M.A. Theses

Permanent URI for this collection

https://digitalarchive.library.bogazici.edu.tr/handle/123456789/11685

Browse

Now showing 1 - 20 of 98

Effects of seductive details on reading comprehension in a second language
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2023., 2023) Savlak, Oylum.; Erçetin, Naciye Gülcan.
This thesis investigates the impact of seductive details on reading comprehension in a second language (L2). The study explores how different types of seductive details (totally unrelated versus moderately related) affect L2 reading comprehension and whether prior knowledge is linked to comprehension, particularly when exposed to texts with seductive details. The study involved 69 preparatory school students with A2 and B2 English proficiency levels. Three versions of the same reading material were presented to different groups: (a) no seductive details, (b) slightly irrelevant details, and (c) totally unrelated details. Participants completed a prior knowledge test about the text's topic before reading and a comprehension test after reading. The results revealed that seductive details did not significantly impact reading comprehension. However, a positive relationship was found between prior knowledge and reading comprehension when exposed to texts with seductive details. Higher prior knowledge was associated with better comprehension, regardless of language proficiency. These findings offer valuable insights for teaching L2 reading and developing L2 reading materials.
The effects of individual and collaborative gamification on EFL learners’ vocabulary learning
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2023., 2023) Ertürk, Mustafa.; Yıldız, Senem.
This study investigates the effects of gamified vocabulary activities completed individually and collaboratively on elementary level EFL (English as a Foreign Language) learners’ vocabulary learning, and explores their opinions on and attitudes towards gamification as a classroom practice for vocabulary learning. The participants comprised 47 L1 (first language) Turkish learners of L2 (foreign language) English who were enrolled in the English Preparatory Program of a state university in İstanbul, Turkey. The study included one control and two experimental groups: individual gamification, and collaborative gamification. The intervention lasted three weeks wherein the participants completed two vocabulary activities and learned nine previously unknown vocabulary items each week. During the intervention the control group completed the traditional paper-based versions of the activities while the experimental groups completed the gamified versions either individually or collaboratively. The data on participants’ vocabulary development were collected via pre-, post-, and delayed post-tests of meaning recall and meaning recognition. In addition, a questionnaire was administered to explore the experimental group participants’ opinions and attitudes. The results of the tests revealed that the experimental groups significantly outperformed the control group in both post- and delayed-post tests. Although no significant differences were found between the two experimental groups in these tests, the collaborative gamification group significantly improved their meaning recall from post- to delayed post-test. The questionnaire results showed that the participants found gamification effective not only in learning vocabulary but also in enhancing their engagement and motivation.
Exploring the role of task modality and task complexity in L2 performance in EFL classes
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2023., 2023) Aktaş Smith, Tuğçe Betül.; Yalçın, Şebnem.
Task-based language learning and teaching (TBLT) research has shown that task design can be cognitively manipulated to impact second language (L2) performance and create unique opportunities for exploiting different aspects of L2 performance. There are two influential hypotheses on this matter: the Cognition Hypothesis (Robinson, 2001a, 2011a) and the Limited Attentional Capacity Hypothesis (Skehan, 1998, 2009). While the former account predicts a concurrent increase in L2 complexity and accuracy during complex tasks, the latter model suggests a competition over attentional resources leading to the prioritization of certain aspects of L2 performance. Both accounts offer a valuable contribution to cognitively driven task-based research. However, it remains an open empirical question whether these predictions can be applied to written performance and how L2 performance is affected by the interplay of task complexity and modality (speaking versus writing). Therefore, this study examines separate and combined effects of task complexity and task modality on learners’ syntactic and lexical complexity, and accuracy. The results revealed significant differences between writing and speaking in the aspects of phrasal complexity and lexical complexity. Further, a significant interaction was found between modality and task complexity for unit accuracy. The findings indicate that the effects of task complexity differ in writing and speaking, providing insights into the discussion of whether current task complexity models can account for both writing and speaking. Further, combining task complexity and modality can offer learners excellent opportunities for exploiting different aspects of L2 performance.
Exploring the role of writing approaches training in teacher education in non-English dominant contexts
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2023., 2023) Avcı, Dilara.; Yalçın, Şebnem.
