İngiliz Dili Eğitimi

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A case study on the development of Turkish pre-service EFL teachers’ digital competence
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2022., 2022.) Canbulat, Gizem.; Yıldız, Senem.
The present qualitative case study aims to explore the impact of a technology enhanced language teaching course on pre-service EFL (English as a Foreign Language) teachers’ digital competence development from the perspective of the Digital Competence Framework for Educators (DigCompEdu). The participants were six pre-service EFL teachers at a state university in Turkey. The data collected during the course was enriched with data collected during participants’ teaching practicum to fill the gap in the literature. The research questions aimed to explore (1) the participants’ perceived digital competence before and after the study, the DigCompEdu areas where the participants made the most and least progress during the course, (2) whether and how the participants’ digital competence developed in practice, (3) whether and how the participants planned to benefit from their digital competence training in the future, (4) whether and how the participants could transfer their digital competence to teaching practicum and their reflections on using technology in macro teachings. Data were gathered through surveys, interviews, reflection papers, and performance tasks. The findings revealed that the participants’ perceived competence increased after the study, and they planned to reflect their competence to their future teachings. It was also found that the development of digital competence is a complex process affected by several factors, and the participants could not transfer their digital competence to their performance tasks during coursework and practicum in the same way.
A corpus-based investigation of the effect of nativeness and expertise on reporting practices in academic writing
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2016., 2016.) Yılmaz, Selahattin.; Bayyurt, Yasemin.; Martı, Leyla Mesude.
The study aims to investigate the role of nativeness and expertise level on reporting practices in writing in applied linguistics with regards to patterns of use and construction of stance. The study compares four different corpora of research papers: (1) 30 research articles that were written by native writers of English and published in native English contexts, (2) 30 research articles that were written by Turkish nonnative writers of English (3) 30 unpublished research papers written by graduate native writers of English and (4) 30 unpublished research papers written by graduate Turkish non-native writers of English. A corpus-based analysis of texts was carried out to explore the features of other-sourced research reports, that is, verb controlling that clauses used to report previous research in a study. AntConc 3.4.3 was used to extract the clauses that were analyzed in terms of subject type, reference type, reporting verbs, tense, voice and aspect, as well as the cross sectional distribution of these features.The study showed that expertise level is an important factor in disciplinary writing as native and non-native expert writers showed little variation in their reporting practices. Although both native and non-native novice writers were found to differ from expert writers considerably, remarkable differences were found between native expert and non-native novice writers. This finding indicates that nativeness status becomes less important as the expertise level increases. Furthermore, the findings support the view that non-native writing is discursively hybrid, which is more evident in novice writing.
A descriptive study on the performance of complaints by Turkish university students in an EFL context
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2011., 2011.) Bikmen, Ahmet Süleyman.; Martı, Leyla Mesude.
The current study investigated the speech act of complaining in Turkish learners of English. The complaints of 100 Turkish learners of English (TLEs) were compared to those of 92 English (ENS) and 108 Turkish native speaker (TNS) participtants, all of whom were students at universities in Turkey and in England. A ten-item discourse completion task (DCT) was used to elicit complaints. The method of analysis involved measuring the frequency of certain complaint strategies. The frequency values for the three groups were compared. Eleven complaint strategies were found in the responses to the DCT. Of these eleven strategies, ‘Hints’ (25%), ‘Requests’ (35%), and ‘annoyance’ (10%) were the most commonly-used. Frequency values obtained for the remaining strategies were all below 8% for all three groups. The ENSs and TNSs (the baseline groups) were found to exhibit significant differences in their frequencies for several strategies. This finding was attributed to the typological differences in pragmatic strategies used by the two languages. The TLEs were then compared to the baseline data. Statistical analysis of the differences in frequencies between the three groups permitted the complaint strategies to be grouped under three headings. These headings are presented with their corresponding strategies in parentheses: Weak Negative Pragmatic Transfer (Modified Blame, Indirect Accusation), No Transfer/ENS-like behavior (Opting Out, Hints, Ill Consequences, Direct Accusations and Threats/Warnings,), and Positive Transfer (Annoyance, Blame [Behavior] and Blame [Person]). Requests did not fit into any of the categories. No examples of Strong Pragmatic Transfer were found in the data. In spite of there being only one instance of Weak Negative Pragmatic Transfer in the statistical findings, a detailed analysis of individual TLE responses led to the conclusion that L1 influence is often present. Complaint frequency was measured in situations where the parameters of power and social distance were controlled for. Compared to the ENS group, the TLE and the TNS groups complained more to authority figures, (power unequal/high social distance contexts) and at lower frequencies to friends (power equal/low social distance contexts) and strangers (power equal / high social distance contexts). One interpretation of the TLEs’ behavior in the authority context is that the TLEs were exhibiting verbosity; that is, offering more explanations, not in an attempt to confront or criticise their superiors, but simply to overcome their real or perceived L2 limitations. Another interpretation is that the TLEs were indeed criticizing their superiors, which might be a dangerous deviation from acceptable norms as characterized by the ENS data obtained in this study.
