Turgay Han
ORDU UNIVERSITY, English Language and Literature, Faculty Member
- Kafkas University, English language and literature, Faculty Memberadd
- Prof.Dr.Turgay Han - Turgay Han is a professor at the department of English Language and Literature, Ordu University, Turkiye.edit
The purpose of this qualitative case study is to represent the current level of motivation of a Turkish EFL teacher at a secondary school in Turkey and her demotivational reasoning. The data was collected from four sources: a) interview,... more
The purpose of this qualitative case study is to represent the current level of motivation of a Turkish EFL teacher at a secondary school in Turkey and her demotivational reasoning. The data was collected from four sources: a) interview, b) self-reflection papers, c) face-to-face conversations, and d) a diary maintained by the participant. The analysis was based on pattern matching. The findings showed that lack of self-motivation is one of the most important issues that cause demotivation. Further, the study showed that extrinsic factors are also effective for the demotivation of the EFL teacher.
Research Interests:
Using the generalizability theory (G-theory) as a theoretical framework, this study aimed at investigating the variability and reliability of holistic scores assigned by human raters and e-rater to the same EFL essays. Eighty... more
Using the generalizability theory (G-theory) as a theoretical framework, this study aimed at investigating the variability and reliability of holistic scores assigned by human raters and e-rater to the same EFL essays. Eighty argumentative essays written on two different topics by tertiary level Turkish EFL students were scored holistically by e-rater and eight human raters who received a detailed rater training. The results showed that e-rater and human raters assigned significantly different holistic scores to the same EFL essays. G-theory analyses revealed that human raters assigned considerably inconsistent scores to the same EFL essays although they were given a detailed rater training and more reliable ratings were attained when e-rater was integrated in the scoring procedure. Some implications are given for EFL writing assessment practices.
This study aims at providing an insightful evaluation of the EFL strategies used by firstyear STEM (science, technology, engineering, and mathematics) students, and their perceptions of their own use of strategies. The 147 participants... more
This study aims at providing an insightful evaluation of the EFL strategies used by firstyear STEM (science, technology, engineering, and mathematics) students, and their perceptions of their own use of strategies. The 147 participants were undergraduate level, first-year engineering students at a state university in Turkey. Their ages ranged from 18 to 24. They took the Young Learners’ Language Strategy Use Survey (LSS). In addition, a sub-sample of students was interviewed about the strategies they used in learning language skills. The results showed that the students tended to employ various strategies in learning different language skills, but did not frequently use or practice these strategies. Further, vocabulary strategies and pronunciation skills were believed to be effective in conveying and deciphering meaning. These results suggest that language learning strategy training should be provided in STEM education.Este estudio tiene como objetivo proporcionar una profunda evalu...
Research Interests:
ABSTRACT: Using the generalizability theory (G-theory) as a theoretical framework, this study aimed at investigating the variability and reliability of holistic scores assigned by human raters and e-rater to the same EFL essays. Eighty... more
ABSTRACT: Using the generalizability theory (G-theory) as a theoretical framework, this study aimed at investigating the variability and reliability of holistic scores assigned by human raters and e-rater to the same EFL essays. Eighty argumentative essays written on two different topics by tertiary level Turkish EFL students were scored holistically by e-rater and eight human raters who received a detailed rater training. The results showed that e-rater and human raters assigned significantly different holistic scores to the same EFL essays. G-theory analyses revealed that human raters assigned considerably inconsistent scores to the same EFL essays although they were given a detailed rater training and more reliable ratings were attained when e-rater was integrated in the scoring procedure. Some implications are given for EFL writing assessment practices.
Research Interests:
Research Interests:
espanolEl proposito de este estudio fue indagar sobre las experiencias y actitudes hacia las aulas equipadas con tableros interactivos de un grupo de estudiantes de ingles como lengua extranjera de noveno grado. Los datos fueron recogidos... more
espanolEl proposito de este estudio fue indagar sobre las experiencias y actitudes hacia las aulas equipadas con tableros interactivos de un grupo de estudiantes de ingles como lengua extranjera de noveno grado. Los datos fueron recogidos por medio de un cuestionario para conocer las actitudes de los estudiantes hacia el uso de este tipo de herramienta tecnologica y las observaciones de tres diferentes clases entre tres diferentes colegios. El estudio indico que los estudiantes de ingles como lengua extranjera no estaban completamente informados de como utilizar los tableros interactivos para el aprendizaje del ingles pese a conocer los antecedentes del uso de IWB. Ademas, no se observaron diferencias significativas en terminos estadisticos en relacion a las actividades de los estudiantes de genero masculino y femenino hacia el uso de IWB. En general, los resultados revelaron que los estudiantes de ingles como lengua extranjera tenian una actitud positiva hacia el uso de IWB a pesar...