Previous research and teaching about writing in English as a foreign language have primarily focused on students’ writing performance and the role of corrective feedback. How teachers accumulate knowledge about writing instruction and whether they can utilize this knowledge in real classrooms in EFL contexts need further investigation. Therefore, this thesis research presents a multiple case study to examine five pre-service EFL teachers’ awareness of different writing approaches in a teacher preparation program at a public university in Turkey and whether they benefit from training on writing approaches, specifically genre-based pedagogy. The study also includes an analysis of four leading universities’ teacher education curricula. Data and the findings of the study mainly generate from document analysis, semi-structured interviews, pre-service teachers’ visual reflections, teaching philosophy texts, and sample lesson plans. The findings can empower teachers and teacher educators with implications for teaching writing in non-English dominant contexts.
Visual thinking strategy in pre-writing stage : effects on L2 writing and thinking skills
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2023., 2023) Özbek, Fatma Banu.; Yıldız, Senem.
The study examines the impact of Visual Thinking Strategy (VTS) on EFL learners’ writing and thinking skills when applied in a pre-writing classroom discussion. The study was conducted with 9th grade students with intermediate level of English. The participants (n = 50) completed a test and a questionnaire before and after the intervention. During the intervention, the non-digital VTS group had face-to-face pre-writing discussions, while digital VTS group had the discussions. The writings were evaluated by two raters using two rubrics; ESL composition profile for writing performance and six continua for thinking. The results of the study showed that VTS enhances L2 writing performance in vocabulary, organization, and mechanics relative to whether or not the discussion occurs online. Regarding thinking skills, both VTS groups outperformed the non-VTS group, yet no statistically significant difference was found among the groups. The questionnaire results revealed that the attitude of the VTS groups’ participants changed positively towards writing instruction after the intervention. Additionally, the findings showed that there was a strong relationship between learners’ writing and thinking skills, whereas attitude did not have any relationship either with writing or thinking skills. In conclusion, VTS seems to be an effective tool in a language classroom in that it fosters higher-order thinking skills and improves learners’ writing performance.
Turkish digital linguaculture :|intertextual practices of a facebook community
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2022., 2022.) Çetin, Mervenur.; Erduyan, Işıl.
This discourse-based study aims to provide a perspective on online Turkish linguaculture through the practices of a Facebook Specific Interests Group (SIG) and the possible implications of these practices in context. Focusing on posts and comments of the SIG members, the study investigates how the heteroglot practices and intertextual references made through diverse semiotic resources such as text and visuals including GIFs, images, videos and emoticons, and also the original contexts where these references are used and taken from. The analysis draws on the content produced on the SIG in a 3-month data collection period. The findings of the study demonstrate that members’ linguacultural practices manifest themselves commonly in their use of figurative language, multimodal resources and English that reflect their multiliteracies. Thanks to these practices, a hybrid digital discourse and the linguaculture of the SIG are constructed through multilayered heteroglot and intertextual relations.
The comparative effects of direct DDL and indirect DDL on constructing vocabulary knowledge
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2022., 2022.) Candan, Dilay Nur.; Yıldız, Senem.
This study investigated comparative effects of direct data-driven learning (D-DDL) and indirect data-driven learning (I-DDL) on learning new vocabulary. The participants were 52 university prep students with intermediate level of proficiency who were randomly assigned into one of the experimental conditions as D-DDL and I-DDL. Participants in D-DDL group studied the twenty target words inductively using online corpora, whereas the participants in I-DDL group studied the same target words inductively on paper-based concordances pre-selected from corpora by teachers. Adopting a quasi-experimental mixed methods design, the study utilized pre-tests and post-tests, individual think-aloud protocol, and focus group interviews in order to collect data. The collected data was analyzed in order to explore (1) how I-DDL compares to D-DDL on vocabulary recall and recognition, (2) how I-DDL compares to D-DDL on students’ constructing vocabulary knowledge behaviors using corpus data, (3) how pair work and individual work differs in I-DDL and D-DDL practices, and (4) how students’ attitudes towards I-DDL compare to D-DDL. The study filled in the gap in the literature by concluding that there was no significant difference between I-DDL and D-DDL on students’ vocabulary gains according to pre-test post-test results. Qualitative data from think-aloud protocol and focus group interviews uncovered some differences and similarities between the two groups.
Task complexity and working memory in performing listen-to-speak integrated tasks in a second language
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2022., 2022.) Yücel, Ayşe Gül.; Erçetin, Naciye Gülcan.; Akıncı, Mehmet.
