Eğitim Bilimleri Enstitüsü / Institute of Education Sciences

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Academic locus of control: Voluntary English preparation program students of a Turkish university
(Bursa Uludağ Üniversitesi, 2021-02-12) Kılıç, Ayça; Salı, Pınar; Eğitim Bilimleri Enstitüsü; Yabancı Diller Eğitimi Ana Bilim Dalı; İngiliz Dili Eğitimi Bilim Dalı
Academic locus of control (ALOC) has been an area of interest since it was developed by Trice (1985) as a construct. ALOC is concerned with the belief that one can control one’s own academic success (Trice, 1985). English, in addition to being a language, is included as an academic course in the curriculum all over the world, which also makes it both an academic topic to question its effect on academic success and a concept whose relation to the area of ELT can be investigated. Also, its relations to attributions have also been investigated all over the world, as the attributions to success and failure might shed light on language learning process of individuals. However, very few studies have been conducted to see the relationship between the ALOC scores and attributions of students in a voluntary English preparation program. Thus, this study was conducted to investigate the ALOC scores of achievers and underachievers in the preparatory program they attended, if there was a significant relationship between the ALOC scores of achievers and underachievers, the attributions of those students to their success or failure and their extra activities to improve their English. To achieve this aim, a mixed-method study was carried out. Quantitative data about the ALOC scores of the students (N=184) in the program was gathered via an ALOC scale by Akın (2007) and analyzed via IBM SPSS 22.0 statistical package. For the qualitative part of the study, open-ended Google surveys with five open ended questions were sent to both achievers (N=36) and underachievers (N=30) with slightly changed versions. Data gathered via the surveys was coded, analyzed and deductions were made. The results of the quantitative phase of the study indicated that both achievers and underachievers had higher internal ALOC scores. Also, there were no significant relationships between the ALOC scores of achievers and underachievers. As for the qualitative part of the study, the students reported that they mostly decided to study in this program by their own will and that they mostly wanted to improve their English. The achievers mainly attributed their success to strategy use, effort and teachers, whereas the underachievers attributed their failure to lack of effort, program-related reasons and COVID-19 pandemic. Extra-curricular activities done by both groups of students were also investigated. In conclusion, all these and other key findings were discussed in relation to language teaching and learning at tertiary settings. In the light of all these then, implications and insights for further research were also presented.
Analysing attitudes of middle school students towards the English language
(Bursa Uludağ Üniversitesi, 2019-08-19) Akyol, Burak; Savaşkan, İlknur; Eğitim Bilimleri Enstitüsü; Yabancı Diller Eğitimi Ana Bilim Dalı; İngiliz Dili Eğitimi Bilim Dalı
This study attempts to identify the attitudes of middle school students towards English, including intensive foreign language classes. It also aims to find out differences between students’ attitudes and their grades, demographic information, and achievement. Lastly, expressing the reasons behind the negative attitudes towards English is another attempt of this current study. This particular research has been conducted with 209 (male= 105; female=104) students from 3 different secondary schools at Darende, Malatya, Turkey, during the 2018/2019 academic year. Quantitative and qualitative data have been gathered; in other words, a mixed-method has been used. For quantitative data Gardner’s Attitude / Motivation Test Battery has been utilised. That instrument has been adapted into Turkish version. Additionally, a semi-structured interview has been conducted with 20 volunteer participants. Data have been analysed via IBM’s SPSS and content analysis technique. vii Results of this particular study have indicated that state secondary school students from fifth, intensive foreign language fifth, sixth, seventh, and eighth grades have a moderate level of attitudes towards English with a mean of 3.57. It has been found out that there is a statistically significant difference between students’ grades and their attitudes towards English. Intensive foreign language fifth-grade students have shown highest level of positive attitudes towards English. When it is compared with the normal fifth grades, intensive foreign language fifth grades have more positive attitudes towards English. Results have presented that there are not any statistically significant differences between gender, students’ family income level and attitudes. However, there is a statistically significant difference between students’ taking supportive courses and attitudes. Students who are taking supportive and training courses have shown higher positive attitudes. Additionally, study results have revealed that when students’ end-year marks are raising, their attitudes are increasing too. Finally, results have shown that factors such as comprehension, difficulty of lesson, pronunciation and spelling, teacher behaviours, fear of making mistakes, discomfort, and social value of English in Turkey are provoking factors for negative attitudes towards English. This study shows the results in details and provides some interpretations and implications for language education in Turkey.
An analysis of face-to-face education versus emergency-remote teaching: Readiness of ELT teacher trainees
(Bursa Uludağ Üniversitesi, 2022-08-23) Karakaya, Gözde; Karatepe, Çiğdem; Eğitim Bilimleri Enstitüsü; Yabancı Diller Eğitimi Ana Bilim Dalı; İngiliz Dili Eğitimi Bilim Dalı; 0000-0002-0417-9680
Since World Health Organization (WHO) declared the virus called COVID-19 a pandemic in March 2020, the education system all around the world has gone into a total shutdown. Turkey was one of the countries that were negatively affected by this unexpected change of context. Emergency-remote teaching (ERT) was suddenly introduced to prevent the disruption of education and almost all countries adopted this alternative system that allows access to education through digital devices. Turkish teacher education institutions also switched to ERT during this phase. With the digitalization of education, being well equipped with digital users has gained more importance for student teachers studying in the English Language Teaching departments. Thus, the present study first aimed to find out the emergency-remote teaching experiences of ELT student teachers. The study also asked the 2nd, 3rd and 4th year students teachers to compare their ERT experiences and perspectives with that of the face-to-face education experiences they had before the epidemic. Secondly, the participants' readiness for and perceptions of ERT were scrutinized alongside analyzing the factors of student teachers' technical possibilities and digital competencies with their effect on readiness during this phase. The research took place in the fall semester of the 2020-2021 academic year, consisting of 194 English teacher candidates in their second, third and fourth years throughout Turkey. This mixed-method thesis study implemented four scales and a semi-structured interview to elicit rich information and thus provide a comprehensive and elaborate framework. Quantitative data were analyzed through descriptive statistics, independent samples T-test and one-way ANOVA analysis in SPSS while the qualitative data were transcribed, coded and presented with a flow chart. The findings showed the extent to which emergency-remote teaching shaped English student teachers' experiences, choices for a face-to-face context, readiness for online learning and remote learning perceptions. Although student teachers indicated neutral opinions about their ERT experiences, they are inclined to prefer face-to-face education. In addition, student teachers seem to exhibit a moderate level of readiness for ERT, which seems not to have been influenced by their perception of ERT, technical opportunities and digital competencies. The reason for this fact is that student teachers have already been familiar with the use of digital devices before the lockdown. Therefore, these factors did not have any significant effect on their overall readiness for ERT. The study also reported the strengths and weaknesses of the ERT in Turkish teacher training institutions. The results of the study have provided implications for teacher education programs and teacher educators regarding how better prepare them for wider use of digital educational technologies in the near future.
