Huseyin Oz - Hacettepe University

Huseyin Oz - Hacettepe University
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Huseyin Oz
Hacettepe University
English Language Teaching
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Huseyin Oz is an associate professor of applied linguistics and English language teaching at Hacettepe University. He received his MA degree from Middle East Technical University and his PhD degree in Linguistics from Hacettepe University, where he teaches undergraduate and graduate courses in language teaching methods and approaches, research methods, applied linguistics, second language acquisition research, language assessment, and technology enhanced language learning (TELL). He has published widely in various refereed international journals and presented papers in national and international conferences. He has also served on the editorial boards of several national and international publications and is currently the associate and managing editor of Eurasian Journal of Applied Linguistics.
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+90-312-297-8575
Hacettepe University
Beytepe, Ankara 06800
Turkey
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Articles by Huseyin Oz
The Relationship between L2 Motivational Self system and Willingness to Communicate in Learning English as a Foreign Language
by
Huseyin Oz
and
Nihan Bursalı
Journal of Language and Linguistic Studies
, Dec 30, 2018
In recent years, the L2 Motivational Self System (L2 MSS) has become an influential motivational ...
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In recent years, the L2 Motivational Self System (L2 MSS) has become an influential motivational theory on second or foreign language (L2) learning. Consequently, the present study sought to find out the possible relationship between L2 MSS and L2 Willingness to Communicate (L2 WTC). Participants for the study were 105 university students enrolled in an English as a foreign language preparatory program at a private university in Ankara, Turkey. Data were collected by using the Ideal L2 self, the Ought-to L2 self, and Willingness to Communicate Inside the Classroom scales. Findings of descriptive statistics revealed that 32.4% of the participants had high, 40% had moderate, and 27.6% had low L2 MSS scores. Findings also indicated that the relationship between the Ideal L2 Self and L2 WTC was statistically significant; however, the relationship between the Ought-to L2 self and L2 WTC was not statistically significant. To further understand the relationship between the Ideal L2 Self and L2 WTC a partial correlation was conducted, and the results indicated that even though the relationship lost its magnitude, it was still significant.
A Study of Emotional Intelligence and Attitudes Towards Teaching Profession Among Turkish EFL Pre-service Teachers
by
Huseyin Oz
and
Hazal Cepik Kiris
International Journal of English Linguistics
, 2018
This study sought to investigate the relationship between emotional intelligence and attitudes to...
more
This study sought to investigate the relationship between emotional intelligence and attitudes towards teaching profession among 124 English as a foreign language (EFL) pre-service teachers at a major state university in Turkey. Data were collected using the Emotional Intelligence Scale and the Attitudes towards Teaching Profession Scale. The collected data were analyzed through descriptive and inferential statistics. Findings indicated that there was a significant positive relationship between emotional intelligence and attitudes towards the teaching profession of Turkish EFL pre-service teachers. Moreover, findings indicated that the majority of the participants had moderate levels of emotional intelligence and attitudes towards teaching profession. Findings may serve as insights for teacher training programs to promote pre-service teachers' emotional intelligence and their attitudes towards the teaching profession.
The Role of Goal Setting in Metacognitive Awareness as a self-regulatory Behavior in Foreign Language Learning
by
Nihan Bursalı
and
Huseyin Oz
International Online Journal of Education and Teaching
, 2018
Metacognition, an awareness of one’s own cognitive processes in learning, is a crucial component ...
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Metacognition, an awareness of one’s own cognitive processes in learning, is a crucial component of self-regulatory behavior that facilitates successful language learning. Therefore, the current study sought to find out the role of different types of goals in participants' metacognitive awareness. A total of 118 university students enrolled in an English Language Teaching program at a major state university voluntarily participated in the study. Data were gathered using Metacognitive Awareness Inventory (MAI) and Goals Inventory. Findings of descriptive statistics revealed that 48.3% of the participants had high, 28% had moderate, and 23.7% had low metacognitive awareness. Besides, significant correlation was found between mastery goals and metacognitive awareness, supporting the findings of the previous studies. These results revealed the importance of goal setting in metacognition and can be useful for practitioners to include in goal orientation to the curriculum by emphasizing the necessity of learner engagement, agency, and self-regulation for successful language learning process.
Computer-based and Paper-based Testing: Does the Test Administration Mode Influence the Reliability and Validity of Achievement Tests?
