Innovapros 2020

INNOVAPROS 2020

Innovative Practices and Future Prospects in ELT

October 15-16, 2020 Abstract Booklet

Yıldız Technical University School of Foreign Languages

Scientific Committee

Prof. Dr. Derin ATAY (Bahçeşehir University) Prof. Dr. Mehmet DEMİREZEN (Ufuk University) Prof. Dr. Ali ERYILMAZ (Yıldız Technical University) Prof. Dr. Arif SARIÇOBAN (Selçuk University) Assoc. Prof. Dr. Ahmet BAŞAL (Yıldız Technical University) Assoc. Prof. Dr. Suzan KAVANOZ (Yıldız Technical University) Assoc. Prof. Dr. Hatice Gülru YÜKSEL (Yıldız Technical University) Asst. Prof. Dr. Mustafa POLAT (Bahçeşehir University) Asst. Prof. Dr. Burcu ÜNAL (Yıldız Technical University) Dr. Deniz ŞALLI ÇOPUR (Middle East Technical University) Dr. Deniz KURTOĞLU EKEN (Sabancı University) Dr. Işıl Günseli KAÇAR (Middle East Technical University) Dr. Aslı Lidice GÖKTÜRK SAĞLAM (Özyeğin University) Dr. Duygu TAŞER (Middle East Technical University)

Honorary Chair

Prof. Dr. Tamer YILMAZ Rector, Yıldız Technical University

Organizing Committee Chair

İsmail Erim GÜLAÇTI, Ph.D., Member of Faculty YTU School of Foreign Languages Director

Organizing Committee

Onur ULUDAĞ, Ph.D., Deputy Director Talha Ağyar ALTUNAY, MA, Deputy Director Arzu EKOÇ, Ph.D., Staff Orientation and Development Office Coordinator Ahmet ÖZKAN, MA, Educational Technology and Statistical Analysis Office Coordinator Ezgi AYDEMİR ALTAŞ, Ph.D., Department of Basic English Instructor

Esteemed Guests,

Once again, we are all back to teaching. This time, however, we will all be home and seated in front of computers. So, the distance education journey is going on, unfortunately, and I, for one, do not have the slightest idea when it will be over.

The past seven months has not been easy for any of us. Making a sudden change to distance education in the middle of the spring term, trying to stay on course during the term despite all the difficulties and ending the academic year with belated online exams were all an uphill battle for all of us. The change was big. It was sudden. What is more, it has been inevitable and constant ever since this pandemic began.

When we planned to welcome all of you as our guests at YTU Davutpaşa Campus and YTU SFL premises almost one year ago, frankly, this was not what we had in mind. However, I believe INNOVAPROS 2020 could not have come at a more convenient time because the past seven months of compulsory distance learning, and teaching for that matter, gave all of us enormous administrative experience and academic memory. So, INNOVAPROS 2020 will be a great platform for us to share this experience so that we can learn from each other to manage once-in-a- life-time situation like this. Second, I guess we all see the necessity to transform and update our curricular and assessment practices in the long run so that they will be less fragile in the face of urgencies like the one we have been going through. INNOVAPROS 2020 will provide all of us with that valuable discussion context to reflect on this issue. Finally, as ELT professionals, we all need to take some time off to find inspiration to be able to continue in this ‘new normal’ way of teaching English to our learners. INNOVAPROS 2020 will be that much needed break to turn back to ourselves and reflect on how our teaching has evolved in time of this pandemic.

This time we will not be able to see our students raise their hands, tap on their shoulders when they get a question right or put them in groupwork for an activity. We will only hear their voices through loudspeakers and see their reflections on our screens. Let us hope that this, too, will pass and that we will get back to our usual ways of doing things as soon and safe as possible. Until then, I wish you a successful and healthy academic year and hope you and your loved ones remain healthy.

İsmail Erim GÜLAÇTI, Ph.D. Member of Faculty YTU SFL Director

(Photo credit: İsmail Erim Gülaçtı)

CONTENT PAGE Conference Program Page 4 Concurrent Sessions Program Page 5 Abstracts of Plenary and Invited Speakers Page 7 Abstracts of Concurrent Sessions Page 18 Abstracts of Concurrent Sessions I Page 19 Abstracts of Concurrent Sessions II Page 22 Abstracts of Concurrent Sessions III Page 25 Abstracts of Concurrent Sessions IV Page 28 Abstracts of Concurrent Sessions V Page 31 Abstracts of Concurrent Sessions VI Page 35 Abstracts of Concurrent Sessions VII Page 38 Abstracts of Concurrent Sessions VIII Page 41

CONFERENCE PROGRAM DAY-1, OCTOBER 15 DAY-2 ,OCTOBER 16

HOUR HOUR

Opening talk by SFL director Asst. 09.15 – 09.30 09.30 Plenary Talk 2 Prof. İsmail Erim Gülaçtı – Plenary Talk 1 10.30 Prof. Dr. Derin Atay

