Rana YILDIRIM
Çukurova University, ENGLISH LANGUAGE TEACHING, Faculty Member
- Classroom Discourse Analysis, Conversation Analysis (Research Methodology), Interactional Sociolinguistics, Classroom Interaction, Teaching-learning interactions, English language teaching, and 4 moreEnglish Language Teaching, ELT, Conversation Analysis, Talk-in-interaction, and Classroom Discourseedit
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One of the main purposes of multicultural education is to approach all individuals at an equal distance in educational environments, provide a sense of belonging by ensuring unity and integrity, and eliminate the gap in academic... more
One of the main purposes of multicultural education is to approach all individuals at an equal distance in educational environments, provide a sense of belonging by ensuring unity and integrity, and eliminate the gap in academic achievement among diverse groups by ensuring equal opportunities for all. In this regard, the present study intends to contribute to the existing research by providing a rich amount of evidence as to the challenges posed by linguistic and cultural diversity, and the strategies employed by the instructors to effectively overcome those challenges. The data of the study were collected through video-stimulated interviews with four instructors and semi-structured interviews with 20 lecturers. The study revealed that the EFL instructors most frequently experienced challenges in regards to languageand communication, and they developed numerous strategies to overcome these challenges. Considering the research process and its results, the current research study provided various pedagogical implications and suggestions for the main stakeholders of education.
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TEZ1225Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 1991.Kaynakça (s. 153-157) var.157 s. ; 30 cm.
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The importance of the practicum for pre-service teachers is well documented in the teacher education literature. A considerable amount of research has investigated various dimensions of the student teaching experience, from student... more
The importance of the practicum for pre-service teachers is well documented in the teacher education literature. A considerable amount of research has investigated various dimensions of the student teaching experience, from student teachers’ beliefs and perceptions to the problems and challenges they face within the process. However, one important dimension, namely what pupils in the classroom think about working with student teachers, has not been given much attention. Hence, the purpose of this study was to investigate how young EFL learners construe their learning experience with student teachers. Data were collected from the drawings of 35 primary school EFL pupils, and we conducted follow-up interviews in which volunteering pupils described what they had drawn. The findings revealed not only pupils’ classroom experiences with student teachers but also various aspects of mentoring practices carried out in the schools.
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The aim of this study is to investigate the experience of Turkish ELT students of Erasmus programme with specific reference to how they manage to adapt to a new culture. Data were collected by Socio-cultural Adaptation Scale, reports of... more
The aim of this study is to investigate the experience of Turkish ELT students of Erasmus programme with specific reference to how they manage to adapt to a new culture. Data were collected by Socio-cultural Adaptation Scale, reports of former Erasmus students, and interviews. Consistent with the “culture shock” literature, findings reveal that students experienced problems at affective, behavioural, and cognitive levels and that they developed various strategies to handle these problems. In addition to such inhibiting factors of the adaptation to the new culture as language or communication competence, amount and quality of contact with host nationals, and cultural distance, most students reported on bias towards the home country as the greatest obstacle to the adaptation process.
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Attention to the crucial role of mentors in preparing student-teachers for their future profession has significantly increased in the past few years. However, most teacher education programmes tend to assign mentors from the present pool... more
Attention to the crucial role of mentors in preparing student-teachers for their future profession has significantly increased in the past few years. However, most teacher education programmes tend to assign mentors from the present pool of teachers in schools without any special preparation (Okan & Yıldırım, 2004). This leads to mentoring practices with mentors being unaware of what is actually expected of them. Drawing on this, this study explores mentoring practices and mentor growth areas as perceived by three student-teachers in a 12-week practicum period in a Turkish English Language Teaching (ELT) context. Data was acquired through interviews and student-teacher journals in which they wrote about their experiences with their mentor. The findings revealed that while modelling of teaching and the personal attributes of the mentor were reported as the most common mentoring practices, practices related to feedback, pedagogical knowledge and system requirements were found to be employed rarely. The student-teachers reported the rarely employed mentoring practices as the mentor’s possible growth areas. The study offers invaluable implications for designing and implementing mentor training programmes.
