Dr. Devrim HOL
Pamukkale University, Faculty of Education, Faculty Member
- Language testing, Second language speaking assessment, Rasch Analysis, Teacher Assessment Literacy, Teachers' professional development, Teacher Competency, Motivation (Education), ölçek Geliştirme, and 39 moreItem Analysis and Standardization, Higher Education, Critical Pedagogy, Test Validity, Language Testing, Language Testing and Assessment, language assessment - langauge Testing, Language Assessment, Language research, testing, assessment, and evaluation, Education, Language Learning Assessment, Listening and Speaking of English Language Learners (teaching and assessment), Language assessment (Languages And Linguistics), Self Assessment in Language Teaching, Student's Perception towards Teachers' assessment of English Language learning, Language Assessment and Testing Language Program Evaluation, Web-based Language Teaching and Testing, Instructional Technology, Langauge Testing Lanaguge Assessment Language Planning Transaltion Teacher Education, Second Language Acquisition, Pedagogy, and Assessment, PROFESSIONAL LANGUAGES, LANGUAGE ASSESSMENT, Foreign Language Learning and Assessment, language teaching assessment, Second Language Assessment, Cambridge English Language Assessment, Classroom Based Language Assessment, Language Assessment and Test Development, Assessment of Primary students writing skills in teaching English as a foreign language, Language assessment and programme evaluation, Language acquisition, assessment, CLIL, Second language acquisition; language assessment & validation; ESL writing development, Language Assessment and Evaluation, Language Assessment Literacy, Assessment in Foreign Language Teaching, Clasroom-Based Language Assessment, Education, Language Assessment, Communication, Language Assessment Literacies, Computerized Dynamic Assessment, Electronic Learning, Computerized Assisted Language Learning, Language Assessment Validity, E-learning, and Teaching English As A Foreign Languageedit
- Asst. Prof. (Applied Linguistics)/ SAT, IELTS,PTE Academic Tutoredit
Research Interests:
Research Interests:
Research Interests:
Foreign language learning process of gifted individuals plays a critical role in both their self-development and academic life. However, EFL (English as a Foreign Language) teachers may encounter various challenges while teaching to... more
Foreign language learning process of gifted individuals plays a critical role in both their self-development and academic life. However, EFL (English as a Foreign Language) teachers may encounter various challenges while teaching to gifted individuals. The purpose of the present research is to reveal the opinions of EFL teachers in Science and Art Centers (SACs) on the challenges they encounter in teaching English, find out possible sources for these difficulties, and their solutions and recommendations. In total, 21 EFL teachers working in different SACs in Turkiye participated in the study. The data were collected through a semi-structured interview based on three main themes: a) the challenges the participants have faced, b) the participants’ views on the source of these problems, and c) their suggested strategies to cope with the mentioned challenges. Content analysis was carried out to analyze the data. The qualitative findings demonstrated that the EFL teachers experienced sim...
Research Interests:
The purpose of this study is to find out the impact of DigiFlyers, a digital storytelling program, on the listening comprehension and performance of young learners. It was critical to establish validity and reliability by examining the... more
The purpose of this study is to find out the impact of DigiFlyers, a digital storytelling program, on the listening comprehension and performance of young learners. It was critical to establish validity and reliability by examining the data from a variety of perspectives, the current study used a quasi-experimental research methodology to collect data from participants, employing both qualitative and quantitative methodologies. As quantitative data, participants' pre- and post-test results in Cambridge's YLE (Young Learners English) tests, Flyers, and the exam's listening portion were studied. After the pre-test, the experimental group was given DigiFlyers for eight weeks to see how it improved their listening comprehension and performance on the Flyers test for young English learners. The study's findings show a clear link between DigiFlyers and improved learners' listening skills in the Flyers test. In addition, participants were interviewed at the conclusion o...