An analysis of factors that influence turkish EFL learners attitudes toward english language
(Uludağ Üniversitesi, 2013-05-07) Görgün, Fulya; Genç, Zübeyde Sinem; Eğitim Bilimleri Enstitüsü; İngiliz Dili Eğitimi Ana Bilim Dalı
Yüksek lisans tezi olarak hazırlanan bu çalışmada, Uludağ Üniversitesi Yabancı Diller Yüksek Okulu'nda hazırlık sınıfında okumakta olan öğrencilerin İngilizce öğrenmeye karşı olan tutumlarını etkileyen faktörler araştırılmaktadır. Öğrencilerin tutumlarını etkileyen faktörler; motivasyon türleri, cinsiyet, öğrencilerin bölümleri, başarıları ve ailelerinin tutumlarından oluşmaktadır. Çalışmadaki veriler iki araç ile toplanmıştır:Tutum Anketi, Görüşme Soruları. Toplanan verinin analizini yapmak için, açıklayıcı istatistik analizleri, t testleri, regresyon analizleri kullanılmıştır Öğrencilerin dile karşı tutumları, öğrenme sürecini etkileyen ciddi bir etkendir. Çalışmanın amacı, İngilizce öğrenen hazırlık sınıfı öğrencilerinin tutumlarının incelenmesi, onların hangi faktörlerden ne derecede etkilendiğini ortaya çıkarmış ve bu çalışma daha iyi bir dil öğretimi için yabancı dil eğitimcilerine ışık tutmayı hedeflemiştir.
The analysis of global values in ELT coursebooks published by the Ministry of National Education for 2018-2019 academic years
(Bursa Uludağ Üniversitesi, 2019-09-06) Özcan, Eda Nur; Gürsoy, Esim; Eğitim Bilimleri Enstitüsü; Yabancı Diller Eğitimi Ana Bilim Dalı; İngiliz Dili Eğitimi Bilim Dalı
Due to the global problems what we face every day, educators agree that every lesson should end up with a change touching on the society. Such a need in education has helped the arrival of Critical Pedagogy and Socially Responsible Teaching to the field and the Ministry of National Education added values education to the curriculum of English lessons for the first time in 2018. Language teaching is suitable in adopting these trends as content-integrated language teaching provides the field flexibility in the selection of topics. Based on Critical Pedagogy and Socially Responsible Teaching, this present study aimed to analyze global values in ELT coursebooks published by the Ministry of National Education for 2018-2019 academic years. Eight ELT coursebooks have been analyzed with the help of descriptive content analysis and deductive analysis of content has been conducted on pre-determined vi aspects of global values education. The values that have taken under investigations were Anti-bias Education, Environmental Education and Peace Education. Elements regarding these aspects have been collected from each coursebook and the findings suggest that the coursebooks are not effective enough for empowering learners with skills related to global values since inequalities, imbalances and insufficiencies have been observed within the coursebooks from part to part, which calls for evaluation of coursebooks. However, findings have been found to be promising when compared to studies in relevant literature.
An analysis of the factors that affect the PEC A1 EFL learners' English language self efficacy beliefs
(Bursa Uludağ Üniversitesi, 2019-07-25) Güzel, Ramazan; Genç, Zübeyde Sinem; Eğitim Bilimleri Enstitüsü; Yabancı Diller Eğitimi Ana Bilim Dalı; İngiliz Dili Eğitimi Bilim Dalı
The present study aimed to analyze the factors that affect the PEC A1 EFL learners' English Language self efficacy beliefs. Self-efficacy beliefs of the trainees in Public Education Centers of Bursa province was examined in the context of various variables such as gender, working status, marital status, education level, profession, income rate, duration of course, time of lesson, course period, number of trainees and break time. Three tools were used to collect data: Demographic variables form, Self-Efficacy Scale for English and Semi-structured interview. The first tool demography questionnaire contains twelve questions that will be used as independent variables of the study. These are; gender, viii working status, marital status, education level, profession, income rate, having child, number of trainees of the course, duration of the course, time of lessons, break time and course period. Self-Efficacy Scale for English was used to investigate foreign language skills of the trainees, and the scale was used for the evaluation of Public Education Centers' A1 level language curriculum. The study included 102-course participants from eight public education centers in Bursa province. A semi-structured interview was conducted to get more reliable data and 10 volunteer trainees were interviewed to gather qualitative data. Quantitative data were analysed by descriptive statistics while qualitative data were analysed via the content analysis process. The findings indicated that self-efficacy of Public Education Centers’ trainees did not differ according to their personal traits. Correlation analysis shows that there are strong relationships among number of trainees and break time of the courses and reading, writing, listening and speaking skills. And finally, the results indicate that English language selfefficacy levels of the trainees are moderate, and based on this it can be said that the basic level English course programs at the Public Education Centers provide the participants with the skills at a moderate level. It can be said that this study contributes to the related literature in terms of the results achieved.
