DİLEK BÜYÜKAHISKA - Academia.edu (original) (raw)

Papers by DİLEK BÜYÜKAHISKA

Journal of language research, Dec 21, 2023

The goal of the current research is to reflect critical thinking levels of reading activities in ... more The goal of the current research is to reflect critical thinking levels of reading activities in the 7th grade English coursebook. Moreover, it also aims to propose extra activities to complete the missing cognitive levels of the reading passages. Within this perspective, a couple of questions are forwarded. Firstly, the extent of the reading activities was evaluated, so each level was described with an example from the coursebook. What is more, the homogeneity of the total activities was elaborated. Second question deals with the significance between the lower and higher levels of Bloom's taxonomy. To answer these questions, content analysis was applied as a part of qualitative analysis. Also, Bloom's revised taxonomy was utilized in the coding process as a criterion to match the activities with the right cognitive level. The results showed that a very high percentage of the activities (95%) support lower levels with the predominance of the remembering level. Thus, it was not a homogeneous distribution. Also, a significant difference was found between lower and higher levels as a result of SPSS. Therefore, teachers need to make some adaptations in their lessons. They need to prepare extra materials to cover the missing levels. On the other side, coursebook developers need to make regular adaptations to keep up with the current needs.

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi dergisi, Jun 26, 2024

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi dergisi, 2006

Participatory educational research, Dec 1, 2017

During the last two decades, the integration of ICT in language education has become a major inte... more During the last two decades, the integration of ICT in language education has become a major interest of topic in language educational realm. Research findings over the past two decades provide some evidence as to the positive effects of the use of information and communications technology (ICT) on students. EFL teachers are expected to adopt a new view of their roles and professional development in the rapidly changing modern society. It is needed to explore particular skills required for ICT to enhance language learning. The use of ICT as a teaching tool emphasizes obtaining, analysing and organizing information, by this way giving chance students to get in touch with different kinds of media. Integration of ICT necessitates deciding on the use of different ICTs in each skill, the types of ICT applications to be used, planning the favourite activities, managing problems arising from the activities planned, and so on. Information and Communication Technologies (ICTs) can be regarded as a new model of teaching and learning.. This review study is framed around to provide a deep and clear understanding about use of ICT in teaching English and examine ICT to meet the new educational demands of the current era. Namely, the aim of this paper is to present a comprehensive review as to advantages and disadvantages of using ICT as an instructive tool in EFL classrooms. Based on aforementioned considerations, this review study aims to shed light on how ICT contribute to English learning process and help identify the factors influencing the success implementation of ICT. Furthermore, the certain major suggestions will be made to maximize beneficial use of ICT in EFL classroom settings.

DergiPark (Istanbul University), Dec 1, 2017

A wealth of research reported that educational computer games have recently drawn the attention o... more A wealth of research reported that educational computer games have recently drawn the attention of educators and researchers as they provide effective learning environment in which to motivate students, thanks to their attractive features and entertaining aspect. The game is a well-known concept, which refers the individual to experience simulated real life situations competitively. Educational game is defined as a type of software that permits the students to learn course topics or to develop problem-solving abilities by using game format. In other words, games may be effective tools for promoting learning and facilitating to comprehend complex subject matter. It is widely believed that integration of educational computer games into modern educational system would help to resolve current learning difficulties. A plethora of educational computer games have been developed to help students become engaged in the language teaching. Educational computer games have been introduced to language learners and EFL teachers as an innovative strategy for improving the quality of language instruction. In that sense, this review study aims to explore the impact of use of educational games to language learning and teaching process from different aspects. Afterwards, necessary factors for the employment and implementing of educational games into flow of regular language course are presented. The characteristics and examples of well-designed computer games are defined. In addition, the roles of both teachers are mentioned. Lastly certain major suggestions will be made to raise the use of educational computer games in EFL classroom settings.

Dumlupınar Üniversitesi sosyal bilimler dergisi, 2011

Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, Jun 1, 2011

In this review study, the differences between women and men in language learning and acqusition p... more In this review study, the differences between women and men in language learning and acqusition process are examined from different perspectives as sex-based or gender-based theoretically. Basic definitions related to gender and sex in literature review have been presented and discussed by dealing with the findings of various researches. Afterwards, the studies carried out on sex-based differences have been investigated to explain why males and females think and learn differently. On this direction it is discussed how sex-role sterotyping and gender bias begin and develop. In addition, it is mentioned the relationship between language and gender. Finally in this study the effects of sex and gender on first language acquisition and second language acquisiton are defined.

