Yazar "Yazici, Yeliz" seçeneğine göre listele

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    AN EFL Coursebook evaluation in terms of design and language: private school sample in SINOP
    (Int Assoc Research Textbooks & Educational Media, 2020) Yazici, Yeliz
    In this study, it is aimed to evaluate the English language course book at a private school sample in Sinop. Private schools are considered better than public schools in general. One of the differences between the two schools is the preference of course books. This study examined the English Language course book in terms of design elements under the title of external evaluation and educational elements under the title of internal evaluation. The research design is a qualitative one and the process is carried by two different researchers. The results show that although the course book preference is suitable and effective in terms of external evaluation, graphic design, and printing quality; the presentation of four skills in the course book is found weak. The reading skill is the most dominant skill and writing skill is the weakest skill. The course book needs supportive materials to present other skills effectively. It can be said that the course book in this study is not appropriate to teach the four skills in language effectively and it is not suitable for the aims of the English language content defined by MONE.
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    GRAFIK TASARIM SÜRECINDE KULLANILAN BILGISAYAR PROGRAMLARI ILE YABANCI DIL ARASINDAKI ILISKILERIN INCELENMESI
    (Yildiz Technical University, 2021) Yazici, Yeliz; Hayta, Pelin
    Teknolojinin hizli gelisimi hayatimiza yeni uygulama ve tekniklerin olusumunu getirmistir. Bu olusumlar, bilgisayar ortaminda tasarimlarin olusmasinda ve grafik tasarim alaninda dijital tasarim anlayisinin ortaya çikmasinda da önemli rol oynadi. Böylelikle bilgisayar destekli tasarim egitimi, ögrencilerin sektöre hazirlanmalari, mesleki gelisimlerini tamamlamalari ve teknolojik hayata uyum saglamalari için önemli bir zorunluluk haline gelmistir. Tasarim sürecindeki programlar yabanci kökenli yazilimlardir ve sektörde Ingilizce olarak kullanilmaktadir. Bu durum, yabanci dil egitimini ögrencilerin teknolojik yenilikleri ögrenmesi, kullanmasi ve takip etmesi için bir zorunluluk haline getirmistir. Ingilizce'nin egitimde aktif olarak kullanilmasi, ögrencilerin küresel çevre ile etkilesimini kolaylastirir ve evrensel tasarim ilkelerini, profesyonel gelismeleri ve önde gelen tasarimcilari takip etmelerini saglar. Çalisma, bir doküman analizi modelinde tasarlanmistir. Üniversite programlarinin belgeleri iki farkli arastirmaci tarafindan incelenmektedir. Çalismanin sonuçlari gösteriyor ki; programlari kullanmanin ön kosulu, programin dilini bilmektir. Orijinal uygulamalarin dili Ingilizcedir ve egitmenler ögelerin islevlerini açiklamali ve daha sonra bir ürünü tasarlarken nasil kullanilacagini ögretmelidir. Orijinal ürünlerin kopyalari okul tarafindan tercih edilmemektedir ve bu versiyonlari yükleyen ögrencilerin yine de Ingilizce terimleri bilmeleri gerekmektedir çünkü programlarin Türkçe tercümesi dil kalitesi açisindan çok zayiftir ve sektör, Ingilizce yerine Ingilizce bilmeyi talep etmektedir. Türk Dili. Tasarim derslerine yönelik ögretme-ögrenme etkinliklerinin, ögrencilerin gerekli terimleri ögrenmeleri için mesleki dil dersi almalari durumunda daha verimli olacagi görülmüstür.
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    Öğe
    The Impact of Portfolios on Enhancing Writing Skills in ESP Classes
    (Elsevier Science Bv, 2016) Ucar, Serpi; Yazici, Yeliz
    This study aimed to investigate the effect of portfolios on developing writing skills among 52 Turkish undergraduate learners in ESP classes. This study was carried out on two groups experimental and control groups- each of which consists of 26 students. The learners were freshmen at the department of Sea and Marine Management at Vocational School of Higher Education, Sinop University. Before the treatment, a pre-test was administered to both groups in order to investigate the writing performance and sub skills of focus, elaboration, organization, conventions and vocabulary of learners of ESP. Throughout the study the experimental group was taught through portfolio assessment technique and the control group was taught through the conventional method. An Independent samples t-test was applied in order to see whether there was a statistically significant difference or not between the groups. Additionally, a Paired Samples t-test was used so as to compare differences within each group. The results obtained from the post-test demonstrated that there was a statistically significant difference between the experimental and control groups in terms of the type of treatment, which signifies that portfolios had a statistically significant effect on promoting writing performance and its sub skills in ESP classes. After the treatment, the students in the experimental group were also administered an attitude questionnaire to elicit their thoughts about the effectiveness of using portfolios on augmenting writing abilities in ESP classes. The data collected from the attitude questionnaire was analysed through descriptive statistics including the frequencies, percentages, means, and standard deviations etc. The results showed that students have positive attitudes towards using portfolios on improving their writing skills in ESP classes. (C) 2016 The Authors. Published by Elsevier Ltd.