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Yabanci/Ikinci dil ogretiminde dilin yapisinin ogretilmesinin yaninda kulturunun de ogretilmesi son zamanlarda tartismali bir konu haline gelmistir. Bu calismanin ilk amaci Yabanci Dil olarak Turkce (YDT) ve Yabanci Dil olarak Ingilizce... more
Yabanci/Ikinci dil ogretiminde dilin yapisinin ogretilmesinin yaninda kulturunun de ogretilmesi son zamanlarda tartismali bir konu haline gelmistir. Bu calismanin ilk amaci Yabanci Dil olarak Turkce (YDT) ve Yabanci Dil olarak Ingilizce (YDI) siniflarinda kultur ogretimi uzerine yapilmis calismalardan elde edilen verileri karsilastirilarak arastirma egilimlerini ve arastirma bosluklari belirlemektir. Alan yazin taramasinda YDT ogretimi ile ilgili Turkiye’deki indeksli dergilerde taranan dergilerde basilan calismalar ile YDI ogretimi ile ilgili Secilmis Referanslar (TIRF, 2013) listesindeki arastirmalar olusturmaktadir. Bu alan yazin taramasinin analizi sonucunda YDI ve YDT calismalari arasinda algi ve tutum, konu cesitliligi, arastirma deseni ve calisma baglami (yabanci ve ikinci dil) bakimindan farklar bulunmustur. Calismanin ikinci amaci ise, YDT siniflarinda okuma-anlama becerisi ve kelime ogretimi ile ilgili olarak halk hikâyelerinin nasil kullanilabilecegine bir ornek ders izlencesi sunulmustur. Egitim politikalari ve uygulamalari icin sonraki calismalarin farkli baglamlarda arastirmalara yonelmesi onerilmistir.
Research Interests:
This study aims to investigate the sources of communication apprehension in foreign language experienced by Turkish academics working at state universities (e.g., nonnative speakers of English) in international academic meetings and their... more
This study aims to investigate the sources of communication apprehension in foreign language experienced by Turkish academics working at state universities (e.g., nonnative speakers of English) in international academic meetings and their perceptions towards this matter. As the sample of the study, 44 (20 females and 24 males) participants were selected from voluntary academics from two universities. Using the quantitative research design, the data were collected by the Foreign Language Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and Personal Communication Fear Scale (McCroskey, 1982). The results indicated that although female participants have higher levels of FLA than male participants, there were no significant differences by genders.
This study was designed with an aim to understand the perceptions and attitudes of faculty members and students in six EFL departments in Turkey regarding the value of pragmatic competence and its teaching in foreign language education.... more
This study was designed with an aim to understand the perceptions and attitudes of faculty members and students in six EFL departments in Turkey regarding the value of pragmatic competence and its teaching in foreign language education. The data were collected through six open-ended questions for which both faculty members and student participants were required to provide written answers. For the analysis of the data, content analysis was adopted to reach detailed results and conclusions. The results revealed that the participants considered pragmatic competence as essential and they favoured its integration in foreign language education. They underlined the contributory nature of pragmatic instruction as it helps learners communicate effectively and successfully. Besides their positive ideas about pragmatic competence and its teaching, the participants counted some basic problems that hinder pragmatic development like the existing education system and other factors that it negative...