Research Interests:
Research Interests:
The purpose of this study is to investigate the attributions of Turkish EFL learners on success and failure in learning English as a foreign language with different variables such as gender and level of English proficiency. To... more
The purpose of this study is to investigate the attributions of Turkish EFL learners on success and failure in learning English as a foreign language with different variables such as gender and level of English proficiency. To investigate the attributions of the participants and gather the relevant data, a questionnaire including 38 items and semi-structured interview protocol were applied. To analyze the data, SPSS 20.0 was used, and interview protocol was decoded using document analysis. It was revealed from the findings that learners attribute their success and failure to both internal and external attributions; however, they give more priority to internal attributions. Investigating all these concepts will help all the stakeholders to be aware and understand the reasons behind the learners’ success and failure in learning English with different variables including gender, and level of proficiency.
Research Interests:
This paper aims to find out the factors affecting the L2 motivation of Turkish EFL learners in a negative way and discover whether gender, type of education and the level of the students have an impact on their motivation. The data... more
This paper aims to find out the factors affecting the L2 motivation of Turkish EFL learners in a negative way and discover whether gender, type of education and the level of the students have an impact on their motivation. The data gathered from 205 prep-class students at Pamukkale University School of Foreign Languages showed that although there were no differences in the factors in terms of learners’ type of education and the level of English, an important and meaningful difference between male and female learners was found. Based on the findings, the implications of the results and suggestions for future research are discussed.
Research Interests:
This paper is an attempt to explore EFL teachers’ opinions about the problems they encounter and proposals for solutions with regard to the speaking test implemented at a state university in Turkey. The participants were 22 EFL... more
This paper is an attempt to explore EFL teachers’ opinions about the problems they encounter and proposals for solutions with regard to the speaking test implemented at a state university in Turkey. The participants were 22 EFL instructors teaching English at a state university in Turkey. The data were gathered through a semi-structured interview form developed by the researcher. The form was developed based on the review of literature. Among the content analysis methods, categorical analysis method and inductive analysis method were used to analyze the data obtained through semi-structured interview form administered to the teachers. T he results were analyzed and discussed in terms of the speaking test and its implications for teaching and learning activities and testing. In the light of the study findings, majority of the teachers thought that time limitation is a factor that affects the validity and reliability of speaking test. In addition, teachers stated that formative asses...
Research Interests:
This study aims to investigate the beliefs of Turkish EFL teachers about implementing digital technology in the classroom and the underlying factors which affect their beliefs. Quantitative research design was selected and online Beliefs... more
This study aims to investigate the beliefs of Turkish EFL teachers about implementing digital technology in the classroom and the underlying factors which affect their beliefs. Quantitative research design was selected and online Beliefs Questionnaire was used for data collection. The participants of the study consisted of 563 Turkish in-service EFL teachers working at state schools, private schools or colleges in various parts of Turkey. Descriptive statistics and correlation analysis were performed to determine whether the participants’ four categorized beliefs about the use of digital technology (i.e. importance, use, expertise, and context) interrelated with each other, and if any of the participants’ demographic and background factors (i.e. age, gender, level of education, years of teaching experience) predicted the reported beliefs. The results indicated that teachers shared positive views on the use of digital technology in EFL classrooms in terms of importance, use, expertis...
Research Interests: Psychology, Educational Technology, Teacher Education, Mathematics Education, Second Language Teacher Education, and 8 moreTeacher Training, Teaching English As A Foreign Language, Descriptive Statistics, TURKISH, Educational Issues, Electronic Imaging, Technology In Second Language Learning, and Teachers Professional Development
What students in EFL classes think and feel about the target language culture has always been in a great domain for all teachers and other stakeholders. It is always a great concern, whether or not learners accept and absorb the target... more
What students in EFL classes think and feel about the target language culture has always been in a great domain for all teachers and other stakeholders. It is always a great concern, whether or not learners accept and absorb the target language. They may find it useless or unnecessary, even though the course books or classroom activities exposed them to it. This study reports on the measures on the perceptions of Turkish EFL Learners toward the target language culture. It examines the meaning of culture; whether it is important to have knowledge and information on the target language culture; and the advantages and drawbacks of learning the target language culture to make the questions in the minds clear. The study involved 20 EFL learners at a university in Turkey. It used in-depth interviews with the participants, and attempted to identify the learner’s perceptions concerning the target culture. The research results show that the participants’ perceptions on the target culture var...
