Book Chapters by Mustafa CANER
CANER, M. (2016). Distance Language Education: Teaching Beyond the Walls. In İ. Yaman, E. Ekmekçi... more CANER, M. (2016). Distance Language Education: Teaching Beyond the Walls. In İ. Yaman, E. Ekmekçi, & M. Şenel (Eds.), Current Trends in ELT (pp. 214-225). Ankara: Nüans Publishing.
Through the beginning of the millennium, the education environments have witnessed the introducti... more Through the beginning of the millennium, the education environments have witnessed the introduction of information technologies and new pedagogies. Especially, the extensive use of Internet technologies as well as the networked learning made it possible to design and utilize new generation learning environments that are realistic, authentic, and engaging. By means of educational developments, alternative content delivery techniques or technologies have been implemented into the teaching environments throughout the years. In an effort to capitalize on the advantages of instructional delivery modalities and minimize the disadvantages, scholars started to combine the most functional elements of the instruction in these learning environments and that is universally called as ‘Blended Learning’. Although the blended learning as an instruction model has an increasing interest in the field of higher education, it is still in its infancy. The definitions of blended learning in the literature needs to be clarified or collocated for the readers, who would like to deal with blended learning in any level of instruction. Therefore, this chapter reviews the recent literature on blended and online learning and juxtaposes the definitions of the blended learning as well as the types of blended learning instruction that took place in the higher education environments.
In this chapter, we will discuss the theoretical principles behind the Silent Way, as well as the... more In this chapter, we will discuss the theoretical principles behind the Silent Way, as well as the practical aspects of teaching according to this approach. After covering all of the material in this chapter, students should be able to:
1. Explain what is meant by teachers’ silence;
2. Describe, in general terms, the linguistic theory behind the Silent Way;
3. Articulate the main objectives of the Silent Way;
4. Discuss the practical considerations in teaching foreign languages according to the Silent Way;
5. Discuss the issues involved in adapting the Silent Way to meet the needs of students in an English as a foreign language (EFL) context.
6. Design an EFL lesson plan according to the Silent Way.
7. Decide whether the Silent Way is a viable method to use in the foreign language classroom.
Journal Papers by Mustafa CANER
Turkish Online Journal of Distance Education, Jul 2, 2021
The great use of technology in every part of life eventually forced educators to integrate up-to-... more The great use of technology in every part of life eventually forced educators to integrate up-to-date technologies into the teaching environments concerning the increased demands of millennial learners. Thus the teachers' efficacy of technology integration into the teaching environments becomes a considerably vital issue besides the potential and positive roles of using the technology in the educational settings. The studies in the literature emphasize that increasing self-efficacy beliefs of pre-service teachers on technology integration during their education process will ultimately lead to successful technology integration in the future. Thus, it is believed that the studies examining the self-efficacy beliefs of pre-service teachers are worth conducting. Regarding this tenet, the present study intended to explore the self-efficacy beliefs of pre-service teachers enrolled in four different teacher education programs of a state university in Turkey. A total of 439 pre-service teachers (male= 145, female= 291, missing value=3) who enrolled in 1st, 2nd, 3rd and 4th grades of English language teacher education (n=115), Primary school teacher education (n=115), Turkish language teacher education (n=92) and Science teacher education (n=117) programs have participated in the study on voluntary bases. The present study, which adopted a non-experimental quantitative research design, gathered its data through a self-administered Likert-type survey accompanied by some demographic questions. The statistical analysis of the quantitative data revealed that pre-service teachers have high self efficacy in technology integration in general. Additionally, it is found that while technology integration self-efficacy of pre-service teachers show a significant difference in line with some majors and grade level variables, there found no difference in terms of the gender variable.
Language Teaching and Educational Research (LATER), 2021
The purpose of this study is to explore foreign language reading strategy use profile of the prep... more The purpose of this study is to explore foreign language reading strategy use profile of the prep-school students at a Turkish university with reference to the proficiency levels, genders, and the majors of the participants. The participants were 186 Turkish students enrolled in various levels of intensive English courses at a prep-school in a Turkish university. The present study adopted a cross sectional quantitative research design and its data was gathered by means of a foreign language reading strategy questionnaire. The analysis of the findings indicated that focal participants of this study generally use global reading strategies (x̅ 4.52), problem-solving strategies (x̅ 3.67), and support strategies (x̅ 3.16) respectively. In terms of gender, and the majors of the participants, it was found that the difference is not significant in both variables. As for the proficiency levels of the participants, it was found that low proficient students use more reading strategies than the high proficient students do in general.
