MOVIEOKE IN LANGUAGE LEARNING CLASSES

Movies in language teaching are not new elements of teaching and learning classes. They have been preferred for many reasons such as being authentic, interactive and effective. There are studies examining how to develop language skills especially for reading skills (Wetzel, Radtke & Stern 1994; Opat 2008) and listening skills (İsmaili 2012). In this study, movies are used to teach English language in foreign language (EFL) lessons in Sinop University. In order to achieve this, movieoke method (Chicago Movieoke, 2014) was used in 10 freshmen students in Sinop University. At first the movieoke method was introduced to students in lessons by the teacher as a warm-up activity. The next step is to present the subject by the help of the method and then students are asked to produce their own movieokes in video formats. The research method is both qualitative and quantitative. For the qualitative data students are applied an attitude form and for the quantitative data the tasks of the students are evaluated according to the CEFR criteria. In this study it is aimed to find answers for the effect of movieokes on language learning. The attitude of the students towards using movieoke for language learning is tried to define by applying an attitude questionnaire. The gathered data is analyzed using SPSS program and the results show that movieoke helps students to develop their receptive and productive skills. They have a positive attitude towards using movieoke and it is seen that male students have statistically significant results more than female students have. Article visualizations

PERCEPTION OF ‘EDUCATION’ AS A POSITIVE SUPPORTIVE FACTOR IN TERMS OF BIG FIVE PERSONALITY TRAITS

Education is a systematic approach carried throughout a defined period of time. Throughout this process, it is aimed to teach, learn and exchange knowledge and abilities in certain places supplied with required equipment. In this general definition of education, it can be said that there has been a lot of changes and evolution in education as in every concept of the process. The main elements in these changes seems technological developments and it effects not only school conception but also education itself. This study aims to investigate and define the perceptions of the students towards education. The participants have been selected randomly from different levels and along with the demographic factors the related analysis has been carried in SPSS program. Along with a questionnaire, the participants are also asked to make their own definition of ‘education’. Education is handled as not a learning teaching process only, but as a social place where some behaviors are acquired along with the knowledge. At this point the relation between big five personality factors and positive support factors are evaluated in the concept of the study. The findings are evaluated according to the related literature and the gathered data is analyzed in SPSS program. The reliability analysis show that the questionnaire is highly reliable (Cronbach-alpha=.879). The collected data are applied to MANOVA and correlation tests along with the descriptive analysis. Article visualizations

LEARNERS’ ATTITUDES TOWARDS PORTFOLIO ASSESSMENT: A STUDY ON ELT AND ELL STUDENTS

The current study set out to define ELT and ELL students' attitude towards portfolio assessment in academic writing and to define the positive and negative aspects of portfolio assessment along with the aims to define their preferences on choosing portfolios versus traditional pen-and-paper tests. The sample of this study consists of 49 students studying English Language Teaching (ELT) and English Language and Literature departments at Tokat Gaziosmanpaşa University in the second term of academic year 2021-2022. Study was conducted using survey research design; a Likert scale questionnaire and one-on-one interviews in order to collect data on attitudes towards Portfolio Assessment. The results of the final analysis showed that participants are competent about the content of portfolio assessment and the portfolio sharing activities offer learners the chances to learn good English with the help of acquired technics from their classmates. According to participants, self-evaluation, peer-evaluation, active participation and language skills development were considered as advantages of portfolio Requiring much time, reliability and validity issues and neglecting listening and speaking skills were among the disadvantages of portfolio assessment. Moreover, the subject participants of current study mostly prefer to be evaluated by portfolio assessment rather than the traditional paper-pen tests.  Article visualizations

