Papers by Mehmet Galip Zorba
Folklor/Edebiyat, 2024
Bitkilerin edebî eserlerde ne şekilde temsil edildiğini açımlayan kuramsal ve yöntemsel çerçevele... more Bitkilerin edebî eserlerde ne şekilde temsil edildiğini açımlayan kuramsal ve yöntemsel çerçeveler, sayıca hâlen çok azdır. Ekoeleştirmenler tarafından geliştirilen inceleme araçlarından biri olan "bitki inceleme haritası," edebî metinlerin analizinde kullanılmak üzere tasarlanmıştır. Başta çocuk edebiyatının kurgusal metin-Geliş tarihi (
Sustainability, 2024
Implementing education for sustainable development (SD) into higher education requires curricular... more Implementing education for sustainable development (SD) into higher education requires curricular changes, embodying various constraints. Therefore, exploring students' understanding of sustainable development goals (SDGs) is part of the initial steps. In doing this, students' reflections on literary works can yield valuable insights and guide what and how to teach for effective ESD practices. This study investigated university students' understanding of SDGs through their reflections on a literary work. A mixed-methods research design was employed, collecting data from senior English literature students at a Turkish state university. Qualitative data were collected through an open-ended survey and students' term papers, while quantitative data were collected through a questionnaire. The survey and term papers showed divergent results regarding students' understanding of SDGs. Although the survey indicated a restricted understanding, the term papers showed a more nuanced understanding. The quantitative findings also suggested that students had a systems perspective related to SDGs. Moreover, the term paper findings showed that students focused primarily on characters and settings while clarifying and elaborating their associations. Literary texts can be valuable tools to gain more insights into students' understanding of SDGs, as they provide explicit and implicit instances in which essential plot elements construct rich and meaningful contexts.
Procedia - Social and Behavioral Sciences, 2013
Turkish Journal of Education, Apr 30, 2023
Recent research suggests that learners should be provided with opportunities to negotiate meaning... more Recent research suggests that learners should be provided with opportunities to negotiate meanings with other cultures and critically evaluate and reflect on their own culture. Texts have a great potential to provide such opportunities, especially in contexts where learners do not have the chance to experience other cultures through real-time observations. This case study investigates what the readers-as-textethnographers approach (RaTE) offers to promote intercultural awareness (ICA) in higher education. To this end, seven texts were selected following certain criteria, and a 15-week implementation was designed. Data were collected through learners' written productions, classroom video recordings, a postimplementation survey, and key informant interviews. Findings revealed that studying texts with the RaTE approach helped the learners develop their ICA in understanding the complexity of culture, otherness, and self. Furthermore, findings also showed that the learners had difficulties in certain areas, such as reading between the lines and textual analysis during the implementation.
Procedia - Social and Behavioral Sciences, 2013
Procedia - Social and Behavioral Sciences, 2013
International Journal of Sustainability in Higher Education, 2024
Purpose – This study aims to examine the outcome of an online project to inform preservice Englis... more Purpose – This study aims to examine the outcome of an online project to inform preservice English language teachers regarding the United Nations’ Sustainable Development Goals (SDGs).
Design/methodology/approach – A qualitative research method was used to understand participants’ overall knowledge. In total, 30 preservice teachers were selected from a larger pool after considering their grade point averages, sex, university affiliations and geographical backgrounds to ensure a balanced distribution and diversity. Qualitative data were collected through written productions, video recordings and a postproject survey.
Findings – Findings revealed that preservice teachers deepened their understanding of SDGs and adopted a positive attitude toward SDGs while increasing their pedagogical awareness and knowledge of teaching English in response to SDGs. They also regarded literary texts as a valuable resource for teaching SDGs.
Originality/value – This study contributes to the literature by demonstrating that literary works are valuable for educating preservice teachers on integrating SDGs. A detailed overview of the project and its outcomes can guide practitioners and teacher educators in integrating SDGs into their education programs and English language teaching.