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This paper reports the findings of a studywhich investigates performance tasks as a means of alternative assessment for young EFL learners. The study specifically looks into the match between what is proposed by the Primary English... more
This paper reports the findings of a studywhich investigates performance tasks as a means of alternative assessment for young EFL learners. The study specifically looks into the match between what is proposed by the Primary English Curriculum and what is actually done in classrooms concerning the characteristics, implementation process, and evaluation of these tasks from teachers’ point of view. In addition, the opinions of teachers, in relation to whether these tasks have any contribution to language learning are also elicited. 43 young-learner English teachers working in ten schools participated in the study. Data has been collected from questionnaires, interviews, and document analysis. The findings reveal that the intended goals of performance tasks have been moderately achieved, but in certain areas have weaknesses. Overall, the study has produced some implications for practice regarding alternative assessment. © 2013 IOJES. All rights reserved
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Yabanci dil ogretiminde anadilin kullanilmasi uzun zamandan beri tartisilan bir konudur Bazi dilbilimciler hem ogrencilerin hem de ogretmenlerin anadili kullanmalari tezini savunurken diger bir grup ise sinif icindeki anadil kullaniminin... more
Yabanci dil ogretiminde anadilin kullanilmasi uzun zamandan beri tartisilan bir konudur Bazi dilbilimciler hem ogrencilerin hem de ogretmenlerin anadili kullanmalari tezini savunurken diger bir grup ise sinif icindeki anadil kullaniminin daha derinlemesine arastirilmasi kaydiyla boyle bir tezin son zamanlarda benimsenemeyecegini one surmektedirler Bu tartismaya katkida bulunmak amaciyla bu arastirmada Cukurova Universitesi Egitim Fakultesi Ingiliz Dili Egitimi Anabilim Dali’ndaki siniflarda anadilin Turkce’nin ne zaman ve nicin kullanildigi ele alinmaktadir Bu calisma ozellikle anadilin ogretmenler ve ogrenciler tarafindan kullanilip kullanilmadigini kullaniliyorsa nerede ne zaman ve nicin kullanildigini ortaya koymaktadir Arastirma sonuclari yukaridaki goruslerden ikincisi ile ayni dogrultudadir Buna gore ogrenme ogretme sureclerinde ortaya cikan cesitli faktorlere bagli olarak yabanci dil ogretiminde anadil kullaniminin her zaman onemli bir yer tuttugu gorusu desteklenmektedir
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Attention to the crucial role of mentors in preparing student-teachers for their future profession has significantly increased in the past few years. However, most teacher education programmes tend to assign mentors from the present pool... more
Attention to the crucial role of mentors in preparing student-teachers for their future profession has significantly increased in the past few years. However, most teacher education programmes tend to assign mentors from the present pool of teachers in schools without any special preparation (Okan & Yıldırım, 2004). This leads to mentoring practices with mentors being unaware of what is actually expected of them. Drawing on this, this study explores mentoring practices and mentor growth areas as perceived by three student-teachers in a 12-week practicum period in a Turkish English Language Teaching (ELT) context. Data was acquired through interviews and student-teacher journals in which they wrote about their experiences with their mentor. The findings revealed that while modelling of teaching and the personal attributes of the mentor were reported as the most common mentoring practices, practices related to feedback, pedagogical knowledge and system requirements were found to be em...
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One of the issues which has remained the same after the introduction of the new educational system so-called 4+4+4 is the central assessment procedure, namely the administration of “English Level Determination Exam ” (ELDE). This study... more
One of the issues which has remained the same after the introduction of the new educational system so-called 4+4+4 is the central assessment procedure, namely the administration of “English Level Determination Exam ” (ELDE). This study attempts to explore how teachers of English view this central exam as an assessment tool regarding its potential impact on methodology, materials, tasks, and assessment techniques, classroom management and teachers ’ relationship with students, parents and school administration. The study also aims to investigate teachers ’ perceptions related to how the new system will show itself in the current assessment procedure. Findings reveal discrepancy between what is proposed by the National Ministry of Education Curriculum and teachers ’ perceptions of their classroom practice, mismatch between the assessment techniques applied in the classroom and ELDE and that the majority of teachers do not have any idea about how the exam will manifest itself in the ne...
