Bilingualism is no longer for the elite and highly educated. It is becoming a necessity for survi... more Bilingualism is no longer for the elite and highly educated. It is becoming a necessity for survival in modern society. Therefore, school systems around the world are implementing mandatory foreign language programs. However, the question of the best time to start a child learning a second language is still debated. This study examined a group of early onset sequential bilinguals and a group of late onset sequential bilinguals in an EFL setting for differences in vocabulary development, keeping the length of foreign language education constant. The results of this study suggest that age of onset may not have an impact on vocabulary acquisition. However, this study was done on a small scale. A larger scale study with modifications in the measurement instruments is recommended before definitive conclusions can be made.Dvikalbystė jau nėra tik elito ar aukštą išsilavinimą turinčių žmonių gebėjimas. Tai tampa būtinybe norint išgyventi modernioje šiuolaikinėje visuomenėje. Dėl šios priež...
The reader of this chapter can expect to learn about flipped learning generally and as it pertain... more The reader of this chapter can expect to learn about flipped learning generally and as it pertains to teaching English as a foreign language. The origins of flipped learning will be examined as well as the theories behind it. Then the reader can expect to understand the recent growth in popularity of flipped learning and the reasons it continues to be so often discussed by educators. Flipped learning will be compared to other methods and the way flipped learning has been implemented in various contexts and disciplines will be discussed and compared. The effectiveness of flipped learning will be analyzed both in a general sense and in the foreign language classroom. Finally, the reader can expect some specific suggestions on how to apply the method successfully.
The present study investigated differences in rhetorical preferences in L2 writings among differe... more The present study investigated differences in rhetorical preferences in L2 writings among different L1 groups. This study compared the use of metadiscourse markers in L2 essays and identified discourse devices used to distinguish different L1 groups. The essays originated from the International Corpus Network of Asian Learners of English (ICNALE) compared six L1 groups (viz., Chinese, Indonesian, Japanese, Korean, Taiwanese, and Thai) based on the frequency of metadiscourse markers. I utilized heat map with hierarchical clustering to investigate differences in metadiscourse among the six learner groups. The results suggested a substantial difference in the use of metadiscourse markers between East Asian groups (viz., Chinese, Japanese, Korean, and Taiwanese) and Southeast Asian groups (viz., Indonesian and Thai). Furthermore, each learner group displayed the specific characteristics of metadiscourse, which offer suggestions for improving L2 learners’ writings.
Vocabulary knowledge can be seen as existing on a continuum from unknown to mastery. How well a s... more Vocabulary knowledge can be seen as existing on a continuum from unknown to mastery. How well a student knows a word has been referred to as “depth” of vocabulary knowledge, as opposed to “breadth” of knowledge, which is the number of words known. Several scales have been developed that describe the levels or stages of vocabulary knowledge. Teachers have a limited time in which to teach vocabulary. Therefore, they should adopt a strategic perspective and train students to develop vocabulary acquisition systems. Teachers would do well to foster fascination with words and spark curiosity within their students. Then they will be able to develop independent learners who will be successful in acquiring vocabulary knowledge.
