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ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Dinçay Köksal</h3></div><div class="js-work-strip profile--work_container" data-work-id="104771566"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104771566/Assesing_Teachers_Testing_Skills_in_Elt_and_Enhancing_Their_Professional_Development_Through_Distance_Learning_on_The_Net"><img alt="Research paper thumbnail of Assesing Teachers' Testing Skills in Elt and Enhancing Their Professional Development Through Distance Learning on The Net" class="work-thumbnail" src="https://attachments.academia-assets.com/104411361/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104771566/Assesing_Teachers_Testing_Skills_in_Elt_and_Enhancing_Their_Professional_Development_Through_Distance_Learning_on_The_Net">Assesing Teachers' Testing Skills in Elt and Enhancing Their Professional Development Through Distance Learning on The Net</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper discusses what teachers of English do to test their learners with specific test sample...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper discusses what teachers of English do to test their learners with specific test samples used to assess students&#39; language skills, and suggests practical solutions on this issue. It also proposes a distance learning course in ‘testing and assessment’ for teachers’ professional development on the Internet, which will enable them to exchange ideas and find solutions to problems.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1c49ca141744d9266e9799724cf050a6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104411361,"asset_id":104771566,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104411361/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104771566"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104771566"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104771566; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818531"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818531/Revised_Bloom_s_Taxonomy_in_Reading_Texts_in_EFL_ESL_Settings"><img alt="Research paper thumbnail of Revised Bloom’s Taxonomy in Reading Texts in EFL/ESL Settings" class="work-thumbnail" src="https://attachments.academia-assets.com/103719706/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818531/Revised_Bloom_s_Taxonomy_in_Reading_Texts_in_EFL_ESL_Settings">Revised Bloom’s Taxonomy in Reading Texts in EFL/ESL Settings</a></div><div class="wp-workCard_item"><span>Acta Educationis Generalis</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction: Among its contemporaries, the updated Bloom’s taxonomy is perhaps the most widely u...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Introduction: Among its contemporaries, the updated Bloom’s taxonomy is perhaps the most widely used cognitive process model. It is a categorization paradigm that emphasizes the cognitive levels beginning with remembering the information and progressing to more complicated levels such as producing the knowledge. Education psychologists want to assist instructors, policymakers, and curriculum creators in designing education that enables students to effectively retain, retrieve, and apply the selected content. Classifying information in a precise sequence that is durable in a person’s memory can aid learners in effectively storing, retrieving, retrieving, and using facts; otherwise, the whole learning process may be impeded. Thus, it is imperative that students acquire the fundamental knowledge prior to attempting to interpret current information to develop meaningful knowledge (Darwazeh, 2017). The purpose of this research was to determine the degree to which the updated Bloom’s taxo...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dd69168ce886248f7aafad6ecdd7145e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719706,"asset_id":103818531,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719706/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818531"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818531"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818531; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103818531]").text(description); $(".js-view-count[data-work-id=103818531]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103818531; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103818531']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dd69168ce886248f7aafad6ecdd7145e" } } $('.js-work-strip[data-work-id=103818531]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103818531,"title":"Revised Bloom’s Taxonomy in Reading Texts in EFL/ESL Settings","internal_url":"https://www.academia.edu/103818531/Revised_Bloom_s_Taxonomy_in_Reading_Texts_in_EFL_ESL_Settings","owner_id":393210,"coauthors_can_edit":true,"owner":{"id":393210,"first_name":"Dinçay","middle_initials":null,"last_name":"Köksal","page_name":"DinçayKöksal","domain_name":"comu","created_at":"2011-04-07T20:33:13.187-07:00","display_name":"Dinçay Köksal","url":"https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal"},"attachments":[{"id":103719706,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103719706/thumbnails/1.jpg","file_name":"atd-2023-0007.pdf","download_url":"https://www.academia.edu/attachments/103719706/download_file","bulk_download_file_name":"Revised_Bloom_s_Taxonomy_in_Reading_Text.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103719706/atd-2023-0007-libre.pdf?1687648391=\u0026response-content-disposition=attachment%3B+filename%3DRevised_Bloom_s_Taxonomy_in_Reading_Text.pdf\u0026Expires=1740508217\u0026Signature=W6PxieEl~tlJ0TT2~Q3632woS87-lEIgPa104sUqziu-tu9VcsMN1lnmPF7yFHYirPOIOeuHK5ooI~rB8RG9UCebvaXLt6zwQw28h14ea1RKCBV7Wdg-vHkRO45x57KUiqt87SQSvzgOfUNKxsYC7Nnz4OC~CMxe3GGnRyorpqEqLfBtY4G685cNGxN04i8yPkKvhAMkhBRxp~d4jczDPCqlawEoGz~GXl-a0lJXcqRtpMCNu10CK2yNby5wD~Yq-tPZ3YEYtuYYHv2e76sj-oTwx5B3-NEdVHvHMidtVYBZ8a0NteiznDwgYe9FdgjaGSkVEp3Ofc8a23KULFWIKw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818530"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818530/English_as_medium_of_instruction_and_international_posture_From_the_perspective_of_students"><img alt="Research paper thumbnail of English as medium of instruction and international posture: From the perspective of students" class="work-thumbnail" src="https://attachments.academia-assets.com/103719735/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818530/English_as_medium_of_instruction_and_international_posture_From_the_perspective_of_students">English as medium of instruction and international posture: From the perspective of students</a></div><div class="wp-workCard_item"><span>Dil ve Dilbilimi Çalışmaları Dergisi</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There is a significant effect of learners' perceptions on educational setting as the active parti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">There is a significant effect of learners' perceptions on educational setting as the active participants of the learning process are learners. In this respect, revealing students' perceptions contributes to the improvement of learning and teaching. With this in mind, this study aimed to investigate English Language Teaching (ELT) students' International Posture and perceptions of the English as a Medium of Instruction (EMI) courses at a state university. In addition, the purpose of this study is to answer the research question related to the perceptions of students concerning EMI and IP by considering gender differences. The study was conducted with the students of ELT Department in the spring term of 2016-2017 academic year at a state university. A questionnaire and semistructured interviews were carried out with a view to establishing whether the concepts of International Posture and the students' perceptions of EMI are interrelated. The quantitative data obtained from the questionnaire were analyzed with the help of SPSS by means of descriptive statistics, Pearson's Correlation and Mann Whitney U test while content analysis was done for the qualitative data. The current study reported the perceptions of ELT students and revealed the differences and relations with regard to EMI and IP as well as male and female students. As the findings revealed, the students with high IP have positive attitudes towards EMI. Whereas, there is not a significant correlation between the perceptions of students related to EMI and IP. The findings of this research led to some suggestions for further studies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="75e410d0940c09205bd1fd2c1883cbf7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719735,"asset_id":103818530,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719735/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818530"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818530"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818530; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103818530]").text(description); $(".js-view-count[data-work-id=103818530]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103818530; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103818530']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "75e410d0940c09205bd1fd2c1883cbf7" } } $('.js-work-strip[data-work-id=103818530]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103818530,"title":"English as medium of instruction and international posture: From the perspective of students","internal_url":"https://www.academia.edu/103818530/English_as_medium_of_instruction_and_international_posture_From_the_perspective_of_students","owner_id":393210,"coauthors_can_edit":true,"owner":{"id":393210,"first_name":"Dinçay","middle_initials":null,"last_name":"Köksal","page_name":"DinçayKöksal","domain_name":"comu","created_at":"2011-04-07T20:33:13.187-07:00","display_name":"Dinçay Köksal","url":"https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal"},"attachments":[{"id":103719735,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103719735/thumbnails/1.jpg","file_name":"EJ1212076.pdf","download_url":"https://www.academia.edu/attachments/103719735/download_file","bulk_download_file_name":"English_as_medium_of_instruction_and_int.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103719735/EJ1212076-libre.pdf?1687648389=\u0026response-content-disposition=attachment%3B+filename%3DEnglish_as_medium_of_instruction_and_int.pdf\u0026Expires=1740508217\u0026Signature=gwd5jDnp2rFHrB54ggMJfxgz9gvL1WzldVPxz~QCoI37ONgPcDHHfZbZN0PiXVn75bi58cXXXbiiHITWZoaP~TWmDcv0kLButm~E1~zNPOw5A7GDvoBVQmTg1gM-SUHSBPGaK~zswLez~c3LcKTn6heafveQ50wMZP4PBpl-n5dURqezOOW95KJQcr7HIIv-e322Lq-8tB8hSvclIxKvES21kcS~oSRU1WiChnc2-nvIDhFkgcmuy6r1z6M9LCGH2FJvpYeSniBhLRUiNgVFnR7x7TiH80ANa1Rl8PGdx1NomA3PvCmrxXEvZFQkj5cmbPDjetAo~HIxfBhQUvja0g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818529"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/103818529/An_Investigation_into_ELT_Professionals_Research_Culture_in_Turkey"><img alt="Research paper thumbnail of An Investigation into ELT Professionals' Research Culture in Turkey" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/103818529/An_Investigation_into_ELT_Professionals_Research_Culture_in_Turkey">An Investigation into ELT Professionals' Research Culture in Turkey</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aims to reveal English language academicians and postgraduate students’ ambitions abou...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aims to reveal English language academicians and postgraduate students’ ambitions about involving in research studies in a developing country, Turkey. To collect data, a questionnaire was constructed and delivered to 159 ELT academicians and students to learn about their knowledge of writing a research report, experiences in research and writing a research report, and perception of difficulty in different sections of a research report. Besides, semi-constructed interviews were also administered to 12 academicians. The results indicated significant differences between academicians and students. Besides, discussion was regarded as the most difficult part whereas writing references was the easiest. Although participants reported their experiences in constructing the skeleton of a research paper, they regarded themselves weak in long run studies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818529"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818529"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818529; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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</script> <div class="js-work-strip profile--work_container" data-work-id="103818526"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818526/Developing_a_Scale_for_Self_Regulated_L2_Learning_Strategy_Use"><img alt="Research paper thumbnail of Developing a Scale for Self-Regulated L2 Learning Strategy Use" class="work-thumbnail" src="https://attachments.academia-assets.com/103719734/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818526/Developing_a_Scale_for_Self_Regulated_L2_Learning_Strategy_Use">Developing a Scale for Self-Regulated L2 Learning Strategy Use</a></div><div class="wp-workCard_item"><span>Hacettepe University Journal of Education</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aims to develop a scale on the use of self-regulated L2 learning strategies based on O...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aims to develop a scale on the use of self-regulated L2 learning strategies based on Oxford's (2011) Strategic Self-Regulation (S 2 R) Model. The study was conducted with 305 (232 female, 73 male) participants. In order to determine construct validity, EFA and CFA were applied. Depending on the results of EFA, the scale is composed of 35 items on a 4 point Likert type embedded in 6 dimensions (the total variance explained is 41.625%, factor loadings of 35 items vary from .80 to .35.). CFA confirmed the results of EFA, and the findings showed that the model had acceptable fit (χ2/ df=1298.61/545). The corrected item total correlation values of items in the scale range from .44 to .76. The results of t-test with top 27% and bottom 27% groups revealed that the differences are significant (p<.05) for all items and factors. The overall reliability of the model demonstrated that the model is acceptable with a Cronbach's alpha statistic of 0.85. The findings reveal that the scale is a valid and reliable instrument which can be used to identify L2 learners' strategy preferences and to what extent they use them in language education contexts.