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    An Analysis of Engineering Students' English Language Needs
    (ELSEVIER SCIENCE BV, 2014) Gozuyesil, Eda; Laborda, JC; Ozdamli, F; Maasoglu, Y
    This study investigated the academic English requirements of engineering departments at Nigde University (NU) in Turkey from the engineering students' and academicians' point of view. Data were collected through questionnaires and interviews in two engineering departments, the students of which enroll for one year in the School of Basic English. One of the questionnaires prepared in Likert scale having five sections and 53 sub-items was completed by 133 engineering students. The other questionnaire, adapted from the needs analysis questionnaire for non-English-background students used at the University of Auckland, New Zealand (Gravatt, Richards, and Lewis, 1997), was completed by 246 prep class students. Interviews were conducted with 11 academicians. As the primary aim, the study investigated which skill, among reading, writing, speaking and listening, has the highest priority for the engineering departments at NU. A secondary aim of the study was to determine the importance of specific language tasks and activities related to the skills of reading, writing, listening, and speaking for the departments, teaching content area courses 30 percent in English. The analysis of data was based on the interpretations of frequencies and percentages. The main results of the study revealed that engineering students primarily need to improve their English reading skills in order to do research. In addition to this, engineering students regard speaking skills as very important. Based on the results, adjusting the current curriculum in accordance with the needs of students and the expectations of academicians is recommended. (C) 2013 The Authors. Published by Elsevier Ltd.
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    How Reflective Are EFL Instructors in Turkey?
    (ELSEVIER SCIENCE BV, 2014) Gozuyesil, Eda; Soylu, Buket Aslandag; Laborda, JC; Ozdamli, F; Maasoglu, Y
    Reflective practice is based on reflection that encourages instructors to make well-grounded decisions by looking at particular situations from different perspectives and trying to find the most appropriate solutions and implementing necessary changes in their action in order to ensure better learning outcomes of their learners. Through reflection, instructors reach newfound clarity, on which they base changes in action and future improvement. The aim of this research is to assess the reflective thinking skills of EFL instructors and to determine their reflective thinking skills in terms of demographic variables such as gender and graduation degree. The research was carried out with descriptive survey method. Reflective Thinking Inventory, which was developed by Akbari, Behzadpoor and Dadvand (2010), was mailed to 112 EFL instructors working at universities. Regarding the instructors' demographical characteristics, the data was analyzed by means of frequency technique. In the analysis between the instructors' reflective thinking skills and their demographical characteristics, medium was interpreted by the use of Kruskal Wallis H and t-test. Based on the results, some recommendations were made for the instructors. (C) 2013 The Authors. Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Academic World Education and Research Center.
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    The Effect of Brain Based Learning on Academic Achievement: A Meta-analytical Study
    (EDAM, 2014) Gozuyesil, Eda; Dikici, Ayhan
    This study's aim is to measure the effect sizes of the quantitative studies that examined the effectiveness of brain-based learning on students' academic achievement and to examine with the meta-analytical method if there is a significant difference in effect in terms of the factors of education level, subject matter, sampling size, and the countries where the studies were carried out. Meta-analysis is the method employed in order to statistically combine the quantitative data collected from many studies of the same topic, and to reach a general conclusion from the results. In this respect, following the literature research, 31 studies (42 effects) which investigated the effectiveness of brain-based learning on students' academic achievement between the years 1999-2011 met the inclusion criteria, were reported in English and Turkish, and were included in the meta-analytical research. The findings indicate that 35 out of 42 comparisons had positive effect sizes. It revealed that brain-based learning has a positive but medium effect (d=.640) on students' academic achievement. In addition, when compared with the studies conducted in Turkey and the USA, it drew the conclusion that there is a significant difference between the groups while there is no difference in any effect sizes in terms of education level, subject matter and sampling size.