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    A new and dynamic phenomenon for higher education: Life-wide learning
    (ELSEVIER SCIENCE BV, 2014) Soylu, Buket Aslandag; Yelken, Tugba Yanpar; Laborda, JC; Ozdamli, F; Maasoglu, Y
    Bologna Process, which has changed the conceptual and empirical ideas for higher education in the new phenomenon of European integration, has agreed on a lot of reforms and national adaptations in the last decade. Besides outlining a theoretical framework of recent trends related to the process, the study mainly examines the concept of life-wide learning. As the European objectives for higher education emerging through the Bologna Process has changed the expected qualifications of graduates, life-wide learning has become an indispensable part of higher education in the globalizing age. Life-wide learning, which is a concept within life-long learning paradigm, aims to enhance the personal, cognitive and social development of students in order to make them ready for the challenges of the complex world. This study aims to identify the life-wide learning habits of university students, and makes an attempt to contribute from a certain perspective to ongoing debate on higher education policy. In order to fulfill this aim, a life-wide learning habits scale was developed and applied to teacher trainees. Depending on the data collected the life-wide learning habits of university students have been discussed, and some suggestions have been offered to overcome some difficulties in organizational changes in higher education. (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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    Dual-coding versus context-availability: Quantitive and qualitative dimensions of concreteness effect
    (ELSEVIER SCIENCE BV, 2014) Soylu, Buket Aslandag; Yelken, Tugba Yanpar; Laborda, JC; Ozdamli, F; Maasoglu, Y
    This paper examines the effects of dual coding theory through multimedia and context-availability method on vocabulary learning in English. The study was conducted with 61 university students at Nigde University by means of experimental method. The groups were determined depending on the students' final exam grades. Whilst vocabulary teaching via dual coding theory was applied to one of the groups, context-availability method was used in the other group. The results of the research showed that no significant difference was found between two groups with respect to vocabulary learning in English on post-test scores. At the end of the study, the students were interviewed in order to get their ideas about the methods applied to them. (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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    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.