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="de2fb637d2cee694ff0fab293b6567d3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719734,"asset_id":103818526,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719734/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818526"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818526"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818526; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "de2fb637d2cee694ff0fab293b6567d3" } } $('.js-work-strip[data-work-id=103818526]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103818526,"title":"Developing a Scale for Self-Regulated L2 Learning Strategy Use","internal_url":"https://www.academia.edu/103818526/Developing_a_Scale_for_Self_Regulated_L2_Learning_Strategy_Use","owner_id":393210,"coauthors_can_edit":true,"owner":{"id":393210,"first_name":"Dinçay","middle_initials":null,"last_name":"Köksal","page_name":"DinçayKöksal","domain_name":"comu","created_at":"2011-04-07T20:33:13.187-07:00","display_name":"Dinçay Köksal","url":"https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal"},"attachments":[{"id":103719734,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103719734/thumbnails/1.jpg","file_name":"2613-published.pdf","download_url":"https://www.academia.edu/attachments/103719734/download_file","bulk_download_file_name":"Developing_a_Scale_for_Self_Regulated_L2.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103719734/2613-published-libre.pdf?1687648398=\u0026response-content-disposition=attachment%3B+filename%3DDeveloping_a_Scale_for_Self_Regulated_L2.pdf\u0026Expires=1740508217\u0026Signature=ckGd-Zpvq9HGkKnQDTbgjjx23vqA4uQSoEFeh27Vx4jIoinD4Dr1DA8ISxG77swoIBJMkwq~-7yICirSc7wp4qOs8lVhojfm1zbnnFmp20Zk5dLIRBU5pq4poOomwfBGGSZ2qwd4-ghSBORZH8V6izFizWAZrE68wFGxi1dg7cb~k95UsvSwLD55GRsLsYb~a1gRmJjGUBLdMnnASZT5DbJVgs9zASIdi3ioDXOIdpuGPIBMJgAeL803lSO3QcbBgiSe0-vsi56GsYji~xJsDSIPIxi0FWHfHoo2Y81hcSBbyi6YdkR6km5I~BXt2z~Oxkzys5ZOdNR-O-~T1xegRQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818525"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818525/Macro_level_foreign_language_education_policy_of_Turkey_A_content_analysis_of_national_education_councils"><img alt="Research paper thumbnail of Macro-level foreign language education policy of Turkey: A content analysis of national education councils" class="work-thumbnail" src="https://attachments.academia-assets.com/103719705/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818525/Macro_level_foreign_language_education_policy_of_Turkey_A_content_analysis_of_national_education_councils">Macro-level foreign language education policy of Turkey: A content analysis of national education councils</a></div><div class="wp-workCard_item"><span>ELT Research Journal</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aims to investigate foreign language education policy of Turkey at the macro level. It...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aims to investigate foreign language education policy of Turkey at the macro level. It gives prominence to English language teaching as it plays a major role in Turkey’s education system. Data were collected through official documents which involve the national education councils organized from 1939 onwards. The documents were scanned and evaluated by means of qualitative research. In doing so, the information on foreign language education obtained from these primary sources was summarized and analysed through main themes. The results indicate that although the top- level state authorities in Turkey theoretically give importance to foreign language teaching, they show inconsistency in their decisions while translating them into practice.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="341b935a16f5c0d2b1809bc625c2f162" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719705,"asset_id":103818525,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719705/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818525"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818525"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818525; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818524"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818524/The_relationship_between_teachers_written_feedback_preferences_self_efficacy_beliefs_and_burnout_levels"><img alt="Research paper thumbnail of The relationship between teachers’ written feedback preferences, self-efficacy beliefs and burnout levels" class="work-thumbnail" src="https://attachments.academia-assets.com/103719704/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818524/The_relationship_between_teachers_written_feedback_preferences_self_efficacy_beliefs_and_burnout_levels">The relationship between teachers’ written feedback preferences, self-efficacy beliefs and burnout levels</a></div><div class="wp-workCard_item"><span>Journal of Language and Linguistic Studies</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study investigated EFL teachers’ perceptions of written corrective feedback and the relation...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study investigated EFL teachers’ perceptions of written corrective feedback and the relationship between their written corrective feedback preferences, self-efficacy beliefs and burnout levels. In order to investigate the effect of these contextual factors on teacher perceptions and preferences in an EFL setting, a mixed-methods design which integrated quantitative and qualitative techniques and methods was used. A total of 36 instructors teaching English at various state universities in Turkey participated in the study. For data collection, three different questionnaires and semi-structured interviews were used. Results demonstrated a significant correlation between written corrective feedback preferences and burnout levels of the participant teachers. They also indicated a significant correlation between written corrective feedback preferences of teachers and their self-efficacy levels. Among other results, explicit and unfocused written feedback preferences of teachers and t...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="84f1740c284e49d1443bef82bf3b491f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719704,"asset_id":103818524,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719704/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818524"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818524"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818524; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103818524]").text(description); $(".js-view-count[data-work-id=103818524]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103818524; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103818524']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "84f1740c284e49d1443bef82bf3b491f" } } $('.js-work-strip[data-work-id=103818524]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103818524,"title":"The relationship between teachers’ written feedback preferences, self-efficacy beliefs and burnout levels","internal_url":"https://www.academia.edu/103818524/The_relationship_between_teachers_written_feedback_preferences_self_efficacy_beliefs_and_burnout_levels","owner_id":393210,"coauthors_can_edit":true,"owner":{"id":393210,"first_name":"Dinçay","middle_initials":null,"last_name":"Köksal","page_name":"DinçayKöksal","domain_name":"comu","created_at":"2011-04-07T20:33:13.187-07:00","display_name":"Dinçay Köksal","url":"https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal"},"attachments":[{"id":103719704,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103719704/thumbnails/1.jpg","file_name":"438.pdf","download_url":"https://www.academia.edu/attachments/103719704/download_file","bulk_download_file_name":"The_relationship_between_teachers_writte.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103719704/438-libre.pdf?1687648401=\u0026response-content-disposition=attachment%3B+filename%3DThe_relationship_between_teachers_writte.pdf\u0026Expires=1740508217\u0026Signature=PLXBuG8MamEPJFyCuMgZB11aP4FgW6HWCP0N9t1-grTSAQP2trzre0CQNs2JtREScHnhJ6rZJC14WETY11ggOTYl8a-Cd4vgsrqLTK~nqbwbYQqyiF4o2M6YIWMfvSfmVCV9meKmVcJOIqfBR32WPQejMbeqwFC1CNoKD4Ep4Tjj~ZOh60fkJhEVGIVFtNzosYaWzWZxXyluo43ISs7v8N-iO2RR0t~FWvr1TSIaOh~-uMgLtDjuqgJUGylBeY-l5gYW2BJaEPuDy1765Kz-428eF5RMm83DbFHXHAoyczbxBmqiiIZCYn~RsvLIUUE5X6vYQHf4pmjkrg09LNORcw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818523"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818523/To_Kill_the_Blackboard_Technology_in_Language_Teaching_and_Learning"><img alt="Research paper thumbnail of To Kill the Blackboard? Technology in Language Teaching and Learning" class="work-thumbnail" src="https://attachments.academia-assets.com/103719702/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818523/To_Kill_the_Blackboard_Technology_in_Language_Teaching_and_Learning">To Kill the Blackboard? Technology in Language Teaching and Learning</a></div><div class="wp-workCard_item"><span>Turkish Online Journal of Educational Technology</span><span>, 2004</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In language teaching and learning, we have a lot to choose from the world of technology: radio, T...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In language teaching and learning, we have a lot to choose from the world of technology: radio, TV, CD-Rom, computers, C.A.L.L., the Internet, Electronic Dictionary, e-mail, audio cassettes, Power-point, and videos/DVDs or VCDs. Table 1 in Appendix C illustrates their advantages and disadvantages. This paper aims to discuss the use and importance of Videos/DVDs as visual aids in language learning and teaching, presenting a sample video lesson focusing on the study of language through literary texts-a novel by Harper Lee. We all know that there are hundreds of films on video or DVD (VCD), which borrow their stories from novels. This paper does not aim to present prescriptions to language teachers, but rather, to make suggestions concerning the effective use of video or films in EFL classes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="78c91c9a865df65c3d5dc30d31c2c3c8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719702,"asset_id":103818523,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719702/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818523"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818523"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818523; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103818523]").text(description); $(".js-view-count[data-work-id=103818523]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103818523; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103818523']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "78c91c9a865df65c3d5dc30d31c2c3c8" } } $('.js-work-strip[data-work-id=103818523]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103818523,"title":"To Kill the Blackboard? 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818522"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/103818522/%C3%87ANAKKALE_DEN%C4%B0Z_A%C5%9EIKLARI_PROJES%C4%B0_Proje_E%C4%9Fitmen_Rehberi"><img alt="Research paper thumbnail of ÇANAKKALE DENİZ AŞIKLARI PROJESİ Proje Eğitmen Rehberi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/103818522/%C3%87ANAKKALE_DEN%C4%B0Z_A%C5%9EIKLARI_PROJES%C4%B0_Proje_E%C4%9Fitmen_Rehberi">ÇANAKKALE DENİZ AŞIKLARI PROJESİ Proje Eğitmen Rehberi</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818522"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818522"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818522; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=103818522]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103818522,"title":"ÇANAKKALE DENİZ AŞIKLARI PROJESİ Proje Eğitmen Rehberi","internal_url":"https://www.academia.edu/103818522/%C3%87ANAKKALE_DEN%C4%B0Z_A%C5%9EIKLARI_PROJES%C4%B0_Proje_E%C4%9Fitmen_Rehberi","owner_id":393210,"coauthors_can_edit":true,"owner":{"id":393210,"first_name":"Dinçay","middle_initials":null,"last_name":"Köksal","page_name":"DinçayKöksal","domain_name":"comu","created_at":"2011-04-07T20:33:13.187-07:00","display_name":"Dinçay Köksal","url":"https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818521"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818521/Language_assessment_through_Bloom_s_Taxonomy"><img alt="Research paper thumbnail of Language assessment through Bloom’s Taxonomy" class="work-thumbnail" src="https://attachments.academia-assets.com/103719701/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818521/Language_assessment_through_Bloom_s_Taxonomy">Language assessment through Bloom’s Taxonomy</a></div><div class="wp-workCard_item"><span>Journal of Language and Linguistic Studies</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The significance of Bloom&#39;s taxonomy is ingrained in developing assessments that measure high...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The significance of Bloom&#39;s taxonomy is ingrained in developing assessments that measure higher and lower level cognitive skills. Since it is important to assess how well students master the information within the levels of the taxonomy, in this study, the higher and lower levels of Bloom&#39;s taxonomy are presented and whether the exam questions of General English courses are based on both higher and lower order thinking levels is detected. This study was carried out through both quantitative and qualitative methods of data collection. The findings of the study suggested that the analyzed exam papers lacked the higher level cognitive skills contained in Bloom’s Taxonomy. Through the findings, some assumptions have been made with the aim of suggesting how the exam papers which are being written or will be written should refer to Bloom’s taxonomy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1588e15b987d20faf6e0773d750eec2d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719701,"asset_id":103818521,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719701/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818521"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818521"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818521; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103818521]").text(description); $(".js-view-count[data-work-id=103818521]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103818521; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103818521']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1588e15b987d20faf6e0773d750eec2d" } } $('.js-work-strip[data-work-id=103818521]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103818521,"title":"Language assessment through Bloom’s Taxonomy","internal_url":"https://www.academia.edu/103818521/Language_assessment_through_Bloom_s_Taxonomy","owner_id":393210,"coauthors_can_edit":true,"owner":{"id":393210,"first_name":"Dinçay","middle_initials":null,"last_name":"Köksal","page_name":"DinçayKöksal","domain_name":"comu","created_at":"2011-04-07T20:33:13.187-07:00","display_name":"Dinçay Köksal","url":"https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal"},"attachments":[{"id":103719701,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103719701/thumbnails/1.jpg","file_name":"372.pdf","download_url":"https://www.academia.edu/attachments/103719701/download_file","bulk_download_file_name":"Language_assessment_through_Bloom_s_Taxo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103719701/372-libre.pdf?1687648398=\u0026response-content-disposition=attachment%3B+filename%3DLanguage_assessment_through_Bloom_s_Taxo.pdf\u0026Expires=1740508217\u0026Signature=MFKn4-w1QGUF3aRbCJYWxdwQQ~~-534aGu7PCakeoBdOlg2J-lK44X62gHoA2viE95hMjzLOet~1iH7xBZcS6bJgusz-C7iKtNgNDeU7nk2Hj0tYpWWpNDBAZGNesjWLas8PruqMybn0eEcflC0849g3NfeQybw6aorr5IpxvzqEmBpJJ9~eD7r9d0iIqt6hbnuP7JJ3y8AwR0J4NrWxX3kngvQwDTqQsyJDTVGLDAlMLy2t9sJQl0yasFlISoH3mqUt685cAsRrCcvFOgYNjp-BpWxOP5XYt9k11KzdUv9MfqBOmVbcxEAjSKBaX2yOex38xLHRo7UyVNnAB8ddLA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":103719700,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103719700/thumbnails/1.jpg","file_name":"372.pdf","download_url":"https://www.academia.edu/attachments/103719700/download_file","bulk_download_file_name":"Language_assessment_through_Bloom_s_Taxo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103719700/372-libre.pdf?1687648398=\u0026response-content-disposition=attachment%3B+filename%3DLanguage_assessment_through_Bloom_s_Taxo.pdf\u0026Expires=1740508217\u0026Signature=L14QBBDQf~OPmi3aMuQtUPBHq2bN~MUmnsZMN1zKifG-Cu-Cp71HYo--PLLcQmZ6mg3kNCtMT~OHcEf9zsDWWO3Le1RZd0mMfK9b~oMZGCQxeSGhH3C8Ics66QKSe74csSA9QXsio~eLjlvRomBRxOr9FLjdUNTYTK3~lEIOJ8eVkeiS6aMY5a8P527AmMwsdT3ZHquw-ZrT7vwzfNzc7LFw-eu5W6aK4atEsfYOzqr0VPt-YHzLGibyR8OeQL5MjMTM59eHnHYuqNhokwXV~sN5jGstf~ygmHFQrXfB~K34pOV~Kbh5-8QN5Dy63CCoUEI9~7GN5j33Y2bkmncNmQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818520"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818520/Keystones_of_research_epistemological_and_ontological_analysis_of_educational_studies"><img alt="Research paper thumbnail of Keystones of research: epistemological and ontological analysis of educational studies" class="work-thumbnail" src="https://attachments.academia-assets.com/103719699/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818520/Keystones_of_research_epistemological_and_ontological_analysis_of_educational_studies">Keystones of research: epistemological and ontological analysis of educational studies</a></div><div class="wp-workCard_item"><span>ELT Research Journal</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In educational research, it is vital for researchers to have an underlying philosophy and to shap...