Innovation in Language Learning and Teaching , 2020
This article reports on student reactions to a relatively new method of giving feedback using a t... more This article reports on student reactions to a relatively new method of giving feedback using a technique called 'screencasting'. Screencasting is a technique where the computer screen is captured in a video while an audio recording is being made. In this way, students can receive oral feedback in conjunction with written corrective feedback. Forty-four freshman students from an advanced writing class in the ELT department of a small private university in Istanbul participated in the study. During the semester, three high stakes essay assignments were given. For the first essay only written corrective feedback was given, but for the subsequent two essays students received a combination of written and oral feedback through screencasting. Screencasting was originally used because it was purported to be more efficient than written corrective feedback. While it wasn't found to be more efficient for the teacher, it was enthusiastically embraced by the students. To gauge the students' perceptions, a survey was given at the same time as the final exam. The survey included a section for demographics, four open-ended questions, and 28 Likert scale-type questions. The Likert-type questions represented nine categories of inquiry including both practical and affective factors. The results indicated overwhelmingly that the students perceive screencast feedback as more pleasant and more effective than written corrective feedback alone. The technique is appropriate to the twenty-first century classroom and the learning styles of modern students. It is recommended that this technique be adopted in academic writing classes. ARTICLE HISTORY
While games are a common classroom activity, not much empirical evidence supports the use of game... more While games are a common classroom activity, not much empirical evidence supports the use of games in L2 grammar classrooms for late teens and adults. This intervention study focused on 34 Turkish learners of English as a second language. The intervention group was exposed to three class period of games, while the comparison group had three class periods of traditional instruction (e.g. worksheets and whiteboard explanations). A pre-test, a post-test, and a delayed post-test were given. T-tests were performed on the scores from each test and a mixed (with-subject and between group) ANOVA was conducted. Additionally a survey was conducted to determine the experience of the students. Results of the statistical analyses were not significant, but the students reported being motivated by the games. It is recommended that teachers use games in their grammar classrooms about once a week.
This study examined the impact of writing on the vocabulary acquisition of 32 university preparat... more This study examined the impact of writing on the vocabulary acquisition of 32 university preparatory students in Izmir, Turkey. The students were in two separate classes of 16 each. Both classes learned vocabulary receptively by using direct explanations, readings that incorporated the target words, and post-reading exercises. In addition to this receptive work, one class produced sentences and short compositions incorporating the target words. The students were evaluated by using a modified version of Paribakht and Wesche’s (1997) Vocabulary Knowledge Scale and t-tests were performed. It was found that writing had a significant effect on the development of productive vocabulary.
Reading in a foreign language is a complex activity that makes cognitive demands on students and ... more Reading in a foreign language is a complex activity that makes cognitive demands on students and is affected by personal and social factors. In a context where English is not present to any large degree, reading in a foreign language generally becomes confined to a school activity. For students to be successful at reading they must have knowledge of the target language and a desire to spend the time and energy on reading. This study looks at syntactic knowledge and motivation as factors in reading comprehension. A syntactic knowledge score was derived by averaging z-scores from three grammar test scores. Motivation levels were determined by using the Motivation for Reading Questionnaire (Wigfeild & Guthrie, 1997). The Motivation for Reading Questionnaire (MRQ) has been translated into a number of languages and widely used in research around the world. However, this is the first time it has been translated into Turkish and used in Turkey. Results suggest that syntactic knowledge is a stronger predictor of reading comprehension scores than motivation, and that Turkish students are motivated by the extrinsic utility value of reading in English. The implication for teaching is that although getting students to love reading in English is laudable, effective grammar instruction better facilitates reading comprehension.
This paper looks at the impact of the cultural factors of individualism and collectivism on plagi... more This paper looks at the impact of the cultural factors of individualism and collectivism on plagiarism behaviors. The findings suggest that people from a collective background have a higher tendency to plagiarize. This study used an actual criterion variable to measure plagiarism (an extra credit essay), where most of the other studies use self-reported measures. The paper gives teachers suggestions on ways to mitigate plagiarism behavior.
The reader of this chapter can expect to learn about flipped learning generally and as it pertain... more The reader of this chapter can expect to learn about flipped learning generally and as it pertains to teaching English as a foreign language. The origins of flipped learning will be examined as well as the theories behind it. Then the reader can expect to understand the recent growth in popularity of flipped learning and the reasons it continues to be so often discussed by educators. Flipped learning will be compared to other methods and the way flipped learning has been implemented in various contexts and disciplines will be discussed and compared. The effectiveness of flipped learning will be analyzed both in a general sense and in the foreign language classroom. Finally, the reader can expect some specific suggestions on how to apply the method successfully.