09.30 – 10.30 10.40 Prof. Dr. Arif Sarıçoban – Concurrent Session Series-5 11.10 11.20 Invited speakers – Concurrent Session Series-6 11.50 10.45 – 11.45 Assoc. Prof. Dr. Suzan Kavanoz Invited speakers 13.30 Assoc. Prof. Dr. Levent Uzun – Asst. Prof. Nur Yiğitoğlu 14.30 13.30 – 14.00 Concurrent Session Series-1 Aybike Oğuz

14.40 14.10 – 14.40 Concurrent Session Series-2 – Concurrent Session Series-7 15.10 15.20 14.50 – 15.20 Concurrent Session Series-3 – Concurrent Session Series-8 15.50 15.30 – 16.00 Concurrent Session Series-4 16.00 Closing plenary talk 3

– Invited speakers: 17.00 Prof. Shawn Loewen (Workshops) Dr. Deniz Şallı Çopur 16.15 – 17.15 Dr. Deniz Kurtoğlu Eken

Dr. Tony Gurr

CONCURRENT SESSIONS Concurrent Session Series 1 (30 mins each) Rumeysa Yücel (National Defense University/Turkish Air Force Academy) Sibel Ergün Elverici (Yıldız Semin Kazazoğlu (Yıldız & Büşra Yıldız (Yildiz Technical Technical University) Technical University) University) “Responses to COVID-19 in “Online Learning: Attitudes, “Social Presence in Distance the Frame of EFL Practicum: Expectations and Prejudices of Prep- Learning through Mobile Sustainable Distance Class Students at Tertiary Level” Technologies” Learning” Concurrent Session Series 2 (30 mins each) Ahmet Cihat Yavuz (Bursa Rabia Dinçer (Turkish Air Sezen Balaban (Uludağ University) Technical University) Force Academy) “Exploring Predictive Power “Teachers’ Attitudes, “The Effects of Strategy Training on EFL of In-Service EFL Instructors’ Perceptions and Needs of Learners’ Listening Comprehension and Technology Integration Self CLIL: A collective Case Study Beliefs” Efficacy Beliefs on Their from Turkey” Tpack Levels” Concurrent Session Series 3 (30 mins each) Burcu Durak Uğur Akpur (Yıldız Technical Yeliz YAZICI (Sinop Kayarkaya (Yıldız Technical University) University) University) “Video-recording Learners’ “The Effect of Procrastination on Speech and Providing Video “Employing Mindful Teaching Academic Achievement: A Meta- Feedback on their Speaking Strategies in Online Language Analysis Study” Performance: Do they Make a Teaching Settings” Difference?” Concurrent Session Series 4 (30 mins each) İlknur Eğinli (Istanbul Medipol University) & Aynur Kesen Dilara Louise Hibbs (TED Şaziye Karataş (Bahçeşehir University) Mutlu (Istanbul Medipol Istanbul College) University) “Perceived Job Stress, “Mind(Full)Ness – Keep Calm Collective Efficacy, and and Learn” “Learner Identity Reconstruction in EFL Interpersonal Emotion Context” Regulation among Turkish EFL Teachers”

Concurrent Session Series 5 (30 mins each) Parisa Coşkun (KTO Karatay Mehdi Solhi (Istanbul Medipol Arzu Ekoç (Yıldız Technical University) & Arif University) University) Sarıçoban (Selçuk University) “The Written Corrective Feedback “Challenges Facing Early Policies and Practices of the Instructors “Communicative Language Career Academics in Writing at English Preparatory Schools of Testing” Research Articles” Turkish Universities” Concurrent Session Series 6 (30 mins each) Elif Demirel (Kırıkkale H. Kübra Saygılı Er (Erzurum University) & Erdal Technical University) & Ceyda Arum İslami (Mektebim College Yalova Ayan (Kassel University, Gümüş (Istanbul Şehir Germany) University) “Every Cloud has a Silver “Summarizing and “Improving the Ability in Writing Text Lining: Professional Paraphrasing Texts in through Process Writing in Photo Development in Higher Academic Genre in Second Series Fold Book” Education and the COVID-19 Language Writing” Pandemic” Concurrent Session Series 7 (30 mins each) Mehdi Solhi (Istanbul Medipol University), Belkıs Benlioğlu (Istanbul Damla Tezel Yalkut (Yıldız Sevcan Yılmaz Medipol University) & Deniz Technical University) Kutlay (Marmara University) Ünalan (Istanbul Medipol University) “Reunion of Translation and “Evaluation of the English Language “The Effect of COVID-19 on Language Teaching in Coursebooks Used at the Turkish Public Different Generations in Postmonolingual Paradigm: Middle Schools” Terms of Education Translation Practices in Multilingual Settings” Concurrent Session Series 8 (30 mins each) Mehdi Solhi (Istanbul Medipol University), Meryem Sak Masrı (Istanbul Medipol Gürkan Temiz (Istanbul University), Şeyda Şahin (Istanbul Technical University) Medipol University), Hanif Selin Yılmaz (Istanbul Medipol University) “Evaluation of the English Language “Exploring Teacher Coursebooks Used at the Turkish Public Questioning and Critical Elementary Schools” Thinking in EFL: A Case Study”

!!! ** Concurrent session (30 mins for each presenter = 20 presentation + 10 Q&A)

(Photo credit: İsmail Erim Gülaçtı)