Shanlax International Journal of Education, May 28, 2021
Teaching Turkish as a foreign language gained momentum in the last decades of the 20th century. H... more Teaching Turkish as a foreign language gained momentum in the last decades of the 20th century. However, teaching Turkish as a foreign language to young learners is still in its infancy as a field of study. Therefore, investigating practitioners' epistemological beliefs on the issue will contribute to fill the gap in the literature. Regarding this fact, the present study intended to scrutinize epistemological beliefs of pre-service Turkish language teachers on teaching Turkish as a foreign language to young learners. Adopting a hermeneutic phenomenological research design, which is a qualitative study in nature, the present study gathered data from 66 pre-service Turkish language teachers enrolled in a state university in Turkey through written interview forms. The content analysis of the gathered qualitative data revealed that although all the participants took a course on teaching Turkish as a foreign language, almost none of them felt satisfaction in terms of their accomplishments in teaching Turkish as a foreign language to young learners. The findings also revealed that the participants had varying reasons for their dissatisfaction, including theory and adult-oriented course contents and lack of practice in the field. As for suggestions for additional policies on teaching Turkish as a foreign language to young learners, the participants recommended launching field-specific courses for pre-service teachers.
Journal of Narrative and Language Studies, Jun 30, 2020
In light of innovations in education, various instructional methods and techniques have been util... more In light of innovations in education, various instructional methods and techniques have been utilized to encourage foreign langue learners to practice writing, not only in class, but also outside the classroom. In line with those practices, EFL learners' blog uses for writing lessons were practiced, and learners' attitudes toward such a practice were examined in the present study. Thirty students who enrolled in a writing course in a university level participated in the study. Additionally, participants' Internet use habits that were assessed through the Internet use inquiry forms are also considered prior to the treatment. During the treatment period, which was lasted over a 6-week period, the participants enrolled in a writing course which was supported by the use of blogs in addition to the regular curriculum. Throughout the study, all of the participants wrote 3 essays, each consisting of a first, second and final draft. Two of the essays were of the compare-contrast type, and the third was a definition essay. At the end of the 6 weeks of treatment, the achievements of the participants were reassessed, and the results were compared with the pre-test scores. Additionally, learners' attitudes toward the writing course and use of blogs were examined through an inquiry form. The findings revealed that using blogs for writing lessons was an effective method to improve student achievements in writing. The findings additionally depicted that participants found the writing lessons supported by blogs very beneficial.
ZfWT, 2020
The textbook evaluation has appealed to the interests of the researchers in
various contexts, an... more The textbook evaluation has appealed to the interests of the researchers in
various contexts, and numerous studies have been conducted on this specific issue.
The review of available literature on textbook evaluation, especially the ones held in
the Turkish context, revealed that most of the studies did not follow a theoretical
framework for their textbook evaluations. Additionally, it is observed that some
studies were conducted employing document and content analysis techniques without a robust conceptual framework, or they have evaluated the textbooks through the views of teachers, students, and parents using a checklist developed by researchers for textbook evaluation. It is a fact that evaluating the textbooks without a theoretical framework might violate the reliability and validity of the reached decisions. Thus, the present paper intends to review the frequently employed textbook evaluation
approaches in the literature and provide some background knowledge to its readers,
especially to the teachers, researchers, and pre-service teachers who are interested in
the textbook evaluation approaches.
Ders kitabı inceleme ve değerlendirme uzun yıllardır farklı ülkelerdeki
araştırmacıların ilgisini çekmiş ve bu bağlamda çeşitli çalışmalar yapılmıştır.
Ulaşılabilen alan yazında ders kitabı değerlendiren Türkiye kaynaklı çalışmaların
büyük bir çoğunluğunun kuramsal bir çerçeve bağlamında yapılmadığı, çalışmalarda
genellikle doküman ve içerik analizi yöntemiyle ders kitaplarının incelendiği, bazı
çalışmalarda ise araştırmacılar tarafından geliştirilen bir kontrol listesi kullanılarak
öğretmen, öğrenci veya veli görüşleri çerçevesinde ders kitaplarının değerlendirildiği
görülmüştür. Ders kitabı değerlendirme ve inceleme çalışmaları kuramsal bir çerçeve
ışığında yapılmadığı durumlarda yapılan değerlendirmenin etkililiği ve güvenirliğini
zayıf kalacaktır. Bu bağlamda, bu çalışmada alan yazında ders kitabı inceleme ve
değerlendirme sürecinde temel alınan başlıca yaklaşımlar ayrıntılı bir şekilde ele
alınarak bu özel alana ilgi duyan araştırmacılara ve eğitim öğretim sürecinde
kullanılacak ders kitabına ilişkin karar verecek olan öğretmen ve kurumlara ders kitabı
inceleme ve değerlendirme yaklaşımları hakkında bilgi sağlanması amaçlanmıştır.