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, Sep 1, 2007

Bu çalışmanın amacı, üniversite 1. sınıf öğrencilerinin ortak zorunlu dersler kapsamındaki İngili... more Bu çalışmanın amacı, üniversite 1. sınıf öğrencilerinin ortak zorunlu dersler kapsamındaki İngilizce dersine yönelik tutumlarını belirlemek ve öğrencilerin tutumlarının cinsiyetlerine, bölümlerine ve mezun oldukları liselerin türüne göre anlamlı farklılıklar gösterip göstermediğini araştırmaktır. Bu çalışmanın denekleri, Dokuz Eylül Üniversitesi, Buca Eğitim Fakültesi ve İzmir Meslek Yüksekokulu'nun 1. sınıf öğrencilerinden oluşmaktadır. Araştırmanın ortaya çıkardığı sonuçlar şunlardır; araştırmaya katılan 1. sınıf öğrencilerinin yarısının ortak zorunlu dersler kapsamındaki İngilizce dersine yönelik tutumları olumsuzdur. Öğrencilerin tutumları ile cinsiyetleri arasında anlamlı bir farklılık yoktur. Fakat öğrencilerin ortak zorunlu dersler kapsamındaki İngilizce dersine yönelik tutumları öğrencilerin bölümlerine göre anlamlı farklılıklar göstermektedir. Öğrencilerin tutumları mezun oldukları lise türlerine göre de anlamlı farklılıklar göstermektedir.

International Journal of Languages' Education and Teaching, 2017

The communicative language teaching (CLT) paradigm emphasizes that main aim of language learning ... more The communicative language teaching (CLT) paradigm emphasizes that main aim of language learning is to communicate through interaction in the target language. In that sense, it is extremely significant to point out that the function of language is to express ourselves and to understand other people in real life communication. In the same vein, many different definitions of the term emotional intelligence all put stress on the necessity of understanding both other people's feelings and our own feelings. For that reason, emotional intelligence may be regarded as a crucial skill to have a better communication in foreign language. Additionally, it is claimed that high level of emotional intelligence may play a remarkable role to increase the students' English language achievement. Hence, the aim of this study was to investigate whether there was a relationship between emotional intelligence of English as a foreign language (EFL) learners and their foreign language achievement. The participants of the study were 7th grade students attending a public secondary school in Samsun. 94 students were participated in the study voluntarily. The BarOn EQ-i:YV, developed by BarOn & Parker (2000) was used to determine the students' emotional intelligences. In order to prevent misunderstanding, translated version of the BarOn EQ-i:YV by Köksal (2007) was used to gather necessary data in the present study. The students' grade point averages in spring term of English language course were regarded as the indicators of their academic achievement in foreign language. Pearson correlation coefficient was used in order to analyze the relationship between the students' emotional intelligences and their English achievement. The result of the study indicated a strong positive correlation between students' emotional intelligence and language achievement.

The journal of academic social science studies, 2017

A universal agreement among scholars is that reading is one of the most difficult skills to devel... more A universal agreement among scholars is that reading is one of the most difficult skills to develop a high level of proficiency for foreign language learners. A vast amount of research within the field of foreign language has indicated that reading comprehension is an interactive, constructive, meaning-making process, also entails the use of certain skills, and specific components. In that sense, the concept of metacognition is a valuable and a critical tool in reading comprehension skill. Because, both experimental and descriptive studies claimed that metacognitive strategies play an outstanding role in enhancing comprehension in reading. Therefore, the use of metacognitive strategies in the reading process has been considerably supported as a remarkable aid for its positive effects of employing in reading process. With the ever-growing significance of metacognitive strategies, this review study mainly aims to indicate the necessity of teaching metacognitive strategies to the students and shed light on metacognitive strategy use in reading skill in English as a foreign language (EFL). Namely, this paper attempts to explore the necessities of using metacognitive strategies and their functions through the reading comprehension literature. Furthermore, the views of prominent scholars about the use of metacognitive strategies and the raising of metacognitive awareness in reading comprehension skill are elobarated from different perspectives. To this end, the current study is framed around to provide a deep and clear understanding about close relationship between reading and reading comprehension process, and then certain different definitions and the functions of metacognitive strategies in reading are presented. Afterwards, diverse taxonomies of metacognitive strategies in literature are explored. Additionally, the relation between metacognitive strategies and reading comprehension in EFL classrooms is deeply explained. Finally, alternative effective metacognitive reading strategies and strategy-based models are represented to promote the employment of metacognitive stategies among EFL readers.

