Ingilizce öğretmenliği

A round robin test programme was carried out using the beam-bending test recommended by RILEM TC 162-TDF [1]. The test programme included both plain and steel fibre reinforced concrete (SFRC) beams. A detailed analysis was carried out to investigate the influence of different test configurations on measurements of the crack mouth opening displacement (CMOD). Linear elastic fracture mechanics (LEFM) and non-linear fracture mechanics (NLFM) methods were utilised to investigate the problem analytically. From the analytical studies carried out, it is proposed that the CMOD should not be measured at a distance more than 5mm from the bottom fibre of the beam. A larger distance than 5mm will cause the deviation between the measured CMOD and the true CMOD to reach an unacceptable level. A simple rigid body model has been proposed to relate the CMOD to the mid-span deflection. The NLFM analysis and experimental results were compared for both the plain and SFRC beam results and it was found that results based on the basis of CMOD can be compared to those based on deflections, for practical purposes, using the simple rigid body model. The experimental results strongly suggest that the rigid body model could be effectively applied for all the types of materials tested in the round robin test programme. In addition it was found that the conversion from CMOD to the equivalent mid-span deflection, δc, revealed good agreement between the load-average mid-span deflection (P-δ) curve and the load-equivalent mid-span deflection (P-δ) curve especially for the SFRC specimens. It is proposed that the load-CMOD (P-CMOD) curve be used to calculate the proposed RILEM design parameters (as opposed to the P-δ curve) via the use of a correction factor determined using the simple rigid body model. Un programme d'essais comparatifs entre laboratoires a été réalisé pour évaluer le test de poutre soumise à la flexion, comme prescrit par TC 162-TDF de la RILEM. Des poutres en béton normal et en béton de fibres métalliques (BFM) sont prises en compte dans le programme d'essais. Une étude détaillée a été effectuée pour examiner l'influence de différentes méthodes d'essai de mesures de l'ouverture d'orifice de fissure (OOF). La mécanique de fracture linéaire et non-linéaire a été utilisée pour examiner le problème d'une façon analytique. Sur base des études analytiques, on propose que l'OOF ne soit pas mesurée à une distance de plus de 5 mm de la base de la poutre. Au-delà de cette distance de 5 mm, la différence entre l'OOF mesurée et l'OOF véritable atteint un niveau inacceptable. Un modèle simple, basé sur des corps solides, est proposé pour estimer l'OOF à la flexion au centre de la poutre. L'analyse de la mécanique de fracture non-linéaire a été comparée avec les résultats expérimentaux pour les poutres en béton normal et en BFM. En pratique, on a constaté que les résultats basés sur l'OOF peuvent être comparés avec les résultats basés sur la déflexion, si on utilise un modèle, basé sur des corps solides. Les résultats suggèrent clairement que le modèle, basé sur des corps solides, puisse être appliqué sur tous les matériaux testés dans le programme des essais comparatifs. En plus, la conversion entre l'OOF et la déflexion équivalente au centre de la poutre (δc) a révélé une grande conformité entre le diagramme de la force en fonction de la déflexion moyenne au centre de la poutre et le diagramme de la force en fonction de la déflexion équivalente au centre de la poutre. Ceci est certainement le cas pour BFM. On propose que le diagramme de la force en fonction de l'OOF (contrairement au diagramme avec la force en fonction de la déflexion) soit utilisé pour le calcul des paramètres de dimensionnement, proposé par la RILEM. Pour ce faire, on peut utiliser un facteur de correction, déterminé par le modèle, basé sur des corps solides.