The attitudes of university students towards English and its effects on their academic achivement in English courses: The case of Bilecik Şeyh Edebali University
(Bursa Uludağ Üniversitesi, 2019-06-11) Yılmazer, Merve; Genç, Zübeyde Sinem; Eğitim Bilimleri Enstitüsü; Yabancı Diller Eğitimi Ana Bilim Dalı; İngiliz Dili Eğitimi Bilim Dalı
Bu çalışmanın amacı, üniversite öğrencilerinin İngilizce diline yönelik tutumlarını bilişsel, duyuşsal ve davranışsal yönleriyle tespit etmektir. Çalışma aynı zamanda öğrencilerin İngilizce diline karşı tutumları ile yaşları, çalışma alanları, mezun oldukları lise, üniversitedeki öğrenim yılı, İngilizce ders türleri, İngilizce öğrenme amaçları ve akademik başarıları arasında bir ilişki olup olmadığını araştırmaktadır. Karma yöntemli bu çalışmada, nicel veri toplamak için beş maddelik Likert ölçeği kullanılmıştır. Nitel veri toplamak için ise 10 öğrenciyle yapılmış yarı yapılandırılmış görüşmeler kullanılmıştır. Araştırmanın örneklem v grubunu Bilecik Şeyh Edebali Üniversite’sine bağlı Uygulamalı Bilimler Yüksekokulu ve Bozüyük Meslek Yüksekokulu’nda öğrenim gören, Genel İngilizce ya da Mesleki İngilizce dersi alan 388 öğrenci oluşturmaktadır. Katılımcıların 253’ü kadın, 135’i ise erkektir. Toplanan veriler SPSS programı ile analiz edilmiştir. Çalışma katılımcıların İngiliz diline karşı genel anlamda olumlu tutum sergilediklerini ortaya koymaktadır. Lisans düzeyinde eğitim gören öğrencilerin İngiliz diline karşı genel tutumlarının, bilişsel ve duyuşsal tutumlarının Meslek Yüksekokulu’nda öğrenim gören öğrencilerinin tutumlarına kıyasla istatistiksel olarak daha olumlu olduğu bulunmuştur. Araştırma sonuçlarına göre katılımcıların cinsiyeti ve İngiliz diline karşı bilişsel ve davranışsal tutumları arasında istatistiksel olarak anlamlı farklılıklar bulunmaktadır. Bulgular katılımcıların İngiliz diline yönelik bilişsel, duyuşsal ve davranışsal tutumları ile katılımcıların bölümleri, öğrenim gördükleri yıl, aldıkları İngilizce ders türü, bu derslerdeki akademik başarıları ve öğrenme amaçları arasında istatistiksel olarak anlamlı farklılıklar ortaya koymaktadır. Ancak, katılımcıların mezun oldukları liseler ve tutumları arasında anlamlı bir fark bulunamamıştır. Bu çalışmanın bulguları, öğrenen bireylerin tutumlarının İngilizce öğreniminde önemine dair katkı sağlayabilir.
Beliefs and practices of EFL instructors on oral corrective feedback and students' perceptions
(Bursa Uludağ Üniversitesi, 2019-07-05) Yiğit, Tansu; Yeşilbursa, Ayşegül Amanda; Eğitim Bilimleri Enstitüsü; Yabancı Diller Eğitimi Ana Bilim Dalı; İngiliz Dili Eğitimi Bilim Dalı
Yabancı dil konuşma öğretiminde hata düzeltimi her zaman tartışmalı konulardan biri olmuştur. Neredeyse her bir araştırmacının ve öğretmenin, sözlü hata düzeltimi konusunda kendine özgü bir fikri ya da inancı vardır. Bunun yanında, öğretmenlerin sınıflarındaki kendi sözlü hata düzeltimi uygulamalarının çok farkında olmadıkları görülmektedir. Öğrencilerin de bu konudaki inançlarının göz önünde bulundurulması gerektiği düşünülmektedir. Dolayısıyla, bu araştırmanın önemi, öğretmenlerin ve öğrencilerin arasındaki bu konudaki ayrılık ve öğretmenlerin kendi inanç ve uygulamalarındaki farklılıklardan doğmaktadır. Araştırmanın asıl amacı hem öğrencilerin hem de öğretim görevlilerinin sözlü dönüt verme konusundaki inançlarını ve öğretim görevlilerinin bu konudaki tutum ve uygulamalarının birbiriyle uyuşup uyuşmadığını incelemektir. Çalışmaya, Türkiye'deki bir devlet üniversitesinin hazırlık okulundan 107 öğrenci ve onların konuşma dersinden sorumlu 6 öğretim görevlisi katılmıştır. Öğretim görevlileri için ayrı, öğrenciler için ayrı hazırlanan ve onların düzeltici sözlü dönüt (DSD) konusundaki görüşlerinin sorulduğu anketler uygulanmıştır. Öğretim görevlilerinin konuşma ders i uygulamaları gözlemlenip istatistiksel veri ile karşılaştırılmıştır. Çalışmanın sonuçları göstermiştir ki öğrencilerin ve öğretim görevlilerinin DSD kullanımına ilişkin bazı alanlarda görüş ayrılıkları vardır ve öğretim görevlilerinin DSD üzerine görüşleri ve uygulamaları da farklılıklar göstermektedir.