International Association for Research on Textbooks and Educational Media (IARTEM E-Journal), 2020
The textbooks used in teaching a foreign language are considered as essential tools since the mor... more The textbooks used in teaching a foreign language are considered as essential tools since the more quality a textbook is, the better learning or teaching occurs. Therefore, the studies conducted on analyzing and evaluating the textbooks have contributed to the field of developing textbooks. Thus, we aim to analyze and compare the use of communicative competence components, namely pragmatic competence, discourse competence and strategic competence in the speaking activities of two textbooks used in teaching English and Turkish as a foreign language. We adopted a descriptive case study design within the qualitative research framework to serve the purpose of the study and analyzed the textbooks through the combination of the impressionistic, checklist, and in-depth-internal evaluation methods. The comparative evaluation of the textbooks revealed that although the pragmatic competence component is covered pleasingly, we found the discourse competence component is covered more effectually in the textbook used in teaching English as a foreign language. Additionally, we found that neither of the books is particularly weak in covering the strategic competence aspects in the speaking activities. Based on our findings, we suggest textbook writers and publishers consider these points to provide learners with more natural language use as well as more communication functions of the target language in designing textbooks for foreign language teaching.
Turkish Online Journal of Distance Education, Jul 1, 2020
This explorative qualitative study investigates EFL freshmen's perception of the impact of creati... more This explorative qualitative study investigates EFL freshmen's perception of the impact of creating pronunciation podcasts on their pronunciation skills. The study was conducted with the participation of 80 freshmen, enrolled in a Teaching English as a Foreign Language teacher education program at a Turkish state university. Data were collected through semi-structured interviews, investigator notes, records of dashboard activities, analytics and performance tracking records of the LMS, and podcasts created by the participants as well as the recordings of the peer feedbacks on the discussion board. Analysis of the data was done through content analysis technique, presenting the thematized findings through analytical generalizations. Results have shown that the participants have positive views of creating pronunciation podcasts and that podcasting freed them to a great extent from the spatio-temporal limitations of the classroom, allowing them to study and practice pronunciation at their own convenience. The findings are discussed with reference to pronunciation, recommendations for EFL freshmen are made, and implications are offered.
Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 2019
Özet: Son yıllarda yabancı dil eğitiminde dinleme stratejilerinin önemine ve kullanılmasına yönel... more Özet: Son yıllarda yabancı dil eğitiminde dinleme stratejilerinin önemine ve kullanılmasına yönelik olarak birçok çalışmanın yapıldığı görülmektedir. Bunlardan bazıları yabancı dil dinleme becerilerinin geliştirilmesinde elektronik ortamdan okuma desteği sağlamanın etkili olabileceğine ilişkin kanıtlar da ortaya koymaktadır. Ancak bu konun daha etraflıca ele alınması veriye dayalı olarak çok yönlü olarak araştırılması gelinen noktada kritik bir önem taşımaktadır. Bu bağlamda bu çalışmada yabancı dil eğitimi alan öğrencilerin dinleme stratejileri kullanmaları ile yabancı dilde okuma yaparken tercih ettikleri medya ve okuma sıkları arasındaki ilişki araştırılarak bu konuya farklı bir açıdan yaklaşılmıştır. İlişkisel tarama deseninin kullanıldığı çalışmada 531 katılımcıdan veri toplanmıştır. Elde edilen bulgulara göre katılımcıların okuma sıklıkları arttıkça, ansiklopedi, gazete ve ders notlarını ekrandan okuma eğiliminde oldukları; basılı ders kitabını ve ekrandan ders notlarını okuyanların daha fazla dinleme stratejisi kullanmaya yöneldikleri tespit edilmiştir. Çalışmada, yabancı dil eğitimcilerinin elektronik ders notu desteği sağlayarak öğrencilerinin dinleme ve okuma gibi alımlayıcı becerilerinin gelişimine olumlu katkı sağlayabilecekleri tartışılmaktadır.
Anahtar Sözcükler: Dinleme stratejileri; yabancı dil eğitimi; ekrandan okuma; elektronik okuma; okuma alışkanlıkları
Abstract: Recently, it is observed that a number of studies have been conducted on the use of listening strategies and their role in foreign language education. Some of those studies, even, provide evidences that reading on screen (digital reading) provide support to develop listening skills of the foreign language learners. However, the issue needs further and comprehensive analyses that stand on well-rounded data. Thus, the present study reflects an alternative perspective through examining the relationship between listening strategy use, reading media preferences and reading frequencies of foreign language learners. The data of the present study were gathered from 531 participants through using correlation survey research model. The analysis of the gathered data revealed that the rise in the participants' reading frequency increase their preferences on screen reading and the participants who read course books and lecture notes on screen, use more listening strategies. The findings of the present study indicated that providing digital lecture notes might contribute positively to develop the receptive skills-listening and reading-of the foreign language learners.
