Work Experience

  • Todate 2003

    Chairperson

    Near East University, English Language Teaching

  • Todate 2003

    Chairperson

    Near East University, English Language and Literature

  • 2003 2001

    Vice Chairperson

    Near East University, English Language Teaching

  • 1993 1989

    Education Coordinator

    Faculty of Political Sciences, Ankara University, Preparatory School

Education & Training

  • Ph.D. 2002

    Curriculum and Language Instruction

    Ankara University

  • Master1992

    English Language Education

    Gazi University

  • Bachelor1988

    Foreign Language Education

    Middle East Technical University

Honors, Awards and Grants

Research Projects

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Yapılandırmacı öğrenme ve derinlemesine düşünme.

Book Hitit , Volume -, Issue -, 2003, Pages -

Abstract

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Özet

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Report writing: A practical guide for language learners

Book Atlas , Volume -, Issue -, 2004, Pages -

Abstract

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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 -

Abstract

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Özet

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Proceedings of 3rd Interdisciplinary Conference on English Studies

Book IDEA Publications, Volume -, Issue -, 2014, Pages -

Abstract

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Özet

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deneme

Book sss, Volume -, Issue -, 2016, Pages -

Abstract

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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

General Publication Teaching Vocabulary, 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

Abstract


Özet

General Publication 3rd Interdisciplinary Conference on English Studies: Proceedings, 2016

Abstract


Özet

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

General Publication Hidden Instructions in Content Based Language Learning., 2016

Abstract


Özet

General Publication Constructivist Reflective learning Application: Electronic Learning Log, 2016

Abstract


Özet

General Publication Report writing: A practical guide for language learners., 2016

Abstract


Özet

General Publication Determining the instructional effectiveness of teachers’ verbal and non-verbal immediacy behaviours, 2016

Abstract


Özet

General Publication Yapılandırmacı öğrenme ve derinlemesine düşünme, 2016

Abstract


Özet

General Publication POSTMODERN EÄzÄ°TÄ°M: ELEÅzTÄ°REL VE SINIRSAL EÄzÄ°TÄ°M BÄ°LÄ°MÄ°, 2016

Abstract


Özet

General Publication Constructivist language learning, 2016

Abstract


Özet

General Publication Proceedings of Pains and Gains: New Trends in ELT; 1st International ELT Conference. Nicosia:, 2016

Abstract


Özet

General Publication Reflective practice in acquiring the English language reading skills, 2016

Abstract


Özet

General Publication Meta-Cognitive effectiveness of Reflective Learning Process, 2016

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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Currrent Teaching

