Yazar "Yilmaz, Adnan" seçeneğine göre listele

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    Computers in reading and writing skills through the motivational lens: Snagit™, screencast and e-mail services
    (Anadolu University, Faculty of Communication Sciences, 2018) Yilmaz, Adnan
    The rapid and continuous developments in computer technologies underscores the need to investigate computers’ impact on students’ motivation in second/foreign language (L2) reading and writing skills. Given this need, the present empirical study aims to examine the effect of computers on students’ motivation in L2 reading and writing skills. 35 students studying in the English Language Teaching Program at a state university in Turkey were firstly given a motivation scale as a pretest. Then they went through a five-week treatment phase during which they carried out various reading and writing activities designed around two different authentic short stories (The Lottery and The Cask of Amontillado) by using three different computer programs, namely Snagit™, Screencast, and e-mail services. Finally, they were again given the motivation scale to determine the change in their motivation level. The analysis of the data indicated a significant increase in student motivation in L2 reading and writing skills. The findings also indicated that the students’ frequency and experience of computer use had no significant influence on L2 reading and writing motivation. Based on these findings, it can be inferred that computers have a positive effect on students’ motivation in L2 reading and writing skills. © 2018, Anadolu University, Faculty of Communication Sciences. All rights reserved.
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    Computers in Reading and Writing Skills through the Motivational Lens: Snagit™, Screencast and E-mail Services -2
    (Bastas, 2018) Yilmaz, Adnan
    The rapid and continuous developments in computer technologies underscores the need to investigate computers’ impact on students’ motivation in second/foreign language (L2) reading and writing skills. Given this need, the present empirical study aims to examine the effect of computers on students’ motivation in L2 reading and writing skills. 35 students studying in the English Language Teaching Program at a state university in Turkey were firstly given a motivation scale as a pretest. Then they went through a five-week treatment phase during which they carried out various reading and writing activities designed around two different authentic short stories (The Lottery and The Cask of Amontillado) by using three different computer programs, namely Snagit™, Screencast, and e-mail services. Finally, they were again given the motivation scale to determine the change in their motivation level. The analysis of the data indicated a significant increase in student motivation in L2 reading and writing skills. The findings also indicated that the students’ frequency and experience of computer use had no significant influence on L2 reading and writing motivation. Based on these findings, it can be inferred that computers have a positive effect on students’ motivation in L2 reading and writing skills. © 2018, Anadolu University, Faculty of Communication Sciences. All rights reserved.
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    Form-meaning-use framework in grammar teaching: Research on noun clauses in writing skills
    (2018) Yilmaz, Adnan
    Based on Larsen-Freeman’s (2001) three-dimensional (form-meaning-use) framework of grammar teaching, thisstudy aimed to investigate which type of clause (noun, adjective or adverbial) was the most challenging forsecond/foreign language (L2) learners in writing skills. Depending on the results of a diagnostic test prepared inaccordance with the form-meaning-use triangulation, Noun Clauses (NCs) were found to be the most challengingtype for students studying in the Department of English Language Teaching at a state university in Turkey.Determining NCs as the most challenging type, a NCs test grounded on the same framework was given to thestudents as the pretest to examine their available knowledge of NCs. After the pretest, the students went througha nine-hour intensive treatment phase consisting of three sessions to instruct NCs with regard to the form-meaninguseframework. The treatment stage was followed by the posttest to examine the progress that students had madeduring the treatment phase. The quantitative analysis of the obtained data revealed a remarkable improvement inthe students’ knowledge of NCs in writing skills. Based on this finding, it can be concluded that the form-meaninguseframework enables effective and efficient instruction in the language classroom.
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    Language education for social justice: Reproductions or disruptions through technology
    (Pergamon-Elsevier Science Ltd, 2022) Yilmaz, Adnan; Soguet, Sibel
    This phenomenological study explored in-service English language teachers' perspectives and lived experiences of integrating technology in their classrooms to teach English for social justice. We used a researcher-developed Survey of Technology in English Language Education for Social Justice (S-TELESJ) to elicit data from 35 in-service English language teachers in Turkey. Employing the phenomenological data analysis procedures, this research revealed polarized results related to the use of technology in the classroom because technology was perceived both to exacerbate and to ameliorate the digital divide and unequal learning opportunities among students. Based on a composite description of the teachers' lived experiences, we found that the integration of technology in the language classroom retools and thus reproduces the educational and social status quo because geographical location, socioeconomic status, mode of implementation, and unclear educational policies continue to pose barriers to technology-driven implementations. However, we also found that technology affords a strong capacity to redesign the language classroom as the ideal context for social justice education, facilitate enhanced instruction on different social injustices, promote social justice awareness along with increased language gains, and engender transformation at individual, societal and global levels. Overall, the reflections of the teachers' lived experiences and identification of multiple voices from different local settings unfold how certain stances can be produced to promote social justice language teaching.
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    Syrian Refugee Children’s Language Learning: A Multiple Case Study in the Turkish Context
    (Springer Science and Business Media B.V., 2021) Yilmaz, Adnan; Smyser, Heather M.
    Refugee-background children face the challenge of acquiring a new language in the country where they resettle. Most studies of refugee language development occur among populations living in English-speaking countries, such as the United States, Canada, and England, yet many refugees have found refuge in countries like Turkey, which is home to nearly four million Syrian refugees, many children. These children face similar challenges as those in the studies mentioned above, yet are only recently finding representation in published works. Informed by hermeneutic phenomenology, this multiple case study explored three Syrian refugee-background students’ experiences of learning Turkish as a second language in the K-12 classroom and their parents’ views related to learning Turkish and Arabic. The data were elicited through classroom observations, semi-structured interviews with the students’ parents and teachers, and student artifacts like written work, projects, handouts, and other class materials. The data were analyzed using a qualitative approach, specifically thematic coding and content analysis. The findings of the study shed light on the students’ learning of Turkish as a second language in Turkey and the incredible support their families provided. © 2021, Springer Nature Switzerland AG.