Conference Presentations by Ahmet Selçuk Akdemir
This study aims at investigating personals skills language teachers should have. There are severa... more This study aims at investigating personals skills language teachers should have. There are several studies on the professional skills of language teachers. However, research on personal skills of language teachers is relatively limited. To this end, a qualitative investigation was conducted with the participation of 360 language teachers, teacher trainers and pre-service teachers all of whom work or study at Turkish universities and public primary and secondary schools. The participants were asked to write at least five personal skills they think a language teacher should have. The data was analyzed through content analysis. The answers of the participants were grouped in terms of coherence and consistency under main topics. Then, the most frequent skills were determined by the researcher. The analysis was repeated by two independent researchers in order to ensure reliability. The study is expected to shed light on the expectations and tendencies of personal skills language teachers should have in a Turkish context.
In spite of the huge amount of budget allocated for the policies and practices, teaching English ... more In spite of the huge amount of budget allocated for the policies and practices, teaching English as a foreign language in classroom is one of the most arduous tasks of educational activities in Turkey. Starting at the very beginning years of primary education, English courses are conducted until the end of one’s whole school life. Yet, all these courses fail to satisfy developing good communication skills of learners. Language learners feel fed up with grammar rules. After years of formal education, they cannot use English for even basic communication purposes. They lack communicative competence and performance skills. Along with other subordinate factors, ‘focus on grammar’ tendency of language teachers are taught to be the main cause of this lack. For a majority of schools, language teaching is limited to teaching grammar and form of the language. Language practice and communication, the use of language itself, is rather limited. The aim of this study is to explore the reasons why teachers mostly focus on grammar and ignore communicative skills and practices in their English language teaching classrooms. For this purpose, a qualitative research was conducted with the participation of twelve English language teachers from eight public primary schools of Turkey. The participants were selected randomly from public primary schools of a central city in Turkey. The data was collected with semi-structured interview protocol prepared by the researchers. The data was transcribed and then analysed descriptively. The reasons why teachers mostly focus on grammar and ignore communicative skills and practices in their English language teaching classrooms have been identified under main themes. The findings are discussed in the light of relevant literature. The study concludes with some implications for further research and practice. This study is expected to contribute to the research on language teaching practices.
Culture is an indispensable component of foreign language teaching process. Several studies have... more Culture is an indispensable component of foreign language teaching process. Several studies have investigated to what extent should target culture and local culture take place in foreign language teaching as well as the priority of the two. Culture is an important component in gaining and developing pragmatic competence, the competence of language use in a specific context, to language learners. This study is devoted to investigate the relationship between culture in foreign language teaching and pragmatic competence, the role of culture in developing pragmatic competence in foreign language teaching. Current study aims at contributing the relevant literature as well as guiding further theoretical and applied studies.
There is no doubt that second language listening studies need investigative methods and innovativ... more There is no doubt that second language listening studies need investigative methods and innovative procedures more than the studies of any other language skills. This retrospective study aims at reviewing second language listening studies as well as remarking current trends in the field, including new qualitative and quantitative research designs. Some dissertations and master theses have been reviewed according to certain variables set by the researchers.
This study is based on exploring the experiences of language teachers who have attended eTwinning... more This study is based on exploring the experiences of language teachers who have attended eTwinning school partnership programme, which is an opportunity of learning together for schools all over European countries. The study reveals basic information about eTwinning programme, then, six language teachers from Turkey are invited to speak about their eTwinning activities. The participants are language teachers who have successfully conducted at least one eTwinning school partnership project between their country, Turkey, and another European country. As a qualitative investigation, the study ascertains the advantages and disadvantages of eTwinning school partnership programme in language classroom under basic themes. There are also concluding remarks for further research and practice.
Papers by Ahmet Selçuk Akdemir
This study aims at investigating the effect of eTwinning, an innovative way of cooperative learni... more This study aims at investigating the effect of eTwinning, an innovative way of cooperative learning, on language teaching. A qualitative research design is preferred in order to explore the experiences of language teachers who have completed successful eTwinning projects. To this end, 7 ELT professionals (4 female, 3 male) from different cities of Turkey have been contacted on the Internet to share their experiences in a semi structured interview. The data was analysed descriptively to identify a) a general conceptualization of eTwinning in language learning and teaching settings, b) the advantages and c) the disadvantages of eTwinning from teachers' perspective. The results have been discussed in the light of relevant literature. The paper ends with practical recommendations for teachers and researchers.
This study aims at investigating willingness to communicate (WTC) construct, which is developed t... more This study aims at investigating willingness to communicate (WTC) construct, which is developed to determine language learners' willingness to communicate, reviewing the relevant literature and suggesting further directions for future research. WTC has become a recent addition to language learning research since the last four decades. Several studies, which investigate the relationships between WTC and other variables of language learning process, have been conducted for a long time. Yet, current research, limited to the same research perspectives and designs, hampers the diachronic development of the conceptualization of WTC. This paper is devoted to the study of WTC in the relevant literature as well as suggestions for further studies.