ABSTRACTS

ABSTRACTS OF PLENARY AND INVITED SPEAKERS

THURSDAY, 15 OCTOBER 2020

VENUE: CONFERENCE HALL 09.30-10.30

Classroom Management Skills of EFL Teachers

Prof. Dr. Arif Sarıçoban

Selçuk University

Classroom management includes a variety of skills and techniques for teachers to help students become organized, focused, attentive on in-classroom tasks, and work/study orderly. Unless classroom-management strategies are utilized effectively, teachers cannot prevent the misbehaviors that hinder the learning and teaching process. Effective classroom management process help facilitate, enhance, and maximize the language learning behaviors for students and the teaching for teachers. Therefore, English language teachers’ awareness of classroom management skills should be increased during their in-service education in the ELT departments and ELT Certificate courses for other teacher candidates in the field of linguistics, English language and literature, translation and interpretation, and etc. Therefore, this paper tries to focus on some important concepts such as teacher competencies, classroom management models and approaches, dimensions of classroom management, and humanistic view and classroom management. Keywords: classroom management, teacher competencies, models and approaches, dimensions, humanistic view.

THURSDAY, 15 OCTOBER 2020

VENUE: CONFERENCE HALL 10.45-11.45

How Can Action Research Help ESP Practitioners Grow Professionally?

Assoc. Prof. Dr. Suzan Kavanoz

Yildiz Technical University

As ESP instructors are expected to have a variety of competencies to meet the specific needs of learners, teaching ESP involves more challenges compared to teaching general English. Both the problems inherent in ESP courses and expectations from ESP practitioners require an effective and systematic approach that will enable teachers to develop realistic solutions to the problems they encounter and fulfill the additional responsibilities placed upon them. In this presentation, I discuss that action research can serve as an effective methodical solution that can help ESP teachers improve their instructional skills, increase their knowledge, and gain more insight into their practices. I also suggest that engaging in this systematic and on-going inquiry on a regular basis will help teachers become agents of their own development. Keywords: action research, ESP

THURSDAY, 15 OCTOBER 2020

VENUE: CONFERENCE HALL 10.45-11.45

Models for Postmodern Education in the Age of Technology: Task-Based Education and Formative Evaluation at University Level

Assoc. Prof. Levent Uzun Uludağ University

The present study aims at drawing attention to the very basic issues in education as well as provoking discussion related to learning as a cognitive, emotional, and social process, while concentrating specifically on the assessment and evaluation systems. The educational system of the current world has been facing serious incompatibilities and controversies, which have triggered the idea that it has become old-fashioned. Today’s students are no longer the people our educational system was designed to teach. Moreover, the innovations in the information and communication technologies, together with the alterations in the habits, needs, and interests of the new generation have made it necessary to rethink and restructure the philosophies and approaches to education. This is a critical review of the educational system employed predominantly in the world. The ties between the conditions enhanced by technology in the current age and the postmodern philosophy have been highlighted, and new models of (FL) education have been suggested as innovative solutions to the problems of the modern educational environments. The proposed models have been illustrated prior to explaining how they could be adapted to the new environments in the digitalized and globalized educational settings. The present research also investigated university students’ opinions about the convenience of exam-based or task-based approaches for their learning process that were compared in terms of their advantages and disadvantages. The results propose that the conventional approach, which is based on an exam- focused system should be changed in order to enhance the critical and creative skills as well as the personal and professional development of the individuals as far as possible. Related pedagogical implications have been exemplified, and suggestions for further research have been recommended.

Keywords: postmodern, education, model, foreign languages, technology, assessment.

THURSDAY, 15 OCTOBER 2020

VENUE: CONFERENCE HALL 16.15-17.15

So Where Do We [Teachers and Trainers] Go Now?

Dr. Deniz Şallı-Çopur

Middle East Technical University

Political and economic wars, natural and nuclear disasters, pollution of natural resources, extinction of animals, racist/fundamentalist/nationalist movements, terrorism… What was next? I was personally expecting to see a monster or an alien, just like the ones in action movies. The monster/alien has come in the form of a virus, which has had a global impact on every aspect of life and especially on education since the beginning of 2020. Teachers, in every corner of the world, had to adapt to a new way of life and a new way of teaching in a week, and the uncertainty seems to be with us longer than we ever imagined. So where do we go now? This online presentation attempts to touch on the aspects that will never be the same again in education and training for all of its stakeholders, and to suggest setting new goals and having a positive perspective.

Keywords: Teacher Training, Professional Development

THURSDAY, 15 OCTOBER 2020

VENUE: CONFERENCE HALL 16.15-17.15

‘Innovare’ and ‘Sustinere’ in 21st Century Educational Practices Dr. Deniz Kurtoğlu Eken

Sabancı University

As we continue to explore innovative and effective practices to best address teaching and learning in the 21st century, which clearly holds unprecedented challenges for us, it is absolutely essential that we do not lose sight of one of the most important yet challenging concepts in educational growth; ‘sustainability’.

Sustainability in educational innovation can best be achieved through a holistic approach, which appreciates research and feedback, taking stock of achievements and progress, and forward thinking. We cannot have sustainability without forward thinking; we cannot have sustainability without the motivation to explore and cultivate what is already working; and we cannot have sustainability and growth without a professional investment and trust in other professionals with equally great - if not greater - potential, as our successors, whose motivation, efforts and innovative ideas are likely to outshine ours.