An analysis of freshman year university students' argumentative essays
(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2006., 2006.) Can, Hüseyin.; Bayyurt, Yasemin.
The present study investigates organizational patterns and metadiscoursal markers in the essays written by freshman year university students. Two groups of students and two sets of data were used in the study. The participants were monolingual Turkish students, bilingual Turkish students who wrote in English and Turkish, respectively, and monolingual American students. Data collection took place in two different settings: Turkish students studying at an English medium private university in Turkey and American students studying at a university in the US. Each participant was asked to write an argumentative essay on a given topic. First, the essays were marked by two different raters. Second, they were analyzed on the basis of seven organizational patterns and eight metadiscoursal properties. Finally, ten bilingual Turkish students were chosen randomly and interviewed to get their reactions to their essays. It was found that monolingual American essays scored significantly higher than bilingual Turkish and English essays and monolingual Turkish essays. The TOEFL marking scheme was used to grade the essays. There was a significant difference between monolingual Turkish essays and bilingual Turkish and English essays in terms of title, paragraphing, introduction, thesis statement, and conclusion. Monolingual American students use logical connectives, frame markers, code glosses, first person singular markers more than the other students. On the other hand, more significant similarities than differences were found between English essays and Turkish essays written by bilingual Turks. The interview data also confirms that bilingual Turkish students take similar steps in both languages.
An analysis of requestive emails in Turkish to an academic advisor
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Ünal, Sibel.; Martı, Leyla Mesude.
This study examines the requestive emails of Turkish students to their academic advisor over a 4-year period of time. The study focuses mainly on the speech act of requesting in the emails. This research further investigates the politeness strategies employed in the emails. The data consist of 200 authentic emails written by 45 students sent to the female academic advisor covering eight semesters. In the study, 217 requestive acts are identified, coded and categorized in terms of request strategies and request perspectives. The statistical analysis results indicate that when forming a request, students make use of indirect strategies, in particular preparatory and suggestory formulas, and speaker-oriented perspective at a significantly higher rate. Moreover, in regards to politeness strategies, it can be said that students employ various realizations of on-record, off-record, positive politeness, and negative politeness strategies. These findings reveal that students try to employ the most appropriate politeness strategy in order to maintain face in email messages.
An evaluation of a university-based intensive English program:|Insights of students and teachers
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Cengiz, Yusuf.; Bayyurt, Yasemin.
This study evaluates a preparatory program in a private university in Istanbul, Turkey. Program weaknesses, strengths and points for improvement were uncovered through student and teacher interviews and focus groups. The data was coded, and emergent themes were analyzed and interpreted. The study revealed that students and teachers hold different opinions about the implementation and pace of the program. As this issue affects the perspectives and the motivations of the program, an extensive outcome evaluation is needed to justify and validate the implementation of the program. The data revealed that the high teacher quality, foreign instructors, content classes and portfolio tasks are the strengths of the program, along with the program’s contribution to students’ general language skills. The data also showed that a mismatch between the curriculum and the proficiency exam create an important caveat for the program; this was identified as the most important weakness. Additional weaknesses included the textbooks, the program’s unresponsiveness to plagiarized assignments, teachers’ being non-proficient in content areas, and physical constraints that prevent the successful implementation of content classes. Finally, areas for improvement are suggested: introducing proficiency-related classes towards the end of the term, cooperating with academic departments to introduce students to the academic world and its language, and conducting a material evaluation to find the best textbooks for specific context.
