Ph.D. Theses
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Browsing Ph.D. Theses by Author "Akcan, Sumru."
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Item Development and evaluation of an online mentor training program in pre-service teacher education(Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2022., 2022.) Gülbak, Gizem Mutlu.; Akcan, Sumru.The present study aims to design, implement and evaluate an online mentor training program in a pre-service language teacher education program. To this end, it consists of three phases. In the first phase, the expectations of university supervisors, mentors and student teachers from mentoring were investigated through questionnaires and interviews, which informed the content and design of the online mentor training program. In the second phase, the training program was implemented for a total of eight mentor teachers in the experimental group, whereas seven other mentors in the control group were engaged in usual practicum practices. The impact of program was investigated through the comparison of pre- and post-training interviews and surveys with two groups of mentors and their student teachers. In the third phase, the experimental group of mentors was asked to evaluate the designed training program for further improvement. The analysis and comparison of the responses given by the mentors and their student teachers showed that the online mentor training program made positive changes in mentors’ understanding of their roles and especially in their observation and feedback practices. In addition, the mentors who participated in the training program were contented with the presented content and tasks and made suggestions related to the timing of implementation as well as the delivery mode of the training.Item The effect of EFL teachers’ language awareness on students’ grammar knowledge :|an exploratory analysis(Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2020., 2020.) Taheri, Ali Akbar.; Tatar, Sibel.; Akcan, Sumru.The purpose of this study is to investigate the effect of Iranian EFL teachers’ language awareness on Iranian EFL learners’ grammar knowledge. To this end, it drew upon theoretical foundations of teacher language awareness. Three hundred and twenty-two EFL learners and fourteen EFL teachers participated in the study. To fulfill the purpose of the study, all the required instruments were carefully selected, designed, piloted and validated. At the beginning of the study, a placement test was administered to the EFL students to determine their homogeneity regarding their general language proficiency and their grammar knowledge specifically. This test served as a pre-test. Then utilizing a reliable and valid test of language awareness, EFL teachers were categorized as high, middle, and low-language-aware based on their scores. Moreover, two questionnaires to explore learners’ and teachers’ grammar perception were also administered. In the second phase of the study, EFL learners were randomly assigned to experimental groups according to their EFL teachers’ language awareness scores. After the completion of the instructional treatment (sixteen sessions), two other reliable and valid achievement tests were administered as the post-test and delayed post-test. Descriptive statistics, one-way ANOVA, and three-way ANOVA were the data analysis techniques performed. The findings of the study indicated that learners’ performance depended on their grammar perception and their EFL teachers’ language awareness levels. Overall, the major outcome of the study was the confirmation of the learner-centered philosophy in foreign language grammar learning.