Journal of Language and Linguistic Studies
, 2018
This article reports the findings of a study that sought to investigate whether computer-based vs...
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This article reports the findings of a study that sought to investigate whether computer-based vs. paper-based test-delivery mode has an impact on the reliability and validity of an achievement test for a pedagogical content knowledge course in an English teacher education program. A total of 97 university students enrolled in the English as a foreign language (EFL) teacher education program were randomly assigned to the experimental group that took the computer-based achievement test online and the control group that took the same test in paper-and-pencil based format. Results of Spearman Rank order and Mann-Whitney U tests indicated that test-delivery mode did not have any impact on the reliability and validity of the tests administered in either way. Findings also demonstrated that there was not any significant difference in test scores between participants who took the computer-based test and those who took the paper-based test. Findings were discussed in terms of the idea that computer technology could be integrated into the curriculum not only for instructional practices but also for assessment purposes.
The Role of Academic Motivation in Predicting Preservice EFL Teachers’ Achievement
Journal of Language and Linguistic Studies
, 2017
This study sought to investigate the possible relationship between academic motivation and academ...
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This study sought to investigate the possible relationship between academic motivation and academic achievement among preservice English as a Foreign Language (EFL) teachers. A total of 200 university students enrolled in an EFL teacher education program at a major state university voluntarily participated in the study. Data were collected using the Academic Motivation Scale (AMS) and the self-reported grade-point average (GPA). The results revealed that types of Extrinsic Motivation (External Regulation, Identified Regulation and Introjected Regulation) correlated significantly and positively with academic achievement of the participants. Likewise, Intrinsic Motivation to Know and Intrinsic Motivation to Accomplish correlated positively with the participants' academic achievement. The only negative correlation of the study was expectedly between amotivation and academic achievement. The findings of regression analyses also indicated that academic motivation accounted for 10% of the variance in academic achievement of the participants.
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A significant negative correlation observed between amotivation and GPA (r=-0.226, p<0.01), indicating reduced academic performance.
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The role of big five personality traits in predicting prospective EFL teachers’ academic achievement
International Online Journal of Education and Teaching
, 2017
This study sought to find out the possible relationships between personality traits and academic ...
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This study sought to find out the possible relationships between personality traits and academic achievement of prospective English as a Foreign Language (EFL) teachers. A total of 200 university students from a major state university voluntarily participated in the study. Data were collected through the International Personality Item Tool (IPIP) and the self-reported grade-point average (GPA). The tool was designed to determine the dominant personality trait(s) of the participants within the scope of Big Five Personality Traits; that is, conscientiousness, extraversion, agreeableness, openness and neuroticism. In line with the literature the results revealed that there were statistically significant relationships between the participants’ personality traits and academic achievement. Specifically, conscientiousness, openness and agreeableness were the personality traits that positively and significantly correlated with academic achievement. Furthermore, in order to find out the predictive effects of the personality traits on academic achievement, the multiple regression analyses were conducted. According to the results of the analyses, personality traits were able to predict 17% of the academic achievement, with openness being the strongest determinant. Conscientiousness followed openness while three other traits failed to predict academic achievement of the participants.
Academic Motivation and Academic Achievement among Pre-service English Teachers: A Structural Equation Modeling Approach
The Anthropologist
, 2016
This paper reports on findings of an investigation that explored the role of academic motivation ...
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This paper reports on findings of an investigation that explored the role of academic motivation in predicting the academic performance of pre-service English teachers. Participants were 98 university students enrolled in an English teacher education program at a state university. Data were gathered using the Academic Motivation Scale and self-reported measure of their cumulative grade point average. Findings revealed a statistically significant relationship between academic motivation and academic achievement. Further, academic motivation significantly contributed to predicting participants’ academic achievement, with stimulus subcomponent being the strongest predictor variable. Intrinsic motivation had more predicative power than extrinsically oriented regulations. Findings underscore the importance of intrinsic and extrinsic dimensions of academic motivation in university students’ achievement, supporting the contention that pre-service teachers’ behavior can be intrinsically and extrinsically motivated or even amotivated. These findings are interpreted within the context of English teacher education programs to promote pre-service English teachers’ motivation and achievement.
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Intrinsic motivation showed stronger predictive power for academic achievement than extrinsic motivation, identified as β=.39, p < .001.
