Suleyman Basaran | Dicle University (original) (raw)
Papers by Suleyman Basaran
Journal of Language and Linguistic Studies, Jun 30, 2018
The aim of this study is to investigate Turkish EFL students' and their instructors' perceptions ... more The aim of this study is to investigate Turkish EFL students' and their instructors' perceptions of using a learning management system (MyELT) in a blended learning context. The study was conducted at a state university with 129 preparatory class students, and 4 instructors of English. In order to collect data, a closeended questionnaire was used. Semi-structured interviews were conducted with the instructors. While the quantitative data was analysed by means of SPSS, the qualitative data was analysed through content analysis. The results indicated that the students generally have positive perceptions about the practicality of MyELT though they were not as sure about its usefulness. The findings showed no significant difference between male and female students' perceptions and between students who had easy and limited access to the internet. Similarly, no significant correlation was found between students' perceptions and their average grade scores. Although the instructors believed in the pedagogical value of the MyELT, they regarded it unsuccessful in their own context due to a number of reasons such as students' lack of required ICT skills and some technical failures.
Primar school student's perceptions about the isuals in their english course book
Enhancing Reading Comprehension Through Task-Based Writing Activities: An Experimental Study
The Reading Matrix : an International Online Journal, Dec 1, 2007
Shanlax International Journal of Education (Online), Mar 1, 2024
This study offers a descriptive analysis and classification of drama techniques that can be used ... more This study offers a descriptive analysis and classification of drama techniques that can be used in foreign language teaching. The aim is to provide language teachers and practitioners with accessible techniques that can be easily utilized in major stages and skills of the language teaching process as needed. The method of the study includes descriptive analysis and classification, resulting in the identification of five major categories of drama techniques. These include introduction and warm-up techniques, awareness-raising techniques, self-confidence and motivation techniques, techniques for speaking and listening skills, and techniques for reading and writing skills. For each category, several techniques were selected and described as examples. It is hoped that this study will make these techniques more available to teachers and researchers, ultimately improving language teaching practices. Since there seems to be no study in the literature on the classification of drama techniques in terms of language teaching, we hope that this study will fill an important gap.
TEZ7955Tez (Doktora) -- Çukurova Üniversitesi, Adana, 2010.Kaynakça (s. 181-202) var.xvi, 216 s. ... more TEZ7955Tez (Doktora) -- Çukurova Üniversitesi, Adana, 2010.Kaynakça (s. 181-202) var.xvi, 216 s. ; 29 cm.This mixed method study described the language learning beliefs and selfefficacy perceptions of first-year Turkish university students engaged in learning English as a foreign language. It focused on beliefs and self-efficacy perceptions they held before and after using podcasts as language learning objects for twelve weeks, and compared the results to find out whether there was a significant change. It also focused on the description of participants' views and feelings concerning podcasts and related tasks that were covered by the program. In order to investigate learners' self-efficacy perceptions of and beliefs about foreign language learning, Turkish versions of two questionnaires were distributed to 187 Turkish university students (purposive sampling): the BALLI to investigate language learning beliefs, and the English Self-Efficacy Scale to analyze the perceived sel...
Mokslo Darbai Transactions
Respectus Philologicus, 2013
This study aimed at identifying the possible effects of using English TV shows with captions on a... more This study aimed at identifying the possible effects of using English TV shows with captions on adult Turkish learners’ language learning motivation. It also investigated how learners perceived the use of captions as a language learning tool. Two different learner groups, A2 and B1, studied the printed captions of TV shows before watching them. Later, they watched the captioned shows three hours a week for approximately three months. The data from semi-structured interviews, questionnaires and observations indicated that captioned shows contributed to the instrumental motivation of the learners. The data also revealed that captions served as an aural and visual aid which played a very crucial role in comprehension. Watching captioned shows lowered the affective filter of the learners and resulted in interaction. In addition to being a major source of structural patterns, captions were used as a means of negotiation of meaning. Most important of all, captioned shows turned out to be ...