This study reviews a selected sample of 274 research articles on ELT, published between 2005 and ... more This study reviews a selected sample of 274 research articles on ELT, published between 2005 and 2015 in Turkish contexts. In the study, 15 journals in ULAKBIM database and articles from national and international journals accessed according to convenience sampling method were surveyed and relevant articles were obtained. A content analysis was implemented for each article in terms of subjects, research design, data collection tools, samples and data analyses through an " Article Classification Form ". Results showed that Turkish ELT researchers have been mostly interested in language learning and teaching, and commonly used quantitative research designs with more often descriptive tools and analysis procedures compared to inferential analyses. Samples generally consist of undergraduate students and teachers. The main themes were found to be language learning/acquisition, language teaching and teacher education with mostly quantitative research designs between 2005-2015 years. Given the implementational components, it was seen that questionnaires were designed mostly in Likert type, sampling preference was for undergraduate students with 101-300 sample size, and most often descriptive statistical procedure were used. Moreover, some suggestions were made for ELT and applied linguistics researchers related to themes, research designs and statistical procedures.
In this study it was aimed at revealing the findings of an experimental study in which writing te... more In this study it was aimed at revealing the findings of an experimental study in which writing templates were used as writing materials to improve writing skills in intermediate (B1) EFL classes as well as reviewing the concepts writing skills, second language writing and writing templates. The study was conducted with 50 students, aged 20-23, of a public university in Turkey. In Writing and Speaking in English II class writing templates were used as writing materials during 12 weeks. The students were asked to fulfil tasks asking them to use some basic writing types for B1 level such as formal and informal letter writing, CV writing, writing business e-mails etc. before and after the study. It was concluded that writing templates can be used as writing materials to improve intermediate (B1) EFL classes.
This study aims to develop and validate a willingness to listen (WTL) scale for second language (... more This study aims to develop and validate a willingness to listen (WTL) scale for second language (L2) contexts. There are several studies on willingness to communicate (WTC) in L2. However, most of these studies are based on the speaking dimension of communication. As an ignored dimension, listening in L2 is underestimated in WTC research. The current study is based on the fact that listening, along with speaking, composes an important part of communication in L2 contexts. In order to develop a valid and reliable WTL in L2 scale, a series of analyses has been carried out after creating the items for the scale. The sample group is composed of 335 students for the first application, and 97 students for the second application. In order to assess the reliability and validity of the scale, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) have been conducted. Also, Cronbach's α, Guttman Split-Half, and Spearman-Brown coefficients have been calculated. Consequently, WTL in L2 scale is developed as a Likert-type scale with 19 items which constitute a four-factor structure. WTL in L2 is a valid and reliable scale in determining willingness to listen structure in various L2 contexts.
This study aims to investigate extraversion as a personality trait of female EFL learners as list... more This study aims to investigate extraversion as a personality trait of female EFL learners as listeners. The study is based on qualitative research design. Five students, who were studying as freshman students at English Language Teaching Department of a public university in Turkey, are the participants of the study. All participants have been selected among freshman students of the department. Data which was collected with semi-structured interviews was transcribed verbatim by the researcher himself and then it was analyzed with content analysis method. According to results of the study, extraversion is found to be a significant personality trait of female EFL learners as listeners. Besides, six sub-dimensions of extraversion were identified under two main categories. The study is expected to contribute the literature in terms of a detailed investigation of extraversion for female EFL learners as listeners.
Studies in L2 listening, unlike those in other language skills, mostly focus on the product of th... more Studies in L2 listening, unlike those in other language skills, mostly focus on the product of the skill instead of
defining the process itself. Recent studies are far from going beyond basic experimental research designs most
of which aim to find out the differences between the two groups in terms of the product of listening. The
listening literature is full of such product-oriented experimental studies. However, it is obvious that qualitative
research has a key role in understanding and uncovering listening as a cognitive process which is not
susceptible to direct observation. More research is needed to find out the relationship between personality
traits of effective and ineffective listeners and L2 listening success, a topic of interest for scholars since it was
first asserted by the early middle of 20th century. From this point of view, this study is devoted to reach beyond
stereotypical listening research. Aiming at investigating and exploring the characteristics of language learners
as listeners according to the strategies they use in EFL listening, this study is expected to contribute to the field
with its method, procedure, findings and concluding remarks. There are two phases in the study: a) the
application of the Oral Communication Strategies Inventory (OCSI), which was developed to measure ‘active
listening strategies’ and ‘less active listening strategies’ of EFL learners, to 123 freshman students of English
Language Teaching (ELT) Department of a state university in Turkey; b) semi-structured interviews with 10
students selected from the participants of the first phase. After the qualitative analyses of OCSI scores, the topranking
10 students were included in the second phase of the study and invited as volunteer interviewees. The
second phase, the main qualitative part of the study, was conducted with semi-structured interviews. The
questions were designed to explore the participants’ personality traits in L2 listening. Qualitative data was
transcribed verbatim and analysed with a content analysis method. The analysis revealed basic characteristics
such as ‘being text-dependent, non-interruptive, judgmental, empathic’. In total, 30 characteristics were
defined under 5 pre-determined themes and 11 categories. While most of the characteristics defined in the
study are consistent with existing literature, there are also some newly explored ones such as ‘being respectful,
being text-independent, and willingness’. Both the findings and the research design of the study have
implications and suggestions for further research as well as L2 listening practice.