Drawing upon learning and reflections from various examples of institutional research practices, this presentation will focus on how sustainability needs to be the key driver of innovation in 21st century educational practices.

Keywords: Innovation, Sustainability, 21st Century

THURSDAY, 15 OCTOBER 2020

VENUE: CONFERENCE HALL 16.15-17.15

Innovation, Change & Transformation - The Impact of COVID-19 on "Next Practice" in ELT

Dr. Tony Gurr

Pearson

The outbreak and subsequent pandemic of COVID-19 is probably the biggest 'disruptor' most of us have ever encountered - not only in how we 'do the business of education' but also in how we live, interact and communicate. The pandemic has forced ELT instructors to rethink how and what they teach and ELLs to learn in a wholly unfamiliar environment and with online tools that many of them had never used before March 2020. A large number of commentators (esp. EdTech providers) have suggested that the innovations and changes put in place for the recent phases of 'emergency remote teaching' will 'transform' education and ELT to produce a series of brand-new 'Best Practices' in learning and teaching well into the coming decade. In his talk, Tony will draw on his interactions and support sessions with over 2.500 teachers across canım Türkey over April-July of this year. He will explore their readiness for emergency remote and/or online teaching, the innovations and changes they adopted and the learning they gained from this challenging (and, at times, very stressful) experience - as well as the patterns seen in other countries. He will also consider the claims of those that claim ELT's 'next practices' will indeed constitute a 'transformation' of how we do the busyness of ELT.

Keywords: COVID-19, Innovation, Emergency Remote Teaching

FRIDAY, 16 OCTOBER 2020

VENUE: CONFERENCE HALL 09.30-10.30

Project-Based Learning to Promote L2 English Learners’ Language Skills

Prof. Dr. Derin Atay

Bahçeşehir University

The recent developments in technology created paradigm shifts in education: from traditional transmissive models of learning and teaching to transformational models requiring active learning experiences and involvement of learners. Project-based instruction (PBI) is an innovative approach to learning which has been increasingly used in several courses all over the world. PBI is found to promote simultaneous acquisition of language, content, and skills by integrating a multitude of strategies and is being used to improve students’ second language performances particularly in the ESL settings. This talk aims to present the integration of ICT-Assisted PBI into a freshman English course in a Turkish state university and share the effects of this practice on L2 learners’ speaking and writing skills. In this experimental group, United Nations Sustainable Development Goals (SDGs) were used as the main topics of the PBI, whereas the control group followed the regular English program. Data were collected by means of a) students’ writing and reading scores collected before and after the study and b) Student Self-efficacy for English Scale developed by Bumen (2018). In the talk, findings will be discussed with specific implications for English language instruction.

Keywords: project-based learning, 21st century skills, productive skills, second language

FRIDAY, 16 OCTOBER 2020

VENUE: CONFERENCE HALL 13.30-14.30

Writing Pedagogy in the 21st Century: What do L2 writing teachers need to know?

Assist. Prof. Dr. Nur Yigitoglu Aptoula

Bogazici University, Turkey

The purpose of this plenary talk is to reexamine some of the foundational assumptions in academic writing instruction in second language (L2) contexts. Teaching L2 writing is a challenging and often an overlooked aspect of language teaching in many non-English dominant contexts. As in many expanding circle countries, second/foreign language learning in Turkey has historically been linked to testing, which often gives the act of writing an underprivileged role. Much research in the field of L2 writing studies has been devoted to understanding the needs and experiences of various student writer populations than the current or future teachers of these L2 writers, and especially little is known about how L2 writing teacher education is shaped and disseminated in the global contexts. In addition, metadiscourse has been studied widely in linguistic research, but although it is essentially an interpersonal feature of language, it has nevertheless been almost exclusively studied in the written text. Within this scope, in this plenary talk, I will, first, focus on the concept of metadiscourse in teaching and researching L2 writing. Next, sample research studies investigating metadiscoursal features in L2 writing will be presented. My ultimate aim, however, will be to go one step further and explore ways of advancing inclusive teaching strategies and research agendas. I will do so by directing the spot light only on the role of metadiscourse in the acquisition of L2 written literacy for academic purposes. The presentation ends with a discussion on how metadiscoursal investigations can be implemented in teaching and researching L2 writing and how a close look at metadiscourse could give us theoretical and pedagogical insights about the cultural and linguistic fabric of argumentation forms L2 writers learn in their local contexts.

Keywords: writing pedagogy, L2 writing teachers, teaching writing

FRIDAY, 16 OCTOBER 2020

VENUE: CONFERENCE HALL 13.30-14.30

Young Innovators

Aybike Oğuz

Robert College

This talk is an invitation to explore our role as educators to open and hold spaces for youth to connect with themselves and others in an emerging world. We will discuss how we can empower youth so they can open and hold spaces and expand their knowledge and skills to co-create an economically, socially, and ecologically sustainable world.