DergiPark (Istanbul University), Dec 1, 2016

This study aims to investigate EFL teachers' beliefs about the use of reading strategies and what... more This study aims to investigate EFL teachers' beliefs about the use of reading strategies and what strategies they employ through reading stages in EFL classrooms. In addition, the study aims to compare the teachers' gender and the schools where they are working with the strategies they use. A total of 44 EFL teachers (18 females, 26 males) working in secondary and high schools participated in this study. Data are collected by the questionnaire (a 51-item Likert-Type scale) developed by İlk (2012). The research methdodology applied in this study is quantitative design. Frequencies, percentages and Mann Withney U test are used to analyze the data obtained. According to the results of the research, the teachers generally believe the necessity of the reading strategies and they prefer to use reading strategies almost in all stages. Besides, the results of the study indicate that postreading strategies are the least preferred strategies and there is not any relationship between teachers' gender and school types and their beliefs about reading strategies.

Çağdaş Eğitim Dergisi, 2006

Journal of Language and Linguistic Studies, 2016

This study aims to investigate EFL teachers’ beliefs about the use of reading strategies and what... more This study aims to investigate EFL teachers’ beliefs about the use of reading strategies and what strategies they employ through reading stages in EFL classroom. In addition, the study aims to compare the teachers’ gender and the schools where they are working with the strategies they use. A total of 44 EFL teachers (18 females, 26 males) working in secondary and high schools participated in this study. Data are collected by the questionnaire (a 51-item Likert-Type scale) developed by Ilk (2012). In order to analyze the data, frequencies, percentages and Mann Withney U test are used. According to the results, the teachers generally believe the necessity of the reading strategies and they prefer to use the reading strategies almost in all stages. Besides, the results of the study indicate that reading strategies at post reading stage are preferred less and there is no any significant relationship between teachers’ gender and school types and their beliefs about reading strategies.

Özet: Bir dile bütün becerileriyle hâkim olabilmek zorlu ve zaman alan bir süreç gerektirir. Dil ... more Özet: Bir dile bütün becerileriyle hâkim olabilmek zorlu ve zaman alan bir süreç gerektirir. Dil öğrenme stratejileri bu süreç esnasında öğrenenlere dili öğrenmeyi daha etkin ve zahmetsiz kılma noktasında katkı sağlayabilecek unsurlar arasında değerlendirilmektedir. Okuduğunu anlama dil becerileri arasında en önemli boyutlardan birisini teşkil etmekte ve dil öğrenme stratejileri diğer dil becerileri açısından olduğu gibi bu beceri bağlamında da bazı katkılar sunmaktadır. Bu çalışma bilişsel ve telafi edici stratejilerin okuduğunu anlama becerisi bağlamında öğrenci başarısı üzerinde anlamlı bir etkisinin olup olmadığını ortaya koymayı amaçlamaktadır. Araştırma Ondokuz Mayıs Üniversitesi İngiliz Dili Eğitimi Anabilim Dalı’nda öğrenim gören 60 birinci sınıf öğrencisinin katılımıyla gerçekleşmiştir. 30 öğrenci deney grubunda yer alırken diğer 30 öğrenci kontrol grubunda yer almıştır. Deney grubu okuduğunu anlama becerisi üzerine strateji temelli bir eğitim alırken kontrol grubu strateji...

DergiPark (Istanbul University), Mar 1, 2006

This study aims to present information about advance organizer strategy developed by D. Ausubel, ... more This study aims to present information about advance organizer strategy developed by D. Ausubel, its importance, characteristics and functions in teaching process and its employment in English reading comprehension process. Besides in this study, it is mentioned how advance organizers are prepared and presented, the contributions of advance organizer use in pre-reading activities to reading comprehension process are discussed.

International Journal of Languages' Education, 2015

This study aimed to determine foreign language anxiety level of prospective teachers in the Depar... more This study aimed to determine foreign language anxiety level of prospective teachers in the Department of Foreign Languages at Ondokuz Mayıs University and reveal whether there was a significant relationship between foreign language anxiety and independent variables such as gender, age and year of students. A total of 198 student (155 females, 43 males) participated in the study. Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz and Cope (1986) was used to collect data. The results of the study showed that prospective teachers of English were moderately anxious and there was a significant relationship between anxiety and gender. In other words, female students were more apt to suffer from foreign language anxiety. On the other hand, there was not a statistically significant relationship between foreign language learning and age and year of students.

Journal of Turkish Studies, 2015

The complex process of foreign language learning cannot be adequately explained solely by cogniti... more The complex process of foreign language learning cannot be adequately explained solely by cognitive or non-affective factors. It is obvious that in a holistic understanding of language learning process, affective variables need to be examined so that learners' diverse needs and interests can be better understood and addressed.