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Assessing Pre-Service English as a Foreign Language Teachers' Technological Pedagogical Content Knowledge
The present research aimed to assess pre-service English as a foreign language teachers’ technolo...
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The present research aimed to assess pre-service English as a foreign language teachers’ technological pedagogical content knowledge. A total of 76 undergraduate students enrolled in an English language teaching (ELT) program at a major state university in Turkey were recruited in the study and were asked to anonymously complete the Technological Pedagogical Content Knowledge Scale and answered some open-ended questions. The findings revealed a highly developed knowledge of TPACK (Mean > 3.5; 81%). Gender differences were found to be significant with respect to Technological Knowledge (TK) and Pedagogical Knowledge (PK) dimensions with females proportionally having higher TPACK development. The findings of qualitative data analysis also revealed that compared with cooperating teachers, faculty members in the department used more TPACK in a classroom lesson. Thus, these findings contribute to understanding the nature and development of TPACK based instruction among pre-service English teachers, suggesting that the integration of content, pedagogy and technological knowledge into the existing teacher education paradigm and fostering technologically-rich environment for language learners will contribute to quality learning and teaching.
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Pre-service teachers showed highest mean scores in pedagogical knowledge (M = 29.14) and technology knowledge (M = 25.80), highlighting their strengths in those areas.
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Graphic novels: An alternative approach to teach English as a foreign language
by
Huseyin Oz
and
Emine Efecioglu
This article reports the findings of a study that investigated the role of graphic novels in teac...
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This article reports the findings of a study that investigated the role of graphic novels in teaching English as a foreign language (EFL) to International Baccalaureate students (aged 15-16) in TED Ankara College Foundation Private High School. Two intact 10th grade classes were randomly assigned to the control and experimental groups who studied the play of Macbeth for various in-class activities. A questionnaire, semi-structured interview and achievement test (post-test) were employed to gather data from the participants. The findings revealed that there was a significant difference in the scores of the participants in the experimental and control groups, with the graphic novel playing a significant role in understanding (i) literature elements such as symbol, setting and foreshadowing, (ii) inference and (iii) vocabulary. However, it did not play a significant role in answering comprehension questions, discussing quotations, and analysing comparison-contrast or cause-effect relationships. Furthermore, the findings revealed that graphic novel greatly shaped and influenced the critical thinking and literary devices, and vocabulary learning skills of participants. The present study calls for integrating graphic novels into the syllabi of the relevant schools as these materials appeal to the students’ visual senses and yield more insights compared with traditional plain literary texts.
Keywords: Graphic novels; literary texts; critical thinking; EFL; motivation
Willingness to communicate of EFL learners in Turkish context
by
Huseyin Oz
Mehmet Demirezen
, and
Jafar Pourfeiz
This study reports on findings of an investigation into English as a foreign language (EFL) learn...
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This study reports on findings of an investigation into English as a foreign language (EFL) learners' (N=134) perceptions ofwillingness to communicate (WTC) in Turkish context. The participants completed questionnaires on WTC, communication and affective factors. The findings revealed that 21.6% of the participants had high WTC, 13.4% had high communicative competence and 18.7% had high scores in communication apprehension. The results of structural equationmodeling (SEM) also indicated that communication competence and communication apprehension were the strong predictors of WTC while motivational factors indirectly influenced WTC. The proposed model forWTC accounted for 63% of the variance in WTC. The findings of this study will be beneficial for curriculum development, teacher education, teaching and learning foreign languages, and also for English teachers to unfold the factors affecting WTC, more specifically in teacher training programs where the first seeds of change and willingness to communicate must be sown.
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Overall, 21.6% of participants reported high WTC, indicating a satisfactory level of willingness among Turkish EFL learners.
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Turkish Teachers’ Practices of Assessment for Learning in the English as a Foreign Language Classroom
Recently there has been a noticeable paradigm shift in educational assessment where assessment an...