The ubiquitous use of Internet-based mobile devices in educational contexts means that mobile lea... more The ubiquitous use of Internet-based mobile devices in educational contexts means that mobile learning has become a plausible alternative to or a good complement for conventional classroom-based teaching. However, there is a lack of research that explores and defines the characteristics and effects of mobile language learning (LL) through language learning podcasts. This study aimed at investigating possible effects of the use of podcasts via mobile devices on LL beliefs. Using a pre-test-post-test research design, the Beliefs about Language Learning Inventory (BALLI) was given to a non-random convenience sample of 187 university students before and after the twelve-week podcast-based LL program. Collected data were analyzed by using descriptive statistics and a Wilcoxon signed rank test. For triangulation purposes and to gain deeper understanding of the process, qualitative data were collected with semi-structured interviews with 16 participants selected through quota sampling strategy. Detailed comparative analysis of BALLI and interview data revealed that podcasts had positive effects on certain types of LL beliefs.
Primary School Students’ Perceptions About the Visuals in Their English Course Book
ABSTRACT
Using DOTS Materials for the Professional Development of English Teachers in Turkey
Developing Online Language Teaching, 2015
WOS: 000384211300012
A Correlational Study of Turkish University Students’ Motivation to Learn English
ABSTRACT
Teaching English through Authentic Songs
Key words: Foreign language learning, Authentic songs, Method, Integration of four basic skills A... more Key words: Foreign language learning, Authentic songs, Method, Integration of four basic skills ABSTRACT The use of music and songs in language teaching has been widely investigated and many researchers have reported positive effects of songs on language learning . Findings of earlier research imply that it is possible to enrich students’ learning experiences by using songs. However, relevant literature does not provide a clear framework for utilizing authentic songs in language classes. This paper proposes a new method of utilizing authentic English songs in a four-step framework and discusses how language learning can be facilitated with this method. The four-step framework is described and techniques under each step are verified. Proposed method is expected to provide teachers of English as a foreign language with clear-cut guidelines for utilization of authentic songs and thus enable teachers to create an enjoyable classroom atmosphere and effective language learning activities which integrate and lead to development of four basic language skills.
Dil Öğrenme Podkestlerinin İngilizce Öz-Yeterlik Algisina Etkisi
International Journal of Language Academy, 2014
This study aims at investigating how blind and visually impaired students are taught English as a... more This study aims at investigating how blind and visually impaired students are taught English as a foreign language and analyzing the techniques and materials that EFL teachers utilize to teach English at schools for the visually impaired. Three English teachers of visually impaired elementary school children were interviewed and a forty-minute class of each teacher was observed. Content analysis procedures were followed to analyze transcribed interviews. Classroom observation provided insight about problems that the teachers encountered while teaching English to the visually impaired students, teaching techniques and materials used during the class, students' performance of tasks, and classroom management. Analyses of interview data introduced several themes including multiple impairments, family related problems, curriculum, verbalism, scarcity of resources, and prevalent use of traditional grammar-translation techniques by the teachers. Participants utilized almost the same teaching techniques and materials that are commonly used in Turkey to teach sighted students, which is contrary to suggestions in earlier research that the visually impaired have different social behavior and learning styles. Participants had several challenges and simply went on using the same techniques and materials. This seems to be because of the fact that none of the participants had any formal training about teaching English to students with visual impairments. The paper has several implications for policy-makers and practitioners including the suggestion that in-service training programs for EFL teachers who work at schools for the visually impaired should be re-evaluated and made more effective and those courses about teaching students with special needs should be included in EFL teacher training programs.
Based on earlier research findings that experience affects self-efficacy perception, the present ... more Based on earlier research findings that experience affects self-efficacy perception, the present study probes into possible effects of Elearning experiences on English self-efficacy by enabling participants to listen to language learning podcasts repetitively and do related task-based activities. It focuses on first-year university students' self-efficacy perceptions of listening, speaking, reading and writing at elementary, intermediate and advanced levels. Participants' self-efficacy perceptions concerning motivation and expectations are also analyzed. The quasi-experimental study has a pretest-posttest research design, in which a non-random convenience sample of 187 university students were given the English Self-Efficacy Scale before and after a 12-week podcast-based language learning program. Collected data are analyzed by using descriptive statistics and the Wilcoxon signed rank test. Wilcoxon test results show that there is a statistically significant difference in participants' perceptions of their listening comprehension, speaking, and reading skills. Self-efficacy perceptions concerning writing have improved significantly, as well. These findings support the idea that novel technology-based applications can have positive outcomes for language learning. However, participants' selfefficacy perception concerning reading and understanding advanced level stories did not improve significantly. The finding that participants' self-efficacy perceptions concerning advanced level of proficiency did not improve may be due to the fact that the level of the podcasts and related tasks covered by the program was elementary and that the program duration was insufficient for gaining high self-efficacy for advanced level skills in English.
