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Item Development of Teacher Feedback Use Evaluation Scale(International Journal of Progressive Education, 2020) Ocak, Gürbüz; Karafil, BurcuFeedback 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.Item A Scale Development Study to Determine the Self Efficacy Beliefs of University Students for English(Anatolian Journal of Education, 2020) Ocak, Gürbüz; Karafil, BurcuThe 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.Item Examining Factors Affecting Student Engagement in English Preparatory Classes According to Student Opinions(ÜNİVERSİTEPARK Bülten, 2019) Karafil, Burcu; Oğuz, AytungaThis study aimed to determine the classroom engagement levels of university students studying English Preparatory Classes, and the factors affecting their engagement in the classes. In the study, survey method, which is one of the qualitative research methods, was employed. The population of the study consisted of students selected from Bilecik Seyh Edebali University’s “Optional English Preparatory Classes” during 2016-2017 academic year. The sample of the study consisted of 67 students selected from the population through random sampling. Mixed method was used to obtain the data, with quantitative data obtained from 67 students, and qualitative data obtained from nine students determined by criterion sampling method. In the study, the “Classroom Engagement Scale for University Students” developed by Eryılmaz (2014), and the “Learning Climate Questionnaire” adapted to Turkish language by Kanadlı and Bağçeci (2016) were both employed.Qualitative data were collected through open-ended questions prepared by the researchers, and content analysis was performed in its analysis. As a result of the study, it was determined that the emotional and cognitive engagement levels of the students were at an appropriate level, and that behavioral engagement was at a slightly appropriate level. The students stated that personal factors, characteristics of the program, implementation of the program and factors related to teacher behavior affected their engagement in English language preparatory classes.Item TEACHERS’ PERCEPTIONS OF THEIR TECHNOLOGICAL COMPETENCE IN LEARNING AND TEACHING PROCESS(Malaysian Online Journal of Educational Technology, 2021) Ocak, Gürbüz; Karafil, BurcuThis 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.Item 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, BurcuIn 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.Item Investigation of university students’ lifelong learning tendencies in terms of various variables(African Educational Research Journal, 2021) Ayçiçek, Burak; Karafil, BurcuThe paper aims to investigate lifelong learning tendencies of university students in terms of different variables. For this purpose, the survey method was employed. The sample of the study consisted of 500 university students studying at various undergraduate programs at a state university in Turkey during 2018- 2019 academic year. The personal information form prepared by the researchers and the “Lifelong Learning Tendency Scale” was used to collect data. Descriptive statistics such as frequencies, means, and standard deviations were computed to display students’ overall responses to the lifelong learning tendency scale items. The findings of the study showed that the lifelong learning tendency levels of students differed significantly according to variables as gender, grade, following developments in information and communication technologies, faculty and participation in activities such as conferences, panels, symposiums etc. held at the university. Results also indicated that lifelong learning tendencies of university students were at a moderate level.Item Exploring Perspectives of Secondary School Teachers on Technology Integration in Education During Pandemic(Journal of Social Sciences of Mus Alparslan University, 2021) Ayçiçek, Burak; Karafil, BurcuThis paper investigates how Covid-19 pandemic influenced secondary school teachers’ attitudes and opinions towards technology integration in education. For this purpose, the study was conducted in phenomenological design. The participants of the study consisted of 25 secondary school teachers of different branches. Open-ended question form was used to obtain data. The data were collected during the spring semester of 2019-2020 academic year. According to the findings of the study, it is evident that perceptions of teachers participated in the study about technology integration in teaching and learning process are positive in general. However, teachers stated their negative experiences such as internet problems, lack of internet competence, lack of family support, motivational problems, insufficient feedback, time limitation and inappropriate home environment.