An exploratory study of two EFL teacher's perceptions and application of curriculum principles
(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2010., 2010.) Çal, Akif.; Tatar, Sibel.
To date curriculum implementation has been of interest to many researchers. Research in the area has mainly focused on the gap between stated curriculum principles and actual classroom practices, and the underlying factors that have affected the implementation of a curriculum. This study investigates the same phenomena by focusing on selected curriculum principles and their classroom practice. It focuses on two seventh grade ELT teachers‟ implementation of (1) use of English in the classroom, (2) use of pair and group work, and the role of language teaching materials on their classroom practices. A teacher from a state school and a teacher from a private school were selected as participants. A case study design was used to investigate the participant teachers‟ classroom practices of the curriculum principles and their perceptions of the materials they used. Data were collected through (1) semi-structured interviews, (2) classroom observations and video recordings, (3) teacher logs, and (4) documents that provided information on the curriculum. The findings of the study suggest that a gap exists between the curriculum principles and classroom practices of the participant teachers. Among the factors influential on the gap were (1) contextual factors (e.g. student profile, availability of resources), (2) teachers‟ perceptions of the curriculum, and (3) the role of the institution. As for the materials, the data suggest that teachers perceived the materials as the curriculum itself. It was found that materials were also used for classroom management purposes.
An exploratory study on isolated versus integrated form-focused instruction at the primary level in an EFL context
(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2009., 2009.) Elgün, Zennure.; Bayyurt, Yasemin.; Akcan, Sumru.
The present study explores the role of integrated versus isolated FFI on the L2 vocabulary and grammar development and writing development of language learners at the primary level in Turkey. It also investigates the students’ attitudes towards integrated and isolated FFI at primary level. Content based language instruction (CBI) and form-focused instruction (FFI) have been investigated extensively in contexts such as English as a second language. However, there is not much research carried out about integrating or isolating form-focused and meaning-focused practice in an EFL context. The study was a quasi-experimental research design in which 120 students participated from two private primary schools in Turkey. One of these schools implemented integrated FFI while the other one implemented isolated FFI in language lessons. Two KET exams (as pre- and post-tests) and two essays were used to measure the L2 vocabulary and grammar development of the participants. Their essays were also used to measure their L2 writing development. In addition, the students’ attitudes towards the two instructional methods were investigated. The results showed that the group instructed through integrated FFI performed better than the other group in all measurements. In addition, it was found that the students expressed a preference for integrated FFI in general.
An investigation of spelling skills in Turkish: the role of phonological encoding and rapid naming in the literacy skills of third and fourth graders
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2015., 2015.) Sönmez, Ecehan.; Haznedar, Belma.
The present study investigated the role of phonological encoding (PE) skills and rapid automatized naming (RAN) in predicting reading and spelling achievement of Turkish-speaking children. It compared the underlying processes of spelling with those involved in reading with reference to developmental differences across grade levels and the transparent orthography of Turkish. Besides, it explored variations in the spelling errors found in the students’ handwritings in word and text level spelling based on grade levels and task modality (copying vs. dictation). The participants were 77 students attending Grade 3 and Grade 4. A number of literacy tests were used to collect data, and the data were analyzed both quantitatively and qualitatively. Although the fourth graders had similar levels of PE skills with the third graders, they performed significantly better in RAN, word reading and word spelling tests. Regression results showed that RAN was a strong precursor of reading while PE was a significant predictor of spelling in Turkish. Still, RAN made significant contributions to spelling skills beyond PE at both grade levels. In addition, PE significantly contributed to the reading skills of the third graders while it did not account for significant amounts of variance in the reading skills of the fourth graders. As the grade level increased, the effect of phonological knowledge tended to decrease whereas automatization gained more importance in predicting reading and spelling performance. The results of the error analysis revealed some variations in the error patterns across modalities, but no striking differences were found across grade levels.
An odyssey of discovery: Critical literacy in an English preparatory class
(Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2016., 2016.) Derince, Zeynep Mine.; Bayyurt, Yasemin.