The ubiquitous use of Internet-based mobile devices in educational contexts means that mobile lea... more The ubiquitous use of Internet-based mobile devices in educational contexts means that mobile learning has become a plausible alternative to or a good complement for conventional classroom-based teaching. However, there is a lack of research that explores and defines the characteristics and effects of mobile language learning (LL) through language learning podcasts. This study aimed at investigating possible effects of the use of podcasts via mobile devices on LL beliefs. Using a pre-test-post-test research design, the Beliefs about Language Learning Inventory (BALLI) was given to a nonrandom convenience sample of 187 university students before and after the twelveweek podcast-based LL program. Collected data were analyzed by using descriptive statistics and a Wilcoxon signed rank test. For triangulation purposes and to gain deeper understanding of the process, qualitative data were collected with semi-structured interviews with 16 participants selected through quota sampling strategy. Detailed comparative analysis of BALLI and interview data revealed that podcasts had positive effects on certain types of LL beliefs.
The aim of this study is to analyze the students' perceptions about the visuals in their course b... more The aim of this study is to analyze the students' perceptions about the visuals in their course book and the techniques employed by the teacher when using visuals to teach English. Also, it examines whether or not students' visuals-related perceptions differ significantly according to their gender and whether or not there is a significant correlation between students' age and their perceptions about visuals and the way they are used. The study included 89 fifth-year primary school students. A questionnaire was used to collect data. Findings of the study indicate that most of the students have positive perceptions about visuals in their course book and the techniques employed by the teacher when using these visuals to teach English. Another result of the study is that students' visuals-related perceptions differ significantly according to their gender. On the other hand, the correlation between participants' perceptions and their age seems to be rather weak.
Journal of Language and Linguistic Studies, Jun 30, 2018
The aim of this study is to investigate Turkish EFL students' and their instructors' perceptions ... more The aim of this study is to investigate Turkish EFL students' and their instructors' perceptions of using a learning management system (MyELT) in a blended learning context. The study was conducted at a state university with 129 preparatory class students, and 4 instructors of English. In order to collect data, a closeended questionnaire was used. Semi-structured interviews were conducted with the instructors. While the quantitative data was analysed by means of SPSS, the qualitative data was analysed through content analysis. The results indicated that the students generally have positive perceptions about the practicality of MyELT though they were not as sure about its usefulness. The findings showed no significant difference between male and female students' perceptions and between students who had easy and limited access to the internet. Similarly, no significant correlation was found between students' perceptions and their average grade scores. Although the instructors believed in the pedagogical value of the MyELT, they regarded it unsuccessful in their own context due to a number of reasons such as students' lack of required ICT skills and some technical failures.
Primar school student's perceptions about the isuals in their english course book
Enhancing Reading Comprehension Through Task-Based Writing Activities: An Experimental Study
The Reading Matrix : an International Online Journal, Dec 1, 2007
Shanlax International Journal of Education (Online), Mar 1, 2024
This study offers a descriptive analysis and classification of drama techniques that can be used ... more This study offers a descriptive analysis and classification of drama techniques that can be used in foreign language teaching. The aim is to provide language teachers and practitioners with accessible techniques that can be easily utilized in major stages and skills of the language teaching process as needed. The method of the study includes descriptive analysis and classification, resulting in the identification of five major categories of drama techniques. These include introduction and warm-up techniques, awareness-raising techniques, self-confidence and motivation techniques, techniques for speaking and listening skills, and techniques for reading and writing skills. For each category, several techniques were selected and described as examples. It is hoped that this study will make these techniques more available to teachers and researchers, ultimately improving language teaching practices. Since there seems to be no study in the literature on the classification of drama techniques in terms of language teaching, we hope that this study will fill an important gap.
