Papers by Şakire Erbay Çetinkaya
Recent technological advances have raised the issue of how to integrate technology into language ... more Recent technological advances have raised the issue of how to integrate technology into language classrooms. With the emphasis on student-centred learning, the applications of the computer have enhanced not only the input but also the output in language teaching and learning. This study is an attempt to find out the role of a web-based grammar instruction system in students' grammar achievement and students' perceptions about the system. This web-based grammar instruction was provided via an online grammar lab serves as a blend of the coursebook, online, and mobile sources. It has three level series; however, for the present study its intermediate level was used. The study was conducted at the Department of English Language and Literature at a major university in northeastern Turkey throughout the academic year 2012-2013. English-majoring students with access to the online grammar lab were assigned as the experimental group (n=73), and the students who take grammar instruction in traditional whole-class environment as control group (n=57). While four achievement exams served as the quantitative data gathering instrument of this one-year quasi-experimental study, an open-ended questionnaire was conducted with 53 voluntary students so as to gain more insights into the use of web-based grammar instruction.
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Language teachers in Turkey do not take a standard pre-service education as graduates
of English ... more Language teachers in Turkey do not take a standard pre-service education as graduates
of English Language Teaching (ELT), linguistics, and translation departments all end up with
language teaching profession and this, in turn, results in different teaching needs and
concerns. The researchers argue that these different concerns may be one of the underlying
causes of chronic language education problems in Turkey, in that Turkish Ministry of
National Education does not take into consideration the comparative picture of practicing
teachers and composes curricula, teaching materials, and compulsory one-shot professional
development activities that all reflect “one size fits all” ideology. Therefore, determining the
needs and concerns of pre-service language teachers is of vital importance. The current study
has arisen from Griffith’s (2012) call for more larger-scale studies on teacher concerns across
different contexts via triangulation. The researchers aim at not only investigating teacher
concerns but also painting a much detailed comparative picture between ELT and linguistics
department prospective teachers. The researchers target convenience sampling, in the full knowledge that this group will not represent the whole population
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The attempt to present the profile of a good language teacher is an early arrival, dating back to... more The attempt to present the profile of a good language teacher is an early arrival, dating back to 1920s. The literature to date abounds with much scholarly attention to exploration of mainly students’ and teachers’ point of view regarding the issue. However, the paucity of research into other different perspectives in Turkey serves as the backcloth of the current study qualitative in nature, which employs in-depth interviews with the six administrators of six private courses in a province in the northeast part of Turkey with the aim of filling this hiatus. The data gathered via individual in-depth interviews were analysed via content analysis, in which the researchers went through the transcribed texts to find the recurring themes, enumerate them, create broad categories out of them, and pick excerpts that could support their interpretations. Although it was not intended to provide definitive good language teacher profile, issues such as a finely-tuned classroom authority, energy, tolerance, creativity, a sound knowledge of language, an ongoing professional development, enhancement of student autonomy, good communication skills, and teaching experience were found as the distinguishing effective teacher characteristics, analogous to the previous studies. However, the findings contradict with the seemingly omnipresent tendency towards describing native speaker as good language teacher in the existing literature in that local Turkish teachers were described as effective teachers with their in-class teaching roles, second language learning experience, strong empathy with students while their native counterparts were valued solely for their communicative ability and potential role to add to institution prestige. The current study with a glimpse of Turkey is believed to help capture the essence of the issue by providing a close scrutiny of a different perspective, in turn yield insight for prospective English language teachers and teacher education planners.