This thesis explores the experiences of two English language teachers and eighteen students through Critical Literacy (CL) in a class at a School of Foreign Languages in Turkey. CL focuses on social change through education. In the context of English language teaching (ELT), it pursues personal and social transformation through foreign language education. CL in ELT is an under-investigated subject in the relevant literature, which makes this thesis a significant case, especially in Turkey. The findings provide implications for both CL and ELT practices and research. This research is an interpretative qualitative study which consists of an indepth data collection from multiple sources of information, including questionnaires, field notes, observations, documents and interviews. Thematic data analysis is employed. The themes that emerged from the analysis are how teachers implemented CL in their English classrooms; what the potential and contribution of CL to English language teaching and learning is; and finally what kind of social transformations and awarenesses occurred during the implementation of CL in ELT. The pedagogical contributions of the study are manifold. When these teachers followed CL in their teaching practice, they ensured that students’ experiences were valued and they sought to negotiate, redefine and co-construct knowledge with their students. Language learning was enhanced because students were given the chance to analyze broader social issues that are relevant to their lives and to wider contexts. The students and the teachers became aware of how dominant ideologies position them via the textbooks and how issues are normalized through the voice of the author, visuals and texts. Students encountered multiple realities and observed their own dilemmas and challenges and they were involved in their ideas, projects and studies in a broader and deeper level with multiple perspectives.
Annotation and working memory in second language reading, incidental vocabulary learning, and perceived cognitive load
(Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2017., 2017.) Varol, Burcu.; Erçetin, Naciye Gülcan.
This study attempts to explore the role of annotations and working memory capacity (WM capacity) in reading comprehension, incidental vocabulary learning, and the perceived cognitive load (CL) through a between groups design. The independent variables investigated in this study were annotation type (lexical versus topic-level) and annotation location (pop-up window versus separate window). One hundred twenty high proficiency level second language learners were assigned to one of the four treatment conditions and were asked to read an electronic text wherein a built-in tracking software recorded their interactions. Upon reading, they were given free recall, multiple choice comprehension, vocabulary recognition, and vocabulary production tasks. Findings showed that the effects of annotation type changed according to the task used to gauge comprehension while lexical annotations were found to be the consistent determinant of short-term vocabulary learning. The effect of annotation location was less clear-cut as it produced different results in conjunction with different annotation types for different measures. WM capacity played a major role in reading comprehension, and especially when combined with the effect of pop-up window glossing conditions, it led to the best results. As for the results on CL, no significant effects were observed in the self-ratings and only a significant gloss type effect was detected in terms of the recorded annotation use. Implications drawn from this study can inform instructional designers as to the facilitative effects of annotation use that would not overload limited capacities of readers.
Assessing academic writing skills in Turkish as a Foreign Language
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2017., 2017.) Küçük, Fatma.; Ünaldı, Aylin.
purpose of this study is to present validity evidence from multiple perspectives for the newly developed test of writing for learners of Turkish as a Foreign Language (TFL). Following Weir’s (2005) socio-cognitive framework, the study provides evidence for scoring validity along with cognitive and context validity aspects of the TFL writing test. The test aims to assess academic writing proficiency of foreign students, mostly Exchange and Erasmus, at Boğaziçi University. Two different task types – graph interpretation and essay tasks – were developed drawing on the level descriptors of the Common European Framework of Reference (Council of Europe, 2001). The test was administered to 47 students registered in intermediate and advanced Turkish for Foreigners classes (TKF) at Boğaziçi University. The test scores were analyzed through many-facet Rasch measurement model (MFRM) to investigate task difficulty, rating scale effectiveness and possible involvement of rater effects. Generalizability theory analysis was also carried out to investigate dependability of test scores. The two task types were also analyzed qualitatively to examine differing cognitive and linguistic demands placed by the tasks along with a posteriori analysis of the test scores to examine the effect of the task types on student performance. The findings from these analyses provided substantial support for the validity of the TFL writing test. The study also highlighted the possible differential effects of two task types on the performance of test takers and provided explanatory discussion as to the reasons of this.
Assessment of textual level EFL reading comprehension: A cognitive and contextual investigation
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2018., 2018.) Kayarkaya, Burcu.; Ünaldı, Aylin.