A round robin test programme was carried out on the beam-bending test recommended by the RILEM TC 162-TDF [1]. Plain concrete and steel fibre reinforced concrete (SFRC) beams were included in the test programme. The material variables for the SFRC beams consisted of two concrete strengths, three fibre dosages and three types of fibres. A comprehensive statistical analysis was carried out to determine the applicability and robustness of the test method. It was found that although inter-lab variations do occur, this was relatively small compared to the inherent material variation. It is also possible that the high variations observed could be due to the relatively small cross sections used for the test beams. Additionally, an investigation was carried out to evaluate the objectiveness of the calculation procedure proposed by RILEM TC 162-TDF to obtain the necessary design parameters. It was found that the prescribed calculation procedure was satisfactory, as the variation between the design parameters calculated at different laboratories was generally within the range of ±5%. An alternative method of obtaining the design parameters, by considering residual strengths, is suggested as it simplifies the calculation procedure and the test method. In general, the beam test was found to be a good robust test and relatively easy to carry out. Un programme d'essais comparatifs entre laboratoires a été réalisé pour le test de poutre soumise à la flexion, comme prescrit par TC 162-TDF de la RILEM. Des poutres en béton normal et en béton de fibres métalliques (BFM) sont inclues dans le programme d'essais. Pour les poutres en BFM, on a considéré comme variables de matériaux: deux résistances à la compression, trois dosages de fibres et trois types de fibres. Une analyse statistique exhaustive a été exécutée pour déterminer la pertinence et la solidité de la méthode d'essai. On a constaté que, bien que des variations de résultats entre les laboratoires existent, celles-ci sont relativement petites, surtout lorsque l'on compare avec les variations intrinsèques des matériaux eux-mêmes. Ces dernières variations peuvent être également dues aux sections transversales relativement petites qui sont utilisées pour les essais de poutre. Ensuite, une analyse a été réalisée en vu d'évaluer l'objectivité de la méthode de calcul qui est proposé par TC 162-TDF de la RILEM pour obtenir les paramètres nécessaires lors du dimensionnement. On a constaté que le méthode de calcul prescrite était satisfaisante, parce que la variation des paramètres, calculée par les différents laboratoires pour le dimensionnement, était d'un ordre de grandeur de ±5%. Une méthode alternative est néanmoins proposée pour obtenir les paramètres de dimensionnement en prenant en considération la résistance résiduelle. Cette méthode simplifie la méthode de calcul et la méthode d'essai. En général, l'essai de poutre soumise à la flexion simple, comme prescrit par le TC 162-TDF de la RILEM, est un essai robuste et relativement simple à exécuter.

The purpose of this research is to investigate the impact of peer review in comparison to that of teacher feedback on students' writing performance in an EFL academic writing context. The study also aims to suggest a possible way to alleviate the workload of writing instructors. The participants were 46 English majors at a state university in Ankara, Turkey. The data was collected from peer responses to first drafts, revisions, and comments from the instructor on the last drafts and student reflections in journals. The revisions in essays from two groups of freshmen ELT students were evaluated over nine weeks in five writing assignments. One group received training on effective peer feedback. They worked through peer revision when composing and received the teacher's comments only on their final drafts. The other group received teacher feedback over drafts. Frequency counts showed that both groups improved writing quality over the weeks. The peer reviewing group made many surface level changes and gradually increased deep-level changes. Comments in the reflection journals revealed a positive attitude. The performances of both groups were surprisingly similar. In terms of teacher workload, however, the peer-reviewing group relieved the teacher a great deal whereas she was overburdened with the other group.

Teacher training programs require observation of actual school environment by student teachers before they actually
start teaching under the supervision of an experienced teacher. Student teachers observe host teachers and students;
they gain insights into classroom management and become acquainted with school organization and administration.
This study is conducted with 25 student teachers in English Language Teaching department at a large state university
in Turkey. Student teachers have corresponded with their instructor for 12 weeks after each school observation. This
paper will consider the contents of the dialogue journals via the e-mail between the teacher trainees and their trainer
during their School Experience with particular emphasis on insights into their observations and the feasibility of the
process. By way of summary, this paper will also highlight the strengths and weaknesses of the process and suggest
ways of incorporating the dialogue journal in language teacher education.