Keywords: Sustainability, Social Entrepreneurship, Innovation, Youth

FRIDAY, 16 OCTOBER 2020

VENUE: CONFERENCE HALL 16.00-17.00

Can SLA Researchers and L2 Teachers Talk to Each Other?

Prof. Shawn Loewen Michigan State University

The relationship between second language acquisition (SLA) research and second language (L2) pedagogy can be contentious. On the one hand, teachers may resent ivory tower researchers who do not address issues that teachers feel are relevant to real classroom instruction. On the other hand, researchers may feel frustrated that teachers do not pay attention to research findings that could facilitate L2 learning. However, rather than adopting adversarial positions, many researchers call for a good-faith dialogue between researchers and teachers in order to facilitate research that is relevant for teachers and that produces evidence-based implications for the classroom. This goal has been the focus of instructed SLA research over the past few decades. To create and facilitate the dialogue, it is equally important that researchers and teachers together create a community in which teachers can propose possible research topics and evaluate evidence- based suggestions by researchers. With such a dialogue in place, we can ensure that both L2 research and instruction will be at its best. The current talk will focus on the findings of instructed SLA research and explore some of the evidence-based practices that research suggests may be beneficial for the classroom. In addition, this talk will consider teachers perspectives on these findings, as well as discuss some of the obstacles in the way of a productive conversation between researchers and teachers.

Keywords: researchers, L2 teachers, productive conversation

(Photo credit: İsmail Erim Gülaçtı)

ABSTRACTS OF CONCURRENT SESSIONS

CONCURRENT SESSION SERIES- I

THURSDAY, 15 OCTOBER 2020

VENUE: HALL 1 13.30-14.00

Online Learning: Attitudes, Expectations and Prejudices of Prep-Class Students at Tertiary Level

Rumeysa YÜCEL National Defense University/Turkish Air Force Academy [email protected]

Büşra YILDIZ Yildiz Technical University [email protected]

This study aimed to investigate the prep class students ‘attitudes, expectations, and prejudices towards online learning.150 students from state universities in Turkey participated in the study. The data collection instruments were Online Language Learning Attitude Test (OLLAT) and semi- structured interview based on Technology Acceptance Model (TAM). This study is a mixed- method study with an explanatory research design. The target group was chosen with the technique of convenience sampling, which is the kind of non-probability sampling. The collected data were numerically coded into SPSS 22.0 and descriptive statistics were implemented. The semi- structured interview was conducted with 10 students whose attitudes were either very positive or very negative. The results of this study indicated that students’ attitudes towards online English lessons were positive based on the collected quantitative data. The qualitative results indicated that in terms of perceived usefulness, participants found online learning practical and time-saving. They had a prejudice about using paralinguistic tools effectively in an online learning environment and this influences their intention to attend online lessons in a negative way but in a long term, the variety of Web 2.0 tools used in online learning can shift their intentions. This study presents the current situation of the students ‘attitudes, expectations, and prejudices from higher education towards online learning. In this sense, it contributes to comprehend students’ needs in online education and create techniques to enrich lessons accordingly.

Keywords: online learning, attitudes, expectations, prejudices, prep class students

VENUE: HALL 2 13.30-14.00

Social Presence in Distance Learning Through Mobile Technologies

Dr. Sibel Ergün Elverici Yıldız Technical University [email protected]

Recent developments in information and telecommunication technologies have sparked a great change in educational activities. More importance is attributed to technology enhanced teaching and learning activities than in the past. With the introduction of m-learning into education, mobile phones and tablets are becoming a part of foreign language education. There are many researches suggesting the prominent role of mobile technologies in learning environments with their features like allowing for information sharing and communication that are considered to be crucial in education. It is argued that using mobile technologies for language learning provides more benefits than other technologies since they offer a great variety of language learning applications, podcasting, video-casting and more importantly they allow personalization almost for free. What is more is that while mobile learning supports traditional learning environments, it also encourages innovative teaching methods that can be of use to both students and teachers with a shift to more engaging, motivating and collaborative learning environment. Recent studies conducted in order to increase the quality of m-learning have underlined the importance of the term ‘social presence’ which can be defined as the feeling of social presence as a self in learning environments. Increased social presence can have a positive effect on students as they become involved in sharing learning experiences in meaningful ways. In this context, this descriptive study sets out to explore the social presence of university students in m-learning environments which would provide valuable insight to teachers who are willing to encourage collaboration among their students.

Keywords: distance learning; mobile technologies; social presence; technology integration

VENUE: HALL 3 13.30-14.00

Responses to Covid-19 in the Frame of EFL Practicum: Sustainable Distance Learning

Asst. Prof. Dr. Semin KAZAZOĞLU Yıldız Technical University [email protected]

Schools have been closed worldwide in response to the COVID-19 pandemic and shifted into the online education setting. Likewise, Turkey with all its education units complied with the new system and started distant education on 10 March 2020 when the first case of coronavirus was detected. Digital tools were being widely used especially in the field of English Language Teaching. However, online education cannot be limited to digital platforms. Instead, other issues including, learning contents, computer literacy, learners’ motivation, teachers’ preparation, and many others should also be taken into consideration as a whole. This study aims to investigate the Turkish EFL pre-service teachers’ perception of online teaching in the case of practicum. Online teaching in the frame of practicum has been used for the first time in education. Therefore, it is important to gather the first impressions of pre-service teachers for future implementations. The participants were 7 EFL pre-service teachers studying at Yıldız Technical University. The qualitative method was used and the instrument involves reflective reports and semi-structured interviews. In the findings of the study some suggestions including the ways of adjusting online teaching into practicum have been provided.

