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    Explicit and Implicit Written Corrective Feedback in Higher EFL Education: Evidence from Turkey
    (2018) Babanoğlu, Mine Pınar; Ağçam, Reyhan; Badem, Nebahat
    This study investigated the efficiency of explicit and implicit written corrective feedback in English as a Foreign Language (EFL) education in higher education. Participants of the study were late-elementary and pre-intermediate adult learners of English who were attending a preparatory school in a Turkish state university. During a period of four weeks, exercises on prepositions were delivered to subjects who were divided into three groups as two treatment groups receiving explicit and implicit written correction and a control group receiving no feedback. A pre-test and a post-test were applied to the groups at the start and the end of the fourweek treatment, respectively in order to examine possible development of the groups. The results indicated significant differences between pre-test and post-test scores of the groups receiving the two types of written corrective feedback.
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    Öğe
    Student Motivation and Academic Achievement in Online EFL Classes at the Tertiary Level
    (Language Institute, Thammasat University, 2022) Ozer, Omer; Badem, Nebahat
    This study examines the impact of EFL learners' learning experiences in a virtual classroom on their academic motivation and achievement. It also explores students' reasons for changes in their motivations and their perspectives on learning a foreign language online. The study used the explanatory, sequential mixed-methods design. A total of 144 foreign-language learners at a state university in Turkey participated in this study. An online survey was used to collect students' academic motivation scores at the beginning and the end of an academic term. Ten students from the decreased and the increased motivation groups were recruited for online semi-structured interviews. Besides motivation, students' language development was measured using pre- and post-test scores on skill-based exams. Correlations show a moderate positive correlation between motivation and academic achievement. Motivation was also a significant predictor of students' grades. The findings also showed that students' motivation to learn English in a digital classroom decreased over time. Through thematic analysis of the qualitative data, three major themes emerged: motivation-related factors, negative attitudes towards online learning and the benefits of online learning. One common characteristic was that students would prefer face-to-face learning and they also believed that in-class and out-of-class interactions were limited in online learning. © 2022 Language Institute, Thammasat University. All rights reserved.
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    Yabanci Dil Olarak İngilizce Öğrenen Türk Öğrenciler ve Anadil Olarak İngilizce Konuşanlar Tarafından Kullanılan İletişim Eylemlerinin Bir Karşılaştırması: Derlem Tabanlı Bir Çalışma
    (2017) Bozdağ, Fatih Ünal; Badem, Nebahat
    Bu çalışma, anlamsal olarak sınıflandırılmış eylemleri, özellikle İletişim Eylemlerini (Communication Verbs) (Biber, 2006) öğrenci dilinde incelemektedir. İletişim eylemleri, \"iletişim etkinliklerini içeren etkinlik eylemlerinin özel bir alt sınıfıdır\" (2006, s.247) ve hem yazılı hem de sözlü söylemde nispeten yaygındır. İki derlem, LOCNESS ve TICLE, bu eylemlerin iki derlemdeki sıklıklarını ortaya koymak için incelendi ve bulgular her bir derlemdeki en sık eylemlerin öne çıkartılma durumları benzer olmasına rağmen, yabancı dil olarak İngilizce öğrenen Türk öğrencilerin, bu eylemleri kompozisyonlarında önemli ölçüde daha az kullandığını gösterdi. Derinlemesine inceleme sonuçları ek olarak, TICLE'da seçilen eylemlerin ad eşdizimliliklerinin , çeşitli anlamsal çerçevelerin yanı sıra, ayırt edici dilbilgisel örüntüleri belirtilmiştir. Son olarak, elde edilen bulgulara dayanarak, kullanıma dayalı farklılıklar incelendi ve öğrencilerin anadil olarak İngilizce konuşan kişilere kıyasla, belirli örüntüleri neden kullanmış olabileceklerine dair nedenler Hunston ve Francis'in Örüntü Dil Bilgisi yaklaşımına (2000) göndermeler yaparak önerildi.