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Öğe In-house CBI materials and English language education(Universitad de Granada, 2022) Işık, AliABSTRACT: This study aims to investigate and compare the effects of in-house con-tent-based instruction (CBI) materials and general English course materials on student attitudes toward English language learning together with their impact on student English language development and mastery of academic content. It also focuses on English as a foreign language (EFL) teachers and departmental faculty members’ attitudes towards CBI materials. A mixed-methods research model was used to collect data from 175 university freshman EFL students, 17 EFL teachers, and seven departmental faculty members from different faculties. The EFL teachers developed their own CBI materials for each academic program. The results indicate that the students view the in-house CBI materials more pos-itively than general English course materials. Moreover, the CBI materials also contributed to the students’ English development and mastery of academic content outside English lan-guage learning. Both EFL teachers and departmental lecturers expressed positive attitudes towards the CBI materialsÖğe Şeytan hikâyesi’nin mensur bir nüshası ve müstensihin konuşma diline ait kullanımların bazı sözlüklerdeki karşılığı(TR- Dizin, 2021) Dilben, TalhaSatan's Fable, which exists in verse and prose variants, was translated from Arabic into Turkish and has come down to us in many manuscript copies. It is apparently popular in the Muslim Turkish communities and has similarly gained ground in the literature of other languages as well. Although the work is attributed to Muhyiddîn İbnü’l-Arabî, this information must have arisen due to a misunderstanding of an expression in the prose variant of the work. A prose copy of Satan's Fable in our private library, though incomplete, is found valuable in terms of reflecting the dialectal characteristics of the scribal. In this article, the transcribed text of the relevant copy of Satan's Fable was given, and an attempt was made to reveal the scribal’s use of colloquial language by not interfering with his use, except for the clearly incorrect uses of the language in the copy. Moreover, the above-mentioned uses were checked in Derleme Sozlugu as well as in some other Turkish dictionaries written by nonTurkish authors. It was examined whether these uses are included in the corresponding dictionaries or whether they have been preserved in Turkey Turkish dialects, and if so, in which dialects. It was observed that there were significant uses in both Turkish words and borrowed words in the copy, and some of these uses are still preserved in the Turkey Turkish dialects.Öğe Assessing second language reading: insights from cloze tests(URMIA UNIV, 2022) Işık, Ali[No Abstract Available]Öğe We are reading the stories we write(National University of Singapore, 2021) Işık, Ali; Işık BirgenThis study aims at investigating the effects of learner-generated stories on students’ attitudes and English language development in comparison to ready-made readers. Using a mixed-methods research design, the data were obtained from the questionnaire, semi-structured interview, and the Oxford Placement Test (OPT). One hundred and forty English as a Foreign Language (EFL) students from the experimental group and 140 from the control group from two different public high schools participated in the study. The students in the experimental group wrote stories for their peers throughout the academic year. The students in the experimental group read the stories written by their peers and the students in the control group read the stories (readers) published by the international publishers. The results indicated that the students in the experimental group perceived the learner-generated materials more positively in comparison to the control group using the ready-made readers. Moreover, the learner-generated materials also contributed to the students’ English development more than the ready-made ones.Öğe Are English language teachers assessment literate?(2021) Işık, Ali; Sarı, RahimThe study was conducted to bring the language assessment literacy (LAL) of English language teaching (ELT) teachers into focus. It also attempted to investigate how the pre-service education background of ELT teachers, and the departments they graduated from, affected their assessment literacy. The data were obtained from 180 ELT teachers using a mixed-methods research design through a questionnaire and follow-up interviews. The results indicated that the ELT teachers’ LAL was low, but they did not feel any serious need for assessment training. It was also found that the ELT teachers had different academic backgrounds in assessment. As ELT graduates received training in assessment, the graduates of other departments working as English teachers didn’t. Thus, it was observed that pre-service education background has a significant effect on teachers’ assessment literacy.Öğe Factors affecting the organisational citizenship behaviour of english language teachers(Korea Association of Teachers of English, 2021) Işık, AliThis study attempted to investigate the factors affecting the organizational citizenship behavior (OCB) of English teachers in Turkish state high schools within the framework of job satisfaction, emotional commitment, and demographic factors. The data, which were collected through a questionnaire given to 269 English teachers, were analyzed through descriptive statistics and hierarchical regression. The findings indicated that the English teachers' job satisfaction, emotional commitment, and OCB levels were above average. Moreover, job satisfaction and emotional commitment predicted OCB. No significant relationship was observed between demographic factors and OCB. The results showed a positive correlation between demographic factors and job satisfaction, and between demographic factors and emotional commitment. The findings suggest that OCB can play a pivotal role to increase the performance of English teachers, consequently leading to better language education. The study suggests that the non-methodological factors in English language teachers' behaviors and performance need to be studied to increase their performance.