Bullying victimization and English speaking anxiety in multicultural contexts: The roles of self-efficacy and self-esteem
(Bursa Uludağ Üniversitesi, 2023-09-26) Işık, Muhammed Talha; Gürsoy, Esim; Eğitim Bilimleri Enstitüsü; Yabancı Diller Eğitimi Ana Bilim Dalı; İngiliz Dili Eğitimi Bilim Dalı; 0009-0006-1955-1891
Bullying has become a prominent issue in both academic and social settings in the last decade. Although its detrimental impacts on cognitive and psychological aspects are well established, the way that it interferes with language learning anxiety and, more specifically, speaking anxiety has not been thoroughly scrutinized. In that regard, the primary objective of the present study was to investigate the mediating roles of self-efficacy and self-esteem concerning the association between instances of bullying victimization and levels of English speaking anxiety within multicultural environments. Employing a purposive sampling method, 326 high school students from multicultural schools were recruited to participate in the survey, encompassing the administration of the Child-Adolescent Bullying Scale-9 Short Form (Kırıcı & Ekşi, 2022), English-Speaking Anxiety Scale (Orakcı, 2018), General Self-Efficacy Scale (Aypay, 2010), and Rosenberg Self-Esteem Scale (Çuhadaroğlu, 1986). Bullying victimization demonstrated significant correlations with mediator variables (self-efficacy and self-esteem) and the dependent variable (English speaking anxiety), with negative correlations observed with self-efficacy and self-esteem, and a positive correlationwith English speaking anxiety. The results also revealed that the relation ship between bullying victimization and English speaking anxiety is partially mediated by self-efficacy and self-esteem. While no significant difference regarding bullying victimization experiences was found between native Turkish and non-Turkish students, immigrant students reported significantly higher levels of bullying victimization compared to international students. This study significantly contributed to the field by introducing a novel concept unexplored in relation to foreign language speaking anxiety, recognized as a major hindrance in language learning and performance. The results are anticipated to hold pedagogical significance for policymakers and stakeholders in multicultural educational settings.
Burnout levels and reasons in English teachers working in state and private school in Turkey: A comparative study
(Bursa Uludağ Üniversitesi, 2019-06-17) Karanfil, Ferhat; Yeşilbursa, Ayşegül Amanda; Eğitim Bilimleri Enstitüsü; Yabancı Diller Eğitimi Ana Bilim Dalı; İngiliz Eğitimi Bilim Dalı
The purpose of this study is to determine whether English teachers working in state and private school experience burnout and to find out the reasons for it. The study has a mixed method design. In order to gather quantitative data Maslach’s Burnout Inventory –Educator’s Survey (Maslach,1986) was used. This study also followed a comparative research design. The required data were collected by face to face visits to schools and online survey tools. In order to compare the levels of burnout, the data from state school teachers(n=112) and private school teachers(n=112) teaching K-12 classes were gathered and analysed using multivariate analysis test MANOVA via SPSS version 20. In addition, demographic variables, including gender, age, marital status, academic level, years of teaching experience, and teaching experience in current school were investigated to determine if they were explanatory factors of burnout. Secondly, in order to collect qualitative data six teachers from both groups were interviewed (n=12) via a semi-structured interview adopted from (Güven,2013). The findings revealed that single teachers experience emotional exhaustion more than divorced and married ones. Moreover, state school teachers undergo emotional exhaustion more than private schools. State school teachers mentioned student behaviour, remote and underdeveloped working areas, not having motivated students may be the reason. However, private school teachers experience a higher sense of personal achievement in their jobs. Private school teachers are found to have issues with parental involvement, high number of teaching hours, and high expectations in their competitive environment. The findings of the current study may help private school administrators to manage the teaching workload and school managers in state schools may come with up policies to control student behaviour and some implications for policymakers were presented in the conclusion part. Keywords: depersonalization, emotional exhaustion, private and state school English teachers, personal accomplishment, teacher burnout.
A case study of English as a medium of instruction (EMI) at a foundation university in Turkey: Perceptions, challenges, and coping strategies
(Bursa Uludağ Üniversitesi, 2022-02-14) Demir, Aslıhan; Yeşilbursa, Ayşegül Amanda; Eğitim Bilimleri Enstitüsü; Yabancı Diller Eğitimi Ana Bilim Dalı; İngiliz Dili Eğitimi Bilim Dalı; 0000-0002-2303-7784
Politika yapıcıların, küreselleşen dünyada rekabet güçlerini artırmayı, yabancı öğrencileri cezbetmeyi (Altbach & Knight, 2007) ve uluslararası üniversite sıralamalarında daha iyi bir yere sahip olmayı amaçlamasının (Lehikoinen, 2004; Rauhvargers, 2013) sonucu olarak yükseköğretimde öğretim dili olarak İngilizce kullanımı daha da önem kazanmıştır. Dolayısıyla sadece dünyada değil, Türkiye'de de yükseköğretim düzeyinde sunulan EMI programlarının sayısında artış olmuştur. EMI birçok yönden avantajlı olarak görülse de sorunsuz bir süreç değildir. Artan sayıda çalışma, EMI' nin uygulanmasına ilişkin bazı endişeleri gündeme getirdi. Paydaşlar tarafından dile getirilen endişeler, derinlemesine çalışmanın gerekliliğini vurgulamaktadır. Mevcut çalışma bu amaca hizmet etmek için yapılmıştır. Bu çalışmada karma yöntem yaklaşımı benimsenmiştir. Öğrencilere EMI ile ilgili görüşlerini incelemek için bir anket uygulanırken, öğretim üyelerine, karşılaştıkları zorlukları ve bu zorlukları aşmak için kullandıkları stratejileri ortaya çıkarmak amacıyla açık uçlu bir anket verildi. Bunu, katılma isteği gösteren katılımcılarla yapılan yarı yapılandırılmış görüşmeler izlemiştir. Bu araştırmanın evrenini Türkiye'de bir vakıf üniversitesinin psikoloji (İngilizce) bölümünde okuyan öğrenciler (N=89) ve aynı bölümde ders veren öğretim üyeleri (N=7) oluşturmuştur. Araştırma kapsamında çevrimiçi olarak toplanan nicel veriler IBM SPSS 22.0 ile analiz edilirken, nitel veriler tematik analiz yoluyla analiz edilmiştir. Nicel ve 118 vi nitel veri toplama araçlarından elde edilen bulgular, öğrencilerin ve öğretim üyelerinin EMI programı hakkında olumlu görüşlere sahip olsalar da bazı zorluklar (dil ile ilgili zorluklar) yaşadıklarını ve bu zorluklarla başa çıkmak için çeşitli stratejiler kullandıklarını (çeviri, ödev, görsel araçlar kullanma vb.) göstermiştir. Bu çalışmanın sonucu, öğrencilerin dille ilgili yaşadığı zorluklardan dolayı daha verimli bir İngilizce Hazırlık Programının ve EMI müfredatına entegre edilmiş dil desteğinin gerekliliğini vurgulamaktadır