The aim of this study is to examine the variability in and reliability of scores assigned to different quality EFL compositions by EFL instructors and their rating behaviors. Using a mixed research design, quantitative data were collected... more
The aim of this study is to examine the variability in and reliability of scores assigned to different quality EFL compositions by EFL instructors and their rating behaviors. Using a mixed research design, quantitative data were collected from EFL instructors’ ratings of 30 compositions of three different qualities using a holistic scoring rubric. Qualitatively, think-aloud protocol data were collected concretely from a sub-sample of raters. The generalizability theory (G-theory) approach was used to analyze the quantitative data. The results showed that the raters mostly deviated while giving scores to very low level and mid-range compositions, but that they were more consistent while rating very high-level compositions. The reliability of the ratings of high quality papers (e.g. g: .87 and phi: .79 respectively) was higher than the coefficients obtained for mid-range and low quality compositions. This result indicated that more reliable ratings could be obtained in the rating of h...
Research Interests:
Research Interests:
There has been a growing interest in why and how test anxiety affects foreign language learning process. As an affective factor, test anxiety has been investigated in different contexts in the past two decades. This study aims to examine... more
There has been a growing interest in why and how test anxiety affects foreign language learning process. As an affective factor, test anxiety has been investigated in different contexts in the past two decades. This study aims to examine the relations among the factors such as likelihood of university students’ gender, age, higher education experience, and number of tests taken in predicting their degree of test anxiety. In addition, this study aims to investigate the impact of Test Anxiety on Turkish students’ test performance of EFL learners who are taking either midterm or final exams or quizzes all over an academic year. In order to collect data, a survey was conducted to assess individual differences in anxiety proneness in test situations; and to assess worry and emotionality as major components of test anxiety learners’ attitudes towards teachers and their test anxiety levels. Findings were discussed in accordance with the existing literature and implications for researchers ...
Research Interests:
The purpose of the present study is to examine a) how lower-intermediate and upperintermediate level Turkish learners of English-as-a-foreign language (EFL) realize refusals in English, b) the differences between native and non-native... more
The purpose of the present study is to examine a) how lower-intermediate and upperintermediate level Turkish learners of English-as-a-foreign language (EFL) realize refusals in English, b) the differences between native and non-native speakers of English in the use of refusals, and c) if L2 proficiency affects possible pragmatic transfer or not. The participants in the study included 18 native speakers of English for control (9 native speakers of Turkish and 9 native speakers of English) and 18 non-native speakers of English for the study group (9 lowerintermediate level and 9 upper-intermediate level Turkish EFL learners), all of whom were undergraduate students. The data were collected through role-plays. The results showed that a) the participants frequently preferred indirect strategies for refusals rather than direct ones, b) Turkish EFL learners performed pragmatic transfers while using refusal strategies, c) L1 pragmatic transfer decreases with an increase in EFL proficiency,...
Research Interests:
Feedback in ESL/EFL writing has been inconclusive. In literature, several studies are available about the degree of the effect of the varying feedbacks (explicit vs. implicit; coded vs. uncoded, etc.) on the learners’ motivation and... more
Feedback in ESL/EFL writing has been inconclusive. In literature, several studies are available about the degree of the effect of the varying feedbacks (explicit vs. implicit; coded vs. uncoded, etc.) on the learners’ motivation and success. The effect of optimum number of writing exams on the success of L2 learners may be important as much as the effectiveness of feedback types on learners’ errors in their compositions. The aim of this study is to investigate the impact of number of writing exams on the linguistic errors in EFL/ESL student compositions. In this study there are two groups (e.g. experimental and control groups) consisting of 20 intermediate level students, each studying in the Department of Tourism Guidance at a state university in Turkey. Control group participants took three administrative examinations, which are two midterm exams and one final exam and experimental group participants took three more exams. No feedback was provided for students compositions. The re...
Research Interests:
This article is the report of a qualitative case study proposed to investigate the demotivation factors of foreign EFL teachers in Turkish context. To that end, two foreign teachers of English language were chosen as the subjects at a... more
This article is the report of a qualitative case study proposed to investigate the demotivation factors of foreign EFL teachers in Turkish context. To that end, two foreign teachers of English language were chosen as the subjects at a primary/ secondary school in east of Turkey. Face-to-face interviews, profile forms, field notes and diaries were used to obtain the necessary data for the research. The findings indicated that lack of effective communication with school administration and colleagues and lack of interest, attention and respect from behalf of students were the main causes of demotivation at work for both teachers.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
The aim of this study is to investigate the construct of English as a foreign language (EFL) pre-service teachers' feelings of anxiety before, while, and after experiencing teaching English within a Turkish elementary classroom... more
The aim of this study is to investigate the construct of English as a foreign language (EFL) pre-service teachers' feelings of anxiety before, while, and after experiencing teaching English within a Turkish elementary classroom setting. Specifically, this intrinsic qualitative study investigates the anxiety sources for pre-service teachers in their practicum experiences and the ways they adapted to cope with these anxiety-provoking sources. The data were triangulated by consulting three sources of data (e.g., open-ended questions in the self-report forms, open-ended questions in the peer-reflection forms, and diaries) relating the 32 participants' teaching experiences. The findings indicated that prior to teaching experience, classroom management is the major teaching anxiety source and the frequently employed coping strategy is to consult their mentors and cooperating teachers. However, during the actual teaching experience, being observed by a mentor was the most common co...