This study aimed to explore the effects of task complexity, perceived task difficulty, and working memory capacity (WMC) in listen-to-speak tasks, in second language (L2) English. 40 university students with Turkish as their first language (L1) participated in this study. Adopting the framework offered by the cognition hypothesis, this study manipulated the structural demands of the listen-to-speak tasks using an outline. Listen to-speak tasks are taken and adapted from the Test of English as a Foreign Language (TOEFL iBT) official website. Perception of task difficulty was measured using a 10- item Likert scale questionnaire. WMC was measured through Turkish translations of operation span (OSpan) and running span (Run Span) tasks. Dimensions of L2 performance i.e., syntactic complexity, lexical complexity, accuracy, fluency, and content were separately measured. Multivariate and univariate repeated measures ANOVA analyses revealed that task complexity had a significant effect on all the above mentioned dimensions of L2 performance as well as the content. Stepwise multiple regression results demonstrated that task complexity could explain syntactic complexity, accuracy, and content while perceived task difficulty could account for lexical complexity. WMC, on the other hand, could explain fluency. The study concluded that task complexity influences all aspects of task performance; however, its effect is moderated when learner factors (perceived task difficulty and WMC) are considered.
Enhancing ELT pre-service teachers’ reflective thinking skills :|going beyond descriptive writing
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2022., 2022.) Yenisoy, İzel.; Tatar, Sibel.
The study investigated the pre-service teachers’ (PSTs) reflective writing experiences within a learning environment in which guidance was provided with explicit instruction, reflective tasks with critical friends, and constructive feedback. Within this learning context, the study aimed to explore (1) the nature of the incidents that PSTs mostly reflected on in their observation reports, (2) the development of the PSTs’ criticality in time, and (3) their overall reflective writing experiences. In the study, a qualitative research paradigm was adopted, and the study was conducted with 26 ELT PSTs who were doing their practicum. The data were mainly gathered from the participants’ observation reports and a semi-structured interview, and the documents collected from the participants in the workshop sessions were used as supplementary tools. The data were analyzed with an interpretive framework, and it was found that PSTs mostly reflected on the issues related to teachers’ instructional practices, the conduct of the lesson, and the classroom management in their observation reports. Concerning PSTs’ criticality, although they were inclined to reflect at superficial levels in their reports, they started to demonstrate some reflective features during the provision of guidance. In addition, it was revealed that PSTs found reflective writing productive, and they could overcome their challenges in reflective writing thanks to the guidance and their critical friends in time. In this sense, the study contributes to the literature by indicating that PSTs’ reflective writing experiences and their reflective thinking skills could be enhanced in a learning environment that is designed with multifaceted guidance.
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.
Students' opinions of the role of 'culture' in learning English as a foreign language
(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2006., 2006.) Yılmaz, Devrim.; Bayyurt, Yasemin.
This thesis examines the students' opinions of the role of 'culture' in learning English as a foreign language. The first aim of the thesis is to develop an instrument to investigate students' opinions. The second aim is to explore whether there are similarities and differences among high school students regarding their opinions of the role of 'culture'. In order to do this, the instrument developed by the researcher was applied to 385 senior Anatolian high school students from five different high schools in Edirne, Istanbul, and Diyarbakır in the academic year of 2005-2006. Descriptive statistics for the responses to the questionnaire items suggested that learning English for instrumental purposes, practicing aspects and skills of language, and inclusion of international topics in English language learning process were important. The participants alsostated that native English speaking teachers teach English better than Turkish teachers. However, being familiar with Turkish culture and being able to speak Turkish were regarded as important characteristics of English language teachers by the students. Similarities and differences among different parts of Turkey were explored using analysisof variance (ANOVA) procedures. The results of the analysis suggested that the regions differed on three components extracted by Principal Component Analysis. The responses provided by the participants to the open ended question revealed that mostof the students agreed with the idea of teaching target language culture along with English. However, a considerable number of students disagreed or partially agreed with the idea.
Linguistic complexity in EFL teaching materials :|a grade level comparison of EFL textbooks in Turkey
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022.) Taşpınar, Emine.; Yalçın, Şebnem.
The present study aimed to measure text difficulty of the L2 English textbooks used in the state schools in Turkey in terms of their readability and linguistic complexity (i.e., syntactic and lexical complexity). It further compared two locally published textbooks to two internationally published comparable textbooks to check the similarity of the texts in terms of their readability and linguistic complexity. A corpus of 765 texts, more specifically 329 reading texts and 436 listening texts, were extracted from one series of L2 English textbooks currently used in Turkish state schools from Grade 2 to 12 and two internationally published textbooks (i.e., Interchange3 and Passages1). Overall, 3 readability formulas, 12 syntactic complexity measures and 8 measures of lexical complexity were used to analyze the texts through three online computational tools (i.e., Coh-Metrix, L2 Syntactic Complexity Analyzer (L2SCA) and Lexical Complexity Analyzer (LCA)). The results indicated that linguistic complexity of both reading and listening texts showed a gradual increase along with the increase in the grade levels while, with some exceptions, many measures stabilized across adjacent grades or clusters of grade levels. Although the results of the comparisons among locally and internationally published textbooks were mixed, they supported the findings of the comparisons of the textbooks used in state schools. The results of the study may have implications for the design and evaluation of L2 English teaching materials.
