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Öğe A corpus-based discourse analysis of the vision and mission statements of universities in Turkey(Routledge Journals, Taylor & Francis Ltd, 2015) Efe, Ibrahim; Ozer, OmerThis article presents findings from a corpus-assisted discourse analysis of mission and vision statements of 105 state and 66 private/foundation universities in Turkey. The paper combines a corpus-based approach with critical discourse analysis to interpret the data in relation to its institutional as well as socio-political context. It argues that the mission and vision statements are marked by a need for reassuring their legitimacy and the demands of a growing tertiary market. The historical and cultural backgrounds of the development of universities in Turkey, as well as political and economic conditions, are also decisive in the shaping of mission and vision statement of universities.Öğe A cross-cultural latent profile analysis of university students' cognitive test anxiety and related cognitive-motivational factors(Wiley, 2024) Thomas, Christopher L.; Ozer, OmerThe successful treatment of test anxiety treatment requires an understanding of the unique barriers and challenges faced by test-anxious students. Therefore, the current study utilized a combination of person-centered and qualitative methods to investigate the existence of unique subpopulations or subtypes of test-anxious students within Turkish and United States student samples. University students (N = 422) completed measures of cognitive test anxiety, self-efficacy, academic buoyancy, failure appraisal, academic self-handicapping, and goal commitment. Participants also completed open-ended questions assessing facilitators and inhibitors of academic success. The results of a multigroup latent profile analysis identified four learner subtypes in both the Turkish and United States samples. However, our analyses revealed structural differences in latent profiles identified in two cultural contexts. Furthermore, the qualitative results emphasized the importance of self-regulated learning, buoyancy, goal commitment, and self-actualization to academic success. Our discussion emphasizes the importance of considering learners' unique characteristics when designing educational supports. Students from both samples were found to be differentiated into unique subgroups, capturing a broad variation in test anxiety severity from low to moderate to high. One key takeaway for practitioners was the finding that students who question their ability to implement effective self-regulated learning strategies are prone to elevated test anxiety. Students' responses revealed noteworthy parallels with the quantitative results. Specifically, students characterized by elevated self-efficacy, effective regulation of their learning strategies, and unwavering commitment to academic goals were more likely to persist despite encountering academic setbacks. One notable pattern that was identified is the relatively consistent relationship between academic buoyancy and test anxiety observed across profiles within both cultural contexts.Öğe A cross-cultural latent profile analysis of university students' cognitive test anxiety and related cognitive-motivational factors(Wiley, 2024) Thomas, Christopher L.; Ozer, OmerThe successful treatment of test anxiety treatment requires an understanding of the unique barriers and challenges faced by test-anxious students. Therefore, the current study utilized a combination of person-centered and qualitative methods to investigate the existence of unique subpopulations or subtypes of test-anxious students within Turkish and United States student samples. University students (N = 422) completed measures of cognitive test anxiety, self-efficacy, academic buoyancy, failure appraisal, academic self-handicapping, and goal commitment. Participants also completed open-ended questions assessing facilitators and inhibitors of academic success. The results of a multigroup latent profile analysis identified four learner subtypes in both the Turkish and United States samples. However, our analyses revealed structural differences in latent profiles identified in two cultural contexts. Furthermore, the qualitative results emphasized the importance of self-regulated learning, buoyancy, goal commitment, and self-actualization to academic success. Our discussion emphasizes the importance of considering learners' unique characteristics when designing educational supports. Students from both samples were found to be differentiated into unique subgroups, capturing a broad variation in test anxiety severity from low to moderate to high. One key takeaway for practitioners was the finding that students who question their ability to implement effective self-regulated learning strategies are prone to elevated test anxiety. Students' responses revealed noteworthy parallels with the quantitative results. Specifically, students characterized by elevated self-efficacy, effective regulation of their learning strategies, and unwavering commitment to academic goals were more likely to persist despite encountering academic setbacks. One notable pattern that was identified is the relatively consistent relationship between academic buoyancy and test anxiety observed across profiles within both cultural contexts.