Research Interests:
This study aims at providing an insightful evaluation of the EFL strategies used by firstyear STEM (science, technology, engineering, and mathematics) students, and their perceptions of their own use of strategies. The 147 participants... more
This study aims at providing an insightful evaluation of the EFL strategies used by firstyear STEM (science, technology, engineering, and mathematics) students, and their perceptions of their own use of strategies. The 147 participants were undergraduate level, first-year engineering students at a state university in Turkey. Their ages ranged from 18 to 24. They took the Young Learners’ Language Strategy Use Survey (LSS). In addition, a sub-sample of students was interviewed about the strategies they used in learning language skills. The results showed that the students tended to employ various strategies in learning different language skills, but did not frequently use or practice these strategies. Further, vocabulary strategies and pronunciation skills were believed to be effective in conveying and deciphering meaning. These results suggest that language learning strategy training should be provided in STEM education.
Research Interests:
The purpose of this study was to examine ninth grade EFL students’ experiences and attitudes towards classrooms equipped with interactive whiteboards (IWB). The data were collected with a questionnaire about attitudes towards IWB use in... more
The purpose of this study was to examine ninth grade EFL students’ experiences and attitudes towards classrooms equipped with interactive whiteboards (IWB). The data were collected with a questionnaire about attitudes towards IWB use in EFL classes, and observations from three different classrooms in three different high schools. The study indicated that the EFL students were not fully aware of how to use IWBs in learning English although they had a background of IWB use. In addition, there was no statistically significant difference in the attitudes of the male and female students towards using IWBs. Overall, the results revealed that EFL students’ attitudes towards IWBs were positive although there were some technical challenges in IWB classrooms.
Research Interests:
The purpose of the current study is to determine main demotivating factors affecting Turkish EFL university students’ English language learning process and to identify the ways they apply to cope with these negative experiences from their... more
The purpose of the current study is to determine main demotivating factors affecting Turkish EFL university students’ English language learning process and to identify the ways they apply to cope with these negative experiences from their own perspectives. The participants were 469 first and second year Turkish EFL university students. Both quantitative and qualitative methods were used to collect data in the study. First, a demotivation questionnaire (Sakai & Kikuchi, 2009) was administered to the participants, and then interviews were conducted, face-to-face, with some of the students. Descriptive and inferential statistics were performed on the quantitative data, while coding and classifying approach was used to analyze the qualitative data. Quantitative results revealed that are significant differences between female and male students in terms of the factors related to characteristics of classes and experiences of failure. Qualitative findings indicated that major factors that d...
Research Interests:
This paper aims at making a trend analysis of 1142 studies in the field of social media that were published in 12 SSCI journals from 2012 to 2016. Citation and content analyses were used to investigate the trends. Among the 4391 articles... more
This paper aims at making a trend analysis of 1142 studies in the field of social media that were published in 12 SSCI journals from 2012 to 2016. Citation and content analyses were used to investigate the trends. Among the 4391 articles published in these journals, 1142 articles were identified as being related to the topic of social media. In the analysis, first, these articles were crossanalyzed by published years, journal, research topic, and citation count. Next, these articles on different sub-topics were analyzed according to their research settings, participants, research design types, and research methods.