SELF COMPASSION LEVELS OF ERASMUS AND NON-ERASMUS STUDENTS

Erasmus is a program actively applied in many universities in many focus areas since 1987 (Erasmus Program, 2017) It has been defined as ‘the opportunity of students to study or gain work experience in a different European country.’ It has thirty years of background in Turkey and one of the main purposes of the program is to help participants to develop their personal, educational, and cultural conceptions. It is a varied exchange process that takes place both in educational and cultural levels. In this varied exchange environment process, participants experience many problematic or tough situations such as being away from home and familiar environment, not knowing the target language, etc. The study aims to compare the self-compassion levels of the Erasmus participants and Non-Erasmus ones. It is because self-compassion is considered as an emotional balancing strategy that transforms the negative emotions and ideas into self-acceptation and life satisfaction (Neff, 2003). Having a life-changing experience Erasmus can be said a key element in developing self-compassion levels and defining the participants `levels, Self-Compassion Scale (Deniz, Kesici & Sumer, 2008) was applied. Non-Erasmus ones, meaning the same level students but not the part of any Erasmus project, were also applied the same questionnaire to make comparisons. It seems both of the participant groups have similar problems and the difference in self-compassion levels of the participants is tried to be defined. The gathered data is analyzed in the SPSS program.  Article visualizations

COMPARISON OF STUDENTS` ATTITUDES ON PRACTICE OF WEB-BASED AND MOBILE LEARNING SYSTEMS

In this study, it was aimed to investigate the attitude of students on web based and mobile learning systems. Independent two groups were formed among the chosen 89 students using simple random method. The students were to use the designed system for one month and to define the attitudes of the students towards target methods, attitude tests were applied. The data analyzed in SPSS packet program. The difference between mobile learning and web-based learning attitudes of the students were statistically analyzed in pre-post t tests. The results indicate that; the mean scores of the attitude of the students were increased after the practice but they weren’t statistically significant. The results in attitudes of both groups in post-tests show there weren’t any significant difference in both groups. The mean values of post attitude tests of both groups were compared and the results were found statistically insignificant. It can be applied in other subjects for further studies.  Article visualizations

AN EXPLORATORY RESEARCH: ELT AND ELL STUDENTS’ TENDENCIES TOWARDS WEB 2.0 TOOLS

The research aims to reveal ELT and ELL students’ tendencies towards the application of Web 2.0 tools in language learning process and to reveal whether the department and gender had a significant effect on the attitudes towards Web 2.0 tools for academic purposes. The research also investigated the sorts of Web 2.0 tools ELT and ELL learners use for academic purposes. The participants were 94 students from English Language Teaching (ELT) and English Language and Literature (ELL) departments at Tokat Gaziosmanpaşa University. The overall results of the research have shown that majority of learners use Web 2.0 tools to enhance vocabulary, listening comprehension, reading, speaking skills and finally their writing skills. The findings also illustrate that participants are conscious of the existence of these tools and they generally have a positive tendency towards the implementation of these tools in their language learning process. Furthermore, social networking sites were the most favored tools by students for academic purposes.  Article visualizations

EXAMINATION OF ACADEMIC SELF-EFFICACY: A SURVEY ON PRE-SERVICE AND INSERVICE ENGLISH LANGUAGE TEACHERS

Academic self–efficacy can be defined as person`s belief that he can successfully achieve at a desired level on an academic task or a specific goal (Schunk & Pajares, 2002). This study aims to investigate the level of academic self-efficacy levels of pre-service and in-service teachers. In this study problem solving skills and epistemological beliefs are evaluated as predictors of academic self-efficacy levels of pre-service and in-service groups. Each group is consisting of 40 people. The data gathered via online questionnaire form via link given in the Facebook group pages. The gathered data analyzed using regression, t-test and related descriptive analysis. The results show that epistemological beliefs and problem solving skills can predict the %14 for in-service English language teachers and this is %15 for pre-service English language teachers. Besides the results show that when the relationship between the gender and the other dependent factors there is only relation in pre-service teachers ‘academic self-efficacy and epistemological beliefs. The female participants have higher values than male ones.   Article visualizations