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Recently there has been a noticeable paradigm shift in educational assessment where assessment and student learning are viewed as inseparable and assessment is perceived as a tool for supporting student learning. This study was designed to investigate Turkish teachers’ preferences of common assessment methods in the English as a foreign language (EFL) classroom, their Assessment for Learning (AFL) practices, and determine whether they differed in their AFL practices according to some variables such as years of teaching experience, gender, and public vs. private school context. 120 EFL teachers completed the online self-report Assessment for Learning Questionnaire for Teachers (TAFL-Q) consisting of 28 statements on a 5-point (ranging from strongly disagree to strongly agree) Likert scale (α = .92). The findings revealed that most Turkish EFL teachers rely on conventional methods of assessment rather than formative assessment processes. While they generally reported high levels of perceived monitoring (82.86%) and scaffolding practices (86.94%) of AFL, they had significant differences in their assessments, especially monitoring in support of student learning, according to years of teaching experience, gender, and private vs. public schools variables (p<0.05). To practice AFL, teachers need to appraise their current assessment practices and develop AFL strategies and feedback procedures. Their perceptions of AFL cannot change overnight, nor do they can do it individually and independently. They need support from different sources to recognize the effect of their previous perspectives on their practices and weigh them against the insights offered by the new assessment culture. Through self-report and observational data from both teachers and students to get better insights into monitoring and scaffolding practices, further research could be conducted to explore probable mismatches between teacher and student perceptions of AFL in EFL classrooms.
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Most Turkish EFL teachers prefer traditional assessment methods; 89.17% favor fill-in-the-blank and 86.67% like multiple-choice assessments.
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Understanding Metacognitive Knowledge of Turkish EFL Students in Secondary Education
This article reports on a study that investigated metacognitive knowledge or beliefs about langua...
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This article reports on a study that investigated metacognitive knowledge or beliefs about language learning of 470 Turkish EFL learners in secondary education. The primary aims of the study were to explore what beliefs Turkish students in secondary education held about learning English as a foreign language (EFL), how their belief systems were organized and whether there were significant differences in belief systems among learner groups according to variables such as social and school contexts, gender, age and grade level. Popular conceptions of language learning were collected using a structured questionnaire based on Horwitz’s Beliefs About Language Learning Inventory (BALLI) (1987). An exploratory factor analysis was performed to identify Turkish EFL learners’ patterns of beliefs about language learning. Subsequently, various statistical tests were carried out to find out intra- and inter-group variability in belief categories. The results of this study demonstrated that Turkish EFL learners have a broad range of conceptions both similar to and different from those reported in the current literature. It is further evident that learners’ metacognitive knowledge or beliefs about language learning have variability in terms of social and educational contexts, age, gender, and stages of language learning. The study also suggested that curriculum designers and decision-makers as well as language instructors attend to the accumulation of metacognitive knowledge or learner beliefs.
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Significant correlation found between foreign language anxiety and beliefs; confident learners reported lower anxiety levels.
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Metacognition in Foreign/Second Language Learning and Teaching
Metacognition, an awareness of one's own thought processes, plays a central role in explaining an...
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Metacognition, an awareness of one's own thought processes, plays a central role in explaining and describing the learning process. As it shapes learners' beliefs about and attitudes toward learning which in turn affect their behaviours, it directly relates to language learning and teaching as well. Thus, cautious teachers should understand and employ the available information on metacognition and then design curriculum and learning environments. This review article sets out to emphasize metacognition in language learning and teaching and to look into the critical ingredients of successful language learning and teaching. After an outline of metacognition and its components such as metacognitive knowledge, experiences and processes, the article dwells upon its relation to learning, beliefs about learning and language learning, and the need for metacognitive training. The article concludes that not only language teachers but also teacher training programmes should devote time to metacognitive training to better understand language learners and lead to self-directed, autonomous learners.
Teachers’ and students’ perceptions of interactive whiteboards in the English as a foreign language classroom
This article reports on the findings of a study conducted to investigate teachers’ and students’ ...