Conference Paper, 2019
Ülkemizde İngilizce derslerinde karşılaşılan öğrenci başarısızlığı ile ilgili yapılmış olan çalı... more Ülkemizde İngilizce derslerinde karşılaşılan öğrenci başarısızlığı ile ilgili yapılmış olan çalışmalardan özellikle başarısızlığa neden olan etmenlere odaklananlar sayıca az olup mevcut çalışmaların çoğu büyük şehirlerden derlenmiş verilere dayanmaktadır. Elimizde olan çalışmalara dayanarak ulusal yabancı dil öğretimi sistemimiz üzerinden genellemeler yapmamız ve öğrenci başarısızlığı sorununu çözebilmek için verilere dayalı öneriler sunmamız bu açıdan bakıldığında oldukça zor ve kısmen de yanıltıcıdır. İngilizce derslerinde başarısızlığa etki eden etmenlerin yerelde neler olabileceğini konu edinen bu çalışma 2016 yılında Şanlıurfa ilinin, Harran ilçesinde görev yapmakta olan toplam 95 İngilizce öğretmeninden elde edilen nitel verilere dayanmaktadır. İlçede görev yapan öğretmenlere yöneltilen açık uçlu bir soru aracılığıyla toplanan verilerin içerik incelemesine tabi tutulması sonucunda öğrenci başarısızlığını etkileyen etmenler dört ana başlıkta toplanmıştır ki bunlardan en önemlisi öğrencilerin aileleri, yakın toplumsal çevreleri ve yaşamlarını sürdürdükleri coğrafî konumdan kaynaklanan sorunlardır. İkincil olarak tekrar eden sorunlar ulusal eğitim sistemi, ders programları ve öğretimde kullanılan ders araç-gereçleri ile ilgili sorunlardır. Öğretmenlere göre öğrenci başarısını etkileyen diğer bir etmen de fiziksel olarak sınıf ortamından kaynaklanan sorunlardır. Son olarak da çalışmaya katılan öğretmenler öğrenci başarısını etkileyen etmenlerden biri olarak öğretmen olarak kendilerinden kaynaklanan sorunlara işaret etmişlerdir. Öğretmenlerin özellikle eğitim ve öğretime hazır-bulunuşlukları ile hizmet içi eğitime duydukları gereksinime değindikleri verilere dayanarak bu çalışmanın sonucunda özellikle yerelde İngilizce derslerindeki öğrenci başarısızlığını en aza indirmek için somut öneriler sunulmaktadır.
Bayburt Eğitim Fakültesi Dergisi, 2023
This study aims to explore writer’s block in the tertiary education context and draws from 644 se... more This study aims to explore writer’s block in the tertiary education context and draws from 644 senior English language and literature students’ self-reports on producing academic texts in English. A mixed-methods survey design was used to collect data from the participants. Findings showed that both internal and external causes of writer’s block were at work, yet external causes were moderately more influential, while students produced argumentative-critical and expository essays and were influential in the drafting stage of the writing process. Findings also revealed that students pursued continue-to-write and avoid-writing strategies in different combinations to cope with writer’s block and needed to expand their knowledge and experience in drafting, planning, using academic language, coherence, and smooth transitions between sentences and paragraphs. Lastly, findings highlighted the need for clear instructions, studying sample texts, and feedback from teachers to overcome writer’...
Journal Article, 2023
The United Nations’ (UN) Sustainable Development Goals (SDGs) aim to create a sustainable world a... more The United Nations’ (UN) Sustainable Development Goals (SDGs) aim to create a sustainable world and provide permanent solutions to major social, ecological, and economic problems affecting the world. Education holds a central position in disseminating and achieving these goals with a thorough understanding. From this stance, English language teaching (ELT) lends itself to giving leeway to integrating SDGs considering students’ academic purposes. With all these in mind, this study investigates EAP students’ conceptualization of SDGs and derives from data collected from 360 undergraduate students enrolled in the English language and literature department at a state university in Turkey. A descriptive survey design was employed to seek answers to the research questions, and both quantitative and qualitative data were collected from participants. Results revealed divergences between qualitative and quantitative findings. Quantitative findings indicated the predominance of the systems thinking perspective among the participants, suggesting that they viewed SDGs as a complex whole, encompassing various intertwined and interconnected elements. However, qualitative findings revealed the problematic conceptualization of SDGs, providing deeper insights into the phenomenon in question. In line with these findings, this study suggests several pedagogical implications for integrating SDGs into teaching practices.