This paper is a case study of a teacher research project carried out at a private K-12 school in ... more This paper is a case study of a teacher research project carried out at a private K-12 school in Istanbul, Turkey. The research process was simplified to better fit the lives of busy teachers. The research shared a common theme. The studies in aggregate suggest solutions to school-wide problems. Additionally, working on a common theme facilitated collaboration and camaraderie amongst the teaching staff. All teachers reported benefits for the students and themselves.
Writing is hardly ever mentioned in the extensive body of research on vocabulary acquisition, whi... more Writing is hardly ever mentioned in the extensive body of research on vocabulary acquisition, while the link between reading and vocabulary acquisition has been thoroughly explored. However, writing may be an effective vehicle to increase word knowledge because it is a highly cognitive process that allows students a chance to deeply contemplate the meanings of new words. This study seeks to measure the impact of writing personally created texts on vocabulary acquisition. Two groups of students were taught 160 vocabulary words over the course of sixteen reading lessons (ten words each lesson). During the reading lessons, the students were taught the target words directly in an identical fashion. The teacher would present the word and give the definition. Then the students would read and analyze a text that incorporated the target words. Later, one group was assigned to integrate these words into their writings in a seven-week writing class, while the other group was not given this additional assignment. At the end of the course both groups were given identical tests designed to measure the depth of their word knowledge. Initial findings show that the experimental group outperformed the control group in both productive and receptive vocabulary exercises. The study concluded that providing opportunity for the students to use words in their own writings may help them use language and vocabulary in an appropriate way. Additionally, our findings indicate that the writing exercises led to an increased ability to remember word meanings. Reading alone can develop recognition of word meanings, but it often leads to students feeling that the word is somehow familiar, but they can’t exactly remember the meaning. The additional writing exercises have deepened the awareness of word meanings for the experimental group. These revelations have led to the development of a new pedagogic methodology we are calling “Blending,” which is an integration of vocabulary instruction, reading, and creative writing. Our research has shown that blended instruction outperforms other methodologies in creating learners who are able to effectively produce written English in a short period of time.
Bilingualism is no longer for the elite and highly educated. It is becoming a necessity for survi... more Bilingualism is no longer for the elite and highly educated. It is becoming a necessity for survival in modern society. Therefore, school systems around the world are implementing mandatory foreign language programs. However, the question of the best time to start a child learning a second language is still debated. This study examined a group of early onset sequential bilinguals and a group of late onset sequential bilinguals in an EFL setting for differences in vocabulary development, keeping the length of foreign language education constant. The results of this study suggest that age of onset may not have an impact on vocabulary acquisition. However, this study was done on a small scale. A larger scale study with modifications in the measurement instruments is recommended before definitive conclusions can be made.Dvikalbystė jau nėra tik elito ar aukštą išsilavinimą turinčių žmonių gebėjimas. Tai tampa būtinybe norint išgyventi modernioje šiuolaikinėje visuomenėje. Dėl šios priež...
The reader of this chapter can expect to learn about flipped learning generally and as it pertain... more The reader of this chapter can expect to learn about flipped learning generally and as it pertains to teaching English as a foreign language. The origins of flipped learning will be examined as well as the theories behind it. Then the reader can expect to understand the recent growth in popularity of flipped learning and the reasons it continues to be so often discussed by educators. Flipped learning will be compared to other methods and the way flipped learning has been implemented in various contexts and disciplines will be discussed and compared. The effectiveness of flipped learning will be analyzed both in a general sense and in the foreign language classroom. Finally, the reader can expect some specific suggestions on how to apply the method successfully.
