Chairperson
Near East University, English Language Teaching
Biography
Associate Professor Dr. Mustafa Kurt completed his secondary education in Cyprus. After receiving his BA degree in Foreign Language Education from Middle East Technical University, he completed his MA in English Language Education at Gazi University and his PhD in Curriculum and Language Instruction at Ankara University. Before starting work at Near East University as an assistant professor, he had worked as a lecturer at Ankara and Bilkent Universities. His research interest is in teacher education, learning theories, educational technology, multiculturalism, multilingualism and language learning. Dr. Kurt has given workshops and lectures, conducted research and published articles on various topics pertaining to language teaching, literature and education.
Work Experience
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Todate 2003
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Todate 2003
Chairperson
Near East University, English Language and Literature
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2003 2001
Vice Chairperson
Near East University, English Language Teaching
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1993 1989
Education Coordinator
Faculty of Political Sciences, Ankara University, Preparatory School
Education & Training
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Ph.D. 2002
Curriculum and Language Instruction
Ankara University
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Master1992
English Language Education
Gazi University
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Bachelor1988
Foreign Language Education
Middle East Technical University
Honors, Awards and Grants
Research Summary
Additional language education;
Language Testing;
Literacy;
Cross-cultural Communication;
Linguistic Ethnography;
Cultural universals;
Sociolinguistics;
Language variation;
Linguistic discrimination;
Multilingualism ;
First or second language acquisition;
Language disorders;
Pragmatics;
Paralinguistics;
Language Planning;
Literature;
Critical Discourse Analysis;
Translation and Interpretation;
Semiotics ;
Technology in Language Teaching.
Interests
Research Projects
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TEST
Publications
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Abstract
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Özet
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Report writing: A practical guide for language learners
Book Atlas , Volume -, Issue -, 2004, Pages -
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Özet
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Proceedings of Pains and Gains: New Trends in ELT
Book IDEA Publications, Volume -, Issue -, 2011, Pages -
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Özet
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Proceedings of 3rd Interdisciplinary Conference on English Studies
Book IDEA Publications, Volume -, Issue -, 2014, Pages -
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Özet
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Determining the instructional effectiveness of teachers’ verbal and non-verbal immediacy behaviours
Conference Paper IV. National Congress of Educational Sciences, Anadolu University, Eskişehir, 1999, Pages 216-228
Abstract
Özet
Meta-Cognitive effectiveness of reflective learning process
Conference Paper XI. Congress of Educational Sciences, 2002
Abstract
Özet
Constructivist Reflective learning Application: Electronic Learning Log
Conference Paper International educational Technologies Symposium and Fair. Proceedings Vol: 2 TOJET , Volume 2, 2003
Abstract
Özet
Activating Metacognition through Online Learning Log (OLL).
Conference Paper International Educational Technology Conference. Proceedings of IETC2007 , Volume 2, Issue -, 2007, Pages -
Abstract
This study aims to investigate the activation process of metacognition of learners who systematically reflect on their learning using Online Learning Logs(OLL) which were designed to encourage them to think about learning. The study is qualitative and attempts to identify the metacognitive strategies of learners and their attitudes towards OLL. Twenty-five college students registered to Advanced Reading course offered by the department of English Language Teaching at Near East University, participated in the research. The findings of the study revealed that by writing in their OLLs, participants were able to activate their metacognition and use the four main metacognitive strategies; awareness, organisation and planning, monitoring and evaluation. The study indicated the effectiveness of using OLLs in learning situations and strongly recommended that they should be used more frequently.