Keywords: Online Teaching, EFL pre-service teachers, practicum, distance learning

CONCURRENT SESSION SERIES- II

THURSDAY, 15 OCTOBER 2020

VENUE: HALL 1 14.10-14.40

The Effects of Strategy Training on EFL Learners’ Listening Comprehension and Beliefs

Sezen Balaban Uludağ University [email protected]

EFL listening has been considered as an ‘arduous’ one of the four language skills. From the aspect of listening comprehension, there are various difficulties faced by learners and some strategies which have been activated so as to make listening an active process. With regard to these strategies, this research study based its focus on two while-listening strategies named ‘note-taking’ and ‘shadowing’. Research was implemented on sixty- four intermediate level university EFL learners at preparatory classes at a state university in Turkey. A comparison was generated between the shadowing and the notetaking group learners. Two research questions constituted the core of the study: 1) Is there a significant difference between the pre- and post-test scores of the notetaking and the shadowing group? 2) a) Which of the six categories of listening problems (in Q-BELLP scale) do the notetaking group learners mostly have at the end of the treatment? b) Which of the six categories of listening problems (in Q-BELLP scale) do the shadowing group learners mostly have at the end of the treatment? Data was collected by two quantitative data collection instruments. One was the listening midterms of learners and the latter means was A Questionnaire on Beliefs on English Language Listening Comprehension Problems (Q-BELLP). Findings suggest implications for both researchers and teachers who seek novel ways to compose active listening courses for their learners.

Keywords: listening comprehension, listening strategies, notetaking, shadowing

VENUE: HALL 2 14.10-14.40

Teachers’ Attitudes, Perceptions and Needs of CLIL: A collective Case Study from Turkey

Ahmet Cihat Yavuz Bursa Technical University [email protected]

Since 1990s, Content Language Integrated Learning (CLIL) has become a popular approach in the field of English Language and Teaching (ELT). CLIL’s rising popularity in ELT is mainly based on necessity and growing internationalisation and population mobility (Nikula, Dalton-Puffer and Llinares, 2013). Another reason why CLIL methods have gained favourability in the current field may be related to CLIL’s pedagogical practicality. As Coyle (2006) suggests CLIL can offer “opportunities involving problem-solving, risk-taking, confidence building, communication skills, extending vocabulary, self-expression and spontaneous talk” (p. 7). Such being the case, the aim of this collective case study was to investigate the needs and perceptions of 5 in-service high school EFL teachers working in İstanbul about CLIL-based syllabi. In line with this goal, the relevant data were collected through 1) reflective essays written by the participants after having read the article about CLIL which was distributed to them for raising awareness purposes, 2) field notes kept during the observations of CLIL-based lessons prepared by the participant teachers, 3) semi- structured interviews with them after these lessons. This was a pure qualitative study with the aims of gaining an in-depth insight about the topic at hand from the teachers’ points of view and creating a venue for their voices to be heard. The data gathered from these tools was carefully scrutinized and analysed using thematic coding for the purpose of assessing the teachers’ needs of CLIL.

Keywords: CLIL, needs analysis, teacher attitudes

VENUE: HALL 3 14.10-14.40

Exploring Predictive Power of In-Service EFL Instructors’ Technology Integration Self Efficacy Beliefs on their TPACK Levels

Rabia Dinçer National Defence University [email protected]

The present study aimed to examine in-service EFL instructors’ technological pedagogical content knowledge (TPACK) levels to determine whether they are competent integrating technology efficiently into their instruction in higher education context or not, to display their self-efficacy beliefs towards technology integration(TISE) and to figure out the predictive relationship between in-service EFL instructors’ TPACK levels and TISE beliefs in order to explore whether their self- efficacy beliefs predict how they implement technology in their instruction pedagogically to teach their content area. For this purpose, this study applied quantitative method and used the prediction research design. 101 in-service EFL instructors that are currently teaching in both foundation and state universities from Turkey voluntarily participated in this study. The results revealed that English language instructors have a high level of TPACK, it is also seen that they feel themselves competent in terms of almost all domains of TPACK. Results also indicated that have positive and high level of self-efficacy beliefs towards technology integration. However, they need an improvement in terms of confidence in self-efficacy skills that require technical expertise in technology integration. Finally, regression analysis revealed that there is a significant predictive relationship between in-service EFL instructors’ TISE beliefs and their TPACK level. Based on these findings, this research contributes to the literature by investigating the strong relationship between in-service EFL instructors’ TPACK levels and their TISE beliefs in the higher education context. The abstract will be paper presentation.

Keywords: in-service EFL instructors, technological pedagogical content knowledge (TPACK), technology integration self-efficacy, technology in education, teacher education.