This action research is conducted upon noticing that the teacher trainees in this study do
not get involved in the process of observation and feedback in microteaching sessions due to
certain emotional and cultural constraints. Feedback, which allows teacher trainees to learn
from their own performance as well as others’, is an indispensable component of microteaching.
Hence, this study aims to develop a more reflective and constructivist approach in microteaching
sessions. The participants were 24 teacher trainees in an English Language Teaching Department
at a large state university. The duration of the study was 7 weeks. The data were collected
through two attitudinal questionnaires and semi-formal interviews. Findings from the analysis
of data reveal that teacher trainees regard microteaching as useful for professional development
as it connects theory to practice. They also acknowledge the benefits of giving and receiving
feedback and of reflection. However, they express deep concern for others’ feelings. The teacher
trainees are often reluctant to provide overt oral feedback, probably due to the face-threatening
nature of the event and some cultural constraints. However, they feel more at ease with a written
feedback form. The trainees also report that they reflect more effectively and learn from one
another’s performance better through a structured feedback form. The study has also developed
a post observation feedback form for microteaching presentations.

With the increasing mobility throughout the world and the advances in communication
technologies, people are much more in contact with one another than ever before. When people
from different national or ethnic groups come into contact with one another, the resulting interaction
patterns can take many different forms. Judgments such as prejudice and stereotyping may often
be negative because it is a common tendency to evaluate the other person with one’s own values
that their own culture imprinted on them. Although there is some truth in stereotypes, they are
often negative and resistant to change. Moreover, stereotyping and prejudice ignore the variability
within a group of people and thus unfair in the judgment of the individual. They may also distort
the communication between people. The Contact Hypothesis, suggested by Allport in 1954, states
that contact between people will increase positive relations between them. Indirect contact, that
is, learning about the beliefs, values and norms of others, can also cause positive attitudes among
people. As efficient language learning provides the learner with cultural awareness, successful
language learners might develop more favourable outlook on other nationalities. In this study,
Katz and Braly’s (1933) adjective checklist and Bogardus’ (1928) Social Distance Scale are
administered to 60 participants in order to see if speaking a foreign language makes a difference
in terms of prejudice and stereotyping. The results show that there is a statistically significant
difference between people who can speak a foreign language and those who cannot in terms of the
trait adjectives they attributed to other nationalities and social distance preference with them.

The purpose of this study is to determine self- efficacy of foreign language instructors (n=47)
in information literacy and computer literacy after an in-service training on ICT skills and a
considerable amount of investment on hardware, software and the infrastructure in the School
of Foreign Languages at Gazi University. The relation between self-efficacy in information
literacy and computer literacy is also examined. Moreover, computer and information literacy
of a sample group of students (n=75) in the school of foreign languages are also determined to
see if there is a technology and information gap between the skills of instructors and their
students. The instruments in the study are: information literacy self-efficacy scale developed
by Kurbanoğlu, Akkoyunlu and Umay (2006) and computer literacy self-efficacy scale by
Kurbanoğlu and Akkoyunlu (2003). The results showed the instructors have high self-efficacy
scores in both areas. There is no statistically significant difference in information literacy and
computer literacy self-efficacy scores of instructors according to sex and experience. Only in
advanced computer skills, at a larger scale (.08) there is a difference favouring instructors
with 1-5 years of experience. The findings also show that information literacy and computer
literacy skills reinforce each other. Finally, a comparison of the scores of instructors with
those of the students show that the instructors do not fall behind their students, and even are
better in some aspects. The high self-efficacy scores of instructors might be attributed to the
ICT training they received and their devotion.