Research Interests:
The present study aims to determine self-perceptions of three groups of adult EFL learners on language learning strategies and evaluate the relationship between variables such as gender and age of the learners, their level, type of the... more
The present study aims to determine self-perceptions of three groups of adult EFL learners on language learning strategies and evaluate the relationship between variables such as gender and age of the learners, their level, type of the high schools the learners graduated, and the strategies used by the students in the foreign language learning process. In order to gather data, “Strategy Inventory for Language Learning” (SILL) questionnaire developed by Oxford was applied to 185 randomly-selected participants attending in preparatory classes at Pamukkale University from different levels ranging from elementary to intermediate levels. Overall findings indicate that adult EFL learners have a moderate use of language learning strategies, and the highest strategy use is meta-cognitive strategies, while the lowest strategy used by the participants is affective strategy. On the other hand, it can be concluded from the research that as the proficiency level of the learners rises, their strategy use rises, as well. Although there is no meaningful difference between female and male learners, the results regarding with high schools the learners graduated have a meaningful difference.
Research Interests: Psychology, Teaching English as a Second Language, Mathematics Education, Applied Linguistics, Language Learning Strategies, and 9 moreAdult Learners, Language Learning, Foreign Language, TURKISH, Learning Strategies, Cognitive Learning Strategies, Cognitive and Metacognitive Strategies, English As a Foreign Language, and Strategy Use
Research Interests:
Research Interests:
study focuses on pedagogical implications and evaluation of listening skills in an English as a Foreign Language context. In this sense, this study aims to investigate i) whether listening skills are considered as important as the other... more
study focuses on pedagogical implications and evaluation of listening skills in an English
as a Foreign Language context. In this sense, this study aims to investigate i) whether listening skills
are considered as important as the other receptive and productive skills, ii) EFL teachers’ perspectives
on motivation levels of learners towards listening in the target language, iii) whether teachers feel
competent enough to teach listening skills, and iv) whether listening skills are evaluated in EFL classes.
The participants of the study consisted of 45 teachers, and the data were gathered through a semistructured
interview form which was prepared by the researchers. The findings reveal that teaching
listening skills is mostly ignored in Turkey, teachers believe that learners have low motivation while
learning listening skills in English, and most of the teachers who participated in the study feel
competent in teaching listening skills; however, in teaching and testing listening, they have some
concerns. Lastly, the findings reveal that testing listening skills are mostly ignored in Türkiye.
as a Foreign Language context. In this sense, this study aims to investigate i) whether listening skills
are considered as important as the other receptive and productive skills, ii) EFL teachers’ perspectives
on motivation levels of learners towards listening in the target language, iii) whether teachers feel
competent enough to teach listening skills, and iv) whether listening skills are evaluated in EFL classes.
The participants of the study consisted of 45 teachers, and the data were gathered through a semistructured
interview form which was prepared by the researchers. The findings reveal that teaching
listening skills is mostly ignored in Turkey, teachers believe that learners have low motivation while
learning listening skills in English, and most of the teachers who participated in the study feel
competent in teaching listening skills; however, in teaching and testing listening, they have some
concerns. Lastly, the findings reveal that testing listening skills are mostly ignored in Türkiye.
Research Interests:
The main goal of this study is to investigate the perceived degree of grammatical and pragmatic awareness of the freshman and senior students at English Language Teaching (ELT) Department. With this aim, the participants were chosen... more
The main goal of this study is to investigate the perceived degree of grammatical and pragmatic awareness of the freshman and senior students at English Language Teaching (ELT) Department. With this aim, the participants were chosen randomly from freshman (N=26) and senior (N=22) students. This study adopted a quantitative research design by gathering data from discourse completion tasks (DCT) involving twenty different discourse completion tasks and scenarios including four speech acts: requests, apologies, suggestions, and refusals. Firstly, Shapiro-Wilk test was used to test the normality. Secondly, Mann-Whitney U tests were run for the data analysis of DCT. Thirdly, to compare two groups, which are freshmen and senior students in this study, and to discover the degree of awareness in grammar and pragmatics as well as perceptions for the severity of errors in DCT scenarios in two groups, Spearman's rho test of correlation was conducted. The statistical findings revealed that there is no significant difference between freshman and senior students with respect to their degree of grammatical and pragmatic awareness. However, students were found to have significantly higher degree of pragmatic awareness than grammatical awareness. In addition, students rated pragmatic errors as more severe than the grammatical ones. These findings might be related with the ELT curriculum. The courses they take such as Oral Communication Skills and World Englishes and Culture might have raised their pragmatic awareness and shifted their focus from grammar towards communicative and pragmatic aspect of language. The overall results of the study has a number of pedagogical implications for language learning and teaching.