Edunovatic 2020. Conference Proceedings: 5th Virtual International Conference on Education, Innovation and ICT, December 10 - 11, 2020, 2020, ISBN 978-84-09-22967-3, págs. 182-186, 2020
This study aimed to investigate what cultural meanings English language learners (ELLs) attribute... more This study aimed to investigate what cultural meanings English language learners (ELLs) attributed to the selected digital photographs and how they interpreted these photographs at the intersection of 'my culture' and 'other culture' dichotomy. This qualitative study was carried out during the fall term of 2020-2021 at a state university in Antalya, Turkey. Forty-one first-grade students (26 males and 15 females) of English language and literature participated in the study. Data were gathered in two parts. In the first part, participants' free-associative responses to the selected photographs were collected, and in the second part, participants were asked to categorize the same photographs as 'my culture' or 'other culture' and explain how and why they did such a categorization. Findings showed that ELLs attributed different meanings to the selected photographs, employed either the judgmental/deductive or the experiential/ inductive strategies to differentiate their own culture from other cultures, and paid attention to different visual descriptors inherent in the selected photographs.
Bayburt Eğitim Fakültesi Dergisi, 2023
This study aims to explore writer's block in the tertiary education context and draws from 644 se... more This study aims to explore writer's block in the tertiary education context and draws from 644 senior English language and literature students' self-reports on producing academic texts in English. A mixed-methods survey design was used to collect data from the participants. Findings showed that both internal and external causes of writer's block were at work, yet external causes were moderately more influential, while students produced argumentativecritical and expository essays and were influential in the drafting stage of the writing process. Findings also revealed that students pursued continue-to-write and avoid-writing strategies in different combinations to cope with writer's block and needed to expand their knowledge and experience in drafting, planning, using academic language, coherence, and smooth transitions between sentences and paragraphs. Lastly, findings highlighted the need for clear instructions, studying sample texts, and feedback from teachers to overcome writer's block. In light of these findings, several pedagogical implications were suggested.
Journal of Narrative and Language Studies, Jun 30, 2019
Fantasy fiction is often discussed as a dichotomous entity rolling between hard reality and mere ... more Fantasy fiction is often discussed as a dichotomous entity rolling between hard reality and mere imagination. In such a shallow conceptualization, the former represents the reader’s world while the latter serves as a reflection of imagination. These two may seem contradictory, yet many researchers acknowledge that fantasy needs reality in order to depart from it, suggesting a reciprocal and codependent relationship. Hence, although many fantasy books are initially set in the real world, protagonists travel to secondary worlds so that the fantastic aspect starts evolving. Keeping this reciprocal relationship in mind, this study analyzes the initial settings and entrances of the secondary worlds in British children’s fantasy fiction, namely by reading, L. Carroll’s Alice’s Adventures in Wonderland, C. S. Lewis’ The Chronicles of Narnia: The Lion, the Witch and the Wardrobe, J. R. R. Tolkien’s The Hobbit and The Lord of the Rings: The Fellowship of the Ring, and J. K. Rowling’s Harry Potter and the Sorcerer’s Stone. It is seen that, the initial settings in the works studied are situated either in the real world or in a place in which a realistic setting is dominant. The results of this study show that the protagonists, except for Harry Potter, oftenfind darkness and danger in the secondary worlds. Thus, it can be inferred that Harry is an exceptional protagonist as he finds “sunshine and excitement” when he first enters his secondary world, making him a distinctive character among the others.
