I'm a Turkish citizen born in the countryside of Edirne and grown mostly in Istanbul, Turkey. I have been a teacher of English since I graduated from Boğaziçi University in 2007, currently working at Kadir Has University. On top of the nonstop formal education for 25 years till I got a graduate degree, I am an MA student in ELT at İzmir Democracy University. Having about 20 years of experience in civil society organizations, I learned and shared a lot about opportunities for the youth through international projects, which, I believe have added much on me towards being "more than a teacher" in my career and an "active world citizen" in a broad sense. Phone: 00905367170451 Address: Fatih, Istanbul, Turkey
IJETS International Journal of Education, Technology and Science, 2024
Digital competencies have come to the fore in education activities under mandatory conditions due... more Digital competencies have come to the fore in education activities under mandatory conditions due to emergencies such as the Covid-19 pandemic and have become an indispensable part of the new normal process. This study aims to explore the perceptions and levels of digital competencies of university instructors and how effectively they utilise technology in foreign language education processes. Semi-structured interviews were conducted with 10 English instructors working at the School of Foreign Languages of a private university in Türkiye. Findings indicated that instructors have positive views of digital competencies and need similar digital competencies in foreign language education; they are perceived as more competent digitally although they see one another's digital competency levels as sufficient, and digital competencies are used extensively in lessons, extracurricular studies, and assessment-evaluation processes albeit school curricula do not prioritize digital competencies sufficiently. Findings also revealed that the university provides sufficient opportunities for teachers for digital competencies, but there are still various recommendations from the teachers to further develop themselves professionally and academically.
Bu yazıda dil öğrenimi konusuna dijital bir perspektiften bakarak yabancı dil öğrenirken kullanıl... more Bu yazıda dil öğrenimi konusuna dijital bir perspektiften bakarak yabancı dil öğrenirken kullanılabilecek ücretsiz dijital ve online araçları daha detaylı bir şekilde açıklamaya ve kendi deneyimlerimi paylaşmaya çalışacağım.
Like a beautiful pearl formed under pressure, digital competencies have come to the fore in educa... more Like a beautiful pearl formed under pressure, digital competencies have come to the fore in education activities under mandatory conditions due to emergencies such as the Covid-19 pandemic and earthquake disasters and have become an indispensable part of the new normal process. Although the world of language education, which has matured the digitalization process for decades, has adapted relatively quickly to these intense changes, it is still very important to evaluate digital competencies in teaching and learning English as a foreign language (EFL) in higher education institutions in Türkiye. Digital competencies are among the vital skills that both teachers and students should acquire. Although most of the frameworks, models and scales related to these competencies focus on pre-tertiary levels, there is an increasing interest in understanding how the perceptions and levels of digital competencies of university lecturers and students are and how effectively they utilise technology in foreign language education processes. In this context, one-to-one interviews were conducted with 10 English instructors working at a foreign languages school of a Turkish foundation university and 20 English preparatory class students studying at the same institution, using semi-structured interview forms consisting of 12 open-ended questions. The comprehensive data obtained were analyzed by creating meaningful codes, categories and sub-themes using the qualitative analysis methods, and then presented with participant statements elaborating them, answering the 6 main research questions to evaluate the place of digital competencies in teaching and learning EFL. Findings, compared with existing studies in the literature, indicate that teachers and students have positive views of digital competencies covering universally accepted definitions, that they need similar digital competencies in foreign language education; that teachers are perceived as more competent digitally although they see each other's digital competency levels as sufficient, and that digital competencies are used extensively in lessons, extracurricular studies and assessment-evaluation processes albeit school curricula do not prioritize digital competencies sufficiently. It has also been revealed that the school provides sufficient opportunities for teachers and students for digital competencies, but there are still various recommendations from the participants to further develop themselves professionally and academically. This issue is not believed to be given enough importance in national higher education policies, either. With this study bringing a comprehensive overview to the attitudes towards digital competencies, it has been suggested that not only university students and lecturers, but also institution administrators and national policy makers in higher education should make endeavours to prioritise digital competencies, and thus future studies can be conducted to examine this issue from different dimensions. Keywords: Digital competencies, Higher education, Distance education, Technology integration in English language teaching, Digitalization of English teachers and students
IJETS International Journal of Education, Technology and Science, 2024
Digital competencies have come to the fore in education activities under mandatory conditions due... more Digital competencies have come to the fore in education activities under mandatory conditions due to emergencies such as the Covid-19 pandemic and have become an indispensable part of the new normal process. This study aims to explore the perceptions and levels of digital competencies of university instructors and how effectively they utilise technology in foreign language education processes. Semi-structured interviews were conducted with 10 English instructors working at the School of Foreign Languages of a private university in Türkiye. Findings indicated that instructors have positive views of digital competencies and need similar digital competencies in foreign language education; they are perceived as more competent digitally although they see one another's digital competency levels as sufficient, and digital competencies are used extensively in lessons, extracurricular studies, and assessment-evaluation processes albeit school curricula do not prioritize digital competencies sufficiently. Findings also revealed that the university provides sufficient opportunities for teachers for digital competencies, but there are still various recommendations from the teachers to further develop themselves professionally and academically.
