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    Lecturers' Perceptions of English Medium Instruction at Engineering Departments of Higher Education: A Study on Partial English Medium Instruction at Some State Universities in Turkey
    (ELSEVIER SCIENCE BV, 2014) Basibek, Nurcihan; Dolmaci, Mustafa; Cengiz, Behice Ceyda; Bur, Burcu; Dilek, Yesim; Kara, Bayram
    English-medium instruction (EMI) is expanding in Turkey and especially at higher education. Universities with EMI are more favored and popular for students and parents in comparison to universities without EMI. There are integrative and instrumental reasons to prefer universities with EMI. Therefore, English, in a way, competes with Turkish as the medium of instruction, especially at higher education. English is partially used as a medium of instruction at some universities which offer one third of the lectures in English and the others in Turkish. However, views of lecturers on whether EMI is a requisite and benignant in terms of instructional goals are generally ignored. This paper reports on the results of a survey of 63 lecturers that have different titles at university, such as professors, associate professors, assistant professors, and assistants from engineering faculties of two universities with partial EMI. This research aims to compare their attitudes towards EMI. A Lickert-type scale questionnaire was used in the study to collect data on attitudes of lecturers. The findings may provide some insights into lecturers' perceptions of their teaching in English: lecturers in partial EMI programs may consider that they are less capable of performing their teaching duties or may feel some aspects of teaching to be more difficult. (C) 2013 The Authors. Published by Elsevier Ltd.
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    Mnemonics Technique versus Context Method in Teaching Vocabulary at Upper-Intermediate Level
    (TURKISH EDUCATION ASSOC, 2012) Saricoban, Arif; Basibek, Nurcihan
    The aim of this study is to investigate the comparison of the effects of using mnemonics technique providing some keywords to students and context method on the retention of the vocabulary items. For the purpose of this study, 84 students who were at the upper-intermediate level of English from Selcuk University, Electrical and Electronics Engineering Department took part in the experiments. The students were divided into two groups to form the experimental and the control groups. Twenty target vocabulary items were used in the study. Each group was given a pre-test before the presentation of the new words. The vocabulary items were taught with mnemonics technique to the experimental group, and the control group was introduced with the context method. Immediate recall and recognition tests were applied to each group after the treatment. To measure long term retention, delayed recall and recognition tests were given to the groups five weeks after the immediate tests. To analyze the difference between mnemonics technique and context method, t-test calculations were used with the results of the pre-tests, immediate and delayed tests. According to the results, mnemonics technique is more effective than the context method in immediate and delayed recall and recognition of the vocabulary.