  • 2019 Bahar

    ÇEVİRİ PROJESİ

  • 2019 Bahar

    TRANSLATION PROJECT II

  • 2019 Bahar

    TRANSLATION PRACTICUM

  • 2019 Bahar

    TRANSLATION PRACTICUM II

  • 2019 Bahar

    SEMINAR

  • 2019 Bahar

    DISSERTATION

    Oversee and supervise the empirical work carried out by the student

Teaching History

  • 2016 BAHAR

    ÇEVİRİ PROJESİ

  • 2017 BAHAR

    ÇEVİRİ PROJESİ

  • 2018 BAHAR

    ÇEVİRİ PROJESİ

  • 2015 GÜZ

    TRANSLATION PROJECT I

    -

  • 2016 GÜZ

    TRANSLATION PROJECT I

    -

  • 2017 GÜZ

    TRANSLATION PROJECT I

    -

  • 2018 GÜZ

    TRANSLATION PROJECT I

    -

  • 2019 GÜZ

    TRANSLATION PROJECT I

  • 2019 GÜZ

    TRANSLATION PROJECT I

    -

  • 2015 BAHAR

    TRANSLATION PROJECT II

    -

  • 2016 BAHAR

    TRANSLATION PROJECT II

    -

  • 2017 BAHAR

    TRANSLATION PROJECT II

    -

  • 2018 BAHAR

    TRANSLATION PROJECT II

  • 2018 BAHAR

    TRANSLATION PROJECT II

    -

  • 2016 BAHAR

    TRANSLATION PRACTICUM

  • 2017 BAHAR

    TRANSLATION PRACTICUM

  • 2018 BAHAR

    TRANSLATION PRACTICUM

  • 2015 GÜZ

    TRANSLATION PRACTICUM I

    -

  • 2016 GÜZ

    TRANSLATION PRACTICUM I

    -

  • 2017 GÜZ

    TRANSLATION PRACTICUM I

    -

  • 2018 GÜZ

    TRANSLATION PRACTICUM I

    -

  • 2019 GÜZ

    TRANSLATION PRACTICUM I

  • 2019 GÜZ

    TRANSLATION PRACTICUM I

    -

  • 2014 BAHAR

    TRANSLATION PRACTICUM II

  • 2015 BAHAR

    TRANSLATION PRACTICUM II

  • 2016 BAHAR

    TRANSLATION PRACTICUM II

  • 2017 BAHAR

    TRANSLATION PRACTICUM II

  • 2018 BAHAR

    TRANSLATION PRACTICUM II

  • 2018 GÜZ

    TRANSLATION PRACTICUM II

  • 2015 GÜZ

    TEACHING ENGLISH TO YOUNG LEARNERS

  • 2016 GÜZ

    TEACHING ENGLISH TO YOUNG LEARNERS

  • 2014 BAHAR

    LANGUAGE ACQUISITION

    A

  • 2015 GÜZ

    LANGUAGE ACQUISITION

    A

  • 2016 GÜZ

    LANGUAGE ACQUISITION

  • 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

  • 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

  • 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

  • 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

  • 2015 GÜZ

    LANGUAGE TEACHING PRACTICE

  • 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

  • 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

  • 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

  • 2015 BAHAR

    INNOVATIVE APPROACHES TO LANGUAGE TEACHING

  • 2015 BAHAR

    INNOVATIVE APPROACHES TO LANGUAGE TEACHING

    =

  • 2014 YAZ

    TRANSLATION OF LAW TEXTS

    -

  • 2014 BAHAR

    PROJECT IN ELT

    a

  • 2015 GÜZ

    PROJECT IN ELT

    a

  • 2015 BAHAR

    COMPARISON OF EDUCATION SYSTEMS

    -

  • 2016 GÜZ

    PRINCIPLES & METHODS OF TEACHING

  • 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.

  • 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.

  • 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.

  • 2016 BAHAR

    SEMINAR

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

  • 2017 BAHAR

    SEMINAR

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

  • 2016 GÜZ

    SEMINAR

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

  • 2017 GÜZ

    SEMINAR

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

  • 2018 GÜZ

    SEMINAR

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

  • 2016 YAZ

    SEMINAR

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

  • 2017 BAHAR

    SEMINAR

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

  • 2018 BAHAR

    SEMINAR

  • 2016 GÜZ

    SEMINAR

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

  • 2017 GÜZ

    SEMINAR

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

  • 2019 GÜZ

    SEMINAR

  • 2014 BAHAR

    SEMINAR IN ELT

  • 2015 GÜZ

    SEMINAR IN ELT

  • 2014 BAHAR

    SEMINAR IN ELT

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

  • 2015 BAHAR

    SEMINAR IN ELT

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

  • 2016 BAHAR

    SEMINAR IN ELT

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

  • 2015 GÜZ

    SEMINAR IN ELT

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

  • 2016 GÜZ

    SEMINAR IN ELT

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

  • 2017 GÜZ

    SEMINAR IN ELT

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

  • 2018 GÜZ

    SEMINAR IN ELT

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

  • 2018 BAHAR

    DISSERTATION

    Oversee and supervise the empirical work carried out by the student

  • 2019 GÜZ

    DISSERTATION

    Oversee and supervise the empirical work carried out by the student

  • 2015 BAHAR

    THESIS

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

  • 2016 BAHAR

    THESIS

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

  • 2015 GÜZ

    THESIS

  • 2016 GÜZ

    THESIS

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

  • 2017 GÜZ

    THESIS

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

  • 2018 GÜZ

    THESIS

    a

  • 2018 GÜZ

    THESIS

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

  • 2019 GÜZ

    THESIS

    a

  • 2018 YAZ

    THESIS

    a

  • 2014 BAHAR

    THESIS

    Oversee and supervise the empirical work carried out by the student

  • 2016 BAHAR

    THESIS

    Oversee and supervise the empirical work carried out by the student

  • 2017 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

    THESIS

    Oversee and supervise the empirical work carried out by the student

  • 2017 GÜZ

    THESIS

    Oversee and supervise the empirical work carried out by the student

  • 2018 GÜZ

    THESIS

    Oversee and supervise the empirical work carried out by the student

  • 2016 BAHAR

    PROBLEMS IN FOREIGN LANGUAGE TEACHING AND LEARNING

    A

  • 2017 BAHAR

    PROBLEMS IN FOREIGN LANGUAGE TEACHING AND LEARNING

    A

  • 2017 GÜZ

    PROBLEMS IN FOREIGN LANGUAGE TEACHING AND LEARNING

    A

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