Keywords: Listening strategies; foreign language education; reading on screen; digital reading; reading habits
Dil Eğitimi ve Araştırmaları Dergisi, Oct 19, 2019
The relationship between culture and language has attracted the scholars for years and the phenom... more The relationship between culture and language has attracted the scholars for years and the phenomenon of culture in foreign language teaching has been examined in several studies. However, the review of available literature revealed a remarkable gap on culture transfer in teaching Turkish as a foreign language. Concerning this gap, the present study intended to examine the opinions of pre-service teachers on the culture transfer in teaching Turkish as a foreign language. A total of 64 pre-service teachers, who were selected through convenience sampling technique among a larger population enrolled in Turkish and English language teacher education programs of a state university in Turkey, participated to the study on voluntary bases. The data of this qualitative study were gathered through written interview forms and analyzed through thematic analysis. The findings of the present study exposed that all of the participants consider the inclusion of Turkish culture in teaching Turkish as a foreign language had a number of advantages. The majority of the participants consider that the teachers should be equipped with the rudiments of the language and culture of their target population however they should not put it in the forefront of the teaching process. When the findings were examined in line with the majors, it was found that participants have varied opinions at some points on culture transfer in teaching Turkish as a foreign language. ÖZ: Kültür ve dil ilişkisi uzun yıllardır araştırmacıların ilgisini çekmiş ve yabancı dil öğretiminde kültür olgusu birçok çalışmada irdelenmiştir. Ancak, ulaşılabilen alanyazında yabancı dil olarak Türkçe öğretiminde kültür aktarımına ilişkin çalışmaların azlığı dikkat çekmektedir. Bu gerçekten hareketle bu çalışmada öğretmen adaylarının yabancı dil olarak Türkçe öğretiminde kültür aktarımına ilişkin görüşlerinin irdelenmesi amaçlanmıştır. Bu amaç doğrultusunda bir devlet üniversitesinin Türkçe ve İngilizce öğretmenliği programlarında öğrenim gören ve kolay ulaşılabilir örneklem tekniği ile seçilen toplam 64 öğretmen adayından yazılı görüşme yoluyla veri toplanmıştır. Nitel araştırma desenindeki çalışmanın verileri içerik çözümlemesi yoluyla incelenmiş ve elde edilen bulgular ortaya çıkan temalar doğrultusunda betimsel olarak yorumlanmıştır. Çalışmanın bulguları, katılımcıların tamamının yabancı dil olarak Türkçe öğretiminde Türk kültürüne yer verilmesinin öğretim süreci için olumlu getirileri olduğunu ve katılımcıların büyük çoğunluğunun yabancı dil olarak Türkçe öğretiminde öğreticilerin öğrencilerinin dili ve kültürünü hakkında bilgi sahibi olmaları gerektiğini ancak öğretim sürecinde bunu çok ön planda tutmamaları gerektiğini düşündüklerini göstermiştir. Bulgular katılımcıların bölümlerine göre incelendiğinde ise katılımcıların bazı boyutlarda farklı görüşlere sahip oldukları belirlenmiştir Anahtar sözcükler: Kültür aktarımı, Yabancılara Türkçe öğretimi, öğretmen adayı
Mersin Üniversitesi Eğitim Fakültesi Dergisi, 2019
Mobil Destekli Dil Öğrenme (MODDÖ)'nin zamandan ve mekandan bağımsız esnek yapısının öğrenmeyi de... more Mobil Destekli Dil Öğrenme (MODDÖ)'nin zamandan ve mekandan bağımsız esnek yapısının öğrenmeyi destekleyeceği ileri sürülmektedir. Bu bağlamda, bu çalışmanın amacı (MODDÖ)'nün mobil ortamda kapsamlı-dinleme (extensive-listening) ile birlikte işe koşulduğunda öğretici-merkezli ve yoğun-dinlemenin (intensive-listening) uygulandığı gruba göre etkililiğini araştırmaktır. Çalışmada denkleştirilmemiş-grup yarı-deneysel araştırma deseninden yararlanılarak "öğretici-merkezli yoğun-dinleme (N=29)" ve "mobil kapsamlı-dinleme (N=30)" olmak üzere iki farklı yabancı dil olarak İngilizce dil becerisi geliştirme yöntemi karşılaşmıştır. Yapılan deneyde, katılımcıların dinleme, konuşma ve eleştirel düşünme becerileri ile dinleme stratejilerini geliştirmede hangi yöntemin daha etkili olduğu toplanan nicel veriler ile ortaya çıkartılmaya çalışılmıştır. Ayrıca her iki gruptaki katılımcıların sürece yönelik görüşleri yarı yapılandırmış görüşme formları kullanılarak alınmış ve değerlendirilmiştir. Elde edilen bulgulara göre öğretici-merkezli yoğun-dinlemenin katılımcıların dinleme becerilerini geliştirmede mobil kapsamlı-dinlemeye göre daha olumlu ve istatistiksel açıdan önemli bir etkisinin olduğu diğer değişkenler açısından gruplar arasında istatistiksel açıdan anlamlı bir değişmenin olmadığı belirlenmiştir. Çalışma bağlamındaki sınırlılıklar göz önünde bulundurularak öğretici-merkezli yoğun-dinlemenin mobil kapsamlı-dinlemeye göre yabancı dil olarak İngilizce dinleme becerilerini artırmada daha etkili olduğu sonucuna varılmıştır.