High levels of teaching-related anxiety may cause high levels of stress, failure and disappointment in pre-service teachers. The factors that increase anxiety and those that reduce it for student teachers might also be culture-specific. This study was conducted on 52 pre-service language teachers at a state university in Turkey during their practicum. Rather than investigating the anxiety levels of student teachers, the study aimed to find out the reason why they experienced, or did not experience anxiety with reference to culture specific reasons. This was done by focusing on factors that reduce or provoke practicum anxiety. A questionnaire comprising 25 open-ended questions was developed from the Student Teacher Anxiety Scale (STAS). The items in the scale were converted into questions and the participants were asked to clearly state why they felt anxious or easy. The responses were analysed through content analysis and then quantified to show frequencies. The findings indicated that the student teachers experienced anxiety due to the stress of being evaluated, as well as problem behaviour in the classroom. The results also revealed that helpful and supporting staff at the host school reduces teaching anxiety. The student teachers also felt at ease with a supervisor that they had a partnership with from the micro-teachings in their methodology courses through to supervision in their practicum. The findings are discussed and suggestions regarding improvement in practice teaching are suggested.

Teacher agency is a concept that defines a teacher's commitments and capabilities of making decisions and taking actions which result in a change in the community of teaching (Husu & Toom, 2010; Pietarinen, Pyhälto & Soini, 2016). Since practicum teaching is the first place where teacher trainees enhance both theoretical and practical teaching experiences, it plays a crucial role in shaping teacher trainees' professional agency. Putting emphasis on the practicum teaching and different instructional backgrounds, this study aims to describe English language teacher trainees' sense of professional agency in practicum in Poland, Portugal, and Turkey. In addition, it attempts to compare three practicum settings in terms of the professional agency. The main findings of the study show that teacher trainees have a sense of professional agency in three countries but their level of agency varies. Considering the dynamics of agency, it can be stated that teacher trainees feel more agentic in reflection. Turkish and Portuguese practicum contexts show similarities in the components of reflection and positive interdependence; however, three countries significantly differ in the sense of professional agency from a holistic perspective.

In this journal, research articles which reflect the survey with the results and translations that can be considered as a high scientific quality, scientific observation and review articles are published. Teachers, students and scientists who conduct research to the field (e.g. articles on pure sciences or social sciences, mathematics and technology) and in relevant sections of field education (e.g. articles on science education, social science education, mathematics education and technology education) in the education faculties are target group. In this journal, the target group can benefit from qualified scientific studies are published. The publication languages are English and Turkish.

Masculinity and femininity are two words that entail two opposite images with distinct sets of behaviour and personal attributes. Regardless of how well these definitions fit to each individual man and woman in society, these gender stereotypes are maintained and transmitted within the society throughout years. In return, gender stereotypes and roles affect men and women in society. In this study, 96 English Language Teaching (ELT) junior students are given a questionnaire to get socioeconomic information about them and their families. Later, the samples of their process writing work in Advanced Reading and Writing Course I are scanned to find expressions revealing their ideas about gender stereotypes and gender roles. These expressions and their frequency are listed. It is thought that this study will reveal gender stereotypes and roles shared by the average language students at universities.

Turkey has launched a large national initiative to integrate information and communication technologies in education. FATIH project, valued at 8 billion$ and with tablet computers for every student from grade 5 to 12, interactive white boards and internet connection in every class,  is often defined as ambitious, massive, grandiose and high-tech. The current study aims to investigate the effectiveness and efficiency of FATIH Project based on the views of stakeholders with particular reference to language teaching and learning process. The study has been carried out at a high school in Ankara which has been a part of the project from the piloting phase. Forty three participants including seven English teachers, 20 students and 10 parents, two school administrators, three project officials and the General Director of Innovation and Education Technologies have been administered semi structured interviews. The study has revealed a distinction between the views of policy makers (official...

Teacher training programs require observation of actual school environment by student teachers before they actually start teaching under the supervision of an experienced teacher. Student teachers observe host teachers and students; they gain insights into classroom management and become acquainted with school organization and administration. This study is conducted with 25 student teachers in English Language Teaching department at a large state university in Turkey. Student teachers have corresponded with their instructor for 12 weeks after each school observation. This paper will consider the contents of the dialogue journals via the e-mail between the teacher trainees and their trainer during their School Experience with particular emphasis on insights into their observations and the feasibility of the process. By way of summary, this paper will also highlight the strengths and weaknesses of the process and suggest ways of incorporating the dialogue journal in language teacher education.