Anahtar sözcükler Kültürlerarası farkındalık, Kültürlerarası farkındalık arttırıcı etkinlikler, İ... more Anahtar sözcükler Kültürlerarası farkındalık, Kültürlerarası farkındalık arttırıcı etkinlikler, İngilizce öğretimi, Ortaokul Türkiye'deki Ortaokul Öğrencilerinin Kültürlerarası Farkındalıklarına Yönelik Bir Vaka Çalışması Bu vaka çalışması ortaokul öğrencilerinin kültürlerarası farkındalıklarını olumsuz etkileyen etmenleri ve kültürlerarası farkındalığın nasıl arttırılabileceğinin yollarını incelemektedir. Çalışma Antalya'da bir devlet okulunda 32 öğrencinin katılımıyla gerçekleştirilmiştir. Öğrencilerin kültürlerarası farkındalıklarını arttırmak için kavramsal çerçeveye göre hazırlanan 8 haftalık bir uygulama yapılmıştır. Nitel veriler ders kitabı incelemesi, yarı yapılandırışmış görüşme ve sınıf gözlemiyle toplanırken nicel veriler ön ve son test olarak kullanılan bir anket vasıtasıyla toplanmıştır. Çalışmanın bulguları kullanılan İngilizce ders kitaplarında kültürel unsurların birbirinden kopuk bir şekilde verildiğini ve ders kitaplarının yanlış ya da uydurma kültürel bilgiler içerdiğini ortaya koymuştur. Ders kitaplarıyla ilgili sorunların yanı sıra dilbilgisi temelli öğretimin ve kültürel konulara odaklanmadaki eksiklerin kültürlerarası farkındalığı olumsuz etkilen en önemli etmenler olduğunu ortaya koymuştur. Uygulamanın etkinliği açısından ise bulgular öğrencilerin uygulama sonrasında farklı kültürleri daha iyi kıyaslayabildiğini, öğrencilerin kendi kültürleri ve diğer kültürlerle ilgili bilgilerini arttırdıklarını ve kültürel konulara daha fazla ilgi duymaya başladıklarını göstermiştir.
Critical Thinking: Theory and Practice, 2019
Although Turkey is not a member state of the EU, educational and curricular documents produced by... more Although Turkey is not a member state of the EU, educational and curricular documents produced by the EU such like the CEFR, the European Language Portfolio (the ELP) and the European Portfolio for Student Teachers of Languages (EPOSTL) have been examined by Turkish researchers and curriculum makers whose work seem to affect the curriculum of teacher education programs and curricula of all levels. The EPOSTL, which aims to improve the pedagogical progress of Turkish teachers of English, is currently studied and applied in many different contexts in Turkey although research on its potential use is still needed. Hence, in this study, we applied the culture-related self-assessment scale with seven preservice teachers of English who were taking a practicum course. In the EPOSTL there are eleven culture-related selfassessment descriptors and all of them were answered by the participants both in numbers as well as in words. Results showed that items five, six and eleven were given the low...
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Papers by Mehmet Galip Zorba
Design/methodology/approach – A qualitative research method was used to understand participants’ overall knowledge. In total, 30 preservice teachers were selected from a larger pool after considering their grade point averages, sex, university affiliations and geographical backgrounds to ensure a balanced distribution and diversity. Qualitative data were collected through written productions, video recordings and a postproject survey.
Findings – Findings revealed that preservice teachers deepened their understanding of SDGs and adopted a positive attitude toward SDGs while increasing their pedagogical awareness and knowledge of teaching English in response to SDGs. They also regarded literary texts as a valuable resource for teaching SDGs.
Originality/value – This study contributes to the literature by demonstrating that literary works are valuable for educating preservice teachers on integrating SDGs. A detailed overview of the project and its outcomes can guide practitioners and teacher educators in integrating SDGs into their education programs and English language teaching.
Design/methodology/approach – A qualitative research method was used to understand participants’ overall knowledge. In total, 30 preservice teachers were selected from a larger pool after considering their grade point averages, sex, university affiliations and geographical backgrounds to ensure a balanced distribution and diversity. Qualitative data were collected through written productions, video recordings and a postproject survey.
Findings – Findings revealed that preservice teachers deepened their understanding of SDGs and adopted a positive attitude toward SDGs while increasing their pedagogical awareness and knowledge of teaching English in response to SDGs. They also regarded literary texts as a valuable resource for teaching SDGs.
Originality/value – This study contributes to the literature by demonstrating that literary works are valuable for educating preservice teachers on integrating SDGs. A detailed overview of the project and its outcomes can guide practitioners and teacher educators in integrating SDGs into their education programs and English language teaching.