Rater effects and foci in the oral assessment process of English test for aviation personnel
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2021., 2021.) Rahtuvan, Elif.; Erçetin, Naciye Gülcan.
Miscommunication in global aeronautical transmissions may lead to severe incidents and accidents in the aviation sector. In order to maintain flawless communication, International Civil Aviation Organization (ICAO) introduced Language Proficiency Requirements (LPR) and a Proficiency Rating Scale to aviation English test holders in 2003 (Alderson, 2009). However, several aviation English tests fail to provide detailed information about their reliability and validity (Alderson, 2011). Thus, this study intends to present evidence for rater effects and the areas they focus in the oral assessment part of English Test for Aviation Personnel (ETAP). Based on a theoretical model of a language for specific purposes (LSP) system by O’Sullivan and Weir (2011), the accuracy of raters’ decisions in ETAP was investigated. Four ETAP raters participated in the study and evaluated eight pilots’ oral performances while they were taking an eight-week-long online rater training. The assigned scores by ETAP raters were analyzed via Multi-Faceted Rasch Model (MFRM) (Linacre, 1989) by concentrating on rater severity/leniency, consistency, bias and central tendency effect. Through qualitative data including the raters’ verbal reports, the study also aimed to explore ETAP raters’ foci when evaluating oral performances. The results demonstrated raters’ rating consistency with rare rater effects and high rater reliability. Besides, six common foci were drawn from the study that can be utilized in future rater training sessions in order to improve ETAP, its testing process and ETAP rating scale.
Heritage language ideologies :|speakers’ perspectives
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2022., 2022.) Çakıroğlu, Uğur.; Erduyan, Işıl.
The present thesis study aims to investigate the language ideologies held by speakers of Western Armenian, one of the heritage languages of Turkey, by means of data obtained through online interviews. Analysis of the data obtained from interview interactions reveals heritage language speakers’ lived experiences with and perspectives of their heritage language in respect to the past, present and future of Western Armenian as a heritage language. The language ideology framework sheds light on the ideations of heritage language speakers in relation to their heritage language situated within interview interactions. The findings of the study reveal multiple and diverse language ideologies that span across different time periods, which are in a two-way relationship with the social and linguistic contexts and practices.
Fluctuations in epistemic (a)symmetry in video-mediated post-observation conversations
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2021., 2021.) Topal, Pınar.; Yiğitoğlu, Nur,
Evidence-based reflective practices are promoted in all recent frameworks for language teacher education (LTE). However, the research into how the mentor and trainees sequentially and relationally orient to these data-led sequences remains scarce. Similarly, video-mediated pedagogical interactions need to move forward from the first aid approach to have a sustainable understanding of the video-mediated LTE. With this in mind, this thesis primarily investigates epistemic asymmetries unfolding in video-mediated post-observation conversations (POC) in language teaching practicum. The video-recordings of 17 video-mediated POCs are micro analysed using the theoretical and methodological tenets of multimodal conversation analysis. Data suggests that the fluctuations in epistemic (a)symmetry serve as a catalyst for the progression of reflection and evaluation-oriented sequences. That is, the mentors strategically downgrade their epistemic position to index the trainees’ experiential knowledge and invite for reflection. However, the tide turns when the mentors initiate evaluation-oriented sequences in which the volume of trainee voice is turned down. They systematically insert their epistemic authority to limit any potential resistance that would challenge their epistemic, as well as deontic authority to do evaluation. The video medium also creates unique multimodal opportunities for mutual orientation to evidence. The findings are conducive to the expanding research into the affordances and challenges of video-mediated language teacher education and have possible pedagogical and research implications for our understanding of the sequential and relational organization of epistemics in feedback conversations.
Linguistic construction of oral narratives in Turkish :|women’s stories of survival and power
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2021., 2021.) Özçelik, Merve.; Erduyan, Işıl.