Anahtar Kelimeler: Yabancı dil olarak İngilizce, mobil öğrenme, öğretme-öğrenme stratejileri, dinleme becerileri, konuşma becerileri, eleştirel düşünme
Abstract:
Recently, MALL (Mobile Assisted Language Learning) has been claimed to support seamless and flexible learning for students. Reflecting these features, we aimed to investigate the effectiveness of MALL that puts extensive-listening into effect, when compared to instructor-led with intensive-listening. Therefore, two different English as Foreign Language methods, operationally defined as instructor-led intensive-listening (N=29) and mobile extensive-listening (N=30), were implemented. The nonequavalent-group quasi-experimental research design was used to attain the goal of the study. The quantitative data on listening, speaking, and critical thinking skills as well as listening strategies were collected to examine the effectiveness of the methods. Data showed that there was significant difference between two methods in favor of instructor-led intensive-listening in improving EFL listening, while no significant difference was found in terms of speaking, critical thinking, and listening strategies. Results highlight the use of instructor-led intensive-listening method in promoting EFL listening considering the limitations of the study.
Journal of Educational Sciences Research, 2014
Eğitimde Nitel Araştırmalar Dergisi – Journal of Qualitative Research in Education, 7(1), Dec 31, 2019
The purpose of the present study is to figure out the perceptions of pre-service teachers on the ... more The purpose of the present study is to figure out the perceptions of pre-service teachers on the characteristics of ethical teacher and feasibility of Professional Ethics course that offered in a teacher certificate program. The study adopted an exploratory qualitative research design to explore the perceptions of the participants in depth. The participants of the study were 15 volunteer pre-service teachers who were selected with the convenience sampling technique. The data were gathered through semi structured one-to-one interviews and descriptively analyzed by means of content analysis technique. The analysis of the data revealed that participants perceived the teachers as ethical when they maintain professional relationships and do not discriminate students, demonstrate respect for diversity, maintain fairness and promote equality, act with honesty, integrity and fairness, take responsibility for maintaining the quality of their professional practice, maintain an up to date knowledge, work in a collegiate and cooperative manner with colleagues and other professionals and act obedient to law and regulations. Additionally, findings revealed that professional ethic course enable participants to gain awareness on ethical codes of teaching profession, able to identify ethical and unethical behaviors as well as increase their willingness to act in line with the codes of teaching professional ethics.
Turkish Studies-Educational Sciences, 2018
Along with the globalization as well as the initiatives in intercultural and international relati... more Along with the globalization as well as the initiatives in intercultural and international relationships lead Turkish to become one of those widely spoken and learnt languages recently. Consequently, teaching Turkish as a foreign language becomes highly attracted issue in its all aspects. In a similar vein, academicians and researchers focused on the issue of teaching Turkish as a foreign language and conducted theoretical and experimental studies. However, review of available literature revealed that the participants of most of those studies were the ones who specialized in teaching Turkish as the mother tongue.
Therefore, the present study intends to shed light onto the same issue
from the point of different participants who got their education on
teaching a foreign language, namely, English as a foreign language (EFL).
The participants of the study are 70 EFL pre-service teachers, who are
selected on a volunteer basis due to their availability with reference to purposeful sampling technique. The data of the study were gathered
through structured written interview forms and analysed through thematic analysis. The findings of the study revealed that participants
highly believe that teachers who teach Turkish as a foreign language
should have good command on grammar, phonetics and semantic of
Turkish besides the methodology knowledge on how to teach a foreign
language. Additionally, it is found that participants believe that having
awareness on the teaching and learning a foreign language, getting
education in teaching a foreign language as well as experiencing it in their education might provide them advantages in teaching Turkish as a
foreign language. Concerning the findings, several suggestions for further studies as well as for the practitioners were provided in the study.
The purpose of present study is to explore pre-service and in-service EFL teachers‟ levels of sel... more The purpose of present study is to explore pre-service and in-service EFL teachers‟ levels of self- efficacy beliefs in terms of instructional strategies, student engagement and classroom management in Turkish context and examine the correlations, similarities and differences between the groups of participants concerning their demographic characteristics.
