Dolaylı veya Doğrudan Düzeltme Geribildirimi: Bir Eylem Araştırması

DergiPark: 562045tredBu çalışmanın amacı, bir mühendislik fakültesininİngilizce Hazırlık sınıfına devam etmekte olan 28 öğrenci için yabancı dilde yazmaöğretiminde doğrudan veya dolaylı olarak sağlanan düzeltme geribildirimitürlerinden hangisinin daha faydalı olduğunun saptanmasıdır. Eylemaraştırması şeklinde tasarlanan çalışmanın gözlem ve yansıtma aşamaları varolan düzeltme geribildirimi uygulamasının incelenmesi şeklindegerçekleştirmiştir. Eylem aşamasında ise öğrenciler işbirlikçi bir yazmaetkinliği için altı gruba bölünmüş, bu gruplardan üçüne doğrudan, üçüne isedolaylı düzeltme geribildirimi sağlanmıştır. Değerlendirme aşaması için yarıyapılandırılmış öğretmen gözlemi, katılımcı tartışmalarının ses kaydı veyansıtma sorularına verilen yanıtlar kullanılmıştır. Bulgular, her iki düzeltmegeribildirimi türünün de katılımcılar için faydalı olduğunu göstermektedir.Ancak, dolaylı düzeltme geribildirimi uygulamasının aynı zamanda doğrudan düzeltmegeribildirimi ihtiyacı doğurduğu göz önüne alındığında, bu tür düzeltmegeribildiriminin sınıf içi kullanım için daha uygun olduğu görülmüştür. Theaim of the present study was to find out if direct or indirect writtencorrective feedback was more beneficial for a group of 28 students in theEnglish Prep Year of an engineering department at a public university inTurkey. Utilizing an action research design, the observation and reflectionphases of the study included the observation of the current written correctivefeedback applications in the group. In the action phase, the students weredivided into six groups for a collaborative writing task. Following thecompletion of the task, three groups were provided with direct writtencorrective feedback while the remaining three were given its indirectcounterpart. Evaluation data was collected through semi-structured teacherobservations, voice records of participant discussions and responses to guidedreflection questions. The findings revealed that both types of writtencorrective feedback could be beneficial for the participants, however, indirectfeedback was more suitable for classroom use since it also necessitated directfeedback for final drafts. 

Sentiment and Sentence Similarity as Predictors of Integrated and Independent L2 Writing Performance

This study aimed to utilize sentiment and sentence similarity analyses, two Natural Language Processing techniques, to see if and how well they could predict L2 Writing Performance in integrated and independent task conditions. The data sources were an integrated L2 writing corpus of 185 literary analysis essays and an independent L2 writing corpus of 500 argumentative essays, both of which were compiled in higher education contexts. Both essay groups were scored between 0 and 100. Two Python libraries, TextBlob and SpaCy, were used to generate sentiment and sentence similarity data. Using sentiment (polarity and subjectivity) and sentence similarity variables, regression models were built and 95% prediction intervals were compared for integrated and independent corpora. The results showed that integrated L2 writing performance could be predicted by subjectivity and sentence similarity. However, only subjectivity predicted independent L2 writing performance. The prediction interval of subjectivity for independent writing model was found to be narrower than the same interval for integrated writing. The results show that the sentiment and sentence similarity analysis algorithms can be used to generate complementary data to improve more complex multivariate L2 writing performance prediction models

Critical perspective of English teaching and learning in Turkey

GTM (Grammar Translation Method) is still the commonly utilized method in EFL classes in Turkish Education System. Based on a phenomenographic research design, this paper inquires the personal constructs of EFL state school teachers (n= 15) on the related issue. There in lies the major result in that non-native EFL teachers, who have learnt English totally via GTM, teaches it via GTM as well. Implications are provided to overcome this vicious circle

Using corpora for language teaching and assessment in L2 writing: A narrative review

Corpora have primarily been used in linguistic research, but they have not yet become a pedagogical mainstay of language teaching and assessment practices. Therefore, this narrative review paper aimed to inform practitioners and researchers by examining the advantages and disadvantages of data-driven learning and exploring the use of corpora in foreign language teaching, particularly in writing. Specifically, the goals of this paper include: (1) elucidating what data-driven learning is and its potential to shape the learning experience, (2) explaining and exemplifying how learner corpora can guide EFL learners with particular attention to academic writing, and (3) providing insights into the indirect uses of corpora in teaching and assessing academic writing in L2. The review has met its objectives by presenting evidence compiled from the results of corpus-related studies and references to the use of corpus in language instruction

Yabancı dil ediniminde yaş faktörü : lise ve üniversite öğrencilerinin kaygı düzeylerinin karşılaştırılması

