M.A. Theses
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Browsing M.A. Theses by Author "Akyel, Ayşe."
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Item Expectations for the roles of cooperating teachers and university supervisors during the practice teaching period as perceived by university supervisors, cooperating teachers and student teachers(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2004., 2004.) Demirkol, İlkay.; Akyel, Ayşe.This study aimed at investigating the expectations of the triad members, namely university supervisors, cooperating teachers and student teachers regarding the roles and responsibilities of the university ELT supervisors and cooperating EFL teachers in Turkey. The study also aimed to investigate whether there were institutional differences in expectations for the university supervisors' and cooperating teachers' roles. Data were collected by means of questionnaires adapted for the purposes of the study. Participants of the study were 17 university supervisors, 116 cooperating teachers and 238 student teachers who were enrolled in the ELT departments of four universities in Turkey and their cooperating schools. Findings indicated a lack of clarity and consensus among the triad members regarding the roles of the university supervisors and cooperating teachers. Triad members achieved high consensus on few of the role definitions of the university supervisors but could not reach high consensus on any role definitions of the cooperating teachers. As for the expectations among the members of different institutions were concerned, no differences were observed among the university supervisors of different universities, whereas student teachers revealed differences in expectations for the roles of the university supervisors and cooperating teachers in certain areas. Findings imply that, despite the efforts of the Council of Higher Education to clarify the roles and responsibilities of the members of the triad, they do not seem to be well informed about their own roles and responsibilities and those of the other members of the triad.Item Possible effects of in-service education on EFL teachers' professional development in terms of teacher efficacy and reflective thinking(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in the Social Sciences, 2007., 2007.) Özçallı, Sema.; Akyel, Ayşe.Possible Effects of In-service Education on EFL Teachers’ Professional Development in terms of Teacher Efficacy and Reflective Thinking By Sema Özçallı The purpose of this study was to analyze the relationship between teacher efficacy and reflective thinking, and the impact of an in-service education program on teacher efficacy and professional development in terms of reflective thinking. Twenty five in-service teachers from five foundation schools in Istanbul participated in this study. Multiple sets of data for this study came from: (a) questionnaires, (b) interviews, and (c) teacher journals. Collection of data was completed in two consecutive semesters, Fall 2005 and Spring 2006. The present study investigated the following research questions: 1. Is there an impact of an in-service teacher education program on Turkish EFL teachers’ efficacy and their reflective thinking? If so, how? 2. Is there a relationship between teacher efficacy and reflective thinking? Results indicated that teacher efficacy and reflective thinking had no significant relation with each other. The in-service education program had a positive impact on teacher efficacy. However, although there was an improvement in these particular teachers’ reflective thinking as a result of the in-service education program, this was not statistically significant. On the other hand, in one-to-one interviews, the teachers stated that journals allowed them to be reflective and to make connections between theory and practice, which helped them to think about their strengths and weaknesses as teachers. Based on the findings, the data supported v Hatton and Smith’s view of teachers’ reflective thinking as a hierarchical developmental sequence.Item The relative contributions to foreign language reading comprehension of the selected individual-difference variables(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2006., 2006.) Aslan, Neslihan.; Akyel, Ayşe.This thesis has two main goals. First, the relative contribution to foreign language reading comprehension of the following individual-difference variables is explored: the reader̕s prior knowledge on the text content, topic interest, linguistic proficiency in English, gender, motivation to read in English, and metacognitive awareness in English. Second, the relationship between the contribution to foreign language reading comprehension of these individual-difference variables and text difficulty is investigated. 66 students studying English for academic purposes at the Boğaziçi University School of Foreign Languages took part inthe study. Data for the study were collected through topic interest and prior knowledge tests prepared for each text (one intermediate, one advanced-level text), a reading motivation questionnaire, and a metacognitive awareness questionnaire. The participants̕ level of reading comprehension was assessed through recall protocol. Data were analyzed through hierarchical multiple regression procedures. Results indicated that the following individual-difference variables, in order of significance, accounted for 54% of thevariability in the English reading comprehension of the participants: linguistic proficiency in English, motivation to read in English, prior knowledge of the text content. Besides, it was found that the relative contribution to foreign language reading comprehension of individual-difference variables (i.e.: prior knowledge, topic interest, gender, motivation to read, and metacognitive awareness) was influenced by the difficulty level of the text.Item The role of input in second language acquisition : |more comprehensible input supported by grammar instruction or more grammar instruction?(Thesis (M.A.) - Bogazici University. Institute of Social Sciences, 1995., 1995.) Işık, Ali.; Akyel, Ayşe.The present study investigateg the combined effects of different amountg of comprehension-based and fonn-focused instruction on skill-based proficiency and knowledge of grammatical structures of beginner-level EFL students. Specifically, the study addresses the following research questions: 1) Does a basically comprehensionbased program of instruction supported by fonn-focused instruction help beginnerlevel EFL learners improve/develop their listening, reading and writing abilities more than a basically form- focused program of imtruction? 2) Does a basically fonn-focused program of instruction help beginner-level EFL learners improve their knowledge of grammatical structures more than a basically comprehension-based program of instruction? One experimental and one control group, each containing 20 lycee prep level Turkish EFL students, participated in the study. The subjects in the experimental and control groups were randomly selected from among lycee prep classes in two different schools. The experimental group enrolled in a program of comprehension-based instruction supported by fonn- focused instruction; whereas, the control group enrolled in a basically form-focused program of instruction. Both the experimental and control woups had 29 hours of EFL instruction per week for 21 weeks. At the end of the treatment, the groups were given the Key English Test (KET), and the grammar component of the Oxford Placement Test to see the effects of these two different types of instruction on their reading, listening, writing skills and knowledge of grammatical structures. The results indicated that the program of comprehension-based EFL instruction supported by foan-focused instruction was more effective than a basically fonn-focused program of instruction in helping beginner-level students develop their listening, reading, and writing skills as well as their knowledge of grammatical structures.