Diferentes estudios experimentales han analizado el efecto del uso de aplicaciones móviles para mejorar las habilidades lingüísticas, pero son pocas las investigaciones acerca del impacto del uso de estas aplicaciones en las clases de... more
Diferentes estudios experimentales han analizado el efecto del uso de aplicaciones móviles para mejorar las habilidades lingüísticas, pero son pocas las investigaciones acerca del impacto del uso de estas aplicaciones en las clases de conversación en inglés como lengua extranjera para reducir la ansiedad al hablar un idioma extranjero. Este estudio examina el efecto de usar WhatsApp en actividades con estudiantes de pregrado que en sus clases de conversación de inglés experimentan ansiedad cuando hablan en una lengua extranjera y sus sentimientos acerca de las actividades realizadas. 39 participantes de pregrado desarrollaron tareas de los cursos de conversación de inglés como lengua extranjera en WhatsApp durante cuatro semanas. Las FLCAS fueron aplicadas al inicio y al final del estudio. Las opiniones sobre las actividades desarrolladas en la aplicación móvil fueron analizadas a través de entrevistas personales. Los resultados mostraron que la experiencia del uso de WhatsApp afect...
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
In assessing EFL students' writings consistently, there are various factors that must be taken into consideration while rating. Especially those who want to make quantitative researches using raters or who aim to give suitable... more
In assessing EFL students' writings consistently, there are various factors that must be taken into consideration while rating. Especially those who want to make quantitative researches using raters or who aim to give suitable feedback to written productions should be ...
Promoting speaking skills is one of the most challenging tasks among EFL Turkish students, as it requires not only vocabulary and grammatical knowledge, but also enough amount of cultural information about the target language and correct... more
Promoting speaking skills is one of the most challenging tasks among EFL Turkish students, as it requires not only vocabulary and grammatical knowledge, but also enough amount of cultural information about the target language and correct sound formation. However, ...
Research Interests: Psychology and TURKISH
... 523 The Changing Nature of Communication and Surveillance Phenomena at Synopticon Stage Hüseyin KÖSE, Atatürk University (Turkey) Turgay HAN, Kafkas University (Turkey) Uğur BAKAN, Atatürk University (Turkey) ... Page 3. Hüseyin KÖSE,... more
... 523 The Changing Nature of Communication and Surveillance Phenomena at Synopticon Stage Hüseyin KÖSE, Atatürk University (Turkey) Turgay HAN, Kafkas University (Turkey) Uğur BAKAN, Atatürk University (Turkey) ... Page 3. Hüseyin KÖSE, Turgay HAN and Uğur BAKAN ...
Research Interests:
The purpose of this qualitative study was to reach an understanding of the perceptions and self-evaluations of faculty members and students regarding pragmatic assessment in foreign language education. The participants were the academics... more
The purpose of this qualitative study was to reach an understanding of the perceptions and self-evaluations of faculty members and students regarding pragmatic assessment in foreign language education. The participants were the academics and students in EFL departments at six state universities in Turkey. The data were collected through six open-ended questions in which the participants were asked to provide written answers. The main findings pointed at three themes for discussion: perceptions of pragmatic assessment and its contributions to foreign language education, the challenges as well as the scope and ways of pragmatic assessment. The participants generally appreciated the contributory nature of pragmatic assessment in their foreign language development. However, they also referred to some problems negatively influencing the PASAA Vol. 54 July December 2017 | 59 process of pragmatic assessment and hindering pragmatic development. Based on these findings, some practical and pe...
By providing quantitative data from the modified EFL version of Beliefs about Language Learning Inventory (BALLI) completed by the ELT undergraduate level students in one of the Turkish Universities, the survey was aimed to obtain... more
By providing quantitative data from the modified EFL version of Beliefs about Language Learning Inventory (BALLI) completed by the ELT undergraduate level students in one of the Turkish Universities, the survey was aimed to obtain generalizable conclusions about ...
Research Interests:
Research Interests:
Abstract This article is the report of a qualitative case study proposed to investigate the demotivation factors of foreign EFL teachers in Turkish context. To that end, two foreign teachers of English language were chosen as the subjects... more
Abstract
This article is the report of a qualitative case study proposed to investigate the demotivation factors of foreign
EFL teachers in Turkish context. To that end, two foreign teachers of English language were chosen as the
subjects at a primary/ secondary school in east of Turkey. Face-to-face interviews, profile forms, field notes
and diaries were used to obtain the necessary data for the research. The findings indicated that lack of effective
communication with school administration and colleagues and lack of interest, attention and respect from
behalf of students were the main causes of demotivation at work for both teachers.