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In educational research, it is vital for researchers to have an underlying philosophy and to shape their studies in the borders of a framework. Epistemological and ontological views of the researchers are the key factors affecting the process of research design. Researchers’ perceptions about knowledge and reality are important not only in shaping their research but also reporting the way they use in their research paper. Therefore, this study is designed as an in-depth epistemological and ontological analysis of three selected studies based upon the English Language Teaching classes. For the analysis part, especially the table (see Appendix) reporting different research approaches with different epistemological and ontological views by Guba and Lincoln (1994) were employed. The conclusion drawn from the analysis of these three studies indicate that researchers conduct their studies by basing on one framework or theoretical approach, which best suits for the nature of their research...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4dace5ba40ffe017bb71e30a094acfba" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719699,"asset_id":103818520,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719699/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818520"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818520"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818520; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103818520]").text(description); $(".js-view-count[data-work-id=103818520]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103818520; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103818520']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4dace5ba40ffe017bb71e30a094acfba" } } $('.js-work-strip[data-work-id=103818520]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103818520,"title":"Keystones of research: epistemological and ontological analysis of educational studies","internal_url":"https://www.academia.edu/103818520/Keystones_of_research_epistemological_and_ontological_analysis_of_educational_studies","owner_id":393210,"coauthors_can_edit":true,"owner":{"id":393210,"first_name":"Dinçay","middle_initials":null,"last_name":"Köksal","page_name":"DinçayKöksal","domain_name":"comu","created_at":"2011-04-07T20:33:13.187-07:00","display_name":"Dinçay Köksal","url":"https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal"},"attachments":[{"id":103719699,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103719699/thumbnails/1.jpg","file_name":"395982.pdf","download_url":"https://www.academia.edu/attachments/103719699/download_file","bulk_download_file_name":"Keystones_of_research_epistemological_an.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103719699/395982-libre.pdf?1687648394=\u0026response-content-disposition=attachment%3B+filename%3DKeystones_of_research_epistemological_an.pdf\u0026Expires=1740508217\u0026Signature=LiQHVAlG-6x-sUpyxL2I5V-bJj-h96wTFLsbrcXvx11w~LR0djNXebzs0sasvCoq6mIEDFphzLBENCeRWQuRU9NeuCY6Sgj3bgwfhwt5ZHtXaVacM9u2GWktAYu4xhDGzSyygYsdXbl-Wp1RN57jLeRGiFtZYdC7rCXBQc~FWMVSflXm6qKx1KlZg2fYi4oB~l9tG25Pnyt5aV-eM7k2pyOCIpvTONNbOBqKQKaxNaiia~FNmuO1T09ipV4s1tefFJySl~EbQLz2PKqFcQqlPdV6QokDEGMNbNZ96ahcWvuukylPPjJu02MbWrocE7CQ-QrDW8OOq8KLC8DRzrplkA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":103719698,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103719698/thumbnails/1.jpg","file_name":"395982.pdf","download_url":"https://www.academia.edu/attachments/103719698/download_file","bulk_download_file_name":"Keystones_of_research_epistemological_an.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103719698/395982-libre.pdf?1687648392=\u0026response-content-disposition=attachment%3B+filename%3DKeystones_of_research_epistemological_an.pdf\u0026Expires=1740508217\u0026Signature=JbQHHyxQbluH5izlEO~yHZQGdPtwjHo2CHL0SPqcU4glm4FMF~AYZ~PzfR4YupQiiTMTMciE5r7fG-uZAAX71YNc~WUmu6CcmntfYHa45LFzdq8S4CxAyvMer-Vqej17PPvEgDEWh4sGuENhkkxq64~aAvvV~1WtTAzHndaYhe~xZKLD8eu1gN-RaouFEXxX29LUFD8crB4NRtylAO6T7ReZkYoCwBSFEkO2IfLdPTDiYeUekixDHkhYIm07y9iY61Ifesxnnq3kOSiL8UH5xJxS830KNHy5o8beDc1LxnseJkwb4v~zMcr2mgyPAQgeANRJcYTjREoi4PUe8cb7hw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818519"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818519/Factors_affecting_the_use_of_the_self_regulated_L2_learning_strategies_in_Turkish_FLE_context"><img alt="Research paper thumbnail of Factors affecting the use of the self-regulated L2 learning strategies in Turkish FLE context" class="work-thumbnail" src="https://attachments.academia-assets.com/103719697/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818519/Factors_affecting_the_use_of_the_self_regulated_L2_learning_strategies_in_Turkish_FLE_context">Factors affecting the use of the self-regulated L2 learning strategies in Turkish FLE context</a></div><div class="wp-workCard_item"><span>Journal of Language and Linguistic Studies</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aims to investigate the overall self-regulated L2 learning strategy use of L2 learners...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aims to investigate the overall self-regulated L2 learning strategy use of L2 learners depending upon the S trategic S elf- R egulation (S 2 R) Model proposed by Oxford (2011), and to examine the relationships between their reported self-regulated L2 strategy use and their personality traits, identity, beliefs about L2 learning, and proficiency. The mixed methods sequential explanatory design was used in this study. Data were gathered by means of quantitative and qualitative data collection instruments. Quantitative data collection instruments were administered to 205 participants attending the Department of FLE at Trakya University, Turkey. Data were analyzed using frequency distribution and stepwise multiple regression analysis. As for the qualitative phase of the study, semi-structured interviews conducted with more and less frequent strategy users (n=10), were analyzed by means of descriptive analysis. Findings demonstrated that self-regulated L2 learning strategy use...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0ec66e9b419e21259125203a9816da61" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719697,"asset_id":103818519,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719697/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818519"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818519"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818519; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103818519]").text(description); $(".js-view-count[data-work-id=103818519]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103818519; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103818519']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818518"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/103818518/T%C3%BCrkiye_deki_%C4%B0ngiliz_Dili_E%C4%9Fitimi_Uzmanlar%C4%B1n%C4%B1n_Ara%C5%9Ft%C4%B1rma_K%C3%BClt%C3%BCrlerinin_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Türkiye’deki İngiliz Dili Eğitimi Uzmanlarının Araştırma Kültürlerinin İncelenmesi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/103818518/T%C3%BCrkiye_deki_%C4%B0ngiliz_Dili_E%C4%9Fitimi_Uzmanlar%C4%B1n%C4%B1n_Ara%C5%9Ft%C4%B1rma_K%C3%BClt%C3%BCrlerinin_%C4%B0ncelenmesi">Türkiye’deki İngiliz Dili Eğitimi Uzmanlarının Araştırma Kültürlerinin İncelenmesi</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aims to reveal English language academicians and postgraduate students’ ambitions abou...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aims to reveal English language academicians and postgraduate students’ ambitions about involving in research studies in a developing country, Turkey. To collect data, a questionnaire was constructed and delivered to 159 ELT academicians and students to learn about their experiences in research and writing a research report, and perception of difficulty in different sections of a research report. Besides, semi-constructed interviews were also administered to 12 academicians. The results indicated significant differences between academicians and students. Besides, discussion was regarded as the most difficult part whereas writing references was the easiest. Although participants reported their experiences in constructing the skeleton of a research paper, they regarded themselves weak in long run studies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818518"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818518"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818518; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103818518]").text(description); $(".js-view-count[data-work-id=103818518]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103818518; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103818518']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=103818518]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103818518,"title":"Türkiye’deki İngiliz Dili Eğitimi Uzmanlarının Araştırma Kültürlerinin İncelenmesi","internal_url":"https://www.academia.edu/103818518/T%C3%BCrkiye_deki_%C4%B0ngiliz_Dili_E%C4%9Fitimi_Uzmanlar%C4%B1n%C4%B1n_Ara%C5%9Ft%C4%B1rma_K%C3%BClt%C3%BCrlerinin_%C4%B0ncelenmesi","owner_id":393210,"coauthors_can_edit":true,"owner":{"id":393210,"first_name":"Dinçay","middle_initials":null,"last_name":"Köksal","page_name":"DinçayKöksal","domain_name":"comu","created_at":"2011-04-07T20:33:13.187-07:00","display_name":"Dinçay Köksal","url":"https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818517"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/103818517/Developing_a_Program_Evaluation_Scale_to_Investigate_Perceptions_About_English_Language_Teaching_Program"><img alt="Research paper thumbnail of Developing a Program Evaluation Scale to Investigate Perceptions About English Language Teaching Program" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/103818517/Developing_a_Program_Evaluation_Scale_to_Investigate_Perceptions_About_English_Language_Teaching_Program">Developing a Program Evaluation Scale to Investigate Perceptions About English Language Teaching Program</a></div><div class="wp-workCard_item"><span>ELT Research Journal</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Evaluation serves as a major means to identify the benefits and effectiveness of a teaching progr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Evaluation serves as a major means to identify the benefits and effectiveness of a teaching program. To capture as many potential angles as possible and investigate the opinions of stakeholders with regards to the elements of teaching programs, researchers and program developers generally tend to rely on quantitative survey data. To this end, program evaluation questionnaires play a remarkable role since they ensure to gather quick and sufficient numerical data from a considerable number of respondents. However, the suitability, reliability, and appropriateness of questionnaires for investigating the opinions of stakeholders regarding English language teaching programs (ELTP, henceforth) are considered as narrow-scoped. Based on the argument, the primary concern of the current research is to develop a program evaluation scale for exploring opinions of language teachers by providing insights on all possible angles of ELTP with a particular focus on objectives, content, teaching learn...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818517"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818517"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818517; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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</script> <div class="js-work-strip profile--work_container" data-work-id="103818516"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/103818516/A_critical_inquiry_on_the_ideological_and_hegemonic_practices_in_EFL_textbooks"><img alt="Research paper thumbnail of A critical inquiry on the ideological and hegemonic practices in EFL textbooks" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/103818516/A_critical_inquiry_on_the_ideological_and_hegemonic_practices_in_EFL_textbooks">A critical inquiry on the ideological and hegemonic practices in EFL textbooks</a></div><div class="wp-workCard_item"><span>Multicultural Learning and Teaching</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The expanding hegemony of English caused English Language Teaching to suddenly turn into an inter...