A case study on the online English conversation classes through the use of live learning program (LLP)
(Bursa Uludağ Üniversitesi, 2018) Çelikbaş, Selin; Savaşkan, İlknur; Eğitim Bilimleri Enstitüsü; Yabancı Diller Ana Bilim Dalı; İngiliz Dili Eğitimi Bilim Dalı
As an international language, English, is used by more than three hundred twenty eight million people (Richards & Burns, 2012) as a first, second, or foreign language for communicative purposes. This being the case, one of the aims of teaching English has become the ability to use language for online learning. The present research analyzes the teacher reflections recorded in a diary belonging to the teacher responsible of conducting online English conversation classes and also investigates the students' opinions relating to the Live Learning Program (LLP) conversation classes conducted at a private online language school. These LLP conversation classes which are conducted on weekday evenings are named as "LLP" by the private language school. Students take these courses synchoronously in an online learning environment in order to practice their English and their conversation skills. The lessons are offered to a small number of students taking online English language lessons in a Pre-Intermediate proficiency level classroom on LLP. The purpose of this study is to investigate the reflections of the teacher conducting conversation classes through the LLP and to explore the opinions of the students towards LLP conversation classes. In this sense, a qualitative case study was conducted by gathering data through a reflective teacher diary and student interviews. As a researcher teacher, I kept a diary to take detailed notes about my reflections entailing my particular experiences and exploration of the teaching and learning process during the LLP conversation classes. The interviews (each interview lasted around one hour) were conducted with five students on a voluntary basis throughout eight weeks in the conversation classes and they were recorded and transcribed verbatim. In the light of findings, the study revealed that LLP conversation classes offered various advantages to language learning in the way of the effective design of LLP, interaction between student and instructor, and between student and student. The overall findings of the study revealed that the students were very interested in LLP and pleased with the conversation classes and they had positive views on the integration of online English classes on the LLP because of its being time saving, motivating and cost saving. The findings emerged from the teacher's reflective diary notes and the interviews also showed that students prefer online lessons to face-to-face classes. In addition to these findings, the study revealed that these online conversation classes were very beneficial to students in terms of enjoyable and useful online conversation activities and their enhanced interaction with the instructor and peers in an online comfortable environment. This case study may contribute to similar future research studies of online learning by revealing the advantages and disadvantages of the online learning environment. The teacher reflections assisted with the results attempts to inform researchers of the factors that need to be taken into account, and presents recommendations for successful online learning based on the data collected from the researcher and the students. Student opinions can also contribute to a knowledge base for successful planning and implementation of effective conversation classes through online language learning programs.
Chiropractic & therapeutic exercises and massage efficiency for the lumbar disc herniation in Yemen
(Bursa Uludağ Üniversitesi, 2023-06-20) Alwasel, Amer Ahmed Ali; Tutkun, Erkut; Eğitim Bilimleri Enstitüsü; Beden Eğitimi ve Spor Ana Bilim Dalı; 0000-0002-3853-5460
This study aimed to investigate the Chiropractic & Therapeutic Exercises and Massage Efficiency for Lumbar Disc Herniation Injuries in Yemen. In this thesis, the researcher utilized an experimental program on 40 patients with lumbar disc herniation of the spine. Thirty patients were chosen as participants or experimental groups, while 10 were selected as control groups. The proposed program was employed by the researcher, who has been working in this field with various professionals for years. Since the researcher discovered a considerable number of such cases of this type of pain, he devised a proposed program and presented it to certain specialists. Some points were modified and then applied to the experimental sample for 12 weeks, while the control sample was arranged in the hospital's regular program for 12 weeks. It was noticed that the two groups were relatively consistent in the program, with six sessions each week for a total of 72 sessions. The experimental group treatment had three components: first, chiropractic spinal straightening and adjustment to treat the slipped discs. Second, massage was employed to restore activity and blood circulation to the organs impacted by disc pressure. Finally, therapeutic activities were applied to strengthen the muscles, ligaments, and tissues around the herniated disc, particularly the back and abdomen. In the control group, the researcher applied the program simultaneously through the hospital's standard program of experts, where they used massage, spinal traction, ultrasound, tennis, and Infrared. Various variables were assessed before and after the two groups underwent the two programs, using the same conditions and instruments, as follows: Variable pain level, with the experimental group showed 71.029 % improvement and the control group showed 18.760 % improvement, variable range of motion for the front spine, with the experimental group improving at a rate of 60.65 %and the control group improving at a rate of 5.23 %, variable range of motion for the back spine, the experimental group improved at a rate of 62.73 %, while the control group improved at arate of 7.455 %, in terms of the experimental group's variable range of motion of the spine on the right side, the percentage of improvement was 41.64 %, whereas the rate of improvement for the control group was 2.45 %, variable range of motion of the spine on the left side, with the experimental group improving at a rate of 41.16 % and the control group improving at a rate of 4.56 %, the percentage of improvement in variable back muscular strength for the experimental group was 71.029 %, whereas the rate of improvement for the control group was 16 %. In this thesis, the researcher used an SP-based program via the arithmetic mean, standard deviation, skew coefficient, percentage improvement rate, and Wilcoxon test.