Language learning/teaching environment has changed a lot in parallel with technological developme... more Language learning/teaching environment has changed a lot in parallel with technological developments. As technological developments found their way into educational settings, many classical ways of teaching left their points to modern and new ones. The use of video and films in language teaching courses and programs is a relatively new and developing technology. Today many teachers and instructors use educational video to teach a foreign language. But there is a problem with teaching language with the help of video films: It is mostly far from being spoken language. So it is difficult to reflect the original language use with an artificially created and simplified video. In this study it is aimed to investigate the role of authentic video as a language teaching material in reflecting spoken language and its importance as an advance organizer to improve basic language skills especially listening and speaking skills to retain and recall the language material and input.
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Conference Presentations by Ahmet Selçuk Akdemir
Papers by Ahmet Selçuk Akdemir
defining the process itself. Recent studies are far from going beyond basic experimental research designs most
of which aim to find out the differences between the two groups in terms of the product of listening. The
listening literature is full of such product-oriented experimental studies. However, it is obvious that qualitative
research has a key role in understanding and uncovering listening as a cognitive process which is not
susceptible to direct observation. More research is needed to find out the relationship between personality
traits of effective and ineffective listeners and L2 listening success, a topic of interest for scholars since it was
first asserted by the early middle of 20th century. From this point of view, this study is devoted to reach beyond
stereotypical listening research. Aiming at investigating and exploring the characteristics of language learners
as listeners according to the strategies they use in EFL listening, this study is expected to contribute to the field
with its method, procedure, findings and concluding remarks. There are two phases in the study: a) the
application of the Oral Communication Strategies Inventory (OCSI), which was developed to measure ‘active
listening strategies’ and ‘less active listening strategies’ of EFL learners, to 123 freshman students of English
Language Teaching (ELT) Department of a state university in Turkey; b) semi-structured interviews with 10
students selected from the participants of the first phase. After the qualitative analyses of OCSI scores, the topranking
10 students were included in the second phase of the study and invited as volunteer interviewees. The
second phase, the main qualitative part of the study, was conducted with semi-structured interviews. The
questions were designed to explore the participants’ personality traits in L2 listening. Qualitative data was
transcribed verbatim and analysed with a content analysis method. The analysis revealed basic characteristics
such as ‘being text-dependent, non-interruptive, judgmental, empathic’. In total, 30 characteristics were
defined under 5 pre-determined themes and 11 categories. While most of the characteristics defined in the
study are consistent with existing literature, there are also some newly explored ones such as ‘being respectful,
being text-independent, and willingness’. Both the findings and the research design of the study have
implications and suggestions for further research as well as L2 listening practice.
defining the process itself. Recent studies are far from going beyond basic experimental research designs most
of which aim to find out the differences between the two groups in terms of the product of listening. The
listening literature is full of such product-oriented experimental studies. However, it is obvious that qualitative
research has a key role in understanding and uncovering listening as a cognitive process which is not
susceptible to direct observation. More research is needed to find out the relationship between personality
traits of effective and ineffective listeners and L2 listening success, a topic of interest for scholars since it was
first asserted by the early middle of 20th century. From this point of view, this study is devoted to reach beyond
stereotypical listening research. Aiming at investigating and exploring the characteristics of language learners
as listeners according to the strategies they use in EFL listening, this study is expected to contribute to the field
with its method, procedure, findings and concluding remarks. There are two phases in the study: a) the
application of the Oral Communication Strategies Inventory (OCSI), which was developed to measure ‘active
listening strategies’ and ‘less active listening strategies’ of EFL learners, to 123 freshman students of English
Language Teaching (ELT) Department of a state university in Turkey; b) semi-structured interviews with 10
students selected from the participants of the first phase. After the qualitative analyses of OCSI scores, the topranking
10 students were included in the second phase of the study and invited as volunteer interviewees. The
second phase, the main qualitative part of the study, was conducted with semi-structured interviews. The
questions were designed to explore the participants’ personality traits in L2 listening. Qualitative data was
transcribed verbatim and analysed with a content analysis method. The analysis revealed basic characteristics
such as ‘being text-dependent, non-interruptive, judgmental, empathic’. In total, 30 characteristics were
defined under 5 pre-determined themes and 11 categories. While most of the characteristics defined in the
study are consistent with existing literature, there are also some newly explored ones such as ‘being respectful,
being text-independent, and willingness’. Both the findings and the research design of the study have
implications and suggestions for further research as well as L2 listening practice.