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The expanding hegemony of English caused English Language Teaching to suddenly turn into an international business with huge financial investment, and accordingly produced EFL textbooks evolved into a cornerstone of the business. Further, studies on the relation between ideology, hegemony, and textbooks have multiplied in recent decades as a result of the rise of critical theory, critical pedagogy, and critical thinking skills which have inspired scholars to establish a critical perspective towards EFL textbooks considering the compounds of ideology and hegemony. In this paper, using a mixed method research design, qualitatively collected data through interviews and quantitatively gathered data through a questionnaire aimed to reveal the views of teachers/instructors and learners about the ideological and hegemonic practices contained in the EFL textbooks. The results of questionnaire and interview showed that ideology and hegemony are closely related to each other. Moreover, it is ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818516"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818516"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818516; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103818516]").text(description); $(".js-view-count[data-work-id=103818516]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103818516; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103818516']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=103818516]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103818516,"title":"A critical inquiry on the ideological and hegemonic practices in EFL textbooks","internal_url":"https://www.academia.edu/103818516/A_critical_inquiry_on_the_ideological_and_hegemonic_practices_in_EFL_textbooks","owner_id":393210,"coauthors_can_edit":true,"owner":{"id":393210,"first_name":"Dinçay","middle_initials":null,"last_name":"Köksal","page_name":"DinçayKöksal","domain_name":"comu","created_at":"2011-04-07T20:33:13.187-07:00","display_name":"Dinçay Köksal","url":"https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818515"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818515/Ideological_and_Hegemonic_Practices_in_Global_and_Local_EFL_Textbooks_Written_for_Turks_and_Persians"><img alt="Research paper thumbnail of Ideological and Hegemonic Practices in Global and Local EFL Textbooks Written for Turks and Persians" class="work-thumbnail" src="https://attachments.academia-assets.com/103719695/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818515/Ideological_and_Hegemonic_Practices_in_Global_and_Local_EFL_Textbooks_Written_for_Turks_and_Persians">Ideological and Hegemonic Practices in Global and Local EFL Textbooks Written for Turks and Persians</a></div><div class="wp-workCard_item"><span>Acta Educationis Generalis</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction: Studies on the relationship between ideology, hegemony and textbooks in applied lin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Introduction: Studies on the relationship between ideology, hegemony and textbooks in applied linguistics have been incremental in recent decades because emergence of critical theory, critical pedagogy, and critical thinking skills from the 1920s on has led scholars to develop a critical perspective towards EFL (English as a Foreign Language) textbooks taking the elements of ideology and hegemony into consideration. These two terms encompass an innumerable number of elements or compounds ranging from nationalism to religion. The importance of meta-narratives originating from the tenets of modernism or modernization has been downgraded from 1960s on because it has been postulated that the world has entered a new age called postmodernism and post-structuralism that have emphasized the role of individuals and criticized the efforts to reinforce post-colonialism, the effects of which can be seen in EFL textbooks. Therefore, it remains crucial to analyze EFL textbooks taking the main ele...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3bed86a4b652f53a0ac1f42a7adc9c45" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719695,"asset_id":103818515,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719695/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818515"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818515"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818515; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818514"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818514/Learning_while_teaching_Student_teachers_reflections_on_their_teaching_practicum"><img alt="Research paper thumbnail of Learning while teaching: Student teachers’ reflections on their teaching practicum" class="work-thumbnail" src="https://attachments.academia-assets.com/103719731/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818514/Learning_while_teaching_Student_teachers_reflections_on_their_teaching_practicum">Learning while teaching: Student teachers’ reflections on their teaching practicum</a></div><div class="wp-workCard_item"><span>Dil ve Dilbilimi Çalışmaları Dergisi</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teaching practicum of English language teachers has been the heart of many studies in the recent ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Teaching practicum of English language teachers has been the heart of many studies in the recent years. However, most of those studies focused on the graduates of teacher training programs. In Turkey, graduates of English Language and Literature (ELL) departments are also qualified to be an English teacher as long as they have a teaching certificate awarded by a university after completing an intensive program called pedagogical formation. This study focused on the teacher candidates, who are graduates of ELL programs. More specifically, it aimed to investigate what those teacher candidates thought they learned through their intensive and short teaching practicum experience and the challenges they have met. For this purpose, the study adopted qualitative research methodology and 8 participants took part in the study. The data were collected via reflective journals and semi-structured questionnaires and were analyzed through thematic content analysis. Results indicated that student teachers' learning outcomes could be grouped under three themes such as pedagogical strategies, developing professional identity and developing positive feelings. The challenges could be grouped under four themes such as classroom management, time management, mixed-ability classes and difficulties in using technology. Based on the findings, some recommendations were offered.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8d6bc5534f10d8397b2a7b84e0bfa517" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719731,"asset_id":103818514,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719731/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818514"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818514"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818514; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103818514]").text(description); $(".js-view-count[data-work-id=103818514]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103818514; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103818514']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8d6bc5534f10d8397b2a7b84e0bfa517" } } $('.js-work-strip[data-work-id=103818514]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103818514,"title":"Learning while teaching: Student teachers’ reflections on their teaching practicum","internal_url":"https://www.academia.edu/103818514/Learning_while_teaching_Student_teachers_reflections_on_their_teaching_practicum","owner_id":393210,"coauthors_can_edit":true,"owner":{"id":393210,"first_name":"Dinçay","middle_initials":null,"last_name":"Köksal","page_name":"DinçayKöksal","domain_name":"comu","created_at":"2011-04-07T20:33:13.187-07:00","display_name":"Dinçay Köksal","url":"https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal"},"attachments":[{"id":103719731,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103719731/thumbnails/1.jpg","file_name":"498.pdf","download_url":"https://www.academia.edu/attachments/103719731/download_file","bulk_download_file_name":"Learning_while_teaching_Student_teachers.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103719731/498-libre.pdf?1687648395=\u0026response-content-disposition=attachment%3B+filename%3DLearning_while_teaching_Student_teachers.pdf\u0026Expires=1740508218\u0026Signature=dTk05zOMmGPq4kOGfeblC2A9HjKCTwy1sSO4RVYRtSoLKWrpRvgvDyv7bLI0J0RTe~TpKR8qL29A2XOIftIvuyz7l-J3B-mDakXSgHhEPRLEWcNIZztT6eCgYqQEHZqfUkGgqKaMnNoeDryhQyXqzjXx~tI39xNExuu0xfUgNqZYqjRoO3MkzRnPsbvbsjdAfdHNQCcjwbkp3m9DKqRLvIwUyeIaZc6WsrDg2ASY0tDlMSN11Oq6kxJ6BySsUszrajmovPIOdbOYmYn7i0mg4n5htmZrcgHSQ-AKTIf42fRqiIY77d3mid8X1YbZgIC4DPGlcG-nyt9-z2O8KldoFg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818513"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818513/Pre_service_EFL_teachers_conceptions_of_language_proficiency_Entry_and_exit_level_qualifications"><img alt="Research paper thumbnail of Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications" class="work-thumbnail" src="https://attachments.academia-assets.com/103719730/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818513/Pre_service_EFL_teachers_conceptions_of_language_proficiency_Entry_and_exit_level_qualifications">Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications</a></div><div class="wp-workCard_item"><span>Dil ve Dilbilimi Çalışmaları Dergisi</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">It is clearly observed that EFL teachers' language proficiency has been great concern for researc...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">It is clearly observed that EFL teachers' language proficiency has been great concern for researchers in recent decades. However, there seems to be few studies conducted in Turkey to conceive EFL teachers' language proficiency level. Language proficiency refers to competency of performing a language where receptive and productive awareness of language systems are highly emphasized. Any low performance in teachers' language proficiency may endanger the success of students who do not receive effective input from their teachers. Teachers' language performance that includes pragmatic and strategic competence may eventually ease any practice in classroom environment. Although Turkey, where English is a foreign language, introduced English language at an early age starting from the 2 nd class of elementary schools, most EFL teachers may still not be sufficiently educated to teach the language. Based on the stated issue, this study inquires the views of pre-service EFL teachers to see their reflections on their university entry and exit levels of English language. A semi-structured interview adopted from Butler's questionnaire titled Self-reported Current and Desired Minimum English Language Proficiency was utilized for the qualitative data. The participants (N=35) were interviewed about their language proficiency based on the prompts. The findings of the study suggest that ELT departments should be more aware of the weaknesses of the new students and take precautions accordingly.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e02f89f6a99269229512f24969e26f0b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719730,"asset_id":103818513,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719730/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818513"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818513"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818513; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103818513]").text(description); $(".js-view-count[data-work-id=103818513]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103818513; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103818513']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="166107" id="papers"><div class="js-work-strip profile--work_container" data-work-id="104771566"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104771566/Assesing_Teachers_Testing_Skills_in_Elt_and_Enhancing_Their_Professional_Development_Through_Distance_Learning_on_The_Net"><img alt="Research paper thumbnail of Assesing Teachers' Testing Skills in Elt and Enhancing Their Professional Development Through Distance Learning on The Net" class="work-thumbnail" src="https://attachments.academia-assets.com/104411361/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104771566/Assesing_Teachers_Testing_Skills_in_Elt_and_Enhancing_Their_Professional_Development_Through_Distance_Learning_on_The_Net">Assesing Teachers' Testing Skills in Elt and Enhancing Their Professional Development Through Distance Learning on The Net</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper discusses what teachers of English do to test their learners with specific test sample...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper discusses what teachers of English do to test their learners with specific test samples used to assess students&#39; language skills, and suggests practical solutions on this issue. It also proposes a distance learning course in ‘testing and assessment’ for teachers’ professional development on the Internet, which will enable them to exchange ideas and find solutions to problems.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1c49ca141744d9266e9799724cf050a6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104411361,"asset_id":104771566,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104411361/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104771566"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104771566"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104771566; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104771566]").text(description); $(".js-view-count[data-work-id=104771566]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104771566; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104771566']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1c49ca141744d9266e9799724cf050a6" } } $('.js-work-strip[data-work-id=104771566]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104771566,"title":"Assesing Teachers' Testing Skills in Elt and Enhancing Their Professional Development Through Distance Learning on The Net","internal_url":"https://www.academia.edu/104771566/Assesing_Teachers_Testing_Skills_in_Elt_and_Enhancing_Their_Professional_Development_Through_Distance_Learning_on_The_Net","owner_id":393210,"coauthors_can_edit":true,"owner":{"id":393210,"first_name":"Dinçay","middle_initials":null,"last_name":"Köksal","page_name":"DinçayKöksal","domain_name":"comu","created_at":"2011-04-07T20:33:13.187-07:00","display_name":"Dinçay Köksal","url":"https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal"},"attachments":[{"id":104411361,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/104411361/thumbnails/1.jpg","file_name":"koksal_pdf.pdf","download_url":"https://www.academia.edu/attachments/104411361/download_file","bulk_download_file_name":"Assesing_Teachers_Testing_Skills_in_Elt.