A comparative analysis of teachers' beliefs and practices on the assessment of 4th grade-efl students in Turkey, Italy and Finland
(Bursa Uludağ Üniversitesi, 2020-05-08) Çalır, Nilay; Genç, Zübeyde Sinem; Eğitim Bilimleri Enstitüsü; Yabancı Diller Eğitimi Ana Bilim Dalı; İngiliz Dili Eğitimi Bilim Dalı
Türk eğitim sistemindeki yeni değişikliklerle birlikte, İngiliz dili öğretimi müfredatı öğrencilerin ihtiyaçları göz önüne alınarak tekrar düzenlenmiştir. Yeni müfredat daha çok iletişimsel yeterliliklere odaklanmakta ve öğrenci port folyosu, öz-değerlendirme, akran değerlendirmesi gibi ölçme ve değerlendirme anlamında yeni metot ve teknikler içermektedir. Buna rağmen, Türkiye'de ve dünyanın farklı yerlerinde yapılan araştırmalarda öğrenci değerlendirmesinde hala sınavların içeriğinin kelime ve dil bilgisine dayalı olduğu, dinleme ve konuşma becerilerinin ihmal edildiği belirtilmektedir. Bu çalışmanın amacı Türkiye, Finlandiya ve İtalya'daki yabancı dil öğretmenlerinin, ilkokul EFL öğrencilerinin değerlendirmelerine yönelik görüş ve uygulamalarını belirlemek ve yapılan uygulamaların teorik olarak hedeflenen şekilde olup olmadığını ortaya çıkarmaktır. Araştırmanın örneklemini Türkiye'den seçilen toplam 89 İngilizce öğretmeni, İtalya'dan seçilen toplam 40 İngilizce öğretmeni ve Finlandiya'dan seçilen toplam 41 İngilizce öğretmeni oluşturmuştur. Veri toplama aracı olarak, iki bölümden oluşan anket ile açık uçlu on sorudan oluşan yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşme yoluyla elde edilen nitel veriler içerik analizine tabi tutulurken, anket yoluyla toplanan nicel veriler frekans, yüzde, ortalama, standart sapma ve tek yönlü ANOVA kullanılarak analiz edilmiştir. Araştırmanın sonuçları, öğretmenlerin değerlendirme uygulamalarının müfredat ve kitaplar, tutumlar, sınıf mevcudu, ders süresi, öğrenci özellikleri ve var olan materyaller gibi değişkenlere bağlı olarak değiştiğini göstermiştir. Farklı ülkelerde sınıftan sınıfa değişim gösterse de, öğretmenlerin genç öğrencileri değerlendirmedeki zorlukları temel olarak öğrenme ortamından, öğretim teknolojisi ve materyallerden, öğrencilerden, ebeveyn algısı, ders saati ve değerlendirme aracından kaynaklanmaktadır. Bunun yanı sıra, görüşmelerin analizlerine göre, öğretmenler ders kitaplarından alınan ve kullanıma hazır olan sınavları ve sınavlara yönelik ek materyalleri kullanma eğilimindedir ve öğretmenlerin çoğunluğu, biçimlendirici değerlendirme türlerinin kullanılmasının öğrenciler için daha uygun olduğunu ifade etmişlerdir.
A comparative study on the place of coding education in secondary school curriculum and textbooks of Turkey, the UK and Russia
(Bursa Uludağ Üniversitesi, 2018-07-05) Tiflis, Özdemir; Bayraktar, Bahtiyar; Broutin, Menekşe Seden Tapan; Eğitim Bilimleri Enstitüsü; İlköğretim Ana Bilim Dalı; Matematik Eğitimi Bilim Dalı
The teaching of coding which is the foundation of the 21st century skills is followed with great interest in the world. Recently, as a result of STEM education, which is an interdisciplinary teaching approach, the significant of coding education and its relation with other disciplines is more important. As in Turkey, it is the most important mistakes in front of the coding training that thinks that coding is related only to the informatics course. The mathematics that forms the basis of the coding course must be at the point of coding education. When countries with proven success in coding education are examined, the importance given to mathematics is understood. In this study, the determination of the place of coding training in computing and computing curriculum textbooks in Turkey, UK, and Russia is made. The similarities and differences between the coding trainings in these three countries were evaluated using CIPP model and Gagne's Nine Events of Instruction. In study, as the textbooks Information Technologies and Software Course 5th Grade Teacher's Guide (online book), Matrix Computing for 11-14, 8th Informatics course book and as the curriculum, The Information Technologies and Software Curriculum for Turkey in 2017, Computing in the National Curriculum Key Stage 3 for England in 2014, the informatics curriculum for Russia in 2012 were used. With this study, the adequacy of curricula and textbooks in Turkey were implemented by the Ministry of Education was evaluated. In addition, the similarities and differences of curricula and textbooks in Turkey, England and Russia compared and evaluated. As a result of the study, identified deficiencies in terms of suggestions for coding training in Turkey.