EXAMINATION OF ACADEMIC SELF-EFFICACY: A SURVEY ON PRE-SERVICE AND INSERVICE ENGLISH LANGUAGE TEACHERS

Academic self–efficacy can be defined as person`s belief that he can successfully achieve at a desired level on an academic task or a specific goal (Schunk & Pajares, 2002). This study aims to investigate the level of academic self-efficacy levels of pre-service and in-service teachers. In this study problem solving skills and epistemological beliefs are evaluated as predictors of academic self-efficacy levels of pre-service and in-service groups. Each group is consisting of 40 people. The data gathered via online questionnaire form via link given in the Facebook group pages. The gathered data analyzed using regression, t-test and related descriptive analysis. The results show that epistemological beliefs and problem solving skills can predict the %14 for in-service English language teachers and this is %15 for pre-service English language teachers. Besides the results show that when the relationship between the gender and the other dependent factors there is only relation in pre-service teachers ‘academic self-efficacy and epistemological beliefs. The female participants have higher values than male ones.   Article visualizations

An EFL coursebook evaluation in terms of design and language: Private school samples in Sinop

In this study, it is aimed to evaluate the English language coursebook at a private school sample in Sinop. Private schools are considered better than public schools in general. One of the differences between the two schools is the preference of course books. This study examined the English Language coursebook in terms of design elements under the title of external evaluation and educational elements under the title of internal evaluation. The research design is a qualitative one and the process is carried by two different researchers. The results show that although the coursebook preference is suitable and effective in terms of external evaluation, graphic design, and printing quality; the presentation of four skills in the coursebook is found weak. The reading skill is the most dominant skill and writing skill is the weakest skill. The coursebook needs supportive materials to present other skills effectively. It can be said that the coursebook in this study is not appropriate to teach the four skills in language effectively and it is not suitable for the aims of the English language content defined by MONE

Association of TNF-alpha (-308G/A) Gene Polymorphism with Circulating TNF-alpha Levels and Excessive Daytime Sleepiness in Adults with Coronary Artery Disease and Concomitant Obstructive Sleep Apnea

Obstructive sleep apnea (OSA) is common in patients with coronary artery disease (CAD), in which inflammatory activity has a crucial role. The manifestation of OSA varies significantly between individuals in clinical cohorts; not all adults with OSA demonstrate the same set of symptoms; i.e., excessive daytime sleepiness (EDS) and/or increased levels of inflammatory biomarkers. The further exploration of the molecular basis of these differences is therefore essential for a better understanding of the OSA phenotypes in cardiac patients. In this current secondary analysis of the Randomized Intervention with Continuous Positive Airway Pressure in CAD and OSA (RICCADSA) trial (Trial Registry: ClinicalTrials.gov; No: NCT 00519597), we aimed to address the association of tumor necrosis factor alpha (TNF-α)-308G/A gene polymorphism with circulating TNF-α levels and EDS among 326 participants. CAD patients with OSA (apnea–hypopnea-index (AHI) ≥ 15 events/h; n = 256) were categorized as having EDS (n = 100) or no-EDS (n = 156) based on the Epworth Sleepiness Scale score with a cut-off of 10. CAD patients with no-OSA (AHI &lt; 5 events/h; n = 70) were included as a control group. The results demonstrated no significant differences regarding the distribution of the TNF-α alleles and genotypes between CAD patients with vs. without OSA. In a multivariate analysis, the oxygen desaturation index and TNF-α genotypes from GG to GA and GA to AA as well as the TNF-α-308A allele carriage were significantly associated with the circulating TNF-α levels. Moreover, the TNF-α-308A allele was associated with a decreased risk for EDS (odds ratio 0.64, 95% confidence interval 0.41–0.99; p = 0.043) independent of age, sex, obesity, OSA severity and the circulating TNF-α levels. We conclude that the TNF-α-308A allele appears to modulate circulatory TNF-α levels and mitigate EDS in adults with CAD and concomitant OSA.CC BY 4.0</p