CONCURRENT SESSION SERIES- III

THURSDAY, 15 OCTOBER 2020

VENUE: HALL 1 14.50-15.20

The Effect of Procrastination on Academic Achievement: A Meta-Analysis Study

Dr. Uğur Akpur Yıldız Technical University [email protected]

In this study, in order to examine the effect level of procrastination on academic achievement, a meta-analytic approach were applied. To this end, studies published between January 2000 and May 2020 in Education Resources Information Center (ERIC) and Academic Search Ultimate databases were included in the study. The research was limited to articles examining the correlation between the variables and, accordingly, the correlation coefficient was specified as an index for determining the effect size. After reviewing, 22 relevant studies with 8307 participants were included in the study and the meta-analysis was conducted through Comprehensive Meta-Analysis (CMA) software. The studies included in the research were found to be heterogeneous and the data were analyzed through the random effects model. The findings revealed that the variables are negatively correlated with other and the overall effect size of procrastination on academic achievement is -0.61, which is within the limits of 0.40 and 0.75 and can be interpreted as the medium effect. In accordance with the findings, some suggestions were made for researchers as well as educators.

Keywords: procrastination, academic achievement, meta-analysis

VENUE: HALL 2 14.50-15.20

Video-recording Learners’ Speech and Providing Video Feedback on their Speaking Performance: Do they Make a Difference?

Burcu Kayarkaya Yıldız Technical University [email protected]

The ability to speak in a foreign language is a challenging and arduous task because it involves the mastery of different language subsystems. Likewise, helping learners develop speaking skills is a demanding task for practitioners. In expanding circle countries like Turkey, learners have to struggle more to improve their speaking skills. It is a very common self-evaluation statement practitioners hear from learners in Turkey: “I can understand (what you say) but I cannot speak”. Can speaking classes be designed in a way that makes the process more effective is thus a question that needs to be addressed. The current study was designed to assess the efficacy of the integration of video recordings in speaking classes to improve learners’ speaking skills. Being a mixed- method phenomenology study, it also aims to investigate participants’ experiences with the video recordings. The ten participating students from a state university in İstanbul received two videos for the study purposes. Video 1 was the actual speaking performance of participants because it was deemed necessary that participants “see” themselves speaking for the feedback videos to work for their purpose. Video 2 was the researcher’s video feedback on participants’ performance. Video- recorded feedback was favored because participants could watch, rewatch, pause or rewind it and it could accompany video 1. Participants were instructed to watch and examine them to prepare a revised version of their speech. The two speaking performances were graded and the scores were quantitatively analyzed. Through retrospective verbal protocols, participants were asked to comment on their experiences exploiting the two videos while preparing for the second performance. The analyses provided substantial evidence towards the efficacy of the integration of video recordings in learners’ speaking skills development.

Keywords: video-recorded speaking performance; video-recorded feedback; speaking skills development

VENUE: HALL 3 14.50-15.20

Employing Mindful Teaching Strategies in Online Language Teaching Settings

Yeliz YAZICI Sinop University [email protected]

Mindfulness strategies are effective not only in daily life but also in teaching-learning oriented environments. Due to the recent changes in the education process because of the COVID-19 most of the universities are to adapt and carry their lesson on online settings. This becomes the interaction harder than before. This study investigated the use of mindful teaching strategies in online language setting for the case of Sinop University English lessons. The data collection includes the pre-surveys, post-surveys, work samples and the reflective journals of the tutor and the undergraduate students who attend the study. It is aimed to help participants to take the control of their learning process by introducing the mindful technics in learning environments and also try to observe and analyze the effect of the technic over language learning. The data is to be analyzed at SPSS program and for the reflective journals a discourse analysis technic is employed. The results and further findings are to be shared after the end of the data collection process.

Keywords: mindfulness, self-efficacy, digital literacy, language anxiety, language learning

CONCURRENT SESSION SERIES- IV

THURSDAY, 15 OCTOBER 2020

VENUE: HALL 1 15.30-16.00

Learner Identity Reconstruction in EFL Context

Şaziye KARATAŞ Bahcesehir University [email protected]

This paper investigates Turkish EFL learners' stance towards their bilingualism and their perceptions about whether there is a link between the study of English and a reduction/loss of their identity. Since many of the studies in this issue of identity construction have been conducted in ESL cultural settings, the core circle of English speaking countries; the idea of having a study on learner identity in a context where English is taught as a foreign language is noteworthy. 28 Elementary and 21 Intermediate level high school language learners formed the participant population. A survey adapted from Turnbull (2017) was administered along with open-response questionnaire items. According to the results, more than half of the participants defined themselves as bilingual and their family background along with their motivation for learning English played a role in definition of their language identity. While they identified Turkish language as a constituent element of their national identity, they were found to view English language as a new culture broadening their horizons rather than as a threat to their native language/culture.