Research Interests:
Foreign language learning process of gifted individuals plays a critical role in both their self-development and academic life. However, EFL (English as a Foreign Language) teachers may encounter various challenges while teaching to... more
Foreign language learning process of gifted individuals plays a critical role in both their self-development and academic life. However, EFL (English as a Foreign Language) teachers may encounter various challenges while teaching to gifted individuals. The purpose of the present research is to reveal the opinions of EFL teachers in Science and Art Centers (SACs) on the challenges they encounter in teaching English, find out possible sources for these difficulties, and their solutions and recommendations. In total, 21 EFL teachers working in different SACs in Turkiye participated in the study. The data were collected through a semi-structured interview based on three main themes: a) the challenges the participants have faced, b) the participants' views on the source of these problems, and c) their suggested strategies to cope with the mentioned challenges. Content analysis was carried out to analyze the data. The qualitative findings demonstrated that the EFL teachers experienced similar challenges including the lack of an established curriculum, insufficient educational technological equipments and appropriate materials for language teaching, having students with different levels of English proficiency in the same groups, and having long working hours.
Research Interests:
The purpose of this study is to find out the impact of a digital storytelling program, DigiFlyer. This intervention program aimed to improve the listening comprehension and performance of EFL young learners (n = 31). In this experimental... more
The purpose of this study is to find out the impact of a digital storytelling program, DigiFlyer. This intervention program aimed to improve the listening comprehension and performance of EFL young learners (n = 31). In this experimental study, digital stories were both adapted and created to improve their performance on Cambridge YLE (Young Learners English) listening part. It was critical to establish a link between digital storytelling and achievement performance of young learners in a standardized English test. The current study handled a quasi-experimental research methodology to collect data from participants, employing both qualitative and quantitative methodologies. The results showed that DigiFlyer had a positive effect on participants' achievement scores in listening. Furthermore, there were significant improvements in their motivation, enthusiasm, and their self-confidence towards listening in English.
Research Interests:
Shyness appears as an important factor affecting teachers', pre-service teachers' and students' performance, productivity, creativity and how teachers handle classroom management situations in the classroom environment. In this context,... more
Shyness appears as an important factor affecting teachers', pre-service teachers' and students' performance, productivity, creativity and how teachers handle classroom management situations in the classroom environment. In this context, the purpose of the research is to unveil teacher and student shyness and teachers' classroom management strategies in the field of foreign language teaching and suggest new avenues for the investigation of the differences among teachers' classroom management strategies in terms of teacher and student shyness. Participants were 99 pre-service English teachers attending a state university in Turkey. Participants completed a shyness scale measuring their shyness levels and responded to hypothetical vignettes depicting different hypothetical students. The data gathered were analyzed through ANOVA, and the findings revealed that pre-service English teachers' high-powered strategy usage showed evidence of a meaningful difference depending on student shyness, student gender, teacher gender, the interaction of student shyness and student gender and the interaction of student shyness and teacher shyness while social learning strategies indicated a significant difference depending on student shyness and the interaction between student shyness and student gender. Findings are discussed in detail in terms of the implications for all stakeholders including institutions, policy makers, teacher candidates and researchers.