Yüksek Lisans TeziThe aim of the present study is to find out the foreign language anxiety levels of high school and university students in Edirne. A descriptive study in nature, this thesis compares the foreign language anxiety levels of the participants, including the comparisons of their communication apprehension, fear of negative evaluation and test anxiety levels. The participants of the study consisted of 569 students. 385 students who participated in the study were high school students and 184 were university students. The study was conducted in the spring term of 2012-2013. The Foreign Language Classroom Anxiety Scale (FLCAS), developed by Horwitz, Horwitz & Cope (1986) was used for data collection. In order to conduct in-depth analysis on the collected data, the 3-factor model of the FLCAS developed by Huang (2008) was used. The analysis results revealed that the older age group experienced foreign language anxiety as well as communication apprehension, test anxiety and fear of negative evaluation stronger than the younger group. Moreover, female participants of the study were found out to have a higher level of foreign language anxiety, communication apprehension, test anxiety and fear of negative evaluation than their male counterparts. The results also suggested that university students experienced foreign language anxiety at a higher level than high school students, including the three subdomains. It was observed in the results that the participants whose parents had an academic degree at any level experienced a lower level of foreign language anxiety, including the subdomains except for test anxiety. Lastly, according to the results, the participants with a higher perceived English level experienced foreign language anxiety at a lower level than those with a lower perceived English level.abstractBu tezin amacı Edirne ilinde öğrenim görmekte olan lise ve üniversite öğrencilerinin yabancı dil kaygı düzeylerini ortaya çıkarmaktır. Betimleyici araştırma modeli ile tasarlanmış olan bu çalışma, katılımcıların yabancı dil kaygı düzeylerini ve yabancı dil kaygısının alt boyutları olan iletişim korkusu, olumsuz değerlendirilme korkusu ve sınav kaygısı seviyelerini karşılaştırmaktadır. Çalışmaya 569 öğrenci katılmıştır. Araştırma 2012-2013 akademik yılının Bahar döneminde gerçekleştirilmiştir. Veri toplama aracı olarak Horwitz, Horwitz ve Cope (1986) tarafından geliştirilen Yabancı Dil Sınıf İçi Kaygı Ölçeği kullanılmıştır. Verilerin detaylı incelenebilmesi için Huang (2008) tarafından geliştirilen 3 alt boyutlu analiz modelinden yararlanılmıştır. Elde edilen sonuçlara göre yaşça daha büyük olan öğrenci grubunun, yabancı dil kaygısı, iletişim korkusu, sınav kaygısı ve olumsuz değerlendirilme korkusunu yaşça küçük olan gruba göre daha yoğun bir şekilde yaşadığı saptanmıştır. Bunun yanında, araştırmaya katılan kız öğrencilerin ölçeğin tümünde ve alt boyutlarında belirtilen kaygıları erkeklere göre daha yoğun bir şekilde yaşadığı tespit edilmiştir. Sonuçlara göre üniversite öğrencilerinin kaygı düzeyleri, ölçeğin tamamında ve tüm alt boyutlarında lise öğrencilerinden daha yüksektir. Elde edilen sonuçlar göstermiştir ki ebeveynleri herhangi bir akademik dereceye sahip olan katılımcıların yabancı dil kaygı düzeyleri daha düşüktür. İncelenen son değişken olan öğrencinin algıladığı yabancı dil seviyesinde de, öğrenci tarafından algılanan dil seviyesi arttıkça kaygı düzeyinin düştüğü saptanmıştır

MODERNITY VS. POSTMODERNITY: ASSESSING THE DESIGN QUALITY OF URBAN PARKS BY AHP

The perceptual design quality of physical spaces has been increasingly studied in the literature in recent years. However, the studies in the field of landscape architecture are insufficient about how the design quality of urban parks built in different periods is perceived today. This study aims to compare urban parks that reflect modern and postmodern designs in terms of design quality criteria. In this context, 4 subjective design quality criteria (imageability, legibility, vitality, diversity) were evaluated for Prospect Park and Parc des Buttes-Chaumont modern period parks, and Millennium Park and Parc de la Villette postmodern period parks. Expert opinion was consulted in design criteria and selection of city parks. Analytic Hierarchy Process was used to compare modern and postmodern period parks and Expert Choice software was used. In this study, 4 urban parks were defined as alternatives and 4 design qualities were defined as criteria. The results revealed that the designs of the city parks reflect the postmodern design line that perceived with higher quality. Besides, the most prominent criterion among the design criteria was found as Imageability. This study makes a perceptual contribution to the comparison of the design quality of urban parks of different periods.WOS:00067286380000

Moskova Büyükelçiliği "Pembe Konutu" : mimari, tarihsel özellikleri ve Türk-Rus diplomatik ilişkilerindeki yeri

Ankara : İhsan Doğramacı Bilkent Üniversitesi İktisadi, İdari ve Sosyal Bilimler Fakültesi, Tarih Bölümü, 2016.This work is a student project of the The Department of History, Faculty of Economics, Administrative and Social Sciences, İhsan Doğramacı Bilkent University.by Çekiç, Can Eyup

Tuning the Gas Separation Performance of CuBTC by Ionic Liquid Incorporation

The efficient separation of gases has industrial, economic, and environmental importance. Here, the gas separation performance of a metal organic framework (MOF) is enhanced by ionic liquid (IL) incorporation. One of the most commonly used ILs, 1-butyl-3-methylimidazolium tetrafluoroborate ([BMIM]­[BF₄]), was incorporated into a commercially available MOF, CuBTC. Detailed characterization by combining spectroscopy with diffraction, electron microscopy, and thermal analysis confirmed that the structures were intact after incorporation. Adsorption isotherms of CH₄, H₂, N₂, and CO₂ in IL-incorporated CuBTC were experimentally measured and compared with those of pristine CuBTC. Consequently, ideal selectivities for CO₂/CH₄, CO₂/N₂, CO₂/H₂, CH₄/N₂, CH₄/H₂, and N₂/H₂ separations were calculated. The results showed that the CH₄ selectivity of CuBTC over CO₂, H₂, and N₂ gases becomes at least 1.5 times higher than that of pristine CuBTC upon the incorporation of IL. For example, the CH₄/H₂ selectivity of CuBTC increased from 26 to 56 at 0.2 bar when the IL loading was 30 wt %. These results show that the incorporation of ILs into MOFs can lead to unprecedented improvements in the gas separation performance of MOFs. The tunable physicochemical properties of ILs combined with a large number of possible MOF structures open up opportunities for the rational design of novel materials for meeting future energy challenges