Çankaya GCRIS Standart veritabanının içerik oluşturulması ve kurulumu Research Ecosystems (https://www.researchecosystems.com) tarafından devam etmektedir. Bu süreçte gördüğünüz verilerde eksikler olabilir.

Yabancı Diller Bölümü

Permanent URI for this communityhttps://hdl.handle.net/20.500.12416/744

Browse

Browsing Yabancı Diller Bölümü by Scopus Q "Q1"

Filter results by typing the first few letters
Now showing 1 - 3 of 3
  • Thumbnail Image
    Article
    Citation - WoS: 26
    Citation - Scopus: 41
    An Investigation of the Gender Differences In Creative Thinking Abilities Among 8th and 11th Grade Students
    (Elsevier Sci Ltd, 2015) Bart, William M.; Hokanson, Brad; Sahin, Iclal; Abdelsamea, Mohammed Abdelhady; 178290
    This study investigated the gender differences in creative thinking subtests between males and females among 8th and 11th grade students. A suburban independent public school district in Minnesota provided student responses to the Torrance Creative Thinking Test (TTCT) Figural Form A. The sample included 996 8th and 748 11th grades students. One-way ANOVAs were used to analyze the differences between males and females in the two study samples. Results of the study revealed that there were statistically significant differences on the majority of the subtests between males and females in favor of the females among both the 8th and 11th grade students. However, there were no statistically significant differences in the fluency subtest between males and females among the 8th grade students. The results also revealed that there were no statistically significant differences in the fluency and originality subtests between males and females among the 11th grade students. Educational implications and suggestions for future work were presented. (C) 2015 Elsevier Ltd. All rights reserved.
  • Thumbnail Image
    Article
    Citation - WoS: 22
    Citation - Scopus: 29
    Developing intercultural communicative competence by the means of telecollaboration
    (Springer, 2020) Toscu, Saliha; Toscu, Saliha; Erten, Ismail Hakki; 19287; Yabancı Diller Bölümü
    This paper presents the results of an eight-week quasi-experimental study of English as a foreign language (EFL) learners at the tertiary level in Turkey. The purpose of the study was to reveal the extent to which EFL learners' intercultural communicative competence (ICC) was enhanced as a result of communication with native and non-native speakers of English with the means of a/synchronous communication tools as compared with the instruction given in a real classroom setting. The data were gathered using a variety of distinct means that entailed questionnaires administered before and after the treatment, weekly reflection papers to explore the participants' thoughts about experience, and semi-structured interviews held after the treatment. All the data were analysed with the Statistical Package of Social Sciences (SPSS) version 17.0 and Maximum Analysis of Qualitative Data (MAXQDA 10) software. The findings evidenced that telecollaboration had a positive impact on the participants' intercultural communicative competence. The study explicates the benefit of telecollaboration for developing learners' ICC over classroom instruction and underpins the necessity of integration of telecollaboration into language learning programs for educators, planners and institutions.
  • Thumbnail Image
    Article
    Citation - WoS: 2
    Citation - Scopus: 4
    Exploring classroom interaction in online education
    (Springer, 2023) Toscu, Saliha; 19287; Yabancı Diller Bölümü
    This present study explores the nature and extent of classroom interaction in online English as a foreign language (EFL) classes at the university level. Based on an exploratory research design, the study involved the analysis of recordings of seven visits to online EFL classes given by different instructors with approximately 30 language learners in each class. The data were analyzed by using the Communicative Oriented Language Teaching (COLT) observation sheets. Findings provided an understanding of the interaction patterns in the online classes, by showing that there was more teacher-student interaction in online classes compared to student-student interaction, and the classes involved more sustained teacher speech, whereas the students' speech mostly encompassed ultra-minimal utterance patterns. Also, the findings showed that group work activities fell behind individual activities in online classes. In addition, the online classes observed in the present study were found to be instruction-focused, and discipline issues reflected on the language used by the teachers were found to be at a minimum level. Besides, the study presented a detailed analysis of teacher and student verbal interaction by unveiling that rather than form-related incorporations, message-related incorporations were common in the observed classes and the teachers commented on the students' utterances and expanded what they said mostly. The study brings some implications for teachers, curriculum planners, and administrators by providing insights regarding classroom interaction in online EFL classes.