Research Interests:
This study evaluated EFL Teachers' Perceptions and Experiences on Cambridge Young Learners (YLE) Exams. The study aims to investigate Turkish EFL teachers' perceptions of the general implementation process of Cambridge YLE Exams and their... more
This study evaluated EFL Teachers' Perceptions and Experiences on Cambridge Young Learners (YLE) Exams. The study aims to investigate Turkish EFL teachers' perceptions of the general implementation process of Cambridge YLE Exams and their knowledge, experience, and institutional expertise on these tests. A qualitative research design was utilized in the study. The participants included 24 EFL teachers who work in private and state schools and were determined with maximum diversity sampling method that ensures a wide variety of participants. Research data were collected through a semi-structured interview form developed by the researcher. The data obtained as a result of the interviews were analyzed by the content analysis method. The findings highlight the three core views on standardized testing. First, Turkish EFL teachers had positive perceptions towards Cambridge YLE exams, yet they had a very limited experience and expertise in Cambridge YLE exams. Secondly, they had concerns about low learner proficiency levels, the cost of these tests, and the gap between standardized tests and the testing system in the local context. Lastly, it was evident that while some institutions prepared their learners and provided parental guidance for such standardized tests, others fell behind these institutions. This study addresses the research gap in the limited understanding of standardized testing from teachers' perspectives and provides some critical implications. The first implication is that assessment literacy, teachers' experiences towards these tests, and classroom assessment practices of Turkish EFL teachers should be improved through in-service or pre-service teacher training, and secondly, the testing system in Turkey should be redesigned to adapt to the standardized tests used globally.
Research Interests:
This bibliometric study examines the characteristics of the overall research trends, patterns of productivity, and publications on "assessment in second language pronunciation". Bibliometric data were retrieved from Web of Science (WoS on... more
This bibliometric study examines the characteristics of the overall research trends, patterns of productivity, and publications on "assessment in second language pronunciation". Bibliometric data were retrieved from Web of Science (WoS on 1 September 2021 and the results of the study reveal that the first publication appeared in 1993 and, during the period of 28 years, there have been 118 publications between 1993 and 2021 in total. It was found that studies in this field have increased in recent years. The publications include articles and proceeding papers written by 2.31 authors per publication. The most cited document received 139 citations. It was also discovered that the most frequently used word is intelligibility and the trending topic is pronunciation. As for the affiliations, the most productive university is Concordia University in Canada. In the following headings, detailed information is discussed in detail.
Research Interests:
The current study aims to discuss the current situation of research on speaking anxiety of EFL learners through some variables. The journals indexed in various databases were searched and 59 studies were selected for the review by... more
The current study aims to discuss the current situation of research on speaking anxiety of EFL
learners through some variables. The journals indexed in various databases were searched and 59
studies were selected for the review by considering (a) the participant selection process of the studies
(b) the main causes of speaking anxiety in EFL classrooms (c) whether there is any difference
according to some variables including level of proficiency, gender, and English learning background
(d) how the participants perceive themselves in terms of speaking anxiety. It was found that the
number of studies on speaking anxiety has been on the increase in the last decade. When it comes to
the causes of speaking anxiety in the bunch of studies, the foremost and most reported cause of
speaking anxiety is learners’ fear of making mistakes, being compared by others, proficiency level and
gender type. As speaking one of the four skills to communicate in any language, it is important to find
solutions to these questions and enhance the development of the EFL learners’ speaking skills. The
findings yield important insights on Turkish EFL learners speaking anxiety in English for all the
stakeholders ranging from teachers and learners. In addition, it is hoped that, from the sociological
perspective, this paper will pave a way to rethink and criticize the local context in countries which do
not include oral exams in their national standardized testing system and mandate receptive skills.
learners through some variables. The journals indexed in various databases were searched and 59
studies were selected for the review by considering (a) the participant selection process of the studies
(b) the main causes of speaking anxiety in EFL classrooms (c) whether there is any difference
according to some variables including level of proficiency, gender, and English learning background
(d) how the participants perceive themselves in terms of speaking anxiety. It was found that the
number of studies on speaking anxiety has been on the increase in the last decade. When it comes to
the causes of speaking anxiety in the bunch of studies, the foremost and most reported cause of
speaking anxiety is learners’ fear of making mistakes, being compared by others, proficiency level and
gender type. As speaking one of the four skills to communicate in any language, it is important to find
solutions to these questions and enhance the development of the EFL learners’ speaking skills. The
findings yield important insights on Turkish EFL learners speaking anxiety in English for all the
stakeholders ranging from teachers and learners. In addition, it is hoped that, from the sociological
perspective, this paper will pave a way to rethink and criticize the local context in countries which do
not include oral exams in their national standardized testing system and mandate receptive skills.