Özet
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http://www.ingentaconnect.com/content/prin/ed/2015/00000135/00000003/art00007
General Publication Which methodology works better? English language teachers awareness of the innovative language learning methodologies, 2016
Abstract
Özet
http://www.ingentaconnect.com/content/prin/ed/2014/00000134/00000003/art00008
General Publication Collaborative assessment: Fostering ownership in assessment, 2016
Abstract
Özet
http://www.qou.edu/english/conferences/firstNationalConference/pdfFiles/zaidOdeh.pdf
General Publication Reflective practice and its role in stimulating personal and professional growth, 2016
Abstract
Özet
http://search.proquest.com/openview/73cfcf20c230a39168255e950b55e25f/1?pq-origsite=gscholar
General Publication Space-centred English language learning: The Cyprus case, 2016
Abstract
Özet
http://sproc.org/archives/index.php/cjes/article/viewArticle/11
General Publication Postmodern education: Critical and border pedagogies, 2016
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http://onlinelibrary.wiley.com/doi/10.1111/jade.12094/full
General Publication Improving Design Understandings and Skills through Enhanced Metacognition: Reflective Design Journals, 2016
Abstract
Özet
http://eric.ed.gov/?id=ED500092
General Publication Activating Metacognition through Online Learning Log (OLL)., 2016
Abstract
Özet
Abstract
Özet
General Publication Determining the instructional effectiveness of teachers’ verbal and non-verbal immediacy behaviours, 2016
Abstract
Özet
Abstract
Özet
General Publication Proceedings of Pains and Gains: New Trends in ELT; 1st International ELT Conference. Nicosia:, 2016
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Özet
Abstract
Özet
Postmodern Education: Critical and Border Pedagogies
Original Article Cypriot Journal of Educational Sciences, Volume 1, Issue 2, 2006, Pages 84-93
Abstract
This article discusses the influence of postmodernism on education and investigates the main effects of postmodern philosophy on social sciences. It is clearly stated in the article that the effects of postmodernism cannot only be limited to art and logically it should have an effect on education as well. This effect, described as the postmodern educational approach, emphasizes that the rudiments of popular culture should also be incorporated to education and therefore to curricula. Postmodern educational approach also accentuates the significance of allowing ‘others’ who have never possessed the opportunity to articulate their standpoints and desires to have a say in their own education. The concrete reflections of postmodern educational approach can be perceived in Critical and Border Pedagogies theorized by Henry A. Giroux. Critical pedagogy aspires to educate individuals who do not accept occurrences as they are and are critical of the knowledge they construct all through their education. Only by this way these individuals will be able to discover their own voices, improve their civilian consciousness by taking risks, and acquire the ability of staying alive and functioning within social relations, traditions and experiences. Border pedagogy is as well a product of postmodern philosophy. It defends counter-text as opposed to the official ones offered, presented and imposed to learners. Counter-consciousness represents the critical analysis of how the present reads the past and how the past informs the present. This practice of course results in the re-evaluation of memories and traditions. Memories are the stories which were forgotten or ignored with the support of preserved traditions. It is therefore concluded in the article that postmodern educational approach is the critical examination towards dismissing the main narratives and discourses which manipulate and configure the curriculum of schools. It is the struggle exercised towards the recognition of the suppressed in forgotten or ignored histories, texts, memories, experiences, and social discourses and narratives.
Özet
Bu makale postmodernizmin eğitim üzerindeki etkisini tartışır ve postmodern anlayışın sosyal bilimlere olan ana etkilerini araştırır. Makale postmodernizmin, sanatla sınırlı olamayacağını, doğal olarak eğitimi de etkileyeceğini ileri sürmektedir. Postmodern eğitim anlayışı olarak tanımlanan bu etki, popüler kültürün ana unsurlarının eğitim ile, dolayısıyla da öğretim programlarıyla bütünleşmesi gereğini vurgular. Postmodern eğitim anlayışı, görüşleri ve isteklerini hiçbir zaman açıklama fırsatı verilmemiş “öteki”nin de kendi eğitiminde söz sahibi olması gerektiğini öne sürmektedir. Postmodern eğitim anlayışının somut yansımaları Giroux tarafından kuramlaştırılan “Eleştirel” ve “Sınırsal” eğitim bilimlerinde gözlenebilir. Eleştirel eğitim bilimi, olayları olduğu gibi kabul etmeyen ve oluşturdukları bilgiye eleştirel yaklaşan bireyler yetiştirmeyi amaçlar. Ancak bu yolla bireyler kendi seslerini ortaya çıkarabilir, riskler alarak sivil bilinç ve duyarlılıklarını geliştirebilir ve sosyal ilişkiler, gelenek ve deneyimlerde etkili olup, yaşamda kalabilme yeteneğine sahip olabilirler. Sınırsal eğitim bilimi de postmodern felsefenin bir ürünüdür. Öğrenenlere sunulmuş, önerilmiş, ve dayatılmış metinler yerine karşı-metini savunur. Karşı-bilinç, şimdinin geçmişi nasıl okuduğunu, geçmişin de şimdiyi nasıl bilgilendirdiğinin eleştirel analizini temsil eder. Bu pratik de anımsama ve geleneklerin yeniden değerlendirilmesine neden olur. Anımsamalar, korunan geleneklerin yardımıyla unutulmuş veya gömemezlikten gelinen öykülerdir. Sonuçta, postmodern eğitim anlayışı, okulların programlarını biçimlendiren ve manipüle eden ana anlatı ve söylemlerin sonlandırılması yönünde yapılan eleştirel sınamadır. Sosyal söylem ve anlatılar, deneyimler, anımsamalar, metinler ve tarihlerde unutulmuş veya gömemezlikten gelinen bastırılmışın var olması yönünde verilen savaşımıdır.