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/104411361/koksal_pdf-libre.pdf?1689891768=\u0026response-content-disposition=attachment%3B+filename%3DAssesing_Teachers_Testing_Skills_in_Elt.pdf\u0026Expires=1740508217\u0026Signature=Govp48UVIcupyIUYW6rwO2c9YBO9B~r5GdtRIp~wlLCD91rgFBQCmRjpeZ7CfaFJvsDSHzDMgSPV-90p8s8fdNCE6PiQ2W7M4j0dG2goJAJefpeHlZpM8cqNmJGfoT3-Wzty--Oe8o0HJxVOa4v4rvvhoo-DX--uoUi4icYlfhllx8mVUQH6ci0i4-UwjEt1VmQPJsDohxDedLtjnHpyTGyAcoxUCJnfwbDoqVl640YtiXy1bLgEo4zWwyb9YUH8X2fI8Rh9Tu27KanSdThyoxsZ140rqb2moAq56JQQ6lyndPJba-BAgGQkm~N7NnWfGW6-nprwvVZExOF4yLGr2w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818531"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818531/Revised_Bloom_s_Taxonomy_in_Reading_Texts_in_EFL_ESL_Settings"><img alt="Research paper thumbnail of Revised Bloom’s Taxonomy in Reading Texts in EFL/ESL Settings" class="work-thumbnail" src="https://attachments.academia-assets.com/103719706/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818531/Revised_Bloom_s_Taxonomy_in_Reading_Texts_in_EFL_ESL_Settings">Revised Bloom’s Taxonomy in Reading Texts in EFL/ESL Settings</a></div><div class="wp-workCard_item"><span>Acta Educationis Generalis</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction: Among its contemporaries, the updated Bloom’s taxonomy is perhaps the most widely u...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Introduction: Among its contemporaries, the updated Bloom’s taxonomy is perhaps the most widely used cognitive process model. It is a categorization paradigm that emphasizes the cognitive levels beginning with remembering the information and progressing to more complicated levels such as producing the knowledge. Education psychologists want to assist instructors, policymakers, and curriculum creators in designing education that enables students to effectively retain, retrieve, and apply the selected content. Classifying information in a precise sequence that is durable in a person’s memory can aid learners in effectively storing, retrieving, retrieving, and using facts; otherwise, the whole learning process may be impeded. Thus, it is imperative that students acquire the fundamental knowledge prior to attempting to interpret current information to develop meaningful knowledge (Darwazeh, 2017). The purpose of this research was to determine the degree to which the updated Bloom’s taxo...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dd69168ce886248f7aafad6ecdd7145e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719706,"asset_id":103818531,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719706/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818531"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818531"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818531; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103818531]").text(description); $(".js-view-count[data-work-id=103818531]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103818531; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103818531']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dd69168ce886248f7aafad6ecdd7145e" } } $('.js-work-strip[data-work-id=103818531]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103818531,"title":"Revised Bloom’s Taxonomy in Reading Texts in EFL/ESL Settings","internal_url":"https://www.academia.edu/103818531/Revised_Bloom_s_Taxonomy_in_Reading_Texts_in_EFL_ESL_Settings","owner_id":393210,"coauthors_can_edit":true,"owner":{"id":393210,"first_name":"Dinçay","middle_initials":null,"last_name":"Köksal","page_name":"DinçayKöksal","domain_name":"comu","created_at":"2011-04-07T20:33:13.187-07:00","display_name":"Dinçay Köksal","url":"https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal"},"attachments":[{"id":103719706,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103719706/thumbnails/1.jpg","file_name":"atd-2023-0007.pdf","download_url":"https://www.academia.edu/attachments/103719706/download_file","bulk_download_file_name":"Revised_Bloom_s_Taxonomy_in_Reading_Text.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103719706/atd-2023-0007-libre.pdf?1687648391=\u0026response-content-disposition=attachment%3B+filename%3DRevised_Bloom_s_Taxonomy_in_Reading_Text.pdf\u0026Expires=1740508217\u0026Signature=W6PxieEl~tlJ0TT2~Q3632woS87-lEIgPa104sUqziu-tu9VcsMN1lnmPF7yFHYirPOIOeuHK5ooI~rB8RG9UCebvaXLt6zwQw28h14ea1RKCBV7Wdg-vHkRO45x57KUiqt87SQSvzgOfUNKxsYC7Nnz4OC~CMxe3GGnRyorpqEqLfBtY4G685cNGxN04i8yPkKvhAMkhBRxp~d4jczDPCqlawEoGz~GXl-a0lJXcqRtpMCNu10CK2yNby5wD~Yq-tPZ3YEYtuYYHv2e76sj-oTwx5B3-NEdVHvHMidtVYBZ8a0NteiznDwgYe9FdgjaGSkVEp3Ofc8a23KULFWIKw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818530"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818530/English_as_medium_of_instruction_and_international_posture_From_the_perspective_of_students"><img alt="Research paper thumbnail of English as medium of instruction and international posture: From the perspective of students" class="work-thumbnail" src="https://attachments.academia-assets.com/103719735/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818530/English_as_medium_of_instruction_and_international_posture_From_the_perspective_of_students">English as medium of instruction and international posture: From the perspective of students</a></div><div class="wp-workCard_item"><span>Dil ve Dilbilimi Çalışmaları Dergisi</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There is a significant effect of learners' perceptions on educational setting as the active parti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">There is a significant effect of learners' perceptions on educational setting as the active participants of the learning process are learners. In this respect, revealing students' perceptions contributes to the improvement of learning and teaching. With this in mind, this study aimed to investigate English Language Teaching (ELT) students' International Posture and perceptions of the English as a Medium of Instruction (EMI) courses at a state university. In addition, the purpose of this study is to answer the research question related to the perceptions of students concerning EMI and IP by considering gender differences. The study was conducted with the students of ELT Department in the spring term of 2016-2017 academic year at a state university. A questionnaire and semistructured interviews were carried out with a view to establishing whether the concepts of International Posture and the students' perceptions of EMI are interrelated. The quantitative data obtained from the questionnaire were analyzed with the help of SPSS by means of descriptive statistics, Pearson's Correlation and Mann Whitney U test while content analysis was done for the qualitative data. The current study reported the perceptions of ELT students and revealed the differences and relations with regard to EMI and IP as well as male and female students. As the findings revealed, the students with high IP have positive attitudes towards EMI. Whereas, there is not a significant correlation between the perceptions of students related to EMI and IP. The findings of this research led to some suggestions for further studies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="75e410d0940c09205bd1fd2c1883cbf7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719735,"asset_id":103818530,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719735/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818530"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818530"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818530; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818529"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/103818529/An_Investigation_into_ELT_Professionals_Research_Culture_in_Turkey"><img alt="Research paper thumbnail of An Investigation into ELT Professionals' Research Culture in Turkey" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/103818529/An_Investigation_into_ELT_Professionals_Research_Culture_in_Turkey">An Investigation into ELT Professionals' Research Culture in Turkey</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aims to reveal English language academicians and postgraduate students’ ambitions abou...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aims to reveal English language academicians and postgraduate students’ ambitions about involving in research studies in a developing country, Turkey. To collect data, a questionnaire was constructed and delivered to 159 ELT academicians and students to learn about their knowledge of writing a research report, experiences in research and writing a research report, and perception of difficulty in different sections of a research report. Besides, semi-constructed interviews were also administered to 12 academicians. The results indicated significant differences between academicians and students. Besides, discussion was regarded as the most difficult part whereas writing references was the easiest. Although participants reported their experiences in constructing the skeleton of a research paper, they regarded themselves weak in long run studies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818529"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818529"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818529; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103818529]").text(description); $(".js-view-count[data-work-id=103818529]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103818529; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103818529']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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</script> <div class="js-work-strip profile--work_container" data-work-id="103818526"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818526/Developing_a_Scale_for_Self_Regulated_L2_Learning_Strategy_Use"><img alt="Research paper thumbnail of Developing a Scale for Self-Regulated L2 Learning Strategy Use" class="work-thumbnail" src="https://attachments.academia-assets.com/103719734/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818526/Developing_a_Scale_for_Self_Regulated_L2_Learning_Strategy_Use">Developing a Scale for Self-Regulated L2 Learning Strategy Use</a></div><div class="wp-workCard_item"><span>Hacettepe University Journal of Education</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aims to develop a scale on the use of self-regulated L2 learning strategies based on O...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aims to develop a scale on the use of self-regulated L2 learning strategies based on Oxford's (2011) Strategic Self-Regulation (S 2 R) Model. The study was conducted with 305 (232 female, 73 male) participants. In order to determine construct validity, EFA and CFA were applied. Depending on the results of EFA, the scale is composed of 35 items on a 4 point Likert type embedded in 6 dimensions (the total variance explained is 41.625%, factor loadings of 35 items vary from .80 to .35.). CFA confirmed the results of EFA, and the findings showed that the model had acceptable fit (χ2/ df=1298.61/545). The corrected item total correlation values of items in the scale range from .44 to .76. The results of t-test with top 27% and bottom 27% groups revealed that the differences are significant (p<.05) for all items and factors. The overall reliability of the model demonstrated that the model is acceptable with a Cronbach's alpha statistic of 0.85. The findings reveal that the scale is a valid and reliable instrument which can be used to identify L2 learners' strategy preferences and to what extent they use them in language education contexts.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="de2fb637d2cee694ff0fab293b6567d3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719734,"asset_id":103818526,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719734/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818526"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818526"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818526; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818525"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818525/Macro_level_foreign_language_education_policy_of_Turkey_A_content_analysis_of_national_education_councils"><img alt="Research paper thumbnail of Macro-level foreign language education policy of Turkey: A content analysis of national education councils" class="work-thumbnail" src="https://attachments.academia-assets.com/103719705/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818525/Macro_level_foreign_language_education_policy_of_Turkey_A_content_analysis_of_national_education_councils">Macro-level foreign language education policy of Turkey: A content analysis of national education councils</a></div><div class="wp-workCard_item"><span>ELT Research Journal</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aims to investigate foreign language education policy of Turkey at the macro level. It...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aims to investigate foreign language education policy of Turkey at the macro level. It gives prominence to English language teaching as it plays a major role in Turkey’s education system. Data were collected through official documents which involve the national education councils organized from 1939 onwards. The documents were scanned and evaluated by means of qualitative research. In doing so, the information on foreign language education obtained from these primary sources was summarized and analysed through main themes. The results indicate that although the top- level state authorities in Turkey theoretically give importance to foreign language teaching, they show inconsistency in their decisions while translating them into practice.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="341b935a16f5c0d2b1809bc625c2f162" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719705,"asset_id":103818525,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719705/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818525"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818525"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818525; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818524"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818524/The_relationship_between_teachers_written_feedback_preferences_self_efficacy_beliefs_and_burnout_levels"><img alt="Research paper thumbnail of The relationship between teachers’ written feedback preferences, self-efficacy beliefs and burnout levels" class="work-thumbnail" src="https://attachments.academia-assets.com/103719704/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818524/The_relationship_between_teachers_written_feedback_preferences_self_efficacy_beliefs_and_burnout_levels">The relationship between teachers’ written feedback preferences, self-efficacy beliefs and burnout levels</a></div><div class="wp-workCard_item"><span>Journal of Language and Linguistic Studies</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study investigated EFL teachers’ perceptions of written corrective feedback and the relation...