Öğretmenlerin grup içinde işbirliğine dayalı çalışmalarının profesyonel gelişimlerine katkıda bulunduğu öğretmen eğitimi literatüründe sıkça vurgulanmaktadır (Hung & Der-Thanq, 2001). Hizmet öncesi veya hizmet içinde böyle bir sürece... more
Öğretmenlerin grup içinde işbirliğine dayalı çalışmalarının profesyonel gelişimlerine katkıda bulunduğu öğretmen eğitimi literatüründe sıkça vurgulanmaktadır (Hung & Der-Thanq, 2001). Hizmet öncesi veya hizmet içinde böyle bir sürece dahil olmak, öğretmenler için başta kısmi ama anlamlı roller almalarını ve giderek öğretmen topluluğunun tam bir üyesi olmaları kolaylaştırmakta; bir yandan da geri-düşünme yoluyla yeni beceriler kazanmalarını sağlamaktadır. Söz konusu olan mesleki öğrenme yönteminin “Uygulayıcı Topluluk ” kuramına dayanmaktadır. Bu yöntemde öğrenciler topluluğun diğer üyeleri ile sürekli iletişim içinde kavramsallaştırma yoluyla öğrenirler (Wenger, 1998). Bu bağlamda, bu çalışma Uygulayıcı Topluluk yönteminin uygulanmasının İngiliz Dili ve Eğitimi öğrencilerinin kişisel ve mesleki gelişimleri üzerine etkilerini saptamayı hedeflemektedir. Çalışmanın verileri 18 İngiliz Dili ve Eğitimi öğrencilerinin üç ay boyunca tuttukları haftalık günlükler ile onlarla yapılan görüşme...
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Abstract: This article reports on the use of portfolios to develop ELT major student-teachers ’ autonomy. The research was carried out for 14 weeks with twenty-one 3rd grade student-teachers in the English
Research Interests: Education, Teacher Education, Learner Autonomy, Professional Development, Mixed Methods Research, and 8 moreReflection, English language teaching, Preservice Teacher Education, English Language Teaching (ELT), Goal Orientation, Questionnaires, English Language Teaching, and Semi structured interviews
Despite the difficulties that we have regarding the use of English in tertiary education in Turkey, we argue that it is necessary for those involved to study in the medium of English. Furthermore, significant advances have been made on... more
Despite the difficulties that we have regarding the use of English in tertiary education in Turkey, we argue that it is necessary for those involved to study in the medium of English. Furthermore, significant advances have been made on this front. These efforts have been for the most part language-oriented, but also include research into needs analysis and the pedagogy of team-teaching. Considering the current situation at this level of education, however, there still seems to be more to do. And the question is, what more can we do? What further contribution can we make? Or, how can we take this process further? The purpose of the study reported here is to respond to this last question. We test the proposition that it is possible to take this process further by investigating the efficient management of transition from Turkish-medium to English-medium at the tertiary level of education in Turkey. Beyond what is achieved by only the language orientation of the EAP approach, and moving...
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This paper reports on a study investigating code switching (CS henceforth) attempts of fifth grade EFL young learners in their interactive changes from English to Turkish in three classrooms in two different private schools. In accordance... more
This paper reports on a study investigating code switching (CS henceforth) attempts of fifth grade EFL young learners in their interactive changes from English to Turkish in three classrooms in two different private schools. In accordance with this aim, three intermediate level EFL classes were recorded via a video camera, each for two class hours. The class recordings were transcribed and analysed to identify when learners attempted to switch codes; what types of CS took place; what functions these CSs embodied and if these CSs by learners were of any contributions to the learning environment. Face-toface semi-structured interviews were carried out with 20 students for triangulation purposes. The analyses revealed that students used CS while greeting, doing warm-up, using student’s book, checking homework, announcing exam results, reviewing homework and a grammar topic, playing games, practicing vocabulary and a new topic, working on notebook, doing worksheet activities, assigning ...
