https://hdl.handle.net/20.500.12619/44541 2026-04-05T10:20:33Z https://hdl.handle.net/20.500.12619/44562 English as a medium of instruction: students' strategies Soruç, Adem; Carol Griffiths Although English-medium instruction (EMI) is now widely spread throughout the world, there is surprisingly little research into the challenges students face as they try to learn subject matter by means of a non-native language, or how learners attempt to address these challenges. The study reported in this article employed a qualitative approach, using video-recording, an open-ended questionnaire, and stimulated-recall interviews to investigate the difficulties faced by students working in International Relations and Psychology classes in a Turkish university. The students were also asked to identify the strategies they used in an attempt to cope with these difficulties. The students were indeed able to list a number of difficulties, but numerous strategies were also suggested to deal with the problems they faced. Implications are suggested for student support and teacher training, as well as suggestions for ongoing research. 2018-01-01T00:00:00Z https://hdl.handle.net/20.500.12619/44567 Effects of communication mode and salience on recasts: A first exposure study Yılmaz, Yücel This article reports on a study that investigated whether the extent to which learners benefit from recasts on two Turkish morphemes differ depending on communication mode - i.e. Face-to-Face Communication (F2FC) and text-based Synchronous Computer-Mediated Communication (SCMC) - and/or the salience of the target structure (i.e. salient and non-salient). In this first exposure study, 24 native speakers of English with no Turkish background studied 51 Turkish words by completing a series of vocabulary learning tasks. Participants who scored at or above a criterion level of 60% on a screening test met with the researcher and carried out two communicative tasks. In each task, learners received recasts on one of the target structures through one of the communication modes. The order of the tasks was counterbalanced across four subgroups of learners. Two oral production tasks were used as a posttest in order to measure learners' performance on the two target structures. Results revealed that learners scored statistically significantly higher on receiving recasts through text-based SCMC than recasts through F2FC. However, results showed no difference between the salient and the non-salient morpheme in benefiting from recasts. 2011-01-01T00:00:00Z https://hdl.handle.net/20.500.12619/44563 The Views of Teacher Candidates Toward Distance Education: Open Education Practices Nazire Burcin Hamutoglu; Sezen Gültekin, Gözde; Savaşçı, Merve The aim of this study is to reveal the opinions of teacher candidates on open education practices, in particular regarding the advantages and disadvantages of distance education. In line with this aim, the participants who were enrolled in Sakarya University Faculty of Education receiving formal education were selected by purposeful sampling for the purposes of the study which was designed as a case study based on qualitative research methodology. The participants were teacher candidates selected upon the following criteria: They were sampled from among a group of teacher candidates who were actively continuing their education in an open education program while also attending a formal education program. The data were obtained from semi-structured interviews and an open-ended form developed by the researchers. During the process of the development of the form, the structure and dialogue dimensions of Moore's "Theory of Transactional Distance" (1993) were used. The candidates' opinions regarding the advantages and disadvantages of open education programs were obtained through the open-ended form, and the data were analyzed by using the descriptive analysis technique. The participants indicated that there are many advantages and disadvantages of distance education. Whereas its advantages include being able to learn independently from time and place (structure), simplicity and understandability (interface), idea sharing in student-student interaction (dialogue), and content richness in teacher-student interaction (dialogue), the disadvantages reported by the participants are complexity (interface), lack of supervision in student-student interaction (dialogue), and lack of feedback (dialogue) in teacher-student interaction. Finally, it was concluded that the underlying reason for teacher candidates' enrollment in open education programs is their concerns regarding their future, which is one of the most striking results of this study. Teacher candidates see it as a way to increase their employment opportunities to address the problem of limited teacher recruitment. Based on all these results, it is suggested that the open education practices should be freed from the traditional teaching practices, and should have a more interactive structure. Reducing the negative transactional distance perceptions of students can result in more positive perceptions of the quality of the education delivered. 2019-01-01T00:00:00Z https://hdl.handle.net/20.500.12619/44572 Developing a Scale for Vocabulary Learning Strategies in Foreign Languages Kocaman, Orhan The aim of this study is to develop a vocabulary learning strategy scale in a foreign language. The Scale development process consisted of three stages: a) writing the items related to vocabulary learning strategies based on Oxford's (1990) sub-dimensions of "Language Learning Strategies Scale" b) editing the items in accordance with expert opinions and implementing the pilot study, c) implementing the scale to the students (N = 923), and establishing the validity and reliability studies. Firstly, exploratory factor analysis was conducted on the data collected. According to the results of the analysis, a total of 32 items were determined in six dimensions: memory, cognitive, compensation, meta-cognitive, affective and social strategies. Total variance explained was found to be 41.02% and the confirmatory factor analysis was carried out on the data within the scope of validity of the scale. Fit indices (chi 2/df = 2.36, RMSEA = .052, CFI = .96, SRMR = .054) revealed that the model fits the data. Within the framework of reliability studies, Cronbach's alpha reliability of the scale was .89 and for the subscales: memory = .74, cognitive = .67, compensation = .71, meta-cognitive= .72, affective = .64, social = .62. These results prove that the vocabulary learning strategies scale is valid and reliable. With the help of this scale, teachers will be able to determine the strategies their students should use and design their teaching-learning activities accordingly. In addition, this scale is accurate enough for teachers of foreign languages to use in teaching strategies as a guide. 2014-01-01T00:00:00Z