The present study investigated differences in rhetorical preferences in L2 writings among differe... more The present study investigated differences in rhetorical preferences in L2 writings among different L1 groups. This study compared the use of metadiscourse markers in L2 essays and identified discourse devices used to distinguish different L1 groups. The essays originated from the International Corpus Network of Asian Learners of English (ICNALE) compared six L1 groups (viz., Chinese, Indonesian, Japanese, Korean, Taiwanese, and Thai) based on the frequency of metadiscourse markers. I utilized heat map with hierarchical clustering to investigate differences in metadiscourse among the six learner groups. The results suggested a substantial difference in the use of metadiscourse markers between East Asian groups (viz., Chinese, Japanese, Korean, and Taiwanese) and Southeast Asian groups (viz., Indonesian and Thai). Furthermore, each learner group displayed the specific characteristics of metadiscourse, which offer suggestions for improving L2 learners’ writings.
Vocabulary knowledge can be seen as existing on a continuum from unknown to mastery. How well a s... more Vocabulary knowledge can be seen as existing on a continuum from unknown to mastery. How well a student knows a word has been referred to as “depth” of vocabulary knowledge, as opposed to “breadth” of knowledge, which is the number of words known. Several scales have been developed that describe the levels or stages of vocabulary knowledge. Teachers have a limited time in which to teach vocabulary. Therefore, they should adopt a strategic perspective and train students to develop vocabulary acquisition systems. Teachers would do well to foster fascination with words and spark curiosity within their students. Then they will be able to develop independent learners who will be successful in acquiring vocabulary knowledge.
Innovation in Language Learning and Teaching , 2020
This article reports on student reactions to a relatively new method of giving feedback using a t... more This article reports on student reactions to a relatively new method of giving feedback using a technique called 'screencasting'. Screencasting is a technique where the computer screen is captured in a video while an audio recording is being made. In this way, students can receive oral feedback in conjunction with written corrective feedback. Forty-four freshman students from an advanced writing class in the ELT department of a small private university in Istanbul participated in the study. During the semester, three high stakes essay assignments were given. For the first essay only written corrective feedback was given, but for the subsequent two essays students received a combination of written and oral feedback through screencasting. Screencasting was originally used because it was purported to be more efficient than written corrective feedback. While it wasn't found to be more efficient for the teacher, it was enthusiastically embraced by the students. To gauge the students' perceptions, a survey was given at the same time as the final exam. The survey included a section for demographics, four open-ended questions, and 28 Likert scale-type questions. The Likert-type questions represented nine categories of inquiry including both practical and affective factors. The results indicated overwhelmingly that the students perceive screencast feedback as more pleasant and more effective than written corrective feedback alone. The technique is appropriate to the twenty-first century classroom and the learning styles of modern students. It is recommended that this technique be adopted in academic writing classes. ARTICLE HISTORY
While games are a common classroom activity, not much empirical evidence supports the use of game... more While games are a common classroom activity, not much empirical evidence supports the use of games in L2 grammar classrooms for late teens and adults. This intervention study focused on 34 Turkish learners of English as a second language. The intervention group was exposed to three class period of games, while the comparison group had three class periods of traditional instruction (e.g. worksheets and whiteboard explanations). A pre-test, a post-test, and a delayed post-test were given. T-tests were performed on the scores from each test and a mixed (with-subject and between group) ANOVA was conducted. Additionally a survey was conducted to determine the experience of the students. Results of the statistical analyses were not significant, but the students reported being motivated by the games. It is recommended that teachers use games in their grammar classrooms about once a week.
This study examined the impact of writing on the vocabulary acquisition of 32 university preparat... more This study examined the impact of writing on the vocabulary acquisition of 32 university preparatory students in Izmir, Turkey. The students were in two separate classes of 16 each. Both classes learned vocabulary receptively by using direct explanations, readings that incorporated the target words, and post-reading exercises. In addition to this receptive work, one class produced sentences and short compositions incorporating the target words. The students were evaluated by using a modified version of Paribakht and Wesche’s (1997) Vocabulary Knowledge Scale and t-tests were performed. It was found that writing had a significant effect on the development of productive vocabulary.