Research Interests:
The main purpose of the study was to investigate a) the self-efficacy level of learners of English as a foreign language (EFL) in the process of learning English, b) whether their self-efficacy levels differ according to variables, such... more
The main purpose of the study was to investigate a) the self-efficacy level of learners of English as a foreign language (EFL) in the process of learning English, b) whether their self-efficacy levels differ according to variables, such as proficiency levels and gender. It also targets c) to explore how self-efficient EFL learners are in terms of listening, reading, writing, and speaking skills. In addition, the study also aims at d) investigating whether there is a relationship between the self-efficacy level of Turkish EFL learners and their academic achievement. The setting of the study is a preparatory program. This study was implemented with 525 students enrolled at a state university in Turkey and carried out during the spring semester of the 2016-2017 academic year. The study followed a mixed-method design; first, quantitative data was collected through a questionnaire, "Questionnaire of English Self-efficacy", developed by Açıkel (2011) and adapted by the researcher. The results of the questionnaire were analysed via Statistical Package for the Social Sciences (SPSS) 22.0. Secondly, semi-structured interviews, whose protocol was developed by the researcher, with randomly selected 24 participants were carried out to assist the quantitative data with the qualitative one.
Research Interests:
This study aims to investigate the beliefs of Turkish EFL teachers about implementing digital technology in the classroom and the underlying factors which affect their beliefs. Quantitative research design was selected and online Beliefs... more
This study aims to investigate the beliefs of Turkish EFL teachers about implementing digital technology in the classroom and the underlying factors which affect their beliefs. Quantitative research design was selected and online Beliefs Questionnaire was used for data collection. The participants of the study consisted of 563 Turkish in-service EFL teachers working at state schools, private schools or colleges in various parts of Turkey. Descriptive statistics and correlation analysis were performed to determine whether the participants' four categorized beliefs about the use of digital technology (i.e. importance, use, expertise, and context) interrelated with each other, and if any of the participants' demographic and background factors (i.e. age, gender, level of education, years of teaching experience) predicted the reported beliefs. The results indicated that teachers shared positive views on the use of digital technology in EFL classrooms in terms of importance, use, expertise, and context. It was also found that gender, age and teaching experience did not create any significant change on teachers' beliefs.
Research Interests:
This paper aims to find out the factors affecting the L2 motivation of Turkish EFL learners in a negative way and discover whether gender, type of education and the level of the students have an impact on their motivation. The data... more
This paper aims to find out the factors affecting the L2 motivation of
Turkish EFL learners in a negative way and discover whether gender, type
of education and the level of the students have an impact on their
motivation. The data gathered from 205 prep-class students at Pamukkale
University School of Foreign Languages showed that although there were
no differences in the factors in terms of learners’ type of education and the
level of English, an important and meaningful difference between male
and female learners was found. Based on the findings, the implications of the results and suggestions for future research are discussed.
Turkish EFL learners in a negative way and discover whether gender, type
of education and the level of the students have an impact on their
motivation. The data gathered from 205 prep-class students at Pamukkale
University School of Foreign Languages showed that although there were
no differences in the factors in terms of learners’ type of education and the
level of English, an important and meaningful difference between male
and female learners was found. Based on the findings, the implications of the results and suggestions for future research are discussed.
