Chairperson
Near East University, English Language Teaching
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.
Near East University, English Language Teaching
Near East University, English Language and Literature
Near East University, English Language Teaching
Faculty of Political Sciences, Ankara University, Preparatory School
Curriculum and Language Instruction
Ankara University
English Language Education
Gazi University
Foreign Language Education
Middle East Technical University
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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.
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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.
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.
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.
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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.
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Identify and use significant extracts from the sources relevant to their research topics!
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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
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
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
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
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
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
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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Oversee and supervise the empirical work carried out by the student
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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.
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.
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.
Identify and use significant extracts from the sources relevant to their research topics.
Identify and use significant extracts from the sources relevant to their research topics.
Identify and use significant extracts from the sources relevant to their research topics.
Identify and use significant extracts from the sources relevant to their research topics.
Identify and use significant extracts from the sources relevant to their research topics.
Identify and use significant extracts from the sources relevant to their research topics.
Identify and use significant extracts from the sources relevant to their research topics.
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Identify and use significant extracts from the sources relevant to their research topics!
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Identify and use significant extracts from the sources relevant to their research topics!
Identify and use significant extracts from the sources relevant to their research topics.
Identify and use significant extracts from the sources relevant to their research topics.
Identify and use significant extracts from the sources relevant to their research topics!
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Identify and use significant extracts from the sources relevant to their research topics!
Identify and use significant extracts from the sources relevant to their research topics.
Identify and use significant extracts from the sources relevant to their research topics.
Identify and use significant extracts from the sources relevant to their research topics.
Identify and use significant extracts from the sources relevant to their research topics.
Identify and use significant extracts from the sources relevant to their research topics.
Identify and use significant extracts from the sources relevant to their research topics.
Identify and use significant extracts from the sources relevant to their research topics.
Oversee and supervise the empirical work carried out by the student
Oversee and supervise the empirical work carried out by the student
Oversee and supervise the empirical work carried out by the student
oversee each step of an empirical study as it is carried out by the student
oversee each step of an empirical study as it is carried out by the student
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oversee each step of an empirical study as it is carried out by the student
oversee each step of an empirical study as it is carried out by the student
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oversee each step of an empirical study as it is carried out by the student
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Oversee and supervise the empirical work carried out by the student
Oversee and supervise the empirical work carried out by the student
Oversee and supervise the empirical work carried out by the student
Oversee and supervise the empirical work carried out by the student
Oversee and supervise the empirical work carried out by the student
Oversee and supervise the empirical work carried out by the student
Oversee and supervise the empirical work carried out by the student
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