Reading in a foreign language is a complex activity that makes cognitive demands on students and ... more Reading in a foreign language is a complex activity that makes cognitive demands on students and is affected by personal and social factors. In a context where English is not present to any large degree, reading in a foreign language generally becomes confined to a school activity. For students to be successful at reading they must have knowledge of the target language and a desire to spend the time and energy on reading. This study looks at syntactic knowledge and motivation as factors in reading comprehension. A syntactic knowledge score was derived by averaging z-scores from three grammar test scores. Motivation levels were determined by using the Motivation for Reading Questionnaire (Wigfeild & Guthrie, 1997). The Motivation for Reading Questionnaire (MRQ) has been translated into a number of languages and widely used in research around the world. However, this is the first time it has been translated into Turkish and used in Turkey. Results suggest that syntactic knowledge is a stronger predictor of reading comprehension scores than motivation, and that Turkish students are motivated by the extrinsic utility value of reading in English. The implication for teaching is that although getting students to love reading in English is laudable, effective grammar instruction better facilitates reading comprehension.
This paper looks at the impact of the cultural factors of individualism and collectivism on plagi... more This paper looks at the impact of the cultural factors of individualism and collectivism on plagiarism behaviors. The findings suggest that people from a collective background have a higher tendency to plagiarize. This study used an actual criterion variable to measure plagiarism (an extra credit essay), where most of the other studies use self-reported measures. The paper gives teachers suggestions on ways to mitigate plagiarism behavior.
The reader of this chapter can expect to learn about flipped learning generally and as it pertain... more The reader of this chapter can expect to learn about flipped learning generally and as it pertains to teaching English as a foreign language. The origins of flipped learning will be examined as well as the theories behind it. Then the reader can expect to understand the recent growth in popularity of flipped learning and the reasons it continues to be so often discussed by educators. Flipped learning will be compared to other methods and the way flipped learning has been implemented in various contexts and disciplines will be discussed and compared. The effectiveness of flipped learning will be analyzed both in a general sense and in the foreign language classroom. Finally, the reader can expect some specific suggestions on how to apply the method successfully.
This paper is a case study of a teacher research project carried out at a private K-12 school in ... more This paper is a case study of a teacher research project carried out at a private K-12 school in Istanbul, Turkey. The research process was simplified to better fit the lives of busy teachers. The research shared a common theme. The studies in aggregate suggest solutions to school-wide problems. Additionally, working on a common theme facilitated collaboration and camaraderie amongst the teaching staff. All teachers reported benefits for the students and themselves.
Writing is hardly ever mentioned in the extensive body of research on vocabulary acquisition, whi... more Writing is hardly ever mentioned in the extensive body of research on vocabulary acquisition, while the link between reading and vocabulary acquisition has been thoroughly explored. However, writing may be an effective vehicle to increase word knowledge because it is a highly cognitive process that allows students a chance to deeply contemplate the meanings of new words. This study seeks to measure the impact of writing personally created texts on vocabulary acquisition. Two groups of students were taught 160 vocabulary words over the course of sixteen reading lessons (ten words each lesson). During the reading lessons, the students were taught the target words directly in an identical fashion. The teacher would present the word and give the definition. Then the students would read and analyze a text that incorporated the target words. Later, one group was assigned to integrate these words into their writings in a seven-week writing class, while the other group was not given this additional assignment. At the end of the course both groups were given identical tests designed to measure the depth of their word knowledge. Initial findings show that the experimental group outperformed the control group in both productive and receptive vocabulary exercises. The study concluded that providing opportunity for the students to use words in their own writings may help them use language and vocabulary in an appropriate way. Additionally, our findings indicate that the writing exercises led to an increased ability to remember word meanings. Reading alone can develop recognition of word meanings, but it often leads to students feeling that the word is somehow familiar, but they can’t exactly remember the meaning. The additional writing exercises have deepened the awareness of word meanings for the experimental group. These revelations have led to the development of a new pedagogic methodology we are calling “Blending,” which is an integration of vocabulary instruction, reading, and creative writing. Our research has shown that blended instruction outperforms other methodologies in creating learners who are able to effectively produce written English in a short period of time.
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