Research Interests:
This paper is an attempt to explore EFL teachers’ opinions about the problems they encounter and proposals for solutions with regard to the speaking test implemented at a state university in Turkey. The participants were 22 EFL... more
This paper is an attempt to explore EFL teachers’ opinions about the
problems they encounter and proposals for solutions with regard to
the speaking test implemented at a state university in Turkey. The
participants were 22 EFL instructors teaching English at Pamukkale
University in Turkey. The data were gathered through a semi-structured
interview form developed by the researcher. The form was developed
based on the review of literature. Among the content analysis methods,
categorical analysis method and inductive analysis method were used to
analyze the data obtained through semi-structured interview form
administered to the teachers. The results were analyzed and discussed in
terms of the speaking test and its implications for teaching and learning
activities and testing. In the light of the study findings, majority of the
teachers thought that time limitation is a factor that affects the validity and
reliability of speaking test. In addition, teachers stated that formative
assessment during the academic year would produce better results
performances in testing speaking.
problems they encounter and proposals for solutions with regard to
the speaking test implemented at a state university in Turkey. The
participants were 22 EFL instructors teaching English at Pamukkale
University in Turkey. The data were gathered through a semi-structured
interview form developed by the researcher. The form was developed
based on the review of literature. Among the content analysis methods,
categorical analysis method and inductive analysis method were used to
analyze the data obtained through semi-structured interview form
administered to the teachers. The results were analyzed and discussed in
terms of the speaking test and its implications for teaching and learning
activities and testing. In the light of the study findings, majority of the
teachers thought that time limitation is a factor that affects the validity and
reliability of speaking test. In addition, teachers stated that formative
assessment during the academic year would produce better results
performances in testing speaking.
Research Interests:
The focus of this research is on investigating EFL learners' attributions on success and failure with respect to the socioeconomic status of the participants. Attributions of 204 EFL students having different socioeconomic status (SES)... more
The focus of this research is on investigating EFL learners' attributions on success and failure with respect to the socioeconomic status of the participants. Attributions of 204 EFL students having different socioeconomic status (SES) were investigated. The findings of the questionnaire were analyzed through SPSS 20.0 Program (Statistical Program for Social Sciences). The most important differences regarding with the attributions of the participants were found between the participants with low socioeconomic status and the participants with good or average socioeconomic status. Findings of the study were discussed in the light of the relevant literature and some suggestions for further studies were made.
Research Interests: Attribution Theory, Teaching English As A Foreign Language, Attributional Style, Causal Attributions, English as a Foreign Language (EFL), and 4 moreAttribution, Impact of Socio-Economic Status on Academic Performance, Young students' Success and Failure Attributions in Language Learning., and Helping Students succeed.
The purpose of this study is to investigate the attributions of Turkish EFL learners on success and failure in learning English as a foreign language with different variables such as gender and level of English proficiency. To investigate... more
The purpose of this study is to investigate the attributions of Turkish EFL learners on success and failure in learning English as a foreign language with different variables such as gender and level of English proficiency. To investigate the attributions of the participants and gather the relevant data, a questionnaire including 38 items and semi-structured interview protocol were applied. To analyze the data, SPSS 20.0 was used, and interview protocol was decoded using document analysis. It was revealed from the findings that learners attribute their success and failure to both internal and external attributions; however, they give more priority to internal attributions. Investigating all these concepts will help all the stakeholders to be aware and understand the reasons behind the learners' success and failure in learning English with different variables including gender, and level of proficiency.
Research Interests:
Research Interests:
Abstract In this study, the degree to which Turkish EFL learners make use of L1 transfer was examined in terms of vocabulary use, use of prepositions and the use of Simple Present Tense. The study was conducted by having participants... more
Abstract
In this study, the degree to which Turkish EFL learners make use of L1 transfer was examined in terms of
vocabulary use, use of prepositions and the use of Simple Present Tense. The study was conducted by having
participants perform a translation task and take a translation test. Results showed that most L1 interference took
place in the use of prepositions and vocabulary following it. Participants showed more signs of transfer while they
were making guesses on the meaning of given vocabulary items, phrases or sentences. The least rate of L1
transfer was observed in the use of Simple Present Tense.
In this study, the degree to which Turkish EFL learners make use of L1 transfer was examined in terms of
vocabulary use, use of prepositions and the use of Simple Present Tense. The study was conducted by having
participants perform a translation task and take a translation test. Results showed that most L1 interference took
place in the use of prepositions and vocabulary following it. Participants showed more signs of transfer while they
were making guesses on the meaning of given vocabulary items, phrases or sentences. The least rate of L1
transfer was observed in the use of Simple Present Tense.