This thesis project investigates the linguistic construction of oral narratives recounted by violence survivor women residing in a small city of Central Anatolia in Turkey. Based on micro-ethnographic analysis of audio-recorded interview data, the study reveals how women construct violence, emancipation, and gender norms within their stories and thereby negotiate and construct power in the realm of patriarchy. Discussed in line with the poststructuralist and social constructionist perspectives, the findings demonstrate how violence, symbolic power, and empowerment are constructed in the polyphonic and dialogic discourse of Turkish oral narratives. Furthermore, the findings elucidate the gender-related messages in the oral discourse of survivor women as well as the shifting roles and positions they adopt.
Investigating agency in discourse :|multilingual Iranian immigrants in Istanbul
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2021., 2021.) Sönmez, Elanur.; Erduyan, Işıl.
This thesis aims to provide a detailed examination of the agency construction of multilingual Iranian migrants living in Istanbul. Focusing on three Iranian women’s multilingual practices and daily experiences for one year, this linguistic ethnographic study explores the effect of different socio-political and personal factors in the agency construction of young Iranian women whose migratory movement is defined as lifestyle migration. The study investigates the concept of lifestyle migration in a relatively novel, non-Western context by comparing the experiences of the participants with the experiences of other lifestyle migrants. Participants observation supplemented with detailed fieldnotes along with the recordings of naturally occurring interactions and semi-structured interviews constituted the data set analyzed in this study. The findings suggest that the construction of agentive identities occur throughout different time spans and life events and these time spans expand into the past and present experiences and future plans of the individuals in an interlinked manner. All these factors operate hand in hand in order to shape and be shaped by the agentive actions of the individuals.
Linguistic ethnography in a multilingual workplace :|the Japanese language office at an English-Medium State University in Turkey
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2021., 2021.) Bozer, Emre Murat.; Erduyan, Işıl.
This thesis study investigates the multilingual identity construction of expatriate Japanese instructors at a multilingual workplace. Focusing on two Japanese instructors’ workplace interactions at an English-medium university, the study explores the identity positions constructed in workplace interactions. The ethnographic analysis draws on audio-recordings of naturally occurring multilingual interactions, participant observations, fieldnotes, and semi-structured interviews. The findings of the study demonstrate how identities are constructed in workplace interactions through positioning oneself in relation to others.
Processing Turkish center-embeddings :|an investigation of case interference and prosodic phrase lengths
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2020., 2020.) Bakay, Özge.; Dinçtopal, Nazik.
This study investigated the processing difficulty associated with Turkish center-embeddings. Two off-line end-of-sentence acceptability judgment tasks (Experiments 1 and 2) and an eye-tracking experiment were conducted to examine (i) if the processing difficulty of Turkish center-embeddings is influenced by similarity-based interference (e.g., Lewis & Vasishth, 2005) and/or prosodic phrase lengths (Fodor, 2013), (ii) if missing-VP2 illusion (Frazier, 1985) exists in Turkish center-embeddings, and (iii) if the illusion (if it existed) is modulated by similarity-based interference and/or prosodic phrase lengths. The judgment tasks showed that contra the predictions of the similarity-based interference decreasing syntactic interference did not ease the processing difficulty of Turkish center-embeddings, but prosodic phrase lengths encouraging optimal phrasing of the sentence resulted in an easier processing of the construction. There was overall no missing-VP2 illusion in Turkish center-embeddings, but the illusion was observed in the sentences with decreased syntactic interference and discouraging phrase lengths, suggesting that missing-VP2 illusion may be cross-linguistic (Gibson & Thomas, 1999). The results from the eye-tracking experiment showed that decreasing syntactic interference and encouraging phrase lengths facilitated processing Turkish center-embeddings; phonological interference did not affect their processing difficulty, though. Overall, the findings supported the predictions of the similarity-based interference and prosodic phrase lengths accounts and extend them to Turkish.
Linguistic construction of translocal identities :|multilingual Ugandans in İstanbul
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2021., 2021.) Deniz, Özge.; Erduyan, Işıl.
This thesis project investigates the linguistic identity practices of multilingual Ugandans living in İstanbul as translocal migrants. Focusing on the everyday language practices of two Ugandan women in various social spaces for a year, this linguistic ethnographic study draws on data from field observations, interviews, and audio-recordings of spontaneous conversations across the Turkish, English, and African local languages. Based on chronotopic data analysis, findings reveal how these women construct their translocal identities in İstanbul by evoking multiple chronotopes in their speech. They also demonstrate how a chronotopic shift in discourse leads to a change in what is perceived as linguistic capital.

Browse

Recent Submissions