https://hdl.handle.net/20.500.11857/616 2026-06-02T15:38:20Z 2026-06-02T15:38:20Z Tanış, Ayfer Dikilitaş, Kenan https://hdl.handle.net/20.500.11857/2947 2023-01-28T12:17:29Z 2019-01-01T00:00:00Z

Exploring CLIL in Turkish context: Teacher and student voices Tanış, Ayfer; Dikilitaş, Kenan This mixed method study investigates the perceptions of teachers and students on Content and language integrated learning (CLIL) methodology and reports their relevant classroom practices within the Turkish context. With this in mind, a set of qualitative data was collected by means of semi-structured in-depth interviews, teacher documents and classroom observations, while the quantitative data was collected using a CLIL questionnaire. The participants included four teachers applying CLIL methodology and their 5th grade students. The qualitative results indicated that teachers view CLIL as a challenging but pedagogically beneficial teaching practice providing positive affective aspects for the students such as higher motivation and self-confidence. The quantitative results also showed that students had highly positive perceptions toward CLIL as they found CLIL lessons highly effective for their language development and the content knowledge. This study offers practical implications for CLIL teachers and CLIL programme designers.

2019-01-01T00:00:00Z Tanış, Ayfer Dikilitaş, Kenan https://hdl.handle.net/20.500.11857/2779 2023-01-28T12:23:13Z 2018-01-01T00:00:00Z

Turkish EFL Instructors' Engagement in Professional Development Tanış, Ayfer; Dikilitaş, Kenan While the beliefs and practices of teachers on professional development (PD) are generally considered to promote quality in education and raise teachers' awareness regarding teaching strategies, there is still limited research available into different PD models' effectiveness in providing teachers with practical knowledge. This research aims to explore the role of AR in Turkish EFL instructors' beliefs, and compare action research (AR), as a transformative model, with transmissive and transitional PD models. Qualitative data collected by means of semi-structured in-depth interviews were analysed by using constant comparative data analysis procedure. The participants were nine Turkish EFL instructors from a state university, selected according to purposive criterion-based sampling. The results revealed that the PD beliefs of Turkish EFL instructors conducting AR were different from those engaging in transmissive PD models in terms of access to and reflection on knowledge. The beliefs of the former group indicated strong evidence of a lifelong learning PD process, collaboration-based PD practices with intrinsic motivation, integration of inquiry based, experiential knowledge with reflective practice experiences, and a bottom up approach to PD. In contrast, the latter group showed short-term learning, and a theoretical knowledge transmission model depending on extrinsic motivation, presenting non-reflective, passive roles, with a top down approach. In this context, AR as an on-going PD activity is seen as highly effective for fostering teachers' practical knowledge. (C) 2018 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL).

2018-01-01T00:00:00Z Yüksel, I. Türkses, Ercüment https://hdl.handle.net/20.500.11857/2712 2023-01-28T12:17:22Z 2015-01-01T00:00:00Z

Cross-sectional evaluation of distance education students' learning styles and critical thinking dispositions in Turkey -- Book Chapter Yüksel, I.; Türkses, Ercüment This study aims to examine distance education students' learning styles and critical thinking dispositions. This cross sectional survey was conducted on 114 Turkish distance education students from various departments in a state university. The data of the study were collected through Grasha-Riechmann Student Learning Style Scale (GRSLSS) and California Critical Thinking Disposition Inventory (CCTDI). Cronbach Alpha coefficiencies of the scales were .76 for GRSLSS and .79 for CCTDI. To analyze the data, descriptive statistics (frequencies, percentages, means and standard deviations), t-test and oneway analysis of variance tests were used. The results indicated that the dependent learning style was the most preferred style and the avoidant learning style was the least preferred style. The further analysis regarding learning style indicated that female students perceived themselves more dependent than male students. The results also indicated that students in teacher training programs scored higher in independent and avoidant sub-scales, while students in arts and sciences programs scored higher in dependent, collaborative, competitive and participant sub-scales. The results manifested that students' critical thinking dispositions were at a low level, and they mostly had analyticity and open-mindedness dispositions. Female students were found to have more critical thinking dispositions than male students. © 2016 by IGI Global. All rights reserved.

2015-01-01T00:00:00Z Tanış, Ayfer Dikilitaş, Kenan https://hdl.handle.net/20.500.11857/2693 2023-01-28T12:23:22Z 2018-01-01T00:00:00Z

Turkish EFL instructors’ engagement in professional development Tanış, Ayfer; Dikilitaş, Kenan While the beliefs and practices of teachers on professional development (PD) are generally considered to promote quality in education and raise teachers’ awareness regarding teaching strategies, there is still limited research available into different PD models’ effectiveness in providing teachers with practical knowledge. This research aims to explore the role of AR in Turkish EFL instructors’ beliefs, and compare action research (AR), as a transformative model, with transmissive and transitional PD models. Qualitative data collected by means of semi-structured in-depth interviews were analysed by using constant comparative data analysis procedure. The participants were nine Turkish EFL instructors from a state university, selected according to purposive criterion-based sampling. The results revealed that the PD beliefs of Turkish EFL instructors conducting AR were different from those engaging in transmissive PD models in terms of access to and reflection on knowledge. The beliefs of the former group indicated strong evidence of a lifelong learning PD process, collaboration-based PD practices with intrinsic motivation, integration of inquiry based, experiential knowledge with reflective practice experiences, and a bottom up approach to PD. In contrast, the latter group showed short-term learning, and a theoretical knowledge transmission model depending on extrinsic motivation, presenting non-reflective, passive roles, with a top down approach. In this context, AR as an on-going PD activity is seen as highly effective for fostering teachers’ practical knowledge. © 2018 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL).

2018-01-01T00:00:00Z