Bu yazıda dil öğrenimi konusuna dijital bir perspektiften bakarak yabancı dil öğrenirken kullanıl... more Bu yazıda dil öğrenimi konusuna dijital bir perspektiften bakarak yabancı dil öğrenirken kullanılabilecek ücretsiz dijital ve online araçları daha detaylı bir şekilde açıklamaya ve kendi deneyimlerimi paylaşmaya çalışacağım.
Like a beautiful pearl formed under pressure, digital competencies have come to the fore in educa... more Like a beautiful pearl formed under pressure, digital competencies have come to the fore in education activities under mandatory conditions due to emergencies such as the Covid-19 pandemic and earthquake disasters and have become an indispensable part of the new normal process. Although the world of language education, which has matured the digitalization process for decades, has adapted relatively quickly to these intense changes, it is still very important to evaluate digital competencies in teaching and learning English as a foreign language (EFL) in higher education institutions in Türkiye. Digital competencies are among the vital skills that both teachers and students should acquire. Although most of the frameworks, models and scales related to these competencies focus on pre-tertiary levels, there is an increasing interest in understanding how the perceptions and levels of digital competencies of university lecturers and students are and how effectively they utilise technology in foreign language education processes. In this context, one-to-one interviews were conducted with 10 English instructors working at a foreign languages school of a Turkish foundation university and 20 English preparatory class students studying at the same institution, using semi-structured interview forms consisting of 12 open-ended questions. The comprehensive data obtained were analyzed by creating meaningful codes, categories and sub-themes using the qualitative analysis methods, and then presented with participant statements elaborating them, answering the 6 main research questions to evaluate the place of digital competencies in teaching and learning EFL. Findings, compared with existing studies in the literature, indicate that teachers and students have positive views of digital competencies covering universally accepted definitions, that they need similar digital competencies in foreign language education; that teachers are perceived as more competent digitally although they see each other's digital competency levels as sufficient, and that digital competencies are used extensively in lessons, extracurricular studies and assessment-evaluation processes albeit school curricula do not prioritize digital competencies sufficiently. It has also been revealed that the school provides sufficient opportunities for teachers and students for digital competencies, but there are still various recommendations from the participants to further develop themselves professionally and academically. This issue is not believed to be given enough importance in national higher education policies, either. With this study bringing a comprehensive overview to the attitudes towards digital competencies, it has been suggested that not only university students and lecturers, but also institution administrators and national policy makers in higher education should make endeavours to prioritise digital competencies, and thus future studies can be conducted to examine this issue from different dimensions. Keywords: Digital competencies, Higher education, Distance education, Technology integration in English language teaching, Digitalization of English teachers and students
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Papers by Murat Akbıyık
Kadir Has University's Khas Panorama Magazine 2017 Fall Issue, no:25
http://panorama.khas.edu.tr/dijital-dil-ogrenme-araclari-530 – 2017
Thesis Chapters by Murat Akbıyık
Keywords: Digital competencies, Higher education, Distance education, Technology integration in English language teaching, Digitalization of English teachers and students
Kadir Has University's Khas Panorama Magazine 2017 Fall Issue, no:25
http://panorama.khas.edu.tr/dijital-dil-ogrenme-araclari-530 – 2017
Keywords: Digital competencies, Higher education, Distance education, Technology integration in English language teaching, Digitalization of English teachers and students