Öğe 'Am I aware of my roles as a learner?' the relationships of learner autonomy, self-direction and goal commitment to academic achievement among Turkish EFL learners(Routledge Journals, Taylor & Francis Ltd, 2023) Ozer, Omer; Yukselir, CeyhunThis study explores the relationships between learner autonomy (LA), self-directed learning (SDL), goal commitment (GC) and academic achievement in English and also examines the scores which Turkish EFL learners obtained on selected measures according to demographic variables. The participants were 248 English-major Turkish undergraduate students. A mixed-method, embedded design was chosen for this study. The participants completed the Autonomous Learning Scale, the Self-Directed Learning Scale, the Commitment Scale and three open-ended questions regarding their perceptions of LA and SDL in foreign-language learning. The results showed that LA, SDL and GC are all correlated with academic achievement and with each other, with the strongest correlation found between LA and SDL. The findings also revealed statistically significant relationships between Turkish EFL learners' LA scores and all the demographic variables. Furthermore, students' open-ended responses regarding LA and SDL failed to provide particular examples of how learners exercise control over their language learning. Most of the participants in the study were aware of autonomy and self-direction and had an understanding and perception of both LA and SDL. A major implication of this study is that language learners' autonomous learning within but more importantly beyond the classroom should be encouraged.Öğe Examining the roles of self-efficacy beliefs, self-regulated learning and foreign language anxiety in the academic achievement of tertiary efl learners(Ozgen Korkmaz, 2021) Ozer, Omer; Akçayoğlu, Duygu İşpınarThis quantitative study investigates the potential relationships among foreign-language self-efficacy (FL self-efficacy), self-regulation, foreign-language anxiety (FLA), class attendance and academic achievement in English language. The participants were 344 EFL learners who were enrolled in a one-year preparatory programme at a state university in Turkey to improve their overall English proficiency. Criterion sampling was used to select the respondents. The results indicate that class attendance significantly predicts the overall academic achievement of students. It is also striking to see that FL self-efficacy played the most significant and positive role in predicting EFL learners’ academic achievement. Moreover, FLA was a negative predictor of students’ academic performance. Therefore, students’ FL achievement decreases as anxiety increases. The study shows that class attendance is still a strong predictor of academic achievement in foreign language learning. In addition, self-regulated learning (SRL) reflected a significant increase in class attendance. The findings also confirm the correlations among the three constructs. The analysis yielded a medium negative correlation between FL self-efficacy and FLA in addition to a small positive correlation between FL self-efficacy and SRL. Given the growing role of blended and online learning, we advocate for the publication of more studies with longitudinal research designs examining the inter-relations among SRL, academic performance and attendance in online and ‘traditional’ classrooms. The implications of the findings for teachers and language learners are also discussed. © 2021, Ozgen Korkmaz. All rights reserved.Öğe Internationalization and Quality From the Perspectives of Stakeholders in the English and Turkish Higher Education Sectors(Routledge Journals, Taylor & Francis Ltd, 2022) Ozer, OmerThis cross-national comparative study examined internationalization and quality in the English and Turkish higher education (HE) sectors, thereby presenting a comparative discussion of the state of HE in the two countries. Using a phenomenological approach, the study generated qualitative and quantitative data from different sources. The findings suggest that all stakeholder groups largely understand internationalization and quality similarly; however, there were marked differences in the obstacles to internationalization and quality management.Öğe Investigating the interplay between English language teachers' autonomy, well-being and efficacy(Western Australian Inst Educational Research Inc, 2022) Yukselir, Ceyhun; Ozer, OmerThis study investigates the interplay between the concepts of teachers' autonomy, well-being and teacher efficacy by drawing on the perceptions of primary, secondary and high school English teachers working in private and state schools in Turkey. The overarching aim of this study is to investigate these three factors, as perceived by English teachers across school levels and types and thus to identify common experiences among them. The study employed a mixed-methods approach. Using open-ended questions and the scales of teachers' autonomy, well-being and teacher efficacy, the data were collected from 293 English teachers. This study found that autonomy is strongly correlated with teacher efficacy. The findings also show that the teachers' levels of autonomy in state schools were higher. Similarly, findings also indicate that the autonomy secondary school teachers experienced was higher than that of teachers working in primary schools. The study makes a contribution to the field by drawing conclusions about the interplay of these three factors.Öğe Investigating the interplay between English language teachers’ autonomy, well-being and efficacy(Western Australian Institute for Educational Research Inc., 2022) Yukselir, Ceyhun; Ozer, OmerThis study investigates the interplay between the concepts of teachers’ autonomy, well-being and teacher efficacy by drawing on the perceptions of primary, secondary and high school English teachers working in private and state schools in Turkey. The overarching aim of this study is to investigate these three factors, as perceived by English teachers across school levels and types and thus to identify common experiences among them. The study employed a mixed-methods approach. Using open-ended questions and the scales of teachers’ autonomy, well-being and teacher efficacy, the data were collected from 293 English teachers. This study found that autonomy is strongly correlated with teacher efficacy. The findings also show that the teachers’ levels of autonomy in state schools were higher. Similarly, findings also indicate that the autonomy secondary school teachers experienced was higher than that of teachers working in primary schools. The study makes a contribution to the field by drawing conclusions about the interplay of these three factors. © 2022, Western Australian Institute for Educational Research Inc.. All rights reserved.