Öğe Exploring how ELT teachers perceive and practice English language assessment(National Research University, Higher School of Econoimics, 2021) Işık, AliAs a well-designed language education program naturally requires a well-designed assessment component, the pivotal role of assessment in language education needs to be stressed. This study focuses on how English language teaching (ELT) teachers receive training in English language assessment, and how they perceive and practice assessment in Turkey. The study was conducted with the participation of 198 ELT teachers from 24 K-12 level schools and eight universities. A mixed-methods research design was chosen and the data were collected through a questionnaire, follow-up interviews, observations, personal conversations, and sample exam evaluations. The findings indicated that the assessment practices of the teachers were shaped by the teachers’ language learning and teaching experiences, their intuition, adherence to assessment traditions, and the emulation of what other teachers conducted to conform to group norms. It was also observed that as the teachers did not receive proper pre-service and in-service assessment training, their assessment knowledge was low. Moreover, it was found that the assessment component of teacher training programs remained peripheral and did not help equip teachers with assessment-related theoretical knowledge and practical skills. Finally, the assessment quality in these schools was found to be low and assessment was taken as a formal requirement to grade students. In the final part of the paper, some suggestions for effective assessment are put forward.Öğe “Who shall return us the children?” Picturing home(lessness) and postcolonial childhoods in ımmigrant children’s literatüre(DergiPark, 2020) Savsar, LeylaHow does literature for children portray homes lost and perhaps found? Does children’s literature liberate or subjugate with these representations? What kinds of perspectives do the written and visual representations in children’s narratives offer? How is the experience of subjugated childhoods represented in these narratives? How is the sense of self and sense of place, namely home, represented in both word and image? The literary representation of children is contingent upon preestablished notions of political formations and identity, namely the dynamics of the subjugated and subjugator. Employing theories from canonical critics in the field of postcolonial study, this paper looks at several children’s narratives to explore the value of children’s stories in representing home(lessness) from the perspective of child immigrants and refugees. It argues for the need to question whether these representations in children’s narratives subjugate or liberate, considering how children’s books can be seen as political acts. It argues that literature for children can be used as a tool of criticism to critique certain ideologies (and the existing social order and postcolonial ties). Considering the relationship between the individual and the state, it concludes by considering children’s narratives as a way of configuring and even overturning the notion of home(lessness) and the significant question of whether a return to the homeland is ever possible.Öğe How effective is the assessment component of a customized CLIL program?(UNIV SABANA, 2020) Işık, AliConsidering the pivotal role of assessment, this study aimed to investigate the attitudes of the students and the teachers towards the assessment component of a customized content and language integrated learning in an English as a foreign language program implemented at the tertiary level in Turkey. It also sought to study its effectiveness as a tool for the integrated assessment of language and content. Data were obtained by a mixed-method research approach from 525 university freshman students and 17 English language teachers via questionnaires and follow-up interviews with the teachers and the students. The results indicated that both the students and the teachers developed positive attitudes towards the assessment component of content and language integrated learning. The assessment component was also found to be an adequate tool for the integrated assessment of content and language.Öğe Presentation of Nuri Bilge Ceylan and his cinema in the Turkish media(Univ Pittsburgh, Univ Library System, 2018) Parlak, Zafer; Isik, MehmetNuri Bilge Ceylan is the most famous Turkish film director with numerous international prizes. However, Ceylan's presentation by the Turkish media is far from emphasizing his success, talent, creativity, style, technique, and cinematography. He often falls victim to undeserved and superficial criticism of "would be" critics who openly confess they did not watch Ceylan's movies. He is sometimes portrayed as a political figure and critic of the present day Turkish politics and system. This article focuses on how two mainstream Turkish newspapers, columnists and microbloggers portrayed and reacted to Ceylan and his cinema after his film Winter Sleep won the top prize (the Golden Palm) at Cannes Film Festival in 2014 and the reasons behind this portrayal.Öğe Do students feel that they are assessed properly?(Urmia Univ, 2020) Işık, AliAs each and every language learner is subject to assessment, a sound and valid assessment plays a pivotal role in foreign language education. This study focuses on how assessment is perceived by English as a foreign language (EFL) students in the Turkish EFL context with the participation of 481 EFL students from 24 K-12 level schools and 8 universities. A mixed-methods research design was adopted, and the data were collected through a questionnaire, follow-up interview, and observation. The results showed that the students were not satisfied with the assessment practices and they did not feel like they were assessed. It was also observed that the traditional approach focusing on the formal properties of English was commonly practiced while assessing the students. Moreover, it was found that the assessment quality in the schools was low and it was taken as a formal requirement to grade students. The final part of the paper suggests the need for a comprehensive teacher-training in assessment to increase the assessment literacy of English teachers.