TEZ7955Tez (Doktora) -- Çukurova Üniversitesi, Adana, 2010.Kaynakça (s. 181-202) var.xvi, 216 s. ... more TEZ7955Tez (Doktora) -- Çukurova Üniversitesi, Adana, 2010.Kaynakça (s. 181-202) var.xvi, 216 s. ; 29 cm.This mixed method study described the language learning beliefs and selfefficacy perceptions of first-year Turkish university students engaged in learning English as a foreign language. It focused on beliefs and self-efficacy perceptions they held before and after using podcasts as language learning objects for twelve weeks, and compared the results to find out whether there was a significant change. It also focused on the description of participants' views and feelings concerning podcasts and related tasks that were covered by the program. In order to investigate learners' self-efficacy perceptions of and beliefs about foreign language learning, Turkish versions of two questionnaires were distributed to 187 Turkish university students (purposive sampling): the BALLI to investigate language learning beliefs, and the English Self-Efficacy Scale to analyze the perceived sel...
Mokslo Darbai Transactions
Respectus Philologicus, 2013
This study aimed at identifying the possible effects of using English TV shows with captions on a... more This study aimed at identifying the possible effects of using English TV shows with captions on adult Turkish learners’ language learning motivation. It also investigated how learners perceived the use of captions as a language learning tool. Two different learner groups, A2 and B1, studied the printed captions of TV shows before watching them. Later, they watched the captioned shows three hours a week for approximately three months. The data from semi-structured interviews, questionnaires and observations indicated that captioned shows contributed to the instrumental motivation of the learners. The data also revealed that captions served as an aural and visual aid which played a very crucial role in comprehension. Watching captioned shows lowered the affective filter of the learners and resulted in interaction. In addition to being a major source of structural patterns, captions were used as a means of negotiation of meaning. Most important of all, captioned shows turned out to be ...
The ubiquitous use of Internet-based mobile devices in educational contexts means that mobile lea... more The ubiquitous use of Internet-based mobile devices in educational contexts means that mobile learning has become a plausible alternative to or a good complement for conventional classroom-based teaching. However, there is a lack of research that explores and defines the characteristics and effects of mobile language learning (LL) through language learning podcasts. This study aimed at investigating possible effects of the use of podcasts via mobile devices on LL beliefs. Using a pre-test-post-test research design, the Beliefs about Language Learning Inventory (BALLI) was given to a non-random convenience sample of 187 university students before and after the twelve-week podcast-based LL program. Collected data were analyzed by using descriptive statistics and a Wilcoxon signed rank test. For triangulation purposes and to gain deeper understanding of the process, qualitative data were collected with semi-structured interviews with 16 participants selected through quota sampling strategy. Detailed comparative analysis of BALLI and interview data revealed that podcasts had positive effects on certain types of LL beliefs.
Primary School Students’ Perceptions About the Visuals in Their English Course Book
ABSTRACT
Using DOTS Materials for the Professional Development of English Teachers in Turkey
Developing Online Language Teaching, 2015
WOS: 000384211300012
A Correlational Study of Turkish University Students’ Motivation to Learn English
ABSTRACT
Teaching English through Authentic Songs
Key words: Foreign language learning, Authentic songs, Method, Integration of four basic skills A... more Key words: Foreign language learning, Authentic songs, Method, Integration of four basic skills ABSTRACT The use of music and songs in language teaching has been widely investigated and many researchers have reported positive effects of songs on language learning . Findings of earlier research imply that it is possible to enrich students’ learning experiences by using songs. However, relevant literature does not provide a clear framework for utilizing authentic songs in language classes. This paper proposes a new method of utilizing authentic English songs in a four-step framework and discusses how language learning can be facilitated with this method. The four-step framework is described and techniques under each step are verified. Proposed method is expected to provide teachers of English as a foreign language with clear-cut guidelines for utilization of authentic songs and thus enable teachers to create an enjoyable classroom atmosphere and effective language learning activities which integrate and lead to development of four basic language skills.