Öz Yabancı dil eğitiminin nispeten göz ardı edilen beceri alanı olarak değerlendirilen dinlemenin... more Öz Yabancı dil eğitiminin nispeten göz ardı edilen beceri alanı olarak değerlendirilen dinlemenin, genel olarak dil becerilerinin geliştirilmesinde kritik bir rolü bulunmaktadır. Bu çalışmada, dinleme becerilerinin geliştirilmesinde mobil teknolojilerin kullanımını içeren ve tablet bilgisayarlarda podcastler aracılığıyla yürütülen iki yıllık bir projenin (TÜBİTAK no 113K727) bir parçası olan mobil-yoğun dinleme süreçlerinin etkilerine odaklanılmaktadır. Bu amaçla, karma olarak yürütülen bu çalışmada gömülü desen kullanılmış ve veriler nitel ve nicel olarak toplanmıştır. Öncelikle, öntest-sontest kontrol gruplu deneysel desenin kullanıldığı ve yansız olarak atanan 58 (deney=29; kontrol=29) katılımcının yer aldığı yaklaşık 10 hafta süren deneysel işlem (mobil-yoğun-podcast-dinleme süreci) gerçekleştirilmiştir. Bu süreçte deney grubu katılımcıları sunuş yoluyla verilen dinleme ve sesletim dersine ek olarak 26 saat süren bir yoğun dinleme etkinliğine katılırken kontrol grubu katılımcıları ders kapsamının dışında herhangi bir dinleme etkinliğine katılmamışlardır. Dikkat, tekrar ve dinleme yardımı sağlaması ve öğretici kontrollü olması ve mobil bir uygulama ile tablet bilgisayar ortamında gerçekleştirilmesi mobil-yoğun-podcast-dinleme sürecinin öne çıkan özellikleridir. Deneysel işlemin ardından, nicel bulguları desteklemek ve daha iyi anlamak üzere nitel veriler görüşmeler yoluyla toplanmıştır. Bulgulara göre, süreçte gerçekleştirilen dinleme etkinlikleri kapsamında deney grubunda bulunmanın dinleme-anlama, konuşma ve eleştirel düşünme becerileri ile eleştirel düşünme eğilimlerini artırmada anlamlı bir fark meydana getirmediği ortaya çıkmaktadır. Nitel analiz sonuçları ise dikkat ve motivasyona yönelik faktörlerin mobil-yoğun-dinleme etkinliklerindeki önemini ön plana çıkartmaktadır. Anahtar Kelimeler: ikinci dil edinimi; yabancı dil eğitimi; mobil destekli dil öğretimi; mobil öğrenme; yoğun dinleme
Porta Linguarum, Jun 1, 2013
Research on the qualities of successful teachers in Turkey indicates that students consider teach... more Research on the qualities of successful teachers in Turkey indicates that students consider teacher effectiveness as the ability to ensure an environment in which positive student-teacher interaction can take place. However, further studies are needed to clarify students’ perceptions of the qualities of effective foreign language teachers, in particular, thus providing educators with necessary information concerning the implementation of language teacher development programs. Therefore, 998 undergraduate students at a state university in Turkey were asked to complete a survey concerning the qualities they believed are characteristic of a successful English language teacher. The results provide a detailed profile of university English as a foreign language (EFL) students’ perceptions with respect to pedagogy-specific knowledge, personality traits, professional skills and classroom behavior.
Editor-in-Chief, Jan 1, 2010
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Book Chapters by Mustafa CANER
1. Explain what is meant by teachers’ silence;
2. Describe, in general terms, the linguistic theory behind the Silent Way;
3. Articulate the main objectives of the Silent Way;
4. Discuss the practical considerations in teaching foreign languages according to the Silent Way;
5. Discuss the issues involved in adapting the Silent Way to meet the needs of students in an English as a foreign language (EFL) context.
6. Design an EFL lesson plan according to the Silent Way.
7. Decide whether the Silent Way is a viable method to use in the foreign language classroom.
Journal Papers by Mustafa CANER
various contexts, and numerous studies have been conducted on this specific issue.
The review of available literature on textbook evaluation, especially the ones held in
the Turkish context, revealed that most of the studies did not follow a theoretical
framework for their textbook evaluations. Additionally, it is observed that some
studies were conducted employing document and content analysis techniques without a robust conceptual framework, or they have evaluated the textbooks through the views of teachers, students, and parents using a checklist developed by researchers for textbook evaluation. It is a fact that evaluating the textbooks without a theoretical framework might violate the reliability and validity of the reached decisions. Thus, the present paper intends to review the frequently employed textbook evaluation
approaches in the literature and provide some background knowledge to its readers,
especially to the teachers, researchers, and pre-service teachers who are interested in
the textbook evaluation approaches.
Ders kitabı inceleme ve değerlendirme uzun yıllardır farklı ülkelerdeki
araştırmacıların ilgisini çekmiş ve bu bağlamda çeşitli çalışmalar yapılmıştır.