A comparative study on university students’ intercultural communicative competence at state and private universities
(Bursa Uludağ Üniversitesi, 2019-09-13) Wujiabudula, Aihemaituoheti; Yılmaz, Derya Döner; Eğitim Bilimleri Enstitüsü; Yabancı Diller Eğitimi Ana Bilim Dalı; İngiliz Dili Eğitimi Bilim Dalı
Bu İngiliz Dili Eğitimi Yüksek Lisans tezinin amacı İngilizce öğrenenlerin kültürlerarası iletişimsel becerilerini kapsamlı bir şekilde araştırmaktır. Öncelikle, tezin ilk amacı devlet ve özel üniversite öğrencilerinin kültürlerarası iletişimsel yeterliliğine karşı algılarını karşılaştırarak, İngilizce öğrenen öğrencilerin kültürlerarası iletişimsel yeterliliklerinin genel seviyelerini araştırmaktır. Bu çalışmanın ikinci aşaması, devlet ve özel üniversite öğrencilerinin kültürlerarası iletişimsel becerilerine yönelik algılarının cinsiyet, ana dili, üniversite tipleri ve öğrencilerin yurtdışında bulunma deneyimleri açısından farklılıkları ve karşılaştırılmasının yapılmasını amaçlamıştır. Çalışmanın son aşaması olarak, devlet ve özel üniversite öğrencilerinin kültürlerarası vi iletişimsel yeterliliğinin öğrencilerin yaşı, İngilizce dili yeterliliği, İngilizce öğrenme seneleri ve üniversitedeki seneleri arasında karşılaştırma yapılması amaçlanmıştır. Bu çalışmaya Türkiye’deki devlet ve özel üniversitelerden toplam 231 üniversite öğrencileri katılmıştır. Bu çalışmanın nesnelliğini güçlendirmek için İngiliz dili veya İngiliz kültürüne maruz kalan İngiliz dili eğitimi bölümü öğrencileri çalışmaya dahil edilmiştir. Çalışma ölçeği olarak, Kültürlerarası İletişimsel Becerileri Ölçeği (Wang, 2016) kullanılmıştır ve bu ölçek toplam 5 faktör ve 15 tane sorudan oluşmaktadır. Uygulanan ölçekteki faktörler, “Etkileşimsel İlişki”, “Diğer Kültürlere Saygı”, “Etkileşimsel Güven”, “Etkileşimsel Keyfi”, “Etkileşimsel Katılım” olarak 5 tane faktörü temsil etmektedir. Nicel araştırma ölçüm aracı olarak, SPSS 24 kullanılmıştır ve çalışmanın bulguları ve sonuçlarına bu ölçüm aracı kullanılarak ulaşılmıştır. Bu çalışmada devlet ve özel üniversiteden katılan tüm öğrencilerin kültürlerarası iletişimsel becerilerinin oldukça yüksek olduğu bulunmuştur. Ayrıca, devlet üniversitesi öğrencilerinin kültürlerarası iletişimsel yeterliliğinin özel üniversite öğrencilerinin kültürlerarası iletişimsel becerilerine göre istatistiksel olarak daha yüksek olduğu bulunmuştur. İşbu çalışmada, erkek öğrencilerinin kültürlerarası iletişimsel becerilerinin kız öğrencilere nazaran istatistiksel olarak daha yüksek olduğu bulunmuştur. Bu çalışmada, yurtdışında yaşama deneyimi olan öğrencilerin kültürlerarası iletişimsel becerisi yurt dışında yaşamayan öğrencilere göre istatiksel olarak daha yüksek olduğu bulunmuştur. Yaş, İngilizce yeterliliği ve üniversitede bulunan sınıflar devlet üniversitelerindeki öğrencilerin kültürlerarası iletişimsel yeterliliğinde istatistiksel olarak anlamlı farklılık gösterirken, İngilizce yeterliliği ve üniversitede bulunan sınıfalar özel üniversitelerden katılımcılar arasında istatistiksel olarak farklılık göstermiştir.
Comparing three different techniques for English vocabulary learning and retention
(Bursa Uludağ Üniversitesi, 2019-07-18) Punar, Nermin; Uzun, Levent; Eğitim Bilimleri Enstitüsü; Yabancı Diller Eğitimi Ana Bilim Dalı; İngiliz Dili Eğitimi Bilim Dalı
Vocabulary is an inseparable part of language. Whichever language it is, to communicate, everyone needs a certain amount of vocabulary. Based on this, there is also a need to know how one can learn and retain new vocabularies successfully. Much research has been dedicated to the comparing of vocabulary teaching and learning techniques. However, there is limited research about the comparison of vocabulary teaching and learning techniques combined with the other language skills. Grounded on this gap, the present thesis aimed to investigate the differences between three different vocabulary learning and teaching techniques (reading only, pictured reading combined with writing, video watching combined with speaking) in terms of vocabulary learning and retention. Besides, it also tries to find out which technique is more motivational for learners, and which technique has more contribution to vocabulary learning and vocabulary retention. The participants were chosen randomly by v the school administration from a private school in Bursa, and the total number of students was 20, who were the 6th grades. A pre-experimental research design with only one group, and a qualitative method have been used. The treatment process lasted 12 weeks in total; however, the first week was allocated for pre-test, and the last (twelfth) week was allocated for immediate post-test. To check the retention level of students, two delayed post-tests were used, one 4 weeks after the treatment, the other 13 weeks after the treatment. As a result, no difference was found among the techniques in terms of vocabulary learning; however, the pictured reading with writing technique had more contribution to vocabulary retention. Additionally, the video watching with speaking was the least effective technique for vocabulary retention, while most of the students reported the video watching combined with speaking as the most motivational technique in the interview.
A comparison of three different vocabulary size tests for testing lexical competence in an Efl context
(Bursa Uludağ Üniversitesi, 2019-06-12) Balamur, Sezen Aksu; Uzun, Levent; Eğitim Bilimleri Enstitüsü; Yabancı Diller Eğitimi Ana Bilim Dalı; İngiliz Dili Eğitimi Bilim Dalı
In this study, three receptive vocabulary size tests in similar designs to the Yes/No Test (Y/N Test) (Meara, 1992), Vocabulary Size Test (VST) (Nation & Beglar, 2007a, 2007b) and Vocabulary Levels Test (VLT) (Nation, 2001) and covering the first 5K words in bilingual format were used to measure English receptive vocabulary knowledge of university preparatory class students. These tests, though being in different formats, are assumed to be measuring receptive knowledge of vocabulary at the same level and treated as equivalent. However, there does not exist a study which uses these tests all together and handles the matter whether they measure receptive word knowledge at the same level, so this study aimed to contribute to the field by filling this gap. Towards this aim, the study questioned whether the three tests, as assumed, can estimate overall receptive vocabulary size offering similar vii statistical figures a) in different proficiency levels, b) across test sections and c) in different frequency bands for different proficiency levels groups. Beside this, how well the tests correlate with each other and which one correlates best with the participants’ university preparatory class exit scores and yields consistent results were investigated. The data were collected from elementary, pre-intermediate and intermediate level 581 students studying at two different universities in Turkey and statistically analysed through the SPSS 22.0 packet program. The tests were administered in two sessions. The findings put forth that in general, the Y/N Test provided the lowest scores in almost all frequency and proficiency based comparisons. The VLT and VST, though, presented diverse scores for different proficiency groups and at different frequency bands. According to the statistical analyses, all mean scores were in line with the participants’ level of proficiency, which meant higher level students did better in all frequency levels, and the scores declined accordingly as participants proceeded to lower frequency bands. In addition, the highest correlation was found between the VST and VLT, and lastly, the most correlated test with the students’ university preparatory class exit scores was the VLT. All these results are important in terms of creating awareness in EFL teachers about the fact that there are different tests which they can substitute for institutional exams to measure students’ vocabulary knowledge, and that they can use these tests in different contexts according to students’ individual differences.