Öğe Lecturers' experiences with English-medium instruction in a state university in Turkey: Practices and challenges(Western Australian Inst Educational Research Inc, 2020) Ozer, OmerThe current paper is a phenomenological study of faculty members' perception of English-medium instruction (EMI) undergraduate programs. An open-ended questionnaire covering teaching practices, challenges encountered and training preferences was developed. Through a thematic analysis of the data collected from 102 lecturers, this study aims to shed light on the needs of content lecturers in EMI undergraduate programs in a state university in Turkey. The findings show that most of the participants aspired to see an EMI support system set up in the institution. The major themes which emerged from the inquiry are 'teaching practices among content lecturers', 'challenges and constraints which content lecturers face' and 'training courses for content lecturers'. Based on university-wide teaching practices and the views of EMI lecturers, it is concluded that lecturers are more in favour than against the university's EMI policy, but they also would like the university administration to be responsible for monitoring the language provision and providing training. Findings also indicate lecturers' endeavour to use English as much as possible, regardless of their agreement with the institutional language policy.Öğe Lecturers’ experiences with english-medium instruction in a state university in Turkey: Practices and challenges(Western Australian Institute for Educational Research Inc., 2020) Ozer, OmerThe current paper is a phenomenological study of faculty members’ perception of English-medium instruction (EMI) undergraduate programs. An open-ended questionnaire covering teaching practices, challenges encountered and training preferences was developed. Through a thematic analysis of the data collected from 102 lecturers, this study aims to shed light on the needs of content lecturers in EMI undergraduate programs in a state university in Turkey. The findings show that most of the participants aspired to see an EMI support system set up in the institution. The major themes which emerged from the inquiry are ‘teaching practices among content lecturers’, ‘challenges and constraints which content lecturers face’ and ‘training courses for content lecturers’. Based on university-wide teaching practices and the views of EMI lecturers, it is concluded that lecturers are more in favour than against the university’s EMI policy, but they also would like the university administration to be responsible for monitoring the language provision and providing training. Findings also indicate lecturers’ endeavour to use English as much as possible, regardless of their agreement with the institutional language policy. © 2020, Western Australian Institute for Educational Research Inc.. All rights reserved.Öğe Leveraging Untapped Potential: Continuing Professional Development as a Tool for Creating Positive Culture at Schools of Foreign Languages in Turkey(School of Liberal Arts, King Mongkut's University of Technology Thonburi, 2022) Ozer, Omer; Popp, CecileThis article reports on a series of carefully curated professional development (PD) activities with the secondary purpose of building and maintaining a positive school culture. The study took place in a school of foreign languages (SFL) at a state university in Turkey. Twenty-five Turkish and international teachers participated. The researchers collected data over a period of six months using a mixed-methods approach: a two-stage survey and semi-structured interviews. Three main themes emerged from the analysis; (1) the basic tenets of Continuing Professional Development (CPD), (2) factors that foster positive school culture, and (3) factors that undermine positive school culture. The results suggest that carefully curated PD has a positive impact on school culture; a combination of formal and informal PD offerings formed desired habits of mind among instructors. Moreover, instructors indicated a preference for peer-led PD. Thus, we suggest that other SFLs in Turkey likewise harness the untapped potential of the CPD Unit. © 2022, School of Liberal Arts, King Mongkut's University of Technology Thonburi. All rights reserved.Öğe Reliability and Validity of a Self-efficacy Instrument for Academics' Oral Communication in a Foreign Language(Deomed Publ, Istanbul, 2019) Ozer, Omer; Cakir, Ozler; Uzun, N. BilgeThe purpose of this study is to develop a reliable and valid self-efficacy scale which intends to measure academics' self-efficacy beliefs in oral communication in a foreign language. The data in this study were collected from 395 academics working in state and foundation universities in Turkey. The 29 items in the scale trial form were rated on a 10-point Likert scale. After ensuring that the assumptions were met, an exploratory factor analysis was performed, which indicated a structure with one factor and 19 items. The 19 items in one dimension explained 75.709% of the variance in academics' self-efficacy beliefs in oral communication in a foreign language. The overall internal consistency reliability of the scale was high, with a Cronbach's alpha reliability coefficient of .982. The results indicate that our self-efficacy instrument is reliable and valid for measuring academics' oral communication self-efficacy beliefs in a foreign language.