Keywords: EFL learners, bilingualism, language identity, national identity, culture

VENUE: HALL 2 15.30-16.00

Perceived Job Stress, Collective Efficacy, and Interpersonal Emotion Regulation Among Turkish EFL Teachers

Asst. Prof. Ilknur Eginli Istanbul Medipol University [email protected]

Asst. Prof. Aynur Kesen Mutlu Istanbul Medipol University [email protected]

The goal of this study was to determine the relationship between perceived stress and a specific set of predictor variables among the selected University Preparatory School EFL teachers in Turkey. To comprehensively analyze the issue of perceived job stress, interpersonal emotion regulation, and teacher collective efficacy used as variables. The sample consisted of 48 EFL teachers in various University Preparatory Schools. It was hypothesized that high levels of teacher collective efficacy belief would be a negative predictor of perceived stress among the EFL teachers. A negative relationship was also predicted between interpersonal emotion regulation and perceived job stress level among the selected teachers. The research hypotheses were tested using data collected through surveys. While the relationship between EFL teachers’ collective efficacy beliefs and interpersonal emotion regulation was significant, their perceived job stress and interpersonal emotion regulation were negatively related, but the association was not strong enough to reach a significant level. The results of the study were indicated that demographic variables such as age, and the years of language teaching experience did not have any significant effect on teachers’ collective self-efficacy belief, perceived job stress, and interpersonal emotion regulation of the selected Turkish EFL Instructors in University Preparatory Programs. The study highlighted the fact that enhancing collective efficacy belief would reduce the tension that EFL teachers experience in the form of stress in the university preparatory schools.

Keywords: collective efficacy; interpersonal emotion regulation; perceived job stress

VENUE: HALL 3 15.30-16.00

Mind(Full)Ness – Keep Calm And Learn

Dilara Louise HIBBS Ted Istanbul College, Turkey [email protected]

‘Mindfulness means paying attention in a particular way, on purpose, in the present moment, and nonjudgmentally.’ - Jon Kabat-Zinn (1994). We as adults suffer from new age developments happening in the world which causes toxic stress such as; lack of concentration, decrease in productivity and creativity and an escalation in frequent anxiety, frustration and dissociation. As for students’ toxic stress affects attention, emotion and mood regulation, sleep and learning readiness. Mindfulness has been integrated into many curriculums in schools across the UK and USA as the new generation of students has difficulty in concentrating in school due to developments around them. Attending courses about mindfulness in education I have gained the knowledge of many strategies and activities to decrease level of stress and to increase level of self-awareness, gratitude, happiness, kindness and empathy lacked by individuals of today. In my presentation, mindfulness will be explained and participation in activities such as; meditation and other mindfulness activities (mindful bodies, seeing, breathing and listening and gratitude etc.) will be required. As I have integrated mindfulness into my classes, there has been a great amount of increase of awareness, gratitude, empathy within my students and I would like to share my knowledge and experience about mindfulness with others.

Keywords: mindfulness; meditation; meditative learning

CONCURRENT SESSION SERIES- V

FRIDAY, 16 OCTOBER 2020

VENUE: HALL 1 10.40-11.10

The Written Corrective Feedback Policies and Practices of the Instructors at English Preparatory Schools of Turkish Universities

Asst. Prof. Mehdi Solhi Istanbul Medipol University [email protected]

Despite concurring with the necessity of constructive feedback to revision in writing, there are fewer consensuses on the typology, implementation, time, and provider of written corrective feedback (Weigle, 2014). Writing is regarded as one of the key skills at English preparatory schools (EPSs) of Turkish universities, where university candidates are taught to reach the necessary level of English language proficiency and get prepared for their English-medium departments at university. This study sought to investigate the written corrective feedback (WCF) policies and practices of the instructors at EPSs of Turkish universities. In so doing, a total of 20 English language instructors teaching at 17 private and 3 state universities in Turkey were interviewed, and they completed the WCF survey scale devised by Vyatkina (2011). The survey instrument was adapted for the purpose of the study. There were 16 questions relating to three main blocks: I) general information; II) general written corrective feedback policies; and III) type of feedback and medium of doing assignment. The responses were analyzed qualitatively and inductively, and commonly emerging patterns were identified and categorized. Results indicated a number of common tendencies: 1) the majority of the participants (N = 17) teaching at the EPSs of the state and private universities asserted that EPSs do not possess a uniform policy about the format of WCF and it is generally up to the instructor, while only one of the schools employing policy indicated that the policy changes depending on the level of the students, 2) using correction codes was reported to be the most commonly employed medium for giving feedback to student writing, 3) most of the respondents (N = 14) provide WCF to the first and second drafts of writing assignments, while the other instructors (N = 6) give only feedback to the first draft, 4) paragraph and essay are the most common types of writing on which WCF is given at the EPSs, 5) it is generally up to the instructors to decide on what aspects of writing (e.g., content, organization, accuracy, punctuation) to provide feedback, 6) nearly in all (N = 19) of the EPSs, students write by hand and instructors provide WCF on paper, 7) peer-editing and -reviewing is not used in any of the schools, and it is up to the instructors to implement it, 8) while rubric and a list correction codes are the two commonly suggested materials by the coordinators or the supervisors to choose from, nearly none of the English preparatory schools (N = 19) check whether the instructors follow the recommendations given by them, and finally 9) more than half of the instructors (N = 12) are quite satisfied with their approach to providing WCF.

Keywords: corrective feedback; corrective feedback policies; English preparatory school; teaching writing

VENUE: HALL 2 10.40-11.10

Challenges Facing Early Career Academics in Writing Research Articles

Dr. Arzu Ekoç Yildiz Technical University [email protected]

This presentation will