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study investigated EFL teachers’ perceptions of written corrective feedback and the relationship between their written corrective feedback preferences, self-efficacy beliefs and burnout levels. In order to investigate the effect of these contextual factors on teacher perceptions and preferences in an EFL setting, a mixed-methods design which integrated quantitative and qualitative techniques and methods was used. A total of 36 instructors teaching English at various state universities in Turkey participated in the study. For data collection, three different questionnaires and semi-structured interviews were used. Results demonstrated a significant correlation between written corrective feedback preferences and burnout levels of the participant teachers. They also indicated a significant correlation between written corrective feedback preferences of teachers and their self-efficacy levels. Among other results, explicit and unfocused written feedback preferences of teachers and t...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="84f1740c284e49d1443bef82bf3b491f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719704,"asset_id":103818524,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719704/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818524"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818524"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818524; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103818524]").text(description); $(".js-view-count[data-work-id=103818524]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103818524; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103818524']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "84f1740c284e49d1443bef82bf3b491f" } } $('.js-work-strip[data-work-id=103818524]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103818524,"title":"The relationship between teachers’ written feedback preferences, self-efficacy beliefs and burnout levels","internal_url":"https://www.academia.edu/103818524/The_relationship_between_teachers_written_feedback_preferences_self_efficacy_beliefs_and_burnout_levels","owner_id":393210,"coauthors_can_edit":true,"owner":{"id":393210,"first_name":"Dinçay","middle_initials":null,"last_name":"Köksal","page_name":"DinçayKöksal","domain_name":"comu","created_at":"2011-04-07T20:33:13.187-07:00","display_name":"Dinçay Köksal","url":"https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal"},"attachments":[{"id":103719704,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103719704/thumbnails/1.jpg","file_name":"438.pdf","download_url":"https://www.academia.edu/attachments/103719704/download_file","bulk_download_file_name":"The_relationship_between_teachers_writte.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103719704/438-libre.pdf?1687648401=\u0026response-content-disposition=attachment%3B+filename%3DThe_relationship_between_teachers_writte.pdf\u0026Expires=1740508217\u0026Signature=PLXBuG8MamEPJFyCuMgZB11aP4FgW6HWCP0N9t1-grTSAQP2trzre0CQNs2JtREScHnhJ6rZJC14WETY11ggOTYl8a-Cd4vgsrqLTK~nqbwbYQqyiF4o2M6YIWMfvSfmVCV9meKmVcJOIqfBR32WPQejMbeqwFC1CNoKD4Ep4Tjj~ZOh60fkJhEVGIVFtNzosYaWzWZxXyluo43ISs7v8N-iO2RR0t~FWvr1TSIaOh~-uMgLtDjuqgJUGylBeY-l5gYW2BJaEPuDy1765Kz-428eF5RMm83DbFHXHAoyczbxBmqiiIZCYn~RsvLIUUE5X6vYQHf4pmjkrg09LNORcw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818523"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818523/To_Kill_the_Blackboard_Technology_in_Language_Teaching_and_Learning"><img alt="Research paper thumbnail of To Kill the Blackboard? Technology in Language Teaching and Learning" class="work-thumbnail" src="https://attachments.academia-assets.com/103719702/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818523/To_Kill_the_Blackboard_Technology_in_Language_Teaching_and_Learning">To Kill the Blackboard? Technology in Language Teaching and Learning</a></div><div class="wp-workCard_item"><span>Turkish Online Journal of Educational Technology</span><span>, 2004</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In language teaching and learning, we have a lot to choose from the world of technology: radio, T...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In language teaching and learning, we have a lot to choose from the world of technology: radio, TV, CD-Rom, computers, C.A.L.L., the Internet, Electronic Dictionary, e-mail, audio cassettes, Power-point, and videos/DVDs or VCDs. Table 1 in Appendix C illustrates their advantages and disadvantages. This paper aims to discuss the use and importance of Videos/DVDs as visual aids in language learning and teaching, presenting a sample video lesson focusing on the study of language through literary texts-a novel by Harper Lee. We all know that there are hundreds of films on video or DVD (VCD), which borrow their stories from novels. This paper does not aim to present prescriptions to language teachers, but rather, to make suggestions concerning the effective use of video or films in EFL classes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="78c91c9a865df65c3d5dc30d31c2c3c8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719702,"asset_id":103818523,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719702/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818523"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818523"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818523; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103818523]").text(description); $(".js-view-count[data-work-id=103818523]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103818523; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103818523']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "78c91c9a865df65c3d5dc30d31c2c3c8" } } $('.js-work-strip[data-work-id=103818523]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103818523,"title":"To Kill the Blackboard? Technology in Language Teaching and Learning","internal_url":"https://www.academia.edu/103818523/To_Kill_the_Blackboard_Technology_in_Language_Teaching_and_Learning","owner_id":393210,"coauthors_can_edit":true,"owner":{"id":393210,"first_name":"Dinçay","middle_initials":null,"last_name":"Köksal","page_name":"DinçayKöksal","domain_name":"comu","created_at":"2011-04-07T20:33:13.187-07:00","display_name":"Dinçay Köksal","url":"https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal"},"attachments":[{"id":103719702,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103719702/thumbnails/1.jpg","file_name":"EJ1101922.pdf","download_url":"https://www.academia.edu/attachments/103719702/download_file","bulk_download_file_name":"To_Kill_the_Blackboard_Technology_in_Lan.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103719702/EJ1101922-libre.pdf?1687648393=\u0026response-content-disposition=attachment%3B+filename%3DTo_Kill_the_Blackboard_Technology_in_Lan.pdf\u0026Expires=1740508217\u0026Signature=Tg280wK2j-IXMClrqFh6or2AHMpVAudIgT0JSfS61ux2R~Z4D1qAcGW~ysaxo0e9Py1I4NnLRfJhuS-Owpj9QXUjwHMUroecTKlNFiQCUgr9rO7hV25~OPkkx27tuenKoxiW0Ph6oxfltx4XuSiwC0ibQ7nyIvgUb7YzmkwTrTkg~efn80itPj5BQGxfMPgVMCxqINuLa8T6s-0Muh1TOMXaD6sVco~bdJ5zeV~pMYfsvaegIq8j7qtSh7HkNn~SDjuqnltPH7c8MZAHDZf8usiDFPcDX5JV2zC0JSTEU~DGSkadwCxCQZB4FsQGaAMJtpB7tlCsvTUGRDmd0TekRg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":103719703,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103719703/thumbnails/1.jpg","file_name":"EJ1101922.pdf","download_url":"https://www.academia.edu/attachments/103719703/download_file","bulk_download_file_name":"To_Kill_the_Blackboard_Technology_in_Lan.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103719703/EJ1101922-libre.pdf?1687648399=\u0026response-content-disposition=attachment%3B+filename%3DTo_Kill_the_Blackboard_Technology_in_Lan.pdf\u0026Expires=1740508217\u0026Signature=GnwK58H2rEzofMsXVrtvGMcZKs6HyHn8WXFrx6oZjJgxGZ~i8-Rcktq2lQ-kavXg-xebsQF5m8d4ipevnZUvB7QVGZ1JU7dGNJy2HRcTb3EYrRQmkRjUcZDV9TsWqzNjxoRt~ppVmF3Xhk6znnYXNaWg2WS0wjJIlKoD7o5-6qb5ouLI95zBLoWBQCoXJi8xGjuYcPfjd~JGTHGaLXjfCGNPY6KudCyW9uM1E0sQ3uK5JRG9D6wEd-3qHxs98mxet88WSkY7djNxT6fk7Pc9slayh43bquC~q7V8D1SpCBw8QDVRym2CQKRUC5mR2ix-ZiXJUV5OiQXM~xk47e7Nwg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818522"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/103818522/%C3%87ANAKKALE_DEN%C4%B0Z_A%C5%9EIKLARI_PROJES%C4%B0_Proje_E%C4%9Fitmen_Rehberi"><img alt="Research paper thumbnail of ÇANAKKALE DENİZ AŞIKLARI PROJESİ Proje Eğitmen Rehberi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/103818522/%C3%87ANAKKALE_DEN%C4%B0Z_A%C5%9EIKLARI_PROJES%C4%B0_Proje_E%C4%9Fitmen_Rehberi">ÇANAKKALE DENİZ AŞIKLARI PROJESİ Proje Eğitmen Rehberi</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818522"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818522"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818522; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103818522]").text(description); $(".js-view-count[data-work-id=103818522]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103818522; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103818522']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=103818522]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103818522,"title":"ÇANAKKALE DENİZ AŞIKLARI PROJESİ Proje Eğitmen Rehberi","internal_url":"https://www.academia.edu/103818522/%C3%87ANAKKALE_DEN%C4%B0Z_A%C5%9EIKLARI_PROJES%C4%B0_Proje_E%C4%9Fitmen_Rehberi","owner_id":393210,"coauthors_can_edit":true,"owner":{"id":393210,"first_name":"Dinçay","middle_initials":null,"last_name":"Köksal","page_name":"DinçayKöksal","domain_name":"comu","created_at":"2011-04-07T20:33:13.187-07:00","display_name":"Dinçay Köksal","url":"https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818521"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818521/Language_assessment_through_Bloom_s_Taxonomy"><img alt="Research paper thumbnail of Language assessment through Bloom’s Taxonomy" class="work-thumbnail" src="https://attachments.academia-assets.com/103719701/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818521/Language_assessment_through_Bloom_s_Taxonomy">Language assessment through Bloom’s Taxonomy</a></div><div class="wp-workCard_item"><span>Journal of Language and Linguistic Studies</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The significance of Bloom&#39;s taxonomy is ingrained in developing assessments that measure high...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The significance of Bloom&#39;s taxonomy is ingrained in developing assessments that measure higher and lower level cognitive skills. Since it is important to assess how well students master the information within the levels of the taxonomy, in this study, the higher and lower levels of Bloom&#39;s taxonomy are presented and whether the exam questions of General English courses are based on both higher and lower order thinking levels is detected. This study was carried out through both quantitative and qualitative methods of data collection. The findings of the study suggested that the analyzed exam papers lacked the higher level cognitive skills contained in Bloom’s Taxonomy. Through the findings, some assumptions have been made with the aim of suggesting how the exam papers which are being written or will be written should refer to Bloom’s taxonomy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1588e15b987d20faf6e0773d750eec2d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719701,"asset_id":103818521,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719701/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818521"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818521"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818521; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103818521]").text(description); $(".js-view-count[data-work-id=103818521]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103818521; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103818521']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1588e15b987d20faf6e0773d750eec2d" } } $('.js-work-strip[data-work-id=103818521]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103818521,"title":"Language assessment through Bloom’s Taxonomy","internal_url":"https://www.academia.edu/103818521/Language_assessment_through_Bloom_s_Taxonomy","owner_id":393210,"coauthors_can_edit":true,"owner":{"id":393210,"first_name":"Dinçay","middle_initials":null,"last_name":"Köksal","page_name":"DinçayKöksal","domain_name":"comu","created_at":"2011-04-07T20:33:13.187-07:00","display_name":"Dinçay Köksal","url":"https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal"},"attachments":[{"id":103719701,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103719701/thumbnails/1.jpg","file_name":"372.pdf","download_url":"https://www.academia.edu/attachments/103719701/download_file","bulk_download_file_name":"Language_assessment_through_Bloom_s_Taxo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103719701/372-libre.pdf?1687648398=\u0026response-content-disposition=attachment%3B+filename%3DLanguage_assessment_through_Bloom_s_Taxo.pdf\u0026Expires=1740508217\u0026Signature=MFKn4-w1QGUF3aRbCJYWxdwQQ~~-534aGu7PCakeoBdOlg2J-lK44X62gHoA2viE95hMjzLOet~1iH7xBZcS6bJgusz-C7iKtNgNDeU7nk2Hj0tYpWWpNDBAZGNesjWLas8PruqMybn0eEcflC0849g3NfeQybw6aorr5IpxvzqEmBpJJ9~eD7r9d0iIqt6hbnuP7JJ3y8AwR0J4NrWxX3kngvQwDTqQsyJDTVGLDAlMLy2t9sJQl0yasFlISoH3mqUt685cAsRrCcvFOgYNjp-BpWxOP5XYt9k11KzdUv9MfqBOmVbcxEAjSKBaX2yOex38xLHRo7UyVNnAB8ddLA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":103719700,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103719700/thumbnails/1.jpg","file_name":"372.pdf","download_url":"https://www.academia.edu/attachments/103719700/download_file","bulk_download_file_name":"Language_assessment_through_Bloom_s_Taxo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103719700/372-libre.pdf?1687648398=\u0026response-content-disposition=attachment%3B+filename%3DLanguage_assessment_through_Bloom_s_Taxo.pdf\u0026Expires=1740508217\u0026Signature=L14QBBDQf~OPmi3aMuQtUPBHq2bN~MUmnsZMN1zKifG-Cu-Cp71HYo--PLLcQmZ6mg3kNCtMT~OHcEf9zsDWWO3Le1RZd0mMfK9b~oMZGCQxeSGhH3C8Ics66QKSe74csSA9QXsio~eLjlvRomBRxOr9FLjdUNTYTK3~lEIOJ8eVkeiS6aMY5a8P527AmMwsdT3ZHquw-ZrT7vwzfNzc7LFw-eu5W6aK4atEsfYOzqr0VPt-YHzLGibyR8OeQL5MjMTM59eHnHYuqNhokwXV~sN5jGstf~ygmHFQrXfB~K34pOV~Kbh5-8QN5Dy63CCoUEI9~7GN5j33Y2bkmncNmQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818520"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818520/Keystones_of_research_epistemological_and_ontological_analysis_of_educational_studies"><img alt="Research paper thumbnail of Keystones of research: epistemological and ontological analysis of educational studies" class="work-thumbnail" src="https://attachments.academia-assets.com/103719699/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818520/Keystones_of_research_epistemological_and_ontological_analysis_of_educational_studies">Keystones of research: epistemological and ontological analysis of educational studies</a></div><div class="wp-workCard_item"><span>ELT Research Journal</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In educational research, it is vital for researchers to have an underlying philosophy and to shap...