Yabancı Diller Yüksekokulu

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Browsing Yabancı Diller Yüksekokulu by Author "Ocak, Gürbüz"

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    A Model for Determining Students’ and Teachers’ Perspectives on the Turkish 11th Grade English Language Curriculum in Terms of Achieved Learning Outcomes
    (Journal of Educational Issues, 2021) Ocak, Gürbüz; Karafil, Burcu
    In the current study, it was aimed to evaluate the Turkish 11th grade English language curricula implemented in Turkey in terms of achieved learning outcomes. In the study, case study model was employed. The data were obtained from 20 11th grade high school students and an English language teacher in the spring term of 2018-2019 academic year. “Learning Outcomes Questionnaire for Students” was prepared by the researchers in order to obtain data from the students to determine their self-efficacy perceptions about achieving the Turkish 11th grade English curriculum learning outcomes. The second data collection tool was “Learning Outcomes Questionnaire for Teachers”. This questionnaire was also prepared by the researchers for the teachers to determine teachers’ opinions about the degree that students achieved the learning outcomes. Open-ended questions were prepared and asked to the teacher to obtain the qualitative data Moreover, classroom observations were carried out during four weeks, and one class hour of observation was made per week. The findings of the study showed that the students’ self-efficacy perception on “Pronunciation” skill was at highest level (  = 3.68) while their perception on “Reading” skill was at lowest (  = 2.94). Similarly, the teacher’s mean score was at highest level for “Pronunciation” skill while it was lowest for “Reading” skill.
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    A Scale Development Study to Determine the Self Efficacy Beliefs of University Students for English
    (Anatolian Journal of Education, 2020) Ocak, Gürbüz; Karafil, Burcu
    The aim of this study was to develop a self-efficacy belief for English scale for university students. For this purpose, a trial form of 73 items in Likert-type was prepared ant it was applied to a total of 365 university students in the fall semester of the 2016-2017 academic year. Explanatory factor analysis was conducted to prove the construct validity of the developed scale. For the factor analysis of the data, it was shown that the data set was suitable for factor analysis as the KMO value was 0,97 and the Barlett test significance value was 0,000. The analyses showed that the scale items were grouped under 5 factors, namely writing, speaking, reading, ability to learn English and listening, a total of 60 items. The value of Cronbach alpha calculated for reliability study was found as 0.98. In the confirmatory factor analysis study, it was found that the values of the "Self-Efficacy Belief for English Scale" were acceptable (χ2 / df =5.23; RMSEA =.10; CFI =.83; SRMR = .085). When the values of the other goodness of fit of the scale were examined, the values were obtained as GFI =.55, AGFI =.52; NNFI =.83 Findings related to the studies of validity and reliability show that the scale has a valid and reliable form.
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    Development of Teacher Feedback Use Evaluation Scale
    (International Journal of Progressive Education, 2020) Ocak, Gürbüz; Karafil, Burcu
    Feedback is an important factor used in learning and teaching process. The effective use of feedback by teachers fosters learning. Therefore, it plays a crucial role to evaluate the feedback system of teachers according to students’ views. As a result, valid and reliable instruments are required in this process. This study aimed to develop a scale to evaluate teachers’ feedback usage according to high school students’ views. A trial form of 44 items in Likert-type was prepared and applied in the fall semester of the 2016-2017 academic year. The validity and reliability of the scale was conducted on the data obtained from 220 high school students selected by convenience sampling. Explanatory factor analysis was conducted to prove the construct validity of the scale. Confirmatory Factor Analysis (CFA) was conducted to impose the structure on the data. The KMO Kaiser-Meyer-Olkin value was obtained as 0.87. The value of Cronbach alpha calculated for reliability was 0.84 for this study. In the confirmatory factor analysis, it was found that the values of the “Teacher Feedback Evaluation Scale” were acceptable (χ2 / df = 2,05; RMSEA = .069; CFI = .90; RMR = .08). When the values of the other goodness of fit of the Feedback Evaluation Scale were examined, the values were obtained as GFI = .84, AGFI = .81, NNFI = .89. Findings related to the validity and reliability show that the scale is a valid and reliable measurement tool.
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    TEACHERS’ PERCEPTIONS OF THEIR TECHNOLOGICAL COMPETENCE IN LEARNING AND TEACHING PROCESS
    (Malaysian Online Journal of Educational Technology, 2021) Ocak, Gürbüz; Karafil, Burcu
    This study determines Turkish in-service teachers’ perceptions of their technological competence in learning and teaching process. In the study, case study method was employed. The participants of the study consisted of 23 in-service teachers working in Turkey during 2019-2020 academic year. The questionnaire technique was used in obtaining the data. For this purpose, six open-ended questions were prepared. In the analysis of the data, content analysis was employed. The findings of the study showed that most of the teachers use technology in preparing the course content and presenting it to the students, for in-class and out-of class activities. It was also obtained that most of the teachers feel inadequate in using technology in education. Lastly, teachers indicated that online systems used during pandemic process enabled the continuity of education, provided opportunity for teachers to improve themselves, increased family support and provided flexibility.