The purpose of the study is to investigate whether test takers can understand a text at whole text level upon the completion of a commonly used assessment technique, the multiple choice test. Attaining comprehension at textual level and the formation of macrostructure is critical in interpreting test takers’ competence in real life or academic contexts. However, if the multiple choice test technique is ineffective in directing test takers towards tackling reading texts in a way that leads to whole text comprehension, accurate interpretations concerning test takers’ future performance cannot be made. To fit the purpose of the study, a test with two reading tasks were created: a multiple choice task and a summary task. Thirty-two undergraduate students from a state university based in İstanbul, Turkey took the test and their performance in macrostructure formation after completing both tasks were quantitatively analyzed. During the completion of both tasks, retrospective verbal protocols were carried out with all participants and their responses during the protocols were categorized to probe into the reading processes participants went through while dealing with both tasks. The findings from these analyses provided substantial evidence towards the inefficacy of the multiple choice test technique in reflecting the ability of test takers’ macrostructure formation and thus pointed at a serious threat towards validity of the test technique. The study also put forward distinctive processes that test takers tended to carry out during multiple choice test completion, which were explanatory in the occurrence of such a deficiency of the technique.
Cognitive and linguistic components of reading acquisition in Turkish: Evidence from second and fourth graders
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2017., 2017.) Bektaş, Sezen.; Haznedar, Belma.; Babür, Fatma Nalan.
The present study investigated the role of cognitive and linguistic components of reading acquisition in Turkish, with special reference to phonological awareness (PA), rapid automatized naming (RAN), morphological awareness (MA) and phonological memory (PM) in predicting real word reading (WREAD) and non-word reading (NWREAD) abilities of Turkish-speaking children. In a cross-sectional study design, it explored the relationships between the respective reading components and measures with a special focus on grade-level differences. Besides, the relative importance of the variables in predicting word-level reading success was investigated through multiple hierarchical regression analyses across grades. A total of 87 Turkish-speaking children from Grade 2 and 4 participated in the study. Multiple instruments were used to collect the data. The results showed that the fourth graders performed significantly better than the second graders at all the measures, which pointed to a significant grade-level difference between the groups. When WREAD was the dependent variable, regression analyses revealed that RAN was a strong predictor of the WREAD ability at both grades. In addition, PA made a significant contribution to WREAD at Grade 2, whereas it did not account for significant amounts of variance in WREAD at Grade 4. As for NWREAD, none of the predictors made a significant contribution to NWREAD at Grade 2, while RAN appeared as the only significant predictor at Grade 4. The results highlighted that RAN remained as a strong predictor of both reading abilities as the grade level increased; however, the effect of PA tended to decrease over years.
Comparing L2 learners’ strategy use in literal vs. inferential Rreading: A cognitive validity study through eye-tracking
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2015., 2015.) Erdem, Didem Tuğçe.; Erçetin, Naciye Gülcan.
In language testing, a test's cognitive validity is assessed in terms of the match between cognitive processes elicited from a reader and the processes which a test taker would use in non-test conditions. A reading test should require readers to go through levels of comprehension for enhanced cognitive validity. Herein, the importance of careful examination of the cognitive processes of readers taking a reading test should be examined closely. As such, this study was motivated by the need to determine if eye movements could provide valuable information about test takers' cognitive processes as they answer literal and inferential questions in a standardized reading test. To this end, the participants’ eye movements in specified areas of interest were analyzed in detail using eye-tracking methodology considering its precedence over other techniques. Results of the study displayed that eye movements of competent and experienced readers do not differ showing they go through similar cognitive processes. Also, it was seen that there is a significant difference in the eye movements in certain interest areas but not in others while answering literal vs. inferential questions depending on going through levels of comprehension and using variety of reading strategies, substantiating the cognitive validity of the test. This study is important in terms of its exploratory findings and methodology as only a few studies in educational research examine cognitive processing and validity in second language through eye-tracking.
Comparison of communication strategies used by Turkish monolingual and bilingual EFL learners
(Thesis (M.A.) - Bogazici University. Institute of Social Sciences, 2001., 2001.) Doğruöz, Ayşe Seza.; Bayyurt, Yasemin.
This study investigated the differences/similarities between Turkish bilingual and monolingual EFL learners in terms of the communication strategies they used in an interaction in the target language (English). Specificc;tlly, the following issues were examined: 1) Whether there were any differences/similarities between bilingual and monolingual EFL learners in terms of total number of CSs used in an interaction in the target language. 2) Whether there were any differences/similarities between monolingual and bilingual EFL learners in terms of their language choice of CSs in an interaction in the target language. 3) Whether, there were any differences/similarities between monolingual and bilingual EFL learners in terms of the categories of CSs they used during interaction in the target language.