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In educational research, it is vital for researchers to have an underlying philosophy and to shape their studies in the borders of a framework. Epistemological and ontological views of the researchers are the key factors affecting the process of research design. Researchers’ perceptions about knowledge and reality are important not only in shaping their research but also reporting the way they use in their research paper. Therefore, this study is designed as an in-depth epistemological and ontological analysis of three selected studies based upon the English Language Teaching classes. For the analysis part, especially the table (see Appendix) reporting different research approaches with different epistemological and ontological views by Guba and Lincoln (1994) were employed. The conclusion drawn from the analysis of these three studies indicate that researchers conduct their studies by basing on one framework or theoretical approach, which best suits for the nature of their research...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4dace5ba40ffe017bb71e30a094acfba" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719699,"asset_id":103818520,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719699/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818520"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818520"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818520; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818519"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818519/Factors_affecting_the_use_of_the_self_regulated_L2_learning_strategies_in_Turkish_FLE_context"><img alt="Research paper thumbnail of Factors affecting the use of the self-regulated L2 learning strategies in Turkish FLE context" class="work-thumbnail" src="https://attachments.academia-assets.com/103719697/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818519/Factors_affecting_the_use_of_the_self_regulated_L2_learning_strategies_in_Turkish_FLE_context">Factors affecting the use of the self-regulated L2 learning strategies in Turkish FLE context</a></div><div class="wp-workCard_item"><span>Journal of Language and Linguistic Studies</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aims to investigate the overall self-regulated L2 learning strategy use of L2 learners...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aims to investigate the overall self-regulated L2 learning strategy use of L2 learners depending upon the S trategic S elf- R egulation (S 2 R) Model proposed by Oxford (2011), and to examine the relationships between their reported self-regulated L2 strategy use and their personality traits, identity, beliefs about L2 learning, and proficiency. The mixed methods sequential explanatory design was used in this study. Data were gathered by means of quantitative and qualitative data collection instruments. Quantitative data collection instruments were administered to 205 participants attending the Department of FLE at Trakya University, Turkey. Data were analyzed using frequency distribution and stepwise multiple regression analysis. As for the qualitative phase of the study, semi-structured interviews conducted with more and less frequent strategy users (n=10), were analyzed by means of descriptive analysis. Findings demonstrated that self-regulated L2 learning strategy use...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0ec66e9b419e21259125203a9816da61" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719697,"asset_id":103818519,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719697/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818519"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818519"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818519; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818518"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/103818518/T%C3%BCrkiye_deki_%C4%B0ngiliz_Dili_E%C4%9Fitimi_Uzmanlar%C4%B1n%C4%B1n_Ara%C5%9Ft%C4%B1rma_K%C3%BClt%C3%BCrlerinin_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Türkiye’deki İngiliz Dili Eğitimi Uzmanlarının Araştırma Kültürlerinin İncelenmesi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/103818518/T%C3%BCrkiye_deki_%C4%B0ngiliz_Dili_E%C4%9Fitimi_Uzmanlar%C4%B1n%C4%B1n_Ara%C5%9Ft%C4%B1rma_K%C3%BClt%C3%BCrlerinin_%C4%B0ncelenmesi">Türkiye’deki İngiliz Dili Eğitimi Uzmanlarının Araştırma Kültürlerinin İncelenmesi</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aims to reveal English language academicians and postgraduate students’ ambitions abou...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aims to reveal English language academicians and postgraduate students’ ambitions about involving in research studies in a developing country, Turkey. To collect data, a questionnaire was constructed and delivered to 159 ELT academicians and students to learn about their experiences in research and writing a research report, and perception of difficulty in different sections of a research report. Besides, semi-constructed interviews were also administered to 12 academicians. The results indicated significant differences between academicians and students. Besides, discussion was regarded as the most difficult part whereas writing references was the easiest. Although participants reported their experiences in constructing the skeleton of a research paper, they regarded themselves weak in long run studies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818518"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818518"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818518; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103818518]").text(description); $(".js-view-count[data-work-id=103818518]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103818518; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103818518']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=103818518]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103818518,"title":"Türkiye’deki İngiliz Dili Eğitimi Uzmanlarının Araştırma Kültürlerinin İncelenmesi","internal_url":"https://www.academia.edu/103818518/T%C3%BCrkiye_deki_%C4%B0ngiliz_Dili_E%C4%9Fitimi_Uzmanlar%C4%B1n%C4%B1n_Ara%C5%9Ft%C4%B1rma_K%C3%BClt%C3%BCrlerinin_%C4%B0ncelenmesi","owner_id":393210,"coauthors_can_edit":true,"owner":{"id":393210,"first_name":"Dinçay","middle_initials":null,"last_name":"Köksal","page_name":"DinçayKöksal","domain_name":"comu","created_at":"2011-04-07T20:33:13.187-07:00","display_name":"Dinçay Köksal","url":"https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818517"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/103818517/Developing_a_Program_Evaluation_Scale_to_Investigate_Perceptions_About_English_Language_Teaching_Program"><img alt="Research paper thumbnail of Developing a Program Evaluation Scale to Investigate Perceptions About English Language Teaching Program" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/103818517/Developing_a_Program_Evaluation_Scale_to_Investigate_Perceptions_About_English_Language_Teaching_Program">Developing a Program Evaluation Scale to Investigate Perceptions About English Language Teaching Program</a></div><div class="wp-workCard_item"><span>ELT Research Journal</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Evaluation serves as a major means to identify the benefits and effectiveness of a teaching progr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Evaluation serves as a major means to identify the benefits and effectiveness of a teaching program. To capture as many potential angles as possible and investigate the opinions of stakeholders with regards to the elements of teaching programs, researchers and program developers generally tend to rely on quantitative survey data. To this end, program evaluation questionnaires play a remarkable role since they ensure to gather quick and sufficient numerical data from a considerable number of respondents. However, the suitability, reliability, and appropriateness of questionnaires for investigating the opinions of stakeholders regarding English language teaching programs (ELTP, henceforth) are considered as narrow-scoped. Based on the argument, the primary concern of the current research is to develop a program evaluation scale for exploring opinions of language teachers by providing insights on all possible angles of ELTP with a particular focus on objectives, content, teaching learn...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818517"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818517"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818517; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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</script> <div class="js-work-strip profile--work_container" data-work-id="103818516"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/103818516/A_critical_inquiry_on_the_ideological_and_hegemonic_practices_in_EFL_textbooks"><img alt="Research paper thumbnail of A critical inquiry on the ideological and hegemonic practices in EFL textbooks" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/103818516/A_critical_inquiry_on_the_ideological_and_hegemonic_practices_in_EFL_textbooks">A critical inquiry on the ideological and hegemonic practices in EFL textbooks</a></div><div class="wp-workCard_item"><span>Multicultural Learning and Teaching</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The expanding hegemony of English caused English Language Teaching to suddenly turn into an inter...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The expanding hegemony of English caused English Language Teaching to suddenly turn into an international business with huge financial investment, and accordingly produced EFL textbooks evolved into a cornerstone of the business. Further, studies on the relation between ideology, hegemony, and textbooks have multiplied in recent decades as a result of the rise of critical theory, critical pedagogy, and critical thinking skills which have inspired scholars to establish a critical perspective towards EFL textbooks considering the compounds of ideology and hegemony. In this paper, using a mixed method research design, qualitatively collected data through interviews and quantitatively gathered data through a questionnaire aimed to reveal the views of teachers/instructors and learners about the ideological and hegemonic practices contained in the EFL textbooks. The results of questionnaire and interview showed that ideology and hegemony are closely related to each other. Moreover, it is ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818516"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818516"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818516; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103818516]").text(description); $(".js-view-count[data-work-id=103818516]").attr('title', description).tooltip(); 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=103818516]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103818516,"title":"A critical inquiry on the ideological and hegemonic practices in EFL textbooks","internal_url":"https://www.academia.edu/103818516/A_critical_inquiry_on_the_ideological_and_hegemonic_practices_in_EFL_textbooks","owner_id":393210,"coauthors_can_edit":true,"owner":{"id":393210,"first_name":"Dinçay","middle_initials":null,"last_name":"Köksal","page_name":"DinçayKöksal","domain_name":"comu","created_at":"2011-04-07T20:33:13.187-07:00","display_name":"Dinçay Köksal","url":"https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818515"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818515/Ideological_and_Hegemonic_Practices_in_Global_and_Local_EFL_Textbooks_Written_for_Turks_and_Persians"><img alt="Research paper thumbnail of Ideological and Hegemonic Practices in Global and Local EFL Textbooks Written for Turks and Persians" class="work-thumbnail" src="https://attachments.academia-assets.com/103719695/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818515/Ideological_and_Hegemonic_Practices_in_Global_and_Local_EFL_Textbooks_Written_for_Turks_and_Persians">Ideological and Hegemonic Practices in Global and Local EFL Textbooks Written for Turks and Persians</a></div><div class="wp-workCard_item"><span>Acta Educationis Generalis</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction: Studies on the relationship between ideology, hegemony and textbooks in applied lin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Introduction: Studies on the relationship between ideology, hegemony and textbooks in applied linguistics have been incremental in recent decades because emergence of critical theory, critical pedagogy, and critical thinking skills from the 1920s on has led scholars to develop a critical perspective towards EFL (English as a Foreign Language) textbooks taking the elements of ideology and hegemony into consideration. These two terms encompass an innumerable number of elements or compounds ranging from nationalism to religion. The importance of meta-narratives originating from the tenets of modernism or modernization has been downgraded from 1960s on because it has been postulated that the world has entered a new age called postmodernism and post-structuralism that have emphasized the role of individuals and criticized the efforts to reinforce post-colonialism, the effects of which can be seen in EFL textbooks. Therefore, it remains crucial to analyze EFL textbooks taking the main ele...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3bed86a4b652f53a0ac1f42a7adc9c45" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719695,"asset_id":103818515,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719695/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818515"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818515"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818515; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3bed86a4b652f53a0ac1f42a7adc9c45" } } $('.js-work-strip[data-work-id=103818515]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103818515,"title":"Ideological and Hegemonic Practices in Global and Local EFL Textbooks Written for Turks and Persians","internal_url":"https://www.academia.edu/103818515/Ideological_and_Hegemonic_Practices_in_Global_and_Local_EFL_Textbooks_Written_for_Turks_and_Persians","owner_id":393210,"coauthors_can_edit":true,"owner":{"id":393210,"first_name":"Dinçay","middle_initials":null,"last_name":"Köksal","page_name":"DinçayKöksal","domain_name":"comu","created_at":"2011-04-07T20:33:13.187-07:00","display_name":"Dinçay Köksal","url":"https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal"},"attachments":[{"id":103719695,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103719695/thumbnails/1.jpg","file_name":"atd-2019-0014.pdf","download_url":"https://www.academia.edu/attachments/103719695/download_file","bulk_download_file_name":"Ideological_and_Hegemonic_Practices_in_G.