Cooperating teachers’ awareness of their roles and their opinions about the effectıveness of inset on their supervisory skills
(Bursa Uludağ Üniversitesi, 2019-09-12) Tohumat, Ayla; Gürsoy, Esim; Eğitim Bilimleri Enstitüsü; Yabancı Diller Eğitimi Ana Bilim Dalı; İngiliz Dili Eğitimi Bilim Dalı
The quality of education depends on the quality of teachers educating the generations. Therefore, teacher training activities both for pre-service teachers (PRESET) and in-service teachers (INSET) are undeniably valuable for their professional development. Acting as a gate to profession, the course ‘teaching practice’ stands as a PRESET where student teachers (STs) collaborate with more competent and experienced in-service teachers, defined as cooperating teachers (CTs). As success of ‘teaching practice’ is directly attributed to the quality of CTs, their training gains extra importance. In this sense, the Turkish Ministry of National Education (MoNE) organizes INSET programs in cooperation with General Directorate of Teacher Training to prepare teachers for their CT roles. Introducing Clinical Supervision vii Model (CSM), the INSETs aim to empower CTs with several supervisory techniques to support STs during this process more effectively. The present study aims to investigate both the effectiveness of the INSET in providing these skills to CTs and the usability of CSM in practice. Designed as a mixed method research, the data of the study was collected from 120 teachers of English for the questionnaires and 6 teachers of English for the personal interviews. Both the quantitative and qualitative data indicate that Clinical Supervision Model is effective and usable in practice as it empowers CTs with several supervisory techniques especially to observe and give feedback and the INSET has been successful in providing these techniques. However, participants of the interviews criticize the INSET for lacking follow up support and activities as they feel the need for more practice of these techniques. Therefore, observation and reflective sessions within school-based study groups of CTs are suggested as a follow up activity after the program. Additionally, some adjustments are proposed for the timing of INSET and evaluation process on MEBBIS in order to improve the effectiveness of the program.
Determining photonics education framework for science education: A Delphi study
(Bursa Uludağ Üniversitesi, 2022-09-13) Yalçın, Hümeyra Azize; Çepni, Salih; Eğitim Bilimleri Enstitüsü; Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı; Fen Bilgisi Eğitimi Bilim Dalı; 0000-0001-9812-9934
Fotonik sağladığı yeşil çözümler ile sürdürülebilir bir gelecek sunmada birinci yüzyılın önemli bilim ve teknoloji alanıdır. Fotoniğin ve fotonik teknolojilerinin günlük hayatımızdaki yeri arttıkça bu alanda yetişmiş işgücüne ve bu alanda bilgi ve becerilerle donanmış, fayda ve zararlarını değerlendirebilen, gerektiğinde sosyopolitik konulara katılım gösterebilen vatandaşlara ihtiyaç artacaktır. Bahsedilen bu ihtiyacı karşılama eğitim önemli bir role sahiptir. Bu nedenle bu tezin amacı en kısa ifadesi ile fotonik eğitiminin nasıl olması gerektiğini araştırmaktır. Fotonik eğitimin en etkili şekilde sınıf ortamlarında nasıl verilebileceğini araştırmak amacıyla (1) fotonikle ilgili konu ve içerikler, (2) fotonik ve fotonik teknolojileriyle ilgili beceriler ve tutumlar (3) etkili öğretim süreçlerinin- öğretim yöntemi ve değerlendirme tekniklerinin– bu alandaki uzmanlarla tartışılmıştır. Araştırmada Delphi tekniği kullanılarak alanda uzman olarak belirlenen kişiler ile görüşmeler yapılmış ardından anket ile uzmanların fikir birliğine varmasına imkan sağlanmıştır. Alan uzmanları 3 alt gruptan oluşmaktadır: eğitimciler, fotonik alanında bilim insanları, fotonik sektör çalışanları. Araştırma sonuçları alan vi uzmanlarının fotonik eğitiminde fotoniğin bilim boyutunu vurgulamak için bilimin doğası ve bilim tarihinden faydalanmayı, teknoloji boyutu içinse günlük hayat örnekleri üzerinden konuların verilmesinin faydalı olacağını savunduklarını göstermektedir. Ayrıca laboratuvar dersleri, proje ve probleme dayalı metotlar ile öğrencilerde sorgulama, bilimsel ve analitik düşünme, problem çözme ve optik fotonik deney düzeneği tasarlayabilme gibi becerilerin kazandırılmasını önermişlerdir. Değerlendirmelerin de bu süreçlere eşlik edecek şekilde süreç, performans, proje ya da ürün odaklı, yöntemler ile ve bağlam ve deney temelli sorular yoluyla olması gerektiğini düşünmektedirler. Araştırmanın sonucunda bulgular özetlenerek bir Fotonik Eğitim Çerçevesi geliştirilmiştir. Ayrıca fotonik okuryazarlığına yönelik ihtiyacın saptanması ve çalışmaya ek değer kazandırılması adına Fotonik Okuryazarlığı için Fotonik Eğitimi Çerçevesi de fen okuryazarlığına ilişkin çalışmalar, literatür ve bu çalışmanın bulguları bir araya getirilerek oluşturulmuş ve sunulmuştur.

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