Yazar "Demirel, Eda Ercan" seçeneğine göre listele

Listeleniyor 1 - 3 / 3
  • Küçük Resim
    Öğe
    Cooperative Learning in EFL Classes: A Comparative Study on Vocabulary Teaching
    (Selçuk Üniversitesi, 2019) Demirel, Eda Ercan
    This present study aims to investigate the efficiency of cooperative learning and traditional instruction in terms of vocabulary recognition in foreign language teaching. In line with this purpose, the study searches for the answer of the following research question: “Is there a significant difference between the vocabulary learning performances of the students who were taught through cooperative learning method and the students who were taught through traditional methods?” and tries to find out whether students’ vocabulary could be enriched through an instruction which emphasizes the role of cooperation rather than competition among students in teaching vocabulary. The study employs a quantitative research design comparing cooperative learning versus traditional method in terms of vocabulary learning/teaching. The instruments of the study cover a pre-test, a posttest, 8 reading texts, worksheets, posters, and quizzes. The test in concern- the vocabulary test- underwent a process with the guidance and supervision of language and scale development experts, and then was finalised to be used as the pre-test and posttest (Cronbach’s alpha 0.83). The participants were freshmen at Selcuk University School of Foreign Languages (SOFL). The study was carried out in a four-week experimental process on two groups- experimental and control – each of which consisted of 18 students. A pre-test was applied at the beginning of the process to make sure if the two groups were equal in terms of their prior vocabulary knowledge and see the improvement afterwards. Throughout the study, the experimental group experienced learning vocabulary through Cooperative Learning (CL) and the control group was taught through traditional instruction- the gloss and the use of a monolingual dictionary with the same vocabulary syllabus for both groups. At the end of four weeks, a post-test -the same as the pre-test- was applied. Collected data was analysed through SPSS. The results indicated that the participants of the experimental group who had the Cooperative Learning experience led to better results in terms of vocabulary learning than the other students who were taught through the traditional instruction.
  • Küçük Resim
    Öğe
    Examining the impact of english curriculum designed in line with 7E model on academic achievement and retention of 11th grade students?
    (2017) Köksal, Onur; Demirel, Eda Ercan
    The present study aims to investigate the impact of teaching activities designed in line with 7E model on 11th graders' academic success and retention in English courses. The study was conducted on a total number of 63 11th grade students studying in two different classes of a state school in Konya in 2016-2017 academic year. Quasi-experimental model was used within the study. While teaching activities designed according to 7E model were implemented on the experimental group for 7 weeks, the activities of the regular curriculum were implemented on the control group. At the end of 7 weeks of study, English course achievement test was conducted on both groups again as post-test. 3 weeks after the implementation, retention test was conducted on both groups. At the end of the study, it was found out that activities designed according to 7E model significantly contribute to the academic achievement and retention of the students
  • Küçük Resim
    Öğe
    Investigating Pre-Service Efl Teachers’ Self-Efficacy Beliefs
    (Selçuk Üniversitesi, 2017) Demirel, Eda Ercan
    The present study aims to shed light on the self-efficacy beliefs of pre-service teachers - who are yet studying at ELT departments. The study searches for the answer of the following research question: “What are the self-efficacy beliefs of pre-service EFL teachers in terms of their forthcoming careers? With a quantitative research design, the study was conducted on pre-service English language teachers yet studying at ELT departments to have their BA degrees at Necmettin Erbakan University, and Gazi University. The participants were senior students (4th grade) of ELT department in 2012-2013 Academic Year. 138 Senior students (4th grade) of NEU ELT department and 70 Senior students (4th grade) of Gazi University ELT department -randomly selected 208 pre-service teachers in total- participated in the study. Out of 208 pre-service teachers, 164 were female, and the rest- 44- were male. The ages of the participants were between 21 and 25+. The data were gathered through “Teacher Sense of Efficacy scale” originally developed by Tschannen-Moran, & Hoy (2001), the Turkish version of which is developed by Çapa, Çakıroğlu & Sarıkaya (2005). The 24-item-scale was used to collect quantitative data about pre-service teachers’ self-efficacy beliefs. The scale was found to be valid (TLI and CFI of .99/RMSEA,.065) and reliable (.93). The scale consists of 3 dimensions of efficacy: Student Engagement, Instructional Strategies, and Classroom Management. Based on the self-efficacy scale, quantitative data analysis was done through SPSS (Statistical Package for Social Sciences), version 16.00 and Excel (Microsoft Office Professional Plus 2010). The data analysis revealed that pre-service teachers were sufficient in terms of their self-efficacy and readiness for their future careers. The study also searched for meaningful differences in terms of gender and age variables. It was concluded that there was significant difference between female and male pre-service teachers in favour of females (only in Efficacy in Student Engagement dimension). As for the age variable, no significant difference was found.