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This article reports on the findings of a study conducted to investigate teachers’ and students’ perceptions of interactive whiteboards (IWBs) in the English as a foreign language (EFL) classroom and to find out differences of perceptions according to some variables such as gender, level of English proficiency, hours of weekly IWB use, and years of teaching experience. Two self-report questionnaires were used to gather main data from 58 EFL teachers and 164 EFL students in a private Anatolian high school in Ankara where IWBs were installed and actively operated by teachers in classrooms. The student questionnaire consisted of 26 five-point Likert-scale items to measure the student’s perceptions about (1) Perceived Learning Contribution, (2) Motivation, (3) Perceived Efficiency, and (4) Perceived Negative Effects, whereas the teacher questionnaire included 25 five-point Likert-scale items to measure their perceptions about (1) Instructional Effects of IWBs, (2) General Attitudes, (3) Motivational Effects of IWBs, and (4) Need for Training. Quantitative data was further supported by qualitative data gathered from teachers through open-ended questions. The findings revealed that overall both teachers and students have favorable perceptions of the IWB technology and its benefits in EFL classrooms. However, the results of t-test and One-way ANOVA tests showed no significant difference in the teachers’ perceptions of IWB use with respect to their gender and years of experience. Female and male students did not have any significantly different perceptions of the IWB technology either. However, the results of One-way ANOVA revealed that students differ in their perceptions according to their level of English proficiency and hours of weekly IWB use. Another finding indicated that teachers with more years of teaching experience had more favorable perceptions of IWBs than less experienced teachers and that teachers who use IWBs more frequently have more positive perspectives on the use of the IWB technology. Similarly, it was found that the more students got involved in using IWBs, the more their perceptions changed favorably. The results of qualitative data also supported the findings of teachers’ self-reported perceptions in relation to the general attitudes on the pros and cons of IWB use in EFL classrooms. Another major finding of the study revealed that teachers need training for this technology in order to acquire the essential competencies in pre-service and in-service training programs. Further research in this area could be an investigation of pedagogical approaches to integrate IWBs in the EFL classroom.
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Teachers' perceptions of IWB use are unaffected by gender and experience, while students' views vary with proficiency and IWB usage hours.
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Research into Pre-service English Teachers’ Intercultural Communicative Competence (ICC) in Turkish Context
The Anthropologist
, 2014
This study aims at exploring pre-service English teachers’ intercultural communicative competence...
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This study aims at exploring pre-service English teachers’ intercultural communicative competence (ICC) in a Turkish setting and examining whether such factors as study abroad, gender and academic achievement reveal any differences in their ICC. A total of 89 participants completed the Intercultural Communicative Competence Questionnaire. Results revealed that participants achieved a high level of ICC, with higher mean scores in the knowledge dimension. There were no significant differences in male and female participants’ ICC levels. Correlational findings showed that there was no significant relationship between the participants’ ICC and their academic achievement. However, further correlation findings showed strong positive correlations between the participants’ studying abroad and their ICC levels. Studying abroad was strongly correlated with knowledge, skill, and attitude dimensions of ICC. This study concludes that encouraging pre-service teachers to participate in study abroad programs and giving them the opportunity to take elective intercultural education courses will promote their ICC.
An Investigation of Preservice English Teachers' Perceptions of Mobile Assisted Language Learning
This study aimed to investigate preservice English as a foreign language (EFL) teachers’ percepti...
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This study aimed to investigate preservice English as a foreign language (EFL) teachers’ perceptions about mobile assisted language learning (MALL) and find out whether their perceptions differed by gender, grade level and grade point average (GPA). The study also sought to determine whether gender, grade level and GPA variables would predict their perceptions of MALL. A total of 201 participants enrolled in an EFL teacher education department at a major state university participated in the study and completed the “Mobile Learning Perception Scale.” Quantitative data were analyzed using descriptive statistics (means and frequencies, and percentage) and inferential statistics (MANOVA and regression analysis). Findings revealed that overall the participants had high levels of perceptions about MALL, and that gender, grade level and GPA differences moderated the effects of the measured constructs on their perceptions of MALL. All the interviewees expressed their positive attitudes towards using mobile devices in language instruction. The results of multivariate tests indicated a significant main effect for their gender and their perceptions, as well as an interaction effect between gender and GPA. Findings also demonstrated that GPA and gender were the strongest predictors of participants’ perceptions about MALL.
Keywords: mobile assisted language learning (MALL), preservice English teachers, perceptions, English language learners, mobile devices
Big Five personality traits and willingness to communicate among foreign language learners in Turkey
In this study I investigated the relationship between personality traits and willingness to commu...
