Yazar "Yetkin, Ramazan" seçeneğine göre listele

Listeleniyor 1 - 3 / 3
  • Küçük Resim Yok
    Öğe
    AI in the language classroom: Insights from pre-service English teachers
    (SAGE Publications Inc., 2024) Yetkin, Ramazan; Özer-Altınkaya, Zekiye
    In recent years, the potential benefits of artificial intelligence (AI) in language education have garnered increasing interest. Understanding the beliefs of pre-service English language teachers (PELTs) toward the integration of AI in language education is crucial for equipping them with the skills needed to integrate AI into educational practices. Therefore, this paper investigates the beliefs and attitudes of PELTs toward integrating AI into language education. The study involved a sample of 20 PELTs and utilized focus-group interviews to uncover their perspectives. The findings indicate that PELTs hold a mix of positive and negative attitudes toward AI integration. Various factors influencing their views on the use of AI-based tools in language education were identified, with a detailed exploration of each factor providing deep insights into the complexities of PELTs’ beliefs. By delving into PELTs’ perspectives, this study enriches the growing corpus of research on AI-integrated language teaching and offers valuable insights for educators, curriculum designers, and technology innovators. © The Author(s) 2024.
  • Küçük Resim Yok
    Öğe
    An Investigation into In-service and Pre-service English Teachers’ Conception of Assessment
    (2020) Yetkin, Ramazan; Özer, Zekiye
    Although the importance of assessment on education is undebatable, the intentions of assessors while conducting assessment haven’t been studied yet in detail. To this end, this study aimed to disclose pre-service and in-service English teachers’ conceptions of assessment. In the study, conception of assessment was categorized under four main titles; improvement, school accountability, student accountability and irrelevance. A total of 97 pre-service and in-service teachers participated in the study. Descriptive results indicated that conception of improvement held the highest agreement level among participants. On the other hand, school accountability got the lowest agreement level. Correlation results showed that improvement, school and student accountability conceptions were positively correlated. A MANOVA analysis was applied to scrutinize any effects of gender and grade level/teaching differences on participants’ conceptions. Analysis results indicated that both gender and grade level/teaching factors made significant difference on participants’ conceptions of assessment. A follow up ANOVA analysis indicated significant gender difference on school accountability, with males had higher value than females. Also, there was a significant difference among grade level/teaching groups on school and student accountabilities. Teachers held the highest value for school accountability, and fourth graders held the highest mean value for student accountability.
  • Küçük Resim Yok
    Öğe
    Exploring the antecedents, manifestations and coping strategies of boredom in the language classroom: A dynamic perspective
    (Wiley, 2024) Yetkin, Ramazan; Ozer-Altinkaya, Zekiye
    In the realm of foreign language learning, emotions play a pivotal role, yet boredom remains a largely overlooked aspect, with scant research exploring its dynamics in classroom settings. Addressing this gap, this study delves into the Turkish English as a Foreign Language (EFL) context to investigate the multifaceted nature of boredom, examining its fluctuations, antecedents, manifestations and coping strategies. Four elementary level EFL learners engaged in self-ratings, reflective journals, and focus group interviews to provide insight. The findings highlight the dynamic nature of boredom, which fluctuates within and across classes and is influenced by factors such as long lectures, language proficiency, presentations and uninteresting topics. Ultimately, boredom manifests in various formats, including students using their phones, talking to friends, dealing with other things and daydreaming. Strategies such as giving full focus, a sense of understanding, note-taking and avoiding distractions were utilised to cope with boredom. Through this exploration, this study contributes to the evolving discourse on boredom in language learning, offering tailored strategies to assist language educators in addressing this often-neglected aspect of the classroom experience.