This action research is conducted upon noticing the need to provide pre-service teachers of English with a deeper insight into their microteaching demonstrations in TEYL course, which takes place in third year of the teacher training program before the practicum. Regarding the microteachings in TEYL course, the pre-service teachers complained about not being sure how children learn, think and act. Their concerns and dissatisfaction about the performance and feedback stages of microteaching sessions were also acknowledged by the researchers. Thus, 71 pre-service teachers were required to re-conduct their storytelling with target age children and complete a reflection questionnaire. The qualitative analysis of the data reveals that microteachings had some drawbacks in preparing pre-service teachers to the teaching profession. Actual practices with children enabled the pre-service teachers experiencing the natural atmosphere of teaching and developing understanding how children think, learn and react.

The purpose of this study is to determine self-efficacy of foreign language instructors (n=47) in information literacy and computer literacy after an in-service training on ICT skills and a considerable amount of investment on hardware, software and the infrastructure in the School of Foreign Languages at Gazi University. The relation between self-efficacy in information literacy and computer literacy is also examined. Moreover, computer and information literacy of a sample group of students (n=75) in the school of foreign languages are also determined to see if there is a technology and information gap between the skills of instructors and their students. The instruments in the study are: information literacy self-efficacy scale developed by Kurbanoğlu, Akkoyunlu and Umay (2006) and computer literacy self-efficacy scale by Kurbanoğlu and Akkoyunlu (2003). The results showed the instructors have high self-efficacy scores in both areas. There is no statistically significant difference in information literacy and computer literacy self-efficacy scores of instructors according to sex and experience. Only in advanced computer skills, at a larger scale (.08) there is a difference favouring instructors with 1-5 years of experience. The findings also show that information literacy and computer literacy skills reinforce each other. Finally, a comparison of the scores of instructors with those of the students show that the instructors do not fall behind their students, and even are better in some aspects. The high self-efficacy scores of instructors might be attributed to the ICT training they received and their devotion.

The authors explore the effect of medium of instruction on students' attainments at a large state university in Turkey in the Department of Business Administration. The findings indicate no statistically significant difference in grades of 386 students with respect to medium of instruction. As for entry rankings however, those in the English-medium program who had higher scores on the university entrance exam appeared to be more successful. It may be concluded that Englishmedium instruction is not a disadvantage in attaining learning objectives.

Öz Bu eylem araştırması, öğretmen adaylarının mikroöğretim sunumlarında, bazı duygusal ve kültürel kısıtlamalar yüzünden, gözlem ve geribildirim sürecine etkili katılamadıklarının fark edilmesi üzerine yapılmıştır. Öğretmen adaylarının hem kendi performanslarından hem de başkalarınınkinden öğrenmelerini sağlayan geribildirim, mikroöğretimin vazgeçilmez bir bileşenidir; bu nedenle, bu çalışma mikroöğretim uygulamalarında daha yansıtmacı ve yapılandırmacı bir yaklaşım geliştirmeyi hedeflemektedir. Katılımcılar büyük bir devlet üniversitesi, İngiliz Dili Eğitimi Bölümü›ndeki 24 öğretmen adayıdır. Çalışmanın süresi 7 haftadır. Çalışmada veriler, iki tutum anketi ve yarı-resmi görüşmeler yoluyla edinilmiştir. Bulgular, öğretmen adaylarının teori ile uygulamayı bağdaştırdığı için mikroöğretim tekniğini profesyonel gelişim konusunda yararlı bulduklarını göstermiştir. Ayrıca, daha etkili bir geribildirim sürecinin yararlarını kabul etmişlerdir. Ancak, başkalarının duygularını incitme konusu...