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In this study I investigated the relationship between personality traits and willingness to communicate (WTC) in a second language (L2 WTC). Participants were 168 university students majoring in English as a foreign language at a major state university in Ankara, Turkey. Data were collected using the International Personality Item Pool and the Willingness to Communicate Scale. I found that 20% of participants had high L2 WTC, 66% moderate L2 WTC, and 14% low L2 WTC. The Big Five factors of extraversion, agreeableness, and openness to experience were significant in predicting and setting the psychological context for WTC in English. There was also a positive correlation between participants’ academic achievement and L2 WTC. I concluded that the interaction of the Big Five personality traits may greatly contribute to the production and promotion of WTC in learning a second or foreign language.
Keywords: Big Five personality traits, extraversion, conscientiousness, agreeableness, neuroticism, openness to experience, willingness to communicate in a second language, English as a second language learners, foreign language learners, individual differences.
Ideal L2 Self as a Predictor of Intercultural Communicative Competence
The present research reported the findings of the study which investigated the relationship betwe...
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The present research reported the findings of the study which investigated the relationship between the ideal L2 self and intercultural communicative competence (ICC). A total of 216 undergraduate English majors at a major state university in Ankara, Turkey were included in the study and were asked to anonymously complete the ideal L2 self and the ICC questionnaires. The findings revealed a significant positive relationship between the ideal L2 self and ICC. Further, the ideal L2 self was a significant predictor of ICC and its three components, and gender had the potential to moderate between the ideal L2 self and ICC. Thus, it was concluded that these findings contributed to promoting intercultural awareness among undergraduate English majors and that the integration of cultural contents into the existing pedagogical paradigm and fostering self-evident tendency among language learners and directing their-self guides to develop ICC can lead to success in L2 learning.
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Applied Lingustics; ELT; Intercultural Communication; L2 Motivational Self-System; Teacher Education
Books by Huseyin Oz
Language and Communication Research around the Globe: Exploring Untested Ideas
This book is a compilation of empirical quantitative, qualitative, or mixed-methods research arti...
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This book is a compilation of empirical quantitative, qualitative, or mixed-methods research articles covering various aspects of the interdisciplinary study of language and communication. This edited collection of articles comes from a successful international collaboration and aims to explore untested ideas in language and communication research in a variety of areas from an international perspective. The book comprises eleven chapters divided into two parts focusing on language and communication research. Each chapter represents a stand-alone examination of research in a specific area of language and communication research. This edited collection will be of interest to a broad range of professionals seeking to engage with the latest research in the multi-faceted domain of language and communication.
Türkiye'de Yabancı Dil Eğitiminde Eğilim Ne Olmalı? Hacettepe Üniversitesi Eğitim Fakültesi İngiliz Dili Eğitimi Anabilim Dalı 1. Yabancı Dil Eğitimi Çalıstayı Bildirileri 12 – 13 Kasım 2012
"12-13 Kasım 2012 tarihlerinde Hacettepe Üniversitesi Eğitim Fakültesi İngiliz Dili Eğitimi Anabi...
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"12-13 Kasım 2012 tarihlerinde Hacettepe Üniversitesi Eğitim Fakültesi İngiliz Dili Eğitimi Anabilim Dalı tarafından düzenlenen, Türkiye’de Yabancı Dil Eğitiminde Eğilim Ne Olmalı? konulu 1. Yabancı Dil Eğitimi Çalıştayı’nın başarıyla gerçekleştirilmesi ve Türkiye’de yabancı dil eğitimi üzerine en yetkin uzmanların görüş ve önerilerini bu bildiri kitabı ile sizlerle paylaşmanın gururunu yaşıyoruz. Öncelikle bu gururu sizlerle paylaşmamızı sağlayan düzenleme komitesinde görevli koordinatörler, sekretarya görevini üstlenen değerli çalışma arkadaşlarımız ve organizasyona emek veren sevgili öğrencilerimize teşekkür etmek istiyoruz. Umuyoruz ki, onların çabası ve emeği Türkiye’de yabancı dil eğitimi üzerine, çalıştay esnasında ortaya atılan ve bu bildiri kitabı ile bir kez daha sizlere ulaştırma gayretinde olduğumuz görüş ve önerilerin geleceğe taşınması ve ülkemizde yabancı dil eğitimini ileriye taşıması açısından önemli bir oynayacaktır.