Space-centred English language learning: The Cyprus case
Original Article English Teaching: Practice and Critique, Volume 12, Issue 2, 2013, Pages 76-101
Abstract
Özet
Collaborative Assessment: Fostering Ownership in Assessment
Original Article Education, Volume 134, Issue 3, 2014, Pages 332-339
Abstract
This paper focuses on the results of a study conducted to explore the effects of collaborative assessment. Forty college students studying at the English Language Teaching Department participated in the study. During the study the participants were briefed about the principles and practices of collaborative and self-assessment and were given the criteria developed in line with the course requirements. They were also informed that at the end of the course they would have the opportunity to evaluate their performance with their instructor. All participants were allocated 15 minutes to justify their mark by referring to their language learning experience in class, discuss it with their instructors and finally agree on a joint mark with their instructors. After the evaluation, the participants were interviewed and were asked four questions about the process of collaborative assessment. The answers and the comments of the participants about the process constituted the main part of this qualitative research. The analysis of the results suggests that the research participants find the entire process very successful and functional.
Özet
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Which Methodology Works Better? English Language Teachers' Awareness of the Innovative Language Learning Methodologies.
Original Article Education, Volume 135, Issue 3, 2015, Pages 309-322
Abstract
The present study investigated whether English language teachers were aware of the innovative language learning methodologies in lan- guage learning, how they made use of these methodologies and the leaners’ reactions to them. The descriptive survey method was em- ployed to disclose the frequencies and percentages of 175 English language teachers’ responses. Findings revealed that almost all of the English language teachers knew Communicative Language Learning Methodology, but very few of them were aware of other 19 innovative language learning methodologies. Language teachers who made use of the innovative language learning methodologies found them effective. Similarly, language learners as well gave positive feedback about the implementations of these methodologies in their classes.
Özet
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Teaching
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Currrent Teaching
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2019 YAZ
SEMINAR
Identify and use significant extracts from the sources relevant to their research topics!
Teaching History
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2016 BAHAR
ÇEVİRİ PROJESİ
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2017 BAHAR
ÇEVİRİ PROJESİ
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2018 BAHAR
ÇEVİRİ PROJESİ
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2019 BAHAR
ÇEVİRİ PROJESİ
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2015 GÜZ
TRANSLATION PROJECT I
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2016 GÜZ
TRANSLATION PROJECT I
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2017 GÜZ
TRANSLATION PROJECT I
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2018 GÜZ
TRANSLATION PROJECT I
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TRANSLATION PROJECT I
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2019 GÜZ
TRANSLATION PROJECT I
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2015 BAHAR
TRANSLATION PROJECT II
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2016 BAHAR
TRANSLATION PROJECT II
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2017 BAHAR
TRANSLATION PROJECT II
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2018 BAHAR
TRANSLATION PROJECT II
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2018 BAHAR
TRANSLATION PROJECT II
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2019 BAHAR
TRANSLATION PROJECT II
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2016 BAHAR
TRANSLATION PRACTICUM
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2017 BAHAR
TRANSLATION PRACTICUM
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2018 BAHAR
TRANSLATION PRACTICUM
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2019 BAHAR
TRANSLATION PRACTICUM
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2015 GÜZ
TRANSLATION PRACTICUM I
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2016 GÜZ
TRANSLATION PRACTICUM I
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2017 GÜZ
TRANSLATION PRACTICUM I
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2018 GÜZ
TRANSLATION PRACTICUM I
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2019 GÜZ
TRANSLATION PRACTICUM I
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2019 GÜZ
TRANSLATION PRACTICUM I
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2014 BAHAR
TRANSLATION PRACTICUM II
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2015 BAHAR
TRANSLATION PRACTICUM II
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2016 BAHAR
TRANSLATION PRACTICUM II
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2017 BAHAR
TRANSLATION PRACTICUM II
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2018 BAHAR
TRANSLATION PRACTICUM II
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2019 BAHAR
TRANSLATION PRACTICUM II
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2018 GÜZ
TRANSLATION PRACTICUM II
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2015 GÜZ
TEACHING ENGLISH TO YOUNG LEARNERS
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2016 GÜZ
TEACHING ENGLISH TO YOUNG LEARNERS
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2014 BAHAR
LANGUAGE ACQUISITION
A
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2015 GÜZ
LANGUAGE ACQUISITION
A
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2016 GÜZ
LANGUAGE ACQUISITION
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2015 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
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2016 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
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2014 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
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2015 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
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2015 GÜZ
LANGUAGE TEACHING PRACTICE
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2015 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
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2016 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
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2016 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
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2015 BAHAR
INNOVATIVE APPROACHES TO LANGUAGE TEACHING
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2015 BAHAR
INNOVATIVE APPROACHES TO LANGUAGE TEACHING
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2019 BAHAR
PHD QUALIFICATION
Oversee and supervise the empirical work carried out by the student
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2014 YAZ
TRANSLATION OF LAW TEXTS
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2014 BAHAR
PROJECT IN ELT
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2015 GÜZ
PROJECT IN ELT
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2015 BAHAR
COMPARISON OF EDUCATION SYSTEMS
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2016 GÜZ
PRINCIPLES & METHODS OF TEACHING
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2015 BAHAR
INNOVATIVE APPROACHES TO LANGUAGE TEACHING
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2014 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.