Ulaşılabilen alan yazında ders kitabı değerlendiren Türkiye kaynaklı çalışmaların
büyük bir çoğunluğunun kuramsal bir çerçeve bağlamında yapılmadığı, çalışmalarda
genellikle doküman ve içerik analizi yöntemiyle ders kitaplarının incelendiği, bazı
çalışmalarda ise araştırmacılar tarafından geliştirilen bir kontrol listesi kullanılarak
öğretmen, öğrenci veya veli görüşleri çerçevesinde ders kitaplarının değerlendirildiği
görülmüştür. Ders kitabı değerlendirme ve inceleme çalışmaları kuramsal bir çerçeve
ışığında yapılmadığı durumlarda yapılan değerlendirmenin etkililiği ve güvenirliğini
zayıf kalacaktır. Bu bağlamda, bu çalışmada alan yazında ders kitabı inceleme ve
değerlendirme sürecinde temel alınan başlıca yaklaşımlar ayrıntılı bir şekilde ele
alınarak bu özel alana ilgi duyan araştırmacılara ve eğitim öğretim sürecinde
kullanılacak ders kitabına ilişkin karar verecek olan öğretmen ve kurumlara ders kitabı
inceleme ve değerlendirme yaklaşımları hakkında bilgi sağlanması amaçlanmıştır.
Anahtar Sözcükler: Dinleme stratejileri; yabancı dil eğitimi; ekrandan okuma; elektronik okuma; okuma alışkanlıkları
Abstract: Recently, it is observed that a number of studies have been conducted on the use of listening strategies and their role in foreign language education. Some of those studies, even, provide evidences that reading on screen (digital reading) provide support to develop listening skills of the foreign language learners. However, the issue needs further and comprehensive analyses that stand on well-rounded data. Thus, the present study reflects an alternative perspective through examining the relationship between listening strategy use, reading media preferences and reading frequencies of foreign language learners. The data of the present study were gathered from 531 participants through using correlation survey research model. The analysis of the gathered data revealed that the rise in the participants' reading frequency increase their preferences on screen reading and the participants who read course books and lecture notes on screen, use more listening strategies. The findings of the present study indicated that providing digital lecture notes might contribute positively to develop the receptive skills-listening and reading-of the foreign language learners.
Keywords: Listening strategies; foreign language education; reading on screen; digital reading; reading habits
Anahtar Kelimeler: Yabancı dil olarak İngilizce, mobil öğrenme, öğretme-öğrenme stratejileri, dinleme becerileri, konuşma becerileri, eleştirel düşünme
Abstract:
Recently, MALL (Mobile Assisted Language Learning) has been claimed to support seamless and flexible learning for students. Reflecting these features, we aimed to investigate the effectiveness of MALL that puts extensive-listening into effect, when compared to instructor-led with intensive-listening. Therefore, two different English as Foreign Language methods, operationally defined as instructor-led intensive-listening (N=29) and mobile extensive-listening (N=30), were implemented. The nonequavalent-group quasi-experimental research design was used to attain the goal of the study. The quantitative data on listening, speaking, and critical thinking skills as well as listening strategies were collected to examine the effectiveness of the methods. Data showed that there was significant difference between two methods in favor of instructor-led intensive-listening in improving EFL listening, while no significant difference was found in terms of speaking, critical thinking, and listening strategies. Results highlight the use of instructor-led intensive-listening method in promoting EFL listening considering the limitations of the study.
Therefore, the present study intends to shed light onto the same issue
from the point of different participants who got their education on
teaching a foreign language, namely, English as a foreign language (EFL).
The participants of the study are 70 EFL pre-service teachers, who are
selected on a volunteer basis due to their availability with reference to purposeful sampling technique. The data of the study were gathered
through structured written interview forms and analysed through thematic analysis. The findings of the study revealed that participants
highly believe that teachers who teach Turkish as a foreign language
should have good command on grammar, phonetics and semantic of
Turkish besides the methodology knowledge on how to teach a foreign
language. Additionally, it is found that participants believe that having
awareness on the teaching and learning a foreign language, getting
education in teaching a foreign language as well as experiencing it in their education might provide them advantages in teaching Turkish as a
foreign language. Concerning the findings, several suggestions for further studies as well as for the practitioners were provided in the study.
1. Explain what is meant by teachers’ silence;
2. Describe, in general terms, the linguistic theory behind the Silent Way;
3. Articulate the main objectives of the Silent Way;
4. Discuss the practical considerations in teaching foreign languages according to the Silent Way;
5. Discuss the issues involved in adapting the Silent Way to meet the needs of students in an English as a foreign language (EFL) context.
6. Design an EFL lesson plan according to the Silent Way.
7. Decide whether the Silent Way is a viable method to use in the foreign language classroom.
various contexts, and numerous studies have been conducted on this specific issue.
The review of available literature on textbook evaluation, especially the ones held in
the Turkish context, revealed that most of the studies did not follow a theoretical
framework for their textbook evaluations. Additionally, it is observed that some
studies were conducted employing document and content analysis techniques without a robust conceptual framework, or they have evaluated the textbooks through the views of teachers, students, and parents using a checklist developed by researchers for textbook evaluation. It is a fact that evaluating the textbooks without a theoretical framework might violate the reliability and validity of the reached decisions. Thus, the present paper intends to review the frequently employed textbook evaluation
approaches in the literature and provide some background knowledge to its readers,
especially to the teachers, researchers, and pre-service teachers who are interested in
the textbook evaluation approaches.