Öğe Reliability and Validity of a Self-efficacy Instrument for Academics' Oral Communication in a Foreign Language(Deomed Publ, Istanbul, 2019) Ozer, Omer; Cakir, Ozler; Uzun, N. BilgeThe purpose of this study is to develop a reliable and valid self-efficacy scale which intends to measure academics' self-efficacy beliefs in oral communication in a foreign language. The data in this study were collected from 395 academics working in state and foundation universities in Turkey. The 29 items in the scale trial form were rated on a 10-point Likert scale. After ensuring that the assumptions were met, an exploratory factor analysis was performed, which indicated a structure with one factor and 19 items. The 19 items in one dimension explained 75.709% of the variance in academics' self-efficacy beliefs in oral communication in a foreign language. The overall internal consistency reliability of the scale was high, with a Cronbach's alpha reliability coefficient of .982. The results indicate that our self-efficacy instrument is reliable and valid for measuring academics' oral communication self-efficacy beliefs in a foreign language.Öğe Student Motivation and Academic Achievement in Online EFL Classes at the Tertiary Level(Language Institute, Thammasat University, 2022) Ozer, Omer; Badem, NebahatThis 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.Öğe The effect of mobile-assisted language learning environment on EFL students' academic achievement, cognitive load and acceptance of mobile learning tools(Modestum LTD, 2018) Ozer, Omer; Kiliç, FigenThis study reports on the investigation of the effect of mobile assisted learning environment on academic achievement, acceptance of mobile learning tools and cognitive load of EFL students. This study used a mixed methods approach which involves the collection and analysis of quantitative and qualitative data to identify the effect of mobile learning in a foreign language learning environment. Quantitative data were collected from 63 foreign language learners via an academic achievement test, cognitive load scale and mobile learning tools acceptance scale, before and after a six-week intervention period. Following the intervention, eight students from the experimental group answered open-ended questions about their experience during group interviews. Results showed a significant difference in academic achievement and mobile learning tools acceptance level of students in favor of the experimental group. The study also showed that although the students learning a foreign language in mobile assisted learning environment were not cognitively overloaded, students in the control group were. The themes emerged from the qualitative data point to the positive and negative sides of the mobile-assisted learning environment. © 2018 by the authors.Öğe The Relationship between Writing Anxiety and Writing Disposition among Secondary School Students(Ani Yayincilik, 2016) Cocuk, Halil Erdem; Yanpar Yelken, Tugba; Ozer, OmerProblem Statement: Writing is important in secondary schools because it underpins the performance of students in most examinations. Writing disposition, which specifically deals with the aspects of students' attitudes toward writing, has also been studied by some researchers. Purpose of the Study: This study reports on the result of a study on the writing anxiety and writing disposition of Turkish students from different socio-economic status backgrounds studying at public secondary schools. Determining whether there is a significant difference between the secondary school students' scores from writing anxiety and writing disposition constitutes the research problem of this study. Method: This descriptive study uses a correlational survey model. The participants included 707 students from grade five through eight, who attended two different tests: the Writing Apprehension Scale and Writing Disposition Scale. Findings: The results showed that three of the six variables under study ( gender, attitude toward Turkish language courses, and grade level) were statistically significant for the Writing Apprehension test. Additionally, four out of six variables analyzed were statistically significant for the Writing Disposition test. A positive linear relationship between writing anxiety and writing disposition levels was found. Apparently, the more students liked Turkish course, the more anxious they became; a significant difference was found for the variable positive attitude toward Turkish courses for both scales. The results also showed that female students are more likely to encounter writing anxiety than male students. Conclusion and Recommendations: The severity of writing anxiety should be dealt with carefully as it can prevent students from becoming competent writers. The link between writing anxiety and writing disposition proposed in this article further explores the advantages and disadvantages of these two aspects of writing. It is recommended that writing anxiety be studied in different contexts because further understanding the reasons for anxiety when students produce qualified writing can be elaborated in this way.Öğe Understanding the Internationalization of Turkish Higher Education through Discourse Analysis(Sage Publications Inc, 2023) Efe, Ibrahim; Ozer, OmerThis paper explores discourses on and around internationalization as a reflection of the contemporary development of Turkish higher education. It analyses policy documents published by the Council of Higher Education (henceforth the CoHE), academic and media articles over ten years. By examining these texts through a combination of policy framing analysis and (critical) discourse analysis, the study explores how discourses on and around internationalization are framed by policy-makers, academics and media commentators. The study concludes that policy-makers', academics' and media commentators' understanding of internationalization is not solidified into a clear-cut and homogeneous definition and that internationalization is often quantified with references to student and academic numbers. In fact, the discourses on/around internationalization reflect aspects of global trends towards the marketization of higher education and significantly of Turkey's economy policies.