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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.
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2015 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.
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2016 BAHAR
SEMINAR
Identify and use significant extracts from the sources relevant to their research topics.
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2017 BAHAR
SEMINAR
Identify and use significant extracts from the sources relevant to their research topics.
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2016 GÜZ
SEMINAR
Identify and use significant extracts from the sources relevant to their research topics.
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2017 GÜZ
SEMINAR
Identify and use significant extracts from the sources relevant to their research topics.
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2018 GÜZ
SEMINAR
Identify and use significant extracts from the sources relevant to their research topics.
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2016 YAZ
SEMINAR
Identify and use significant extracts from the sources relevant to their research topics.
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2017 BAHAR
SEMINAR
Identify and use significant extracts from the sources relevant to their research topics.
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2018 BAHAR
SEMINAR
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2018 BAHAR
SEMINAR
Identify and use significant extracts from the sources relevant to their research topics!
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2019 BAHAR
SEMINAR
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2019 BAHAR
SEMINAR
Identify and use significant extracts from the sources relevant to their research topics!
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2016 GÜZ
SEMINAR
Identify and use significant extracts from the sources relevant to their research topics.
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2017 GÜZ
SEMINAR
Identify and use significant extracts from the sources relevant to their research topics.
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2019 GÜZ
SEMINAR
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2019 GÜZ
SEMINAR
Identify and use significant extracts from the sources relevant to their research topics!
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2014 BAHAR
SEMINAR IN ELT
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2015 GÜZ
SEMINAR IN ELT
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2014 BAHAR
SEMINAR IN ELT
Identify and use significant extracts from the sources relevant to their research topics.
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2015 BAHAR
SEMINAR IN ELT
Identify and use significant extracts from the sources relevant to their research topics.
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2016 BAHAR
SEMINAR IN ELT
Identify and use significant extracts from the sources relevant to their research topics.
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2015 GÜZ
SEMINAR IN ELT
Identify and use significant extracts from the sources relevant to their research topics.
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2016 GÜZ
SEMINAR IN ELT
Identify and use significant extracts from the sources relevant to their research topics.
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2017 GÜZ
SEMINAR IN ELT
Identify and use significant extracts from the sources relevant to their research topics.
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2018 GÜZ
SEMINAR IN ELT
Identify and use significant extracts from the sources relevant to their research topics.
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2018 BAHAR
DISSERTATION
Oversee and supervise the empirical work carried out by the student
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2019 BAHAR
DISSERTATION
Oversee and supervise the empirical work carried out by the student
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2019 GÜZ
DISSERTATION
Oversee and supervise the empirical work carried out by the student
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2015 BAHAR
THESIS
oversee each step of an empirical study as it is carried out by the student
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2016 BAHAR
THESIS
oversee each step of an empirical study as it is carried out by the student
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2019 BAHAR
THESIS
a
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2015 GÜZ
THESIS
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2016 GÜZ
THESIS
oversee each step of an empirical study as it is carried out by the student
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2017 GÜZ
THESIS
oversee each step of an empirical study as it is carried out by the student
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2018 GÜZ
THESIS
a
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2018 GÜZ
THESIS
oversee each step of an empirical study as it is carried out by the student
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2019 GÜZ
THESIS
a
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2018 YAZ
THESIS
a
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2014 BAHAR
THESIS
Oversee and supervise the empirical work carried out by the student
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2016 BAHAR
THESIS
Oversee and supervise the empirical work carried out by the student
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2017 BAHAR
THESIS
Oversee and supervise the empirical work carried out by the student
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2015 GÜZ
THESIS
Oversee and supervise the empirical work carried out by the student
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2016 GÜZ
THESIS
Oversee and supervise the empirical work carried out by the student
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2017 GÜZ
THESIS
Oversee and supervise the empirical work carried out by the student
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2018 GÜZ
THESIS
Oversee and supervise the empirical work carried out by the student
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2016 BAHAR
PROBLEMS IN FOREIGN LANGUAGE TEACHING AND LEARNING
A
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2017 BAHAR
PROBLEMS IN FOREIGN LANGUAGE TEACHING AND LEARNING
A
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2017 GÜZ
PROBLEMS IN FOREIGN LANGUAGE TEACHING AND LEARNING
A
Gallery
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