The aim of this study is to investigate the experience of Turkish ELT students of Erasmus programme with specific reference to how they manage to adapt to a new culture. Data were collected by Sociocultural Adaptation Scale, reports of... more
The aim of this study is to investigate the experience of Turkish ELT students of Erasmus programme with specific reference to how they manage to adapt to a new culture. Data were collected by Sociocultural Adaptation Scale, reports of former Erasmus students, and interviews. Consistent with the “culture shock” literature, findings reveal that students experienced problems at affective, behavioural, and cognitive levels and that they developed various strategies to handle these problems. In addition to such inhibiting factors of the adaptation to the new culture as language or communication competence, amount and quality of contact with host nationals, and cultural distance, most students reported on bias towards the home country as the greatest obstacle to the adaptation process
Research Interests:
Ogretim ve ogrenim isleminde motivasyonu ve bagli olarak da sinif ici calismalarina katilan ogrencilerin basarilarini etkileyen degisik faktorler vardir Bu faktorlerden birisi ders anlatiminda ogretmen coskusudur Cunku sinifta ogretmen ne... more
Ogretim ve ogrenim isleminde motivasyonu ve bagli olarak da sinif ici calismalarina katilan ogrencilerin basarilarini etkileyen degisik faktorler vardir Bu faktorlerden birisi ders anlatiminda ogretmen coskusudur Cunku sinifta ogretmen ne kadar istekli ders anlatirsa ogretim ve ogrenim islevi o kadar iyi olur Bu calismanin amaci Cukurova Universitesi Egitim Fakultesi Ingiliz Dili ve Egitimi Anabilim Dalinda Ingilizce ogretilen siniflarda ogretmen coskusunu ortaya cikarmaktir Bunun icin ogretmen coskusu ile ilgili durumu bildiren 17 tumceden olusan bir anket 18 ogretmen ve bu ogretmenlerin ogretim yaptigi siniflardaki 146 ogrenciye verildi Elde edilen verilen sosyal bilimler icin hazirlanan bir istatistik programi olan SPSS ile cozumlendi Sonuclar anketteki uc maddenin ogretmen ve ogrenci gorusleri arasinda istatistiksel olarak onemli bir farklilik oldugunu gostermesine ragmen diger maddelerde herhangi bir onemli farklilik olmadigini ortaya koymustur
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This paper reports the findings of a studywhich investigates performance tasks as a means of alternative assessment for young EFL learners. The study specifically looks into the match between what is proposed by the Primary English... more
This paper reports the findings of a studywhich investigates performance tasks as a means of alternative assessment for young EFL learners. The study specifically looks into the match between what is proposed by the Primary English Curriculum and what is actually done in classrooms concerning the characteristics, implementation process, and evaluation of these tasks from teachers’ point of view. In addition, the opinions of teachers, in relation to whether these tasks have any contribution to language learning are also elicited. 43 young-learner English teachers working in ten schools participated in the study. Data has been collected from questionnaires, interviews, and document analysis. The findings reveal that the intended goals of performance tasks have been moderately achieved, but in certain areas have weaknesses. Overall, the study has produced some implications for practice regarding alternative assessment.
Research Interests:
This study aims at analyzing supervisory talk and student-teachers' interpretations of it in order to find out the qualities that characterize successful supervision which leads to a change in student-teachers' beliefs. To... more
This study aims at analyzing supervisory talk and student-teachers' interpretations of it in order to find out the qualities that characterize successful supervision which leads to a change in student-teachers' beliefs. To achieve this, supervisory feedback sessions with four ...
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Abstract In human interaction, change of speakership becomes natural at certain points in utterances called Transition Relevance Places (TRPs), and if a listener steps in at a point that is not a TRP, an interruption, and thus a potential... more
Abstract In human interaction, change of speakership becomes natural at certain points in utterances called Transition Relevance Places (TRPs), and if a listener steps in at a point that is not a TRP, an interruption, and thus a potential trouble may emerge. In an EFL classroom, a teacher can create learning opportunities by managing interaction successfully, with awareness of TRPs and potential interruptions. Lack of this awareness, conversely, may lead to teacher interruptions and limited student participation. This paper attempts to show how teachers⿿ interruptions and limited wait-time practices affect learner participation and learning opportunities in EFL young learner classrooms. The data consist of transcriptions of video recorded classroom interactions that come from three fifth grade intermediate level classrooms. The findings revealed that teachers⿿ interruptions and limited wait-time obstructed learner participation and learning opportunities in both form-and-accuracy and meaning-and-fluency contexts ( Seedhouse, 2004 ). The results demonstrate that teachers⿿ use of language and their Classroom Interactional Competence (CIC, Walsh, 2006 ) are crucial for providing sufficient learning space and facilitating learner engagement. Implications are discussed for teacher education and teachers⿿ CIC.
This study compared gifted learners’ and their English teachers’ perceptions of who is an effective English as a foreign language (EFL) learner. The research questions include the following: (a) What are young gifted learners’ perceptions... more
This study compared gifted learners’ and their English teachers’ perceptions of who is an effective English as a foreign language (EFL) learner. The research questions include the following: (a) What are young gifted learners’ perceptions of an effective EFL learner? (b) What are English teachers’ perceptions of an effective EFL learner? and (c) Is there a match between young gifted learners’ and their English teachers’ perceptions of an effective EFL learner? The participants were two gifted learners attending the English classes at the Science and Arts Center (BILSEM) in Adana, Turkey, and two English teachers working with these students. Data were collected through repertory grids, written accounts of the students, and retrospective interviews. Findings include implications for designing appropriate instruction for gifted EFL learners and teacher educators who work with these specific learners.