Decoding and reading comprehension in Turkish :|a comparison of Turkish monolingual and Kurdish-Turkish bilingual children
(Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2022., 2022.) Kurt, Serhat.; Haznedar, Belma.
This study investigated the longitudinal contributions of phonological awareness (PA), rapid automatized naming (RAN), phonological memory (PM), listening comprehension (LC) and vocabulary to Turkish decoding and reading comprehension among Turkish monolinguals (N=46) and Kurdish-Turkish bilinguals (N=50). In addition, it explored whether there was any performance difference between monolinguals and bilinguals in the development of these cognitive and linguistic components from kindergarten to Grade 1. The participants were individually tested at three times: at the beginning, at the end of the kindergarten, and at the end of Grade 1. The findings revealed a developmental pattern in PA, RAN, PM, LC and vocabulary performances across the groups from kindergarten to Grade 1. Separate mixed ANOVAs were conducted for each component to observe any performance differences among monolingual and bilingual children across the times. The monolinguals outperformed the bilinguals in all tests except for PA tests. That is, the bilingual children scored better on PA tests than their monolingual counterparts at the beginning of the kindergarten. However, this performance difference was faded in the later times, especially at Grade 1. On the other hand, monolinguals statistically did better than bilinguals especially in LC and vocabulary tests. The resuls of hierarchical regression analyses revealed that PA and RAN were significant predictors of decoding. As to reading comprehension, LC and vocabulary appeared to be the best predictors of reading comprehension. Similarly, decoding significantly contributed to reading comprehension.
Decomposability and transparency: a corpus-based analysis of the use of phrasal verbs in ELF interactions
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2016., 2016.) Abaylı, Zeynep Sena.; Bayyurt, Yasemin.; Martı, Leyla Mesude.
This study aims to investigate the decomposability and transparency nature of the uses of phrasal verb (PV) structures through two corpora representing two dichotomous ends of the speaker continuum, namely, native speakers in British National Corpus (BNC) and non-native speakers in Vienna Oxford International Corpus of English (VOICE). It examines the usage-based patterns of PVs through the natural uses of PVs in authentic oral communications of native and nonnative speakers, thereby providing explanatory adequacy to the phenomenon. To achieve this objective, a corpus-based analysis using the concordance programs BNCweb and AntConc 3.4.4 was conducted through BNC and VOICE to do a quantitative analysis on the frequency, decomposability and transparency characteristics of PVs. The findings point to both native and nonnative speakers demonstrating an interestingly similar use of PVs, displaying avoidance behavior in their PV use and a tendency to use one-word equivalent verbs instead of using PV correspondences. As for the decomposability nature, the analysis has pointed to a striking resemblance, namely the tendency to use PVs in their non-decomposable position and the avoidance of decomposable PVs in their natural decomposable position. Therefore, the current study has taken on a new significance by drawing attention to the existence of a similar processing system by two representative speakers of English, in their PV uses, evidenced by two spoken corpora, BNC and VOICE.
Determining linguistic demands of texts for EAP proficiency tests using automated analyses and expert judgment
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2018., 2018.) Ateş, Bekir.; Ünaldı, Aylin.
The purpose of this study is to investigate the use of expert judgments and automated textual analysis tools as instruments in generating context validity evidence for the use of reading test texts for EAP proficiency exams. Based on the linguistic task demands outlined in Khalifa and Weir’s (2009) validation framework for reading tests, the study aimed to explore the text features that influenced experts’ judgments on the difficulty and suitability of texts for an EAP reading test. Results obtained from the analysis of 10 texts through 24 automated textual analysis indices were correlated with the judgments of experts on different textual features of the texts in order to determine the automated indices that could readily replace expert judgments. Textual analyses results for 120 texts from four corpuses (a corpus of IELTS reading test texts and course books of three universities, namely İstanbul Şehir University, Boğaziçi University, and University of Bedfordshire) were compared to find the similarities and differences between the corpuses. Finally, through a descriptive analysis of the three university corpuses (90 texts of about 800 words each) optimal ranges of textual analysis index scores representing the majority of the university texts were offered. The findings from this study provide guidance to test developers in their efforts to generate context validity evidence by means of expert judgments and automated textual analysis tools.
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.

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