Dil Öğrenme Podkestlerinin İngilizce Öz-Yeterlik Algisina Etkisi
International Journal of Language Academy, 2014
This study aims at investigating how blind and visually impaired students are taught English as a... more This study aims at investigating how blind and visually impaired students are taught English as a foreign language and analyzing the techniques and materials that EFL teachers utilize to teach English at schools for the visually impaired. Three English teachers of visually impaired elementary school children were interviewed and a forty-minute class of each teacher was observed. Content analysis procedures were followed to analyze transcribed interviews. Classroom observation provided insight about problems that the teachers encountered while teaching English to the visually impaired students, teaching techniques and materials used during the class, students' performance of tasks, and classroom management. Analyses of interview data introduced several themes including multiple impairments, family related problems, curriculum, verbalism, scarcity of resources, and prevalent use of traditional grammar-translation techniques by the teachers. Participants utilized almost the same teaching techniques and materials that are commonly used in Turkey to teach sighted students, which is contrary to suggestions in earlier research that the visually impaired have different social behavior and learning styles. Participants had several challenges and simply went on using the same techniques and materials. This seems to be because of the fact that none of the participants had any formal training about teaching English to students with visual impairments. The paper has several implications for policy-makers and practitioners including the suggestion that in-service training programs for EFL teachers who work at schools for the visually impaired should be re-evaluated and made more effective and those courses about teaching students with special needs should be included in EFL teacher training programs.
Based on earlier research findings that experience affects self-efficacy perception, the present ... more Based on earlier research findings that experience affects self-efficacy perception, the present study probes into possible effects of Elearning experiences on English self-efficacy by enabling participants to listen to language learning podcasts repetitively and do related task-based activities. It focuses on first-year university students' self-efficacy perceptions of listening, speaking, reading and writing at elementary, intermediate and advanced levels. Participants' self-efficacy perceptions concerning motivation and expectations are also analyzed. The quasi-experimental study has a pretest-posttest research design, in which a non-random convenience sample of 187 university students were given the English Self-Efficacy Scale before and after a 12-week podcast-based language learning program. Collected data are analyzed by using descriptive statistics and the Wilcoxon signed rank test. Wilcoxon test results show that there is a statistically significant difference in participants' perceptions of their listening comprehension, speaking, and reading skills. Self-efficacy perceptions concerning writing have improved significantly, as well. These findings support the idea that novel technology-based applications can have positive outcomes for language learning. However, participants' selfefficacy perception concerning reading and understanding advanced level stories did not improve significantly. The finding that participants' self-efficacy perceptions concerning advanced level of proficiency did not improve may be due to the fact that the level of the podcasts and related tasks covered by the program was elementary and that the program duration was insufficient for gaining high self-efficacy for advanced level skills in English.
The ubiquitous use of Internet-based mobile devices in educational contexts means that mobile lea... more The ubiquitous use of Internet-based mobile devices in educational contexts means that mobile learning has become a plausible alternative to or a good complement for conventional classroom-based teaching. However, there is a lack of research that explores and defines the characteristics and effects of mobile language learning (LL) through language learning podcasts. This study aimed at investigating possible effects of the use of podcasts via mobile devices on LL beliefs. Using a pre-test-post-test research design, the Beliefs about Language Learning Inventory (BALLI) was given to a nonrandom convenience sample of 187 university students before and after the twelveweek podcast-based LL program. Collected data were analyzed by using descriptive statistics and a Wilcoxon signed rank test. For triangulation purposes and to gain deeper understanding of the process, qualitative data were collected with semi-structured interviews with 16 participants selected through quota sampling strategy. Detailed comparative analysis of BALLI and interview data revealed that podcasts had positive effects on certain types of LL beliefs.
The aim of this study is to analyze the students' perceptions about the visuals in their course b... more The aim of this study is to analyze the students' perceptions about the visuals in their course book and the techniques employed by the teacher when using visuals to teach English. Also, it examines whether or not students' visuals-related perceptions differ significantly according to their gender and whether or not there is a significant correlation between students' age and their perceptions about visuals and the way they are used. The study included 89 fifth-year primary school students. A questionnaire was used to collect data. Findings of the study indicate that most of the students have positive perceptions about visuals in their course book and the techniques employed by the teacher when using these visuals to teach English. Another result of the study is that students' visuals-related perceptions differ significantly according to their gender. On the other hand, the correlation between participants' perceptions and their age seems to be rather weak.