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This study explored how undergraduate students and their tutors in an English Language Teaching Department of a Turkish university conceptualised a good research paper and whether there was a match between the conceptions of both parties.... more
This study explored how undergraduate students and their tutors in an English Language Teaching Department of a Turkish university conceptualised a good research paper and whether there was a match between the conceptions of both parties. In line with this purpose, the study specifically sought answers to what the students’ concerns and what their tutors’ views were on students’ potential
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Research Interests: Education, Teacher Education, Learner Autonomy, Professional Development, Mixed Methods Research, and 8 moreReflection, English language teaching, Preservice Teacher Education, English Language Teaching (ELT), Goal Orientation, Questionnaires, English Language Teaching, and Semi structured interviews
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Abstract The importance of the practicum for pre-service teachers is well documented in the teacher education literature. A considerable amount of research has investigated various dimensions of the student teaching experience, from... more
Abstract
The importance of the practicum for pre-service teachers is well documented in the teacher education literature. A considerable amount of research has investigated various dimensions of the student teaching experience, from student teachers’ beliefs and perceptions to the problems and challenges they face within the process. However, one important dimension, namely what pupils in the classroom think about working with student teachers, has not been given much attention. Hence, the purpose of this study was to investigate how young EFL learners construe their learning experience with student teachers. Data were collected from the drawings of 35 primary school EFL pupils, and we conducted follow-up interviews in which volunteering pupils described what they had drawn. The findings revealed not only pupils’ classroom experiences with student teachers but also various aspects of mentoring practices carried out in the schools.
The importance of the practicum for pre-service teachers is well documented in the teacher education literature. A considerable amount of research has investigated various dimensions of the student teaching experience, from student teachers’ beliefs and perceptions to the problems and challenges they face within the process. However, one important dimension, namely what pupils in the classroom think about working with student teachers, has not been given much attention. Hence, the purpose of this study was to investigate how young EFL learners construe their learning experience with student teachers. Data were collected from the drawings of 35 primary school EFL pupils, and we conducted follow-up interviews in which volunteering pupils described what they had drawn. The findings revealed not only pupils’ classroom experiences with student teachers but also various aspects of mentoring practices carried out in the schools.
Research Interests:
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This article reports on the use of portfolios to develop ELT major student-teachers’ autonomy. The research was carried out for 14 weeks with twenty-one 3rd grade student-teachers in the English Language Teaching Department of Cukurova... more
This article reports on the use of portfolios to develop ELT major student-teachers’ autonomy. The research was carried out for 14 weeks with twenty-one 3rd grade student-teachers in the English Language Teaching Department of Cukurova University, Adana, Turkey. To evaluate the impact of portfolios on fostering the participants’ autonomy, data were collected from an autonomy readiness questionnaire, semi-structured interviews with the student teachers and three portfolio evidences: graded goal sheets, reflection reports, and cover letters. The findings revealed that the use of portfolios assisted the student-teachers in becoming autonomous in regard to their personal and professional development and that the student-teachers perceived the portfolio process they went through positively.
Research Interests:
One of the main purposes of multicultural education is to approach all individuals at an equal distance in educational environments, provide a sense of belonging by ensuring unity and integrity, and eliminate the gap in academic... more
One of the main purposes of multicultural education is to approach all individuals at an equal distance in educational environments, provide a sense of belonging by ensuring unity and integrity, and eliminate
the gap in academic achievement among diverse groups by ensuring equal opportunities for all. In this regard, the present study intends to contribute to the existing research by providing a rich amount of
evidence as to the challenges posed by linguistic and cultural diversity, and the strategies employed by the instructors to effectively overcome those challenges. The data of the study were collected through video-stimulated interviews with four instructors and semi-structured interviews with 20 lecturers. The study revealed that the EFL instructors most frequently experienced challenges in regards to languageand communication, and they developed numerous strategies to overcome these challenges. Considering the research process and its results, the current research study provided various pedagogical implications and suggestions for the main stakeholders of education.
the gap in academic achievement among diverse groups by ensuring equal opportunities for all. In this regard, the present study intends to contribute to the existing research by providing a rich amount of
evidence as to the challenges posed by linguistic and cultural diversity, and the strategies employed by the instructors to effectively overcome those challenges. The data of the study were collected through video-stimulated interviews with four instructors and semi-structured interviews with 20 lecturers. The study revealed that the EFL instructors most frequently experienced challenges in regards to languageand communication, and they developed numerous strategies to overcome these challenges. Considering the research process and its results, the current research study provided various pedagogical implications and suggestions for the main stakeholders of education.