosyodilbilimsel bir bakış açısıyla gerçekleştirilen çalışmada dört (iki ikidilli, bir ana dili Türkçe, bir de ana dili İngilizce olan) İngilizce öğretmeninin sınıf içerisindeki konuşmaları ve etkileşimleri ses kaydına alınarak incelenmiştir. Buna ek olarak öğretmenlerin kendi dil değiştirme eylemlerine yönelik bakış açılarını inceleyebilmek için takiben sınıf içi ses kayıtlarının dinletildiği birebir görüşmeler gerçekleştirilmiştir. Yapılan analizlerin ışığında bütün katılımcı öğretmenlerin dil değiştirmeyi sınıf içerisinde farklı amaçlar için kullandıkları ve özenli kullanıldığı zaman dil değiştirmenin önemli bir öğrenim aracı olabileceğine inandıkları ortaya çıkmıştır.

THE IMPACT OF INTRODUCING BLENDED LEARNING IN AN EFL WRITING COURSE: AN ACTION 

Original Article , Volume *, Issue -, 2014, Pages -

Abstract

-


Özet

-

Currrent Teaching

  • 2017 YAZ

    LANGUAGE TEACHING METHODOLOGY I

    A

  • 2017 YAZ

    LANGUAGE TEACHING METHODOLOGY II

    =

Teaching History

  • 2015 BAHAR

    ADVANCED READING AND WRITING SKILLS II

    -

  • 2014 BAHAR

    LEXICAL COMPETENCE

    a

  • 2015 GÜZ

    COMPOSITION I

    --

  • 2017 BAHAR

    LANGUAGE TEACHING PRACTICE

    Introduce the latest developments in learning theories and methodologies, Guide students to be more critical about language teaching practices, Equip students with the necessary knowledge, standpoints and evaluations regarding learning theories and language teaching methodologies by involving them in the process of researching and evaluating the learning theories and language learning methodologies

  • 2016 GÜZ

    ADVANCED READING AND WRITING I

    -

  • 2015 GÜZ

    LANGUAGE ACQUISITION

    N

  • 2016 GÜZ

    ADVANCED GRAMMAR 

    -

  • 2014 BAHAR

    READING & INTERPRETATION I

    a

  • 2015 GÜZ

    READING & INTERPRETATION I

    a

  • 2015 YAZ

    ADVANCED READING AND WRITING II

    A

  • 2016 GÜZ

    WRITING SKILLS

    -

  • 2017 GÜZ

    LANGUAGE TEACHING METHODOLOGY II

    =

  • 2015 GÜZ

    LANGUAGE TRANSFER

    -

  • 2015 BAHAR

    LANGUAGE ACQUISITION

    N

  • 2014 BAHAR

    READING & INTERPRETATION II

    -

  • 2017 BAHAR

    LT METHODOLOGY I

  • 2017 GÜZ

    THESIS

    Oversee and supervise the empirical work carried out by the student

  • 2017 BAHAR

    LANGUAGE TEACHING PRACTICE

    Introduce the latest developments in learning theories and methodologies Guide students to be more critical about language teaching practices Equip students with the necessary knowledge, standpoints and evaluations regarding learning theories and language teaching methodologies by involving them in the process of researching and evaluating the learning theories and language learning methodologies

  • 2017 GÜZ

    LANGUAGE TEACHING PRACTICE

    Introduce the latest developments in learning theories and methodologies Guide students to be more critical about language teaching practices Equip students with the necessary knowledge, standpoints and evaluations regarding learning theories and language teaching methodologies by involving them in the process of researching and evaluating the learning theories and language learning methodologies

  • 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

    LANGUAGE ACQUISITION

    A

  • 2016 BAHAR

    ADVANCED READING AND WRITING II

    A

  • 2015 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.