Ders kitabı inceleme ve değerlendirme uzun yıllardır farklı ülkelerdeki
araştırmacıların ilgisini çekmiş ve bu bağlamda çeşitli çalışmalar yapılmıştır.
Ulaşılabilen alan yazında ders kitabı değerlendiren Türkiye kaynaklı çalışmaların
büyük bir çoğunluğunun kuramsal bir çerçeve bağlamında yapılmadığı, çalışmalarda
genellikle doküman ve içerik analizi yöntemiyle ders kitaplarının incelendiği, bazı
çalışmalarda ise araştırmacılar tarafından geliştirilen bir kontrol listesi kullanılarak
öğretmen, öğrenci veya veli görüşleri çerçevesinde ders kitaplarının değerlendirildiği
görülmüştür. Ders kitabı değerlendirme ve inceleme çalışmaları kuramsal bir çerçeve
ışığında yapılmadığı durumlarda yapılan değerlendirmenin etkililiği ve güvenirliğini
zayıf kalacaktır. Bu bağlamda, bu çalışmada alan yazında ders kitabı inceleme ve
değerlendirme sürecinde temel alınan başlıca yaklaşımlar ayrıntılı bir şekilde ele
alınarak bu özel alana ilgi duyan araştırmacılara ve eğitim öğretim sürecinde
kullanılacak ders kitabına ilişkin karar verecek olan öğretmen ve kurumlara ders kitabı
inceleme ve değerlendirme yaklaşımları hakkında bilgi sağlanması amaçlanmıştır.
Anahtar Sözcükler: Dinleme stratejileri; yabancı dil eğitimi; ekrandan okuma; elektronik okuma; okuma alışkanlıkları
Abstract: Recently, it is observed that a number of studies have been conducted on the use of listening strategies and their role in foreign language education. Some of those studies, even, provide evidences that reading on screen (digital reading) provide support to develop listening skills of the foreign language learners. However, the issue needs further and comprehensive analyses that stand on well-rounded data. Thus, the present study reflects an alternative perspective through examining the relationship between listening strategy use, reading media preferences and reading frequencies of foreign language learners. The data of the present study were gathered from 531 participants through using correlation survey research model. The analysis of the gathered data revealed that the rise in the participants' reading frequency increase their preferences on screen reading and the participants who read course books and lecture notes on screen, use more listening strategies. The findings of the present study indicated that providing digital lecture notes might contribute positively to develop the receptive skills-listening and reading-of the foreign language learners.
Keywords: Listening strategies; foreign language education; reading on screen; digital reading; reading habits
Anahtar Kelimeler: Yabancı dil olarak İngilizce, mobil öğrenme, öğretme-öğrenme stratejileri, dinleme becerileri, konuşma becerileri, eleştirel düşünme
Abstract:
Recently, MALL (Mobile Assisted Language Learning) has been claimed to support seamless and flexible learning for students. Reflecting these features, we aimed to investigate the effectiveness of MALL that puts extensive-listening into effect, when compared to instructor-led with intensive-listening. Therefore, two different English as Foreign Language methods, operationally defined as instructor-led intensive-listening (N=29) and mobile extensive-listening (N=30), were implemented. The nonequavalent-group quasi-experimental research design was used to attain the goal of the study. The quantitative data on listening, speaking, and critical thinking skills as well as listening strategies were collected to examine the effectiveness of the methods. Data showed that there was significant difference between two methods in favor of instructor-led intensive-listening in improving EFL listening, while no significant difference was found in terms of speaking, critical thinking, and listening strategies. Results highlight the use of instructor-led intensive-listening method in promoting EFL listening considering the limitations of the study.
Therefore, the present study intends to shed light onto the same issue
from the point of different participants who got their education on
teaching a foreign language, namely, English as a foreign language (EFL).
The participants of the study are 70 EFL pre-service teachers, who are
selected on a volunteer basis due to their availability with reference to purposeful sampling technique. The data of the study were gathered
through structured written interview forms and analysed through thematic analysis. The findings of the study revealed that participants
highly believe that teachers who teach Turkish as a foreign language
should have good command on grammar, phonetics and semantic of
Turkish besides the methodology knowledge on how to teach a foreign
language. Additionally, it is found that participants believe that having
awareness on the teaching and learning a foreign language, getting
education in teaching a foreign language as well as experiencing it in their education might provide them advantages in teaching Turkish as a
foreign language. Concerning the findings, several suggestions for further studies as well as for the practitioners were provided in the study.
Keywords: Web component; Teacher education; Web CT"