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103719695/atd-2019-0014-libre.pdf?1687648401=\u0026response-content-disposition=attachment%3B+filename%3DIdeological_and_Hegemonic_Practices_in_G.pdf\u0026Expires=1740085931\u0026Signature=I7-3V39F138eGCyujeOX0ss0XcVhKhDPZ0MiB59cbp0vjpU37GceTDEJwXpGbTAPzYgHKMpNc6fGMleEwpTS-tczTXDnwtjUyXSikREyNfDpkSqFRYhzbJ-G1zzqTDXJV7-ZmX9Am7oDHdjE-b324SHUS1D116gPM~f2zT4ucvp1O6iHW4CcN3rxnHVkc4PzgXwVcI10MlnxaT6kiTh00s6kM6PrW7toZTzSl8mJUiwDe-BlPmTN4FkJNLv02t5e0-lPqZ4BRWxpt49kip1x0HnsPzhq5hMY-GY6LhtjpJGI-8S4-M0u~ZTtRjLS~X3gvZuP3mMTZ6CjR0O-NjvQDQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":103719694,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103719694/thumbnails/1.jpg","file_name":"atd-2019-0014.pdf","download_url":"https://www.academia.edu/attachments/103719694/download_file","bulk_download_file_name":"Ideological_and_Hegemonic_Practices_in_G.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103719694/atd-2019-0014-libre.pdf?1687648401=\u0026response-content-disposition=attachment%3B+filename%3DIdeological_and_Hegemonic_Practices_in_G.pdf\u0026Expires=1740085931\u0026Signature=F2bE-6g5ekFQX9wPKrB3Frch12IrykLZz~Sfv6nmI6Ba97A6isB2DpavXsSR7E8YRhpsu5jsPLI2xfXGLFWKeQWpxS0rgyXOy4y2VCnWGrAlnTQN7WFBMAdaeXPtL3-zXXlqQW3FL0wmmiFARYEm8J6yaYF1HgpAId0QTWXVqRBuroYiHA~8xe5YyrFusZWUyxTNNNpy~bL~cvAh9BuctmRzQzqoKyWdugLRiPD8HEYG8lZmqYSeat44gRvi8SaOnBQhtNjiAtgFFxMcatJg71lDYWEm6Edblb-pXNvn1MkZ2z-u-TwNZwL1pvYsmvPR1zkRiAoFtqTtNZL4-6y3vg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818514"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818514/Learning_while_teaching_Student_teachers_reflections_on_their_teaching_practicum"><img alt="Research paper thumbnail of Learning while teaching: Student teachers’ reflections on their teaching practicum" class="work-thumbnail" src="https://attachments.academia-assets.com/103719731/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818514/Learning_while_teaching_Student_teachers_reflections_on_their_teaching_practicum">Learning while teaching: Student teachers’ reflections on their teaching practicum</a></div><div class="wp-workCard_item"><span>Dil ve Dilbilimi Çalışmaları Dergisi</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teaching practicum of English language teachers has been the heart of many studies in the recent ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Teaching practicum of English language teachers has been the heart of many studies in the recent years. However, most of those studies focused on the graduates of teacher training programs. In Turkey, graduates of English Language and Literature (ELL) departments are also qualified to be an English teacher as long as they have a teaching certificate awarded by a university after completing an intensive program called pedagogical formation. This study focused on the teacher candidates, who are graduates of ELL programs. More specifically, it aimed to investigate what those teacher candidates thought they learned through their intensive and short teaching practicum experience and the challenges they have met. For this purpose, the study adopted qualitative research methodology and 8 participants took part in the study. The data were collected via reflective journals and semi-structured questionnaires and were analyzed through thematic content analysis. Results indicated that student teachers' learning outcomes could be grouped under three themes such as pedagogical strategies, developing professional identity and developing positive feelings. The challenges could be grouped under four themes such as classroom management, time management, mixed-ability classes and difficulties in using technology. Based on the findings, some recommendations were offered.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8d6bc5534f10d8397b2a7b84e0bfa517" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719731,"asset_id":103818514,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719731/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818514"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818514"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818514; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103818513"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103818513/Pre_service_EFL_teachers_conceptions_of_language_proficiency_Entry_and_exit_level_qualifications"><img alt="Research paper thumbnail of Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications" class="work-thumbnail" src="https://attachments.academia-assets.com/103719730/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103818513/Pre_service_EFL_teachers_conceptions_of_language_proficiency_Entry_and_exit_level_qualifications">Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications</a></div><div class="wp-workCard_item"><span>Dil ve Dilbilimi Çalışmaları Dergisi</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">It is clearly observed that EFL teachers' language proficiency has been great concern for researc...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">It is clearly observed that EFL teachers' language proficiency has been great concern for researchers in recent decades. However, there seems to be few studies conducted in Turkey to conceive EFL teachers' language proficiency level. Language proficiency refers to competency of performing a language where receptive and productive awareness of language systems are highly emphasized. Any low performance in teachers' language proficiency may endanger the success of students who do not receive effective input from their teachers. Teachers' language performance that includes pragmatic and strategic competence may eventually ease any practice in classroom environment. Although Turkey, where English is a foreign language, introduced English language at an early age starting from the 2 nd class of elementary schools, most EFL teachers may still not be sufficiently educated to teach the language. Based on the stated issue, this study inquires the views of pre-service EFL teachers to see their reflections on their university entry and exit levels of English language. A semi-structured interview adopted from Butler's questionnaire titled Self-reported Current and Desired Minimum English Language Proficiency was utilized for the qualitative data. The participants (N=35) were interviewed about their language proficiency based on the prompts. The findings of the study suggest that ELT departments should be more aware of the weaknesses of the new students and take precautions accordingly.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e02f89f6a99269229512f24969e26f0b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103719730,"asset_id":103818513,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103719730/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103818513"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103818513"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103818513; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="10431096" id="thesischapters"><div class="js-work-strip profile--work_container" data-work-id="43231410"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43231410/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Diller_%C4%B0%C3%A7in_Avrupa_Ortak_%C3%96neriler_%C3%87er%C3%A7evesi_%C3%96l%C3%A7%C3%BCtlerine_G%C3%B6re_T%C3%BCrk_K%C3%BClt%C3%BCr%C3%BC_Tan%C4%B1mlay%C4%B1c%C4%B1lar%C4%B1n%C4%B1n_Olu%C5%9Fturulmas%C4%B1_B1_Dil_D%C3%BCzeyi_Model_%C3%96nerisi"><img alt="Research paper thumbnail of Yabancı Dil Olarak Türkçe Öğretiminde Diller İçin Avrupa Ortak Öneriler Çerçevesi Ölçütlerine Göre Türk Kültürü Tanımlayıcılarının Oluşturulması: B1 Dil Düzeyi Model Önerisi" class="work-thumbnail" src="https://attachments.academia-assets.com/63500609/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43231410/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Diller_%C4%B0%C3%A7in_Avrupa_Ortak_%C3%96neriler_%C3%87er%C3%A7evesi_%C3%96l%C3%A7%C3%BCtlerine_G%C3%B6re_T%C3%BCrk_K%C3%BClt%C3%BCr%C3%BC_Tan%C4%B1mlay%C4%B1c%C4%B1lar%C4%B1n%C4%B1n_Olu%C5%9Fturulmas%C4%B1_B1_Dil_D%C3%BCzeyi_Model_%C3%96nerisi">Yabancı Dil Olarak Türkçe Öğretiminde Diller İçin Avrupa Ortak Öneriler Çerçevesi Ölçütlerine Göre Türk Kültürü Tanımlayıcılarının Oluşturulması: B1 Dil Düzeyi Model Önerisi</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/AsliFisekcioglu">Asli Fisekcioglu</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://comu.academia.edu/Din%C3%A7ayK%C3%B6ksal">Dinçay Köksal</a></span></div><div class="wp-workCard_item"><span>Developing Turkish Culture Descriptors In Line With The Common European Framework For languages (Cefr) For Teaching Turkish As A Foreign Language: B1 Language Level</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Özet Yabancı Dil Olarak Türkçe Öğretiminde Diller İçin Avrupa Ortak Öneriler Çerçevesi Ölçütlerin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Özet<br />Yabancı Dil Olarak Türkçe Öğretiminde Diller İçin Avrupa Ortak Öneriler Çerçevesi Ölçütlerine Göre Türk Kültürü Tanımlayıcılarının Oluşturulması: B1 Dil Düzeyi Model Önerisi<br /> Bu araştırmanın amacı, yabancılara Türkçe öğretiminde kültür aktarımının yöntemli ve dil düzeyine göre yapılmasını sağlamak için B1 dil düzeyinde Türk Kültürü tanımlayıcılarının oluşturulmasıdır. Nitel araştırma yöntemi kullanılarak yapılan araştırmada tarama modeli ve doküman analizi yöntemleri kullanılmıştır. Bu modelin seçilmesindeki amaç Türk kültürü tanımlayıcıları için bir model önerisi sunmaktır. Türk kültürü tanımlayıcılarının oluşturulma sürecinde öncelikle yabancılara Türkçe öğretiminde kullanılan İstanbul B1 kitabının içindeki kültürel ögeler Diller İçin Avrupa Ortak Öneriler Çerçeve Metni ( 2013 ) genel yeterlilikler ölçütlerine uygunluğu açısından değerlendirilerek incelenmiştir. Kültürel ögelerin aktarımına duyarlı bir bakış açısına sahip olduğu söylenebilecek olan yöntem kitapları incelenmiş ve İstanbul Seti B1 yöntem kitabı, incelenmek üzere seçilmiştir. İstanbul B1 setinde yapılan kültür aktarımının genel yeterlilikler ölçütlerine uymadığı belirlenmiştir. Diller İçin Avrupa Ortak Öneriler Çerçeve Metni (2013 ) genel yeterlilikler ölçütlerine uygun kültür aktarımının yapılmasını sağlamak adına, Türk kültürü tanımlayıcılarının oluşturulması sürecine başlanmıştır. Sürecin birinci aşamasında, Diller İçin Avrupa Ortak Öneriler Çerçeve Metninden, sonraki aşamalarda Avrupa Konseyi tarafından yapılan projelerden, yabancı dil öğretiminde dillere ve kültürlere çoklu yaklaşımlar projesi (CARAP 2012) verilerinden, çalışmaya uygunluğu bakımından sadece kültürel ögelerle ilgili veriler taranmıştır. Elde edilen bu verilerden, proje yazarlarının kültürel alanlar olarak adlandırdıkları veriler, kültürel betimleyicilerin oluşturulması sürecinde hedefleri oluşturmuştur. Proje yazarlarının kültür bilgisi olarak adlandırdıkları veriler ise Türk kültürü tanımlayıcılarının hazırlanmasında, kültür aktarımında olması gereken içerik özelliklerini ortaya koymuştur. Bu bilgilerden hareketle, son aşamada oluşturulacak olan Türk kültürü tanımlayıcılarının özellikle yöntem kitabı yazarları tarafından daha rahat kullanımını sağlamak için Türk toplumsal bilgisi içeriği,  proje verilerine göre tarama ve doküman analizi yöntemleriyle araştırılmıştır. Elde edilen veriler Türk kültürü tanımlayıcılarının bildirime dayalı bilgi ( savoir ) boyutunu oluşturmuştur. Türk kültürü tanımlayıcılarının içeriğini oluşturacak uygulayıcı beceriler (savoir – faire ) B1 dil düzeyinin kültürel yeterlilikleri ile sınırlanması gerektiğinden, Avrupa Konseyi B1 Eşik Düzey Başvuru Metni ( 2011) projesinin kültürel yeterlilikler verileri doküman analizi yöntemiyle incelenip, elde edilen veriler Türk kültürü tanımlayıcılarının hazırlanmasında B1 dil düzeyinde sınırlılıkları olarak belirlenmiştir. Ardından tüm bu veriler ışığında, Türk Kültürü Tanımlayıcıları model önerisi Diller İçin Avrupa Ortak Çerçeve Metni ( 2013 ) bağlamında belirtilen tanımlayıcı yazma ölçütleri dikkate alınarak hazırlanmıştır.      <br /><br />Anahtar Sözcükler: Yabancı Dil Olarak Türkçe Öğretimi, Kültürel Tanımlayıcılar, Kültür Aktarımı, Türk Kültürü, Diller İçin Avrupa Ortak Öneriler Çerçevesi, B1 Dil Düzeyi.<br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br />Abstract<br />Developing Turkish Culture Descriptors In Line With The Common European Framework For languages (Cefr) For Teaching Turkish As A Foreign Language:<br /> B1 Language Level<br />The aim of this study is to develop Turkish culture descriptors at B1 language level in order to enable the transfer of culture methodologically to foreigners learning Turkish. Scanning model and document analysis method were used in this research conducted by qualitative research method. The aim of choosing this method is to present a model proposal for Turkish culture descriptors. In the process of developing Turkish culture descriptors, in the first place, the cultural elements in the textbook ‘İstanbul B1’were evaluated in terms of conformity with the general competences of Common European Framework for Languages (2013). Although it is a textbook sensitive to the transfer of cultural elements, it is observed the cultural transmission in ‘İstanbul B1’ does not meet the requirements of general competences. For this reason, in order to ensure cultural transfer in terms of conformity with the general competences of the Common European Framework for Languages (2013), descriptors were developed. In the first phase of the process, only data on cultural items were scanned from a project carried out by the Council of Europe following the Common European Framework for Languages: A Framework of Reference for Pluralistic Approaches (CARAP 2012). From the data obtained, the data which the project writers called cultural areas formed the targets in the process of developing cultural descriptors. This data revealed the features of the content that should be employed in the preparation of Turkish culture descriptors. Based on this information, Turkish social information content was examined by scanning and document analysis methods in order to enable textbook writers to adopt Turkish culture descriptors easily into their content. The data obtained comprise the declarative knowledge (savoir) competences of Turkish culture descriptors. Since the cultural skills of B1 language level should be limited by the skills and know-how (savoir-faire) which would form the content of the Turkish culture descriptors, the cultural competences data of the Council of Europe B1 Threshold Level (2011) were analyzed by document analysis method. The data obtained were determined as limitations of B1 language level in the preparation of Turkish culture descriptors. In the light of all these data, Turkish Culture Descriptors were developed by taking into account the preparation criteria for descriptors stated in the context of the Common European Framework for Languages (2013).<br />Key Words: : Turkish Cultural Descriptors, B1 Threshold Level, Turkish Culture, Common European Framework for Languages, Transfer of Culture, Turkish as a Foreign Language.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d71e8e351c5be431bb495ae11f608f45" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63500609,"asset_id":43231410,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63500609/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43231410"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43231410"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43231410; 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