  • 2014 BAHAR

    LT METHODOLOGY I

    A

  • 2017 BAHAR

    THESIS

    Oversee and supervise the empirical work carried out by the student

  • 2016 BAHAR

    DRAMA

    -

  • 2015 GÜZ

    ADVANCED READING AND WRITING I

    -

  • 2015 GÜZ

    APPROACHES TO ELT II

    By the end of the course, the students will; gain motivation on learning by building on their existing knowledge and have a chance to implement it in their micro teachings be engaged in teaching, learning as well as critical thinking in a positive athmosphere by discussing their level of satisfaction with the content of the course

  • 2017 GÜZ

    LANGUAGE TEACHING PRACTICE

    Introduce the latest developments in learning theories and methodologies, Guide students to be more critical about language teaching practices, Equip students with the necessary knowledge, standpoints and evaluations regarding learning theories and language teaching methodologies by involving them in the process of researching and evaluating the learning theories and language learning methodologies

  • 2017 BAHAR

    ADVANCED WRITING SKILLS

  • 2015 GÜZ

    LANGUAGE TRANSFER

    =

  • 2016 GÜZ

    COMPOSITION I

    --

  • 2016 BAHAR

    LANGUAGE TRANSFER

    =

  • 2017 GÜZ

    ADVANCED READING AND WRITING I

    -

  • 2016 GÜZ

    ADVANCED WRITING SKILLS

    develop research skills

  • 2015 GÜZ

    THESIS

  • 2016 BAHAR

    INNOVATIVE APPROACHES TO LANGUAGE TEACHING

    =

  • 2017 GÜZ

    DRAMA

    -

  • 2016 YAZ

    ADVANCED READING AND WRITING II

    A

  • 2017 BAHAR

    ADVANCED WRITING SKILLS

    develop research skills

  • 2014 BAHAR

    COMPOSITION II

    Critically analyse a literary text

  • 2015 BAHAR

    COMPOSITION II

    Critically analyse a literary text

  • 2016 BAHAR

    LANGUAGE TRANSFER

    -

  • 2015 BAHAR

    APPROACHES TO ELT II

    By the end of the course, the students will; gain motivation on learning by building on their existing knowledge and have a chance to implement it in their micro teachings be engaged in teaching, learning as well as critical thinking in a positive athmosphere by discussing their level of satisfaction with the content of the course

  • 2017 GÜZ

    LANGUAGE TEACHING PRACTICE

    Introduce the latest developments in learning theories and methodologies Guide students to be more critical about language teaching practices Equip students with the necessary knowledge, standpoints and evaluations regarding learning theories and language teaching methodologies by involving them in the process of researching and evaluating the learning theories and language learning methodologies

  • 2016 GÜZ

    ADVANCED GRAMMAR

    A

  • 2016 BAHAR

    THESIS

    a

  • 2015 GÜZ

    READING & INTERPRETATION II

    -

  • 2017 BAHAR

    LANGUAGE TEACHING METHODOLOGY I

    A

  • 2016 GÜZ

    LANGUAGE TEACHING METHODOLOGY I

  • 2015 BAHAR

    DRAMA

    -

  • 2017 BAHAR

    ADVANCED READING AND WRITING II

    A

  • 2014 BAHAR

    WRITING SKILLS II

  • 2015 GÜZ

    LANGUAGE TEACHING METHODOLOGY I

  • 2014 BAHAR

    ADVANCED WRITING

  • 2014 BAHAR

    ADVANCED WRITING SKILLS

    develop research skills

  • 2015 GÜZ

    LANGUAGE TRANSFER

  • 2015 GÜZ

    WRITING SKILLS

    -

  • 2014 BAHAR

    WRITING SKILLS II

    -

  • 2015 BAHAR

    WRITING SKILLS II

    -

  • 2015 BAHAR

    SCHOOL EXPERIENCE

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

  • 2016 BAHAR

    LT METHODOLOGY I

    A

  • 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

  • 2014 YAZ

    DRAMA

    -

  • 2016 YAZ

    LANGUAGE TEACHING METHODOLOGY II

    =

  • 2014 BAHAR

    VOCABULARY BUILDING

    a

  • 2015 BAHAR

    LANGUAGE ACQUISITION

  • 2014 BAHAR

    ADVANCED READING AND WRITING II

    A

  • 2015 BAHAR

    ADVANCED READING AND WRITING II

    A

  • 2016 GÜZ

    WRITING SKILLS

    -

  • 2014 BAHAR

    ASSESSMENT & EVALUATION

    a

  • 2015 GÜZ

    WRITING SKILLS

    -

  • 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

    LANGUAGE ACQUISITION

    A

  • 2016 GÜZ

    ADVANCED WRITING SKILLS

  • 2016 YAZ

    WRITING SKILLS II

    -

  • 2014 BAHAR

    VOCABULARY BUILDING

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