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Supervised BA Theses by Şakire Erbay Çetinkaya
In the current world of communication, it is a commonplace to learn at least a foreign language a... more In the current world of communication, it is a commonplace to learn at least a foreign language as a naturel result of globalization of the world. In addition to that, it is not seen enough to know only one foreign language in some parts of world in which there exists great number of foreign people speaking different languages. With the aim of examining cross-linguistic interference, many studies have been conducted on second language learning. However, little attention has been called to third language learning although third language has recently started to increase its prominence in language learning area. In other words, third language learning has not gotten what it deserves. The present study aimed to explore whether the previously acquired language, second language, influences the later acquired language, third language; how it influences and at what aspects it influences. For this purpose, the researcher made use of the questionnaire consisting of 25 five point likert scale items as a quantitative data gathering method. Thirty participants were conveniently chosen from students who have been studying the third language at least two years (the junior or the senior whose levels were A1 or A2) and English language and literature in Karadeniz Technical University. With regard to the results, it can be said that students made use of their second language on the learning of third language particularly in terms of lexis, phonetics or phonology, morphology and syntax.
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In the recent times, language learning has become significant in many fields. In this regard, the... more In the recent times, language learning has become significant in many fields. In this regard, the qualifications of a good language teacher play a key role in effective language education. In the existing literature, some teacher qualifications were presented from the perspectives of teachers and learners. However, this issue requires the investigation of different perspectives. In this regard, the present case study aimed to clarify how a good language teacher should be and which teacher qualifications are described by private language courses. To this end, the researcher conducted an interview study, and the qualitative data of interview study were gathered by nine open-ended interview questions. The researcher selected the participants of the current interview study with convenience sampling. The administrators of six private language courses in Trabzon who admitted the interview participated in the current interview study. The researcher analyzed the contents of interviews course by course, and then the prominent perspectives of six private language courses were itemized in tables. Based on the findings of the present study, the qualifications of a good language teacher described by six private language courses in Trabzon are that a good language teacher should have the proficiency of the target language, the ability of imparting his/her knowledge, the good relationship between his/her learners, an experience, and good personality in order to motivate his/her learners for learning. Contrary to the common idea that a native speaker language teacher is the best one in the existing literature, the findings of the current study presented that a non-native speaker language teacher is able to improve himself/herself like a native speaker.
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Book Chapters by Şakire Erbay Çetinkaya
World Englishes and culture in English as a foreign language (EFL) education, Oct 25, 2020
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Intercultural competence in ELT. Raising awareness in classrooms., 2020
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Papers by Şakire Erbay Çetinkaya
of English Language Teaching (ELT), linguistics, and translation departments all end up with
language teaching profession and this, in turn, results in different teaching needs and
concerns. The researchers argue that these different concerns may be one of the underlying
causes of chronic language education problems in Turkey, in that Turkish Ministry of
National Education does not take into consideration the comparative picture of practicing
teachers and composes curricula, teaching materials, and compulsory one-shot professional
development activities that all reflect “one size fits all” ideology. Therefore, determining the
needs and concerns of pre-service language teachers is of vital importance. The current study
has arisen from Griffith’s (2012) call for more larger-scale studies on teacher concerns across
different contexts via triangulation. The researchers aim at not only investigating teacher
concerns but also painting a much detailed comparative picture between ELT and linguistics
department prospective teachers. The researchers target convenience sampling, in the full knowledge that this group will not represent the whole population
Supervised BA Theses by Şakire Erbay Çetinkaya
Book Chapters by Şakire Erbay Çetinkaya
of English Language Teaching (ELT), linguistics, and translation departments all end up with
language teaching profession and this, in turn, results in different teaching needs and
concerns. The researchers argue that these different concerns may be one of the underlying
causes of chronic language education problems in Turkey, in that Turkish Ministry of
National Education does not take into consideration the comparative picture of practicing
teachers and composes curricula, teaching materials, and compulsory one-shot professional
development activities that all reflect “one size fits all” ideology. Therefore, determining the
needs and concerns of pre-service language teachers is of vital importance. The current study
has arisen from Griffith’s (2012) call for more larger-scale studies on teacher concerns across
different contexts via triangulation. The researchers aim at not only investigating teacher
concerns but also painting a much detailed comparative picture between ELT and linguistics
department prospective teachers. The researchers target convenience sampling, in the full knowledge that this group will not represent the whole population