This article is the report of a qualitative case study proposed to investigate the demotivation factors of foreign
EFL teachers in Turkish context. To that end, two foreign teachers of English language were chosen as the
subjects at a primary/ secondary school in east of Turkey. Face-to-face interviews, profile forms, field notes
and diaries were used to obtain the necessary data for the research. The findings indicated that lack of effective
communication with school administration and colleagues and lack of interest, attention and respect from
behalf of students were the main causes of demotivation at work for both teachers.
Research Interests:
Using generalizability (G-) theory and rater interviews as both quantitative and qualitative approaches, this study examined the impact of scoring methods (i.e., holistic versus analytic scoring) on the scoring variability and reliability... more
Using generalizability (G-) theory and rater interviews as both quantitative and qualitative approaches, this study examined the impact of scoring methods (i.e., holistic versus analytic scoring) on the scoring variability and reliability of an EFL institutional writing assessment at a Turkish university. Ten raters were invited to rate 36 undergraduate argumentative essays first holistically and then analytically, with a three-week time interval. The quantitative results indicated that with proper rater training holistic scoring can produce as reliable and dependable assessment outcomes as analytic scoring.
Research Interests:
Generalizability theory
EFL ESL writing assessment
rater
holistic analytic scoring
EFL ESL writing assessment
rater
holistic analytic scoring
Research Interests:
ABSTRACT The main purpose of the current study was to determine students' perceptions of their responsibilities for reducing their own foreign language anxiety (FLA). Applying a mixed methods research approach, the present study was... more
ABSTRACT
The main purpose of the current study was to determine students' perceptions of their responsibilities for reducing their own foreign language anxiety (FLA). Applying a mixed methods research approach, the present study was conducted using a specifically exploratory research design. One hundred and twenty five Turkish freshmen EFL students from four state universities in Turkey participated in the study. The data of the study was gathered by means of the Foreign Language Classroom Anxiety Scale (FLCAS), open-ended questions and focus-group interviews. Quantitative data analysis revealed a significant difference between female and male students in terms of the levels of Foreign Language Classroom Anxiety (FLCA) they experienced. Also, a significant difference was found among the participants of each university regarding FLCA level. Further, the communication apprehension level of the participants was found to be significantly higher than their fear of negative evaluation and their general feeling of anxiety. The qualitative data analysis of the study indicated that there are some factors enabling low anxiety students to manage their anxiety such as being self-confident, doing practice, thinking positively, ignoring others’ thoughts and having motivation. There was a correlation between the students who had these features and a low level of anxiety. The reverse is true with those students who have a higher level of anxiety. It was concluded that by giving language learners explicit strategy training and by raising their self-awareness their self-perception could be heightened so that they would take more responsibility for reducing their own anxiety.
Key Words: Foreign Language Anxiety, Student Responsibilities, Perspectives, Communication Apprehension
The main purpose of the current study was to determine students' perceptions of their responsibilities for reducing their own foreign language anxiety (FLA). Applying a mixed methods research approach, the present study was conducted using a specifically exploratory research design. One hundred and twenty five Turkish freshmen EFL students from four state universities in Turkey participated in the study. The data of the study was gathered by means of the Foreign Language Classroom Anxiety Scale (FLCAS), open-ended questions and focus-group interviews. Quantitative data analysis revealed a significant difference between female and male students in terms of the levels of Foreign Language Classroom Anxiety (FLCA) they experienced. Also, a significant difference was found among the participants of each university regarding FLCA level. Further, the communication apprehension level of the participants was found to be significantly higher than their fear of negative evaluation and their general feeling of anxiety. The qualitative data analysis of the study indicated that there are some factors enabling low anxiety students to manage their anxiety such as being self-confident, doing practice, thinking positively, ignoring others’ thoughts and having motivation. There was a correlation between the students who had these features and a low level of anxiety. The reverse is true with those students who have a higher level of anxiety. It was concluded that by giving language learners explicit strategy training and by raising their self-awareness their self-perception could be heightened so that they would take more responsibility for reducing their own anxiety.
Key Words: Foreign Language Anxiety, Student Responsibilities, Perspectives, Communication Apprehension