Ülkemizde yabancı dil eğitiminin istenilen düzeyde gerçekleşmediği görüşü genel bir sorun olarak hem akademisyenler, öğretmenler ve bürokratlar hem de öğrenciler ve veliler tarafından kabul görmektedir. Bu sorunun çözümü üzerine yürütülen, değerli bilim insanlarının öncülük ettiği çalışmaların dahi sorunu ortadan kaldırmadığı yazılı ve görsel-işitsel medya tarafından gündeme getirilen konular arasındadır. Bunun sonucu olarak da, “Neden öğretemiyoruz ve/veya öğrenemiyoruz?” sorusu yılardır güncelliğini korumaktadır. ‘Türkiye’de Yabancı Dil Eğitiminde Eğilim Ne Olmalı?’ konulu çalıştayımızda “Yabancı Dil Eğitimi Nereye Gidiyor?” ve “Yabancı Dil Eğitimi Nereye Gitmeli?” soruları temelinde çözüm odaklı tartışmalar yürütülmüş ve bir kitap halinde bir araya getirilmiş tespitlerin ve çözüm önerilerinin siz değerli katılımcılarla paylaşılması hedeflenmiştir.
Açılış konuşmalarının ardından Prof. Dr. Sinan Bayraktaroğlu’nun “Yabancı Dil Eğitimi Gerçeği, Yabancı Dille Eğitim Yanılgısı” ve “Neden Yabancı Dil Eğitiminde Başarılı Olamıyoruz?” başlıklı konuşmaları bildiri kitabımızda bir giriş niteliği taşımaktadır. Ardından Prof. Dr. Cem Alptekin’in “Yabancı Dil Eğitiminde Öğretmen Yetiştiren Akademisyenlerin Nitelikleri” başlıklı konuşmasının metni çalıştayın çerçevesini zenginleştirmek üzere siz değerli katılımcılara sunulmuştur. Türkiye’de yabancı dil eğitimine yön veren saygıdeğer iki hocamızın konuşmalarının ardından çalıştayımız oturumlarının içeriklerine metinler halinde yer verilmiştir.
Çalıştay oturumları 7 ana başlıkla ele alınmış ve değerli bilim insanları konu üzerine farklı bakış açıları sunarak Türkiye’de yabancı dil eğitimi sorunsalına yönelik görüş ve önerilerini paylaşmışlardır. Bildiri kitabında da oturum başlıkları, konuşmalara üst başlık niteliğinde siz değerli katılımcı ve okuyuculara sunulmuştur. Çalıştay oturumlarının başlıkları şu şekildedir:
• Yöntem Sorunları,
• Öğretmen Yetiştirme Programları ve Sorunları,
• Materyal Değerlendirme ve Geliştirme Süreci,
• Ölçme ve Değerlendirme Süreçleri,
• Yabancı Dil Eğitiminde Yeni Uygulanacak Eğitim Programı: 4 + 4 + 4 (+ 1 Hazırlık),
• Programların Tüm Süreçlerinin Denetimi - Bireysel Yönlendirme ve
• Teknoloji ve Dil Öğretimi.
Siz değerli katılımcı ve okuyucuların 1. Yabancı Dil Eğitimi Çalıştayı ve çalıştayın yansımalarından oluşan bu bildiri kitabı ile Türkiye’de yabancı dil eğitimi sorunları üzerine bir kez daha düşünmenizi, bu sorunlara yönelik çözüm önerilerini değerli bilim insanlarının kaleminden okumanızı ve çalıştayımızın alana yapacağı olası katkıları bir kez daha gözden geçirmenizi sağlamayı ümit ediyoruz. Ülkemizdeki bu sorunun gün aşırı çözümlerle halledilemeyecek ölçüde önemli ve değerli akademisyenlerin çözüm odaklı tartışmalardan ortaya çıkacak olan katkıların birbirine eklenmesi yoluyla çözüme yakın olunduğu bilinciyle bir sonraki çalıştaya kadar sizleri bu bildirilerle baş başa bırakıyor ve bu bildiri kitabından edineceğiniz görüş ve önerileri tartışmak, fikir paylaşmak ve çözüm üretmek üzere sizlerle tekrar görüşmeyi Türkiye’de yabancı dil eğitiminin gelişimi açısından kaçınılmaz buluyoruz. Bu nedenle sorunların nihai çözümüne ulaşana dek düzenlenecek olan çalıştaylara katılımınızı sizlerden rica ediyoruz.
Saygılarımızla.
Doç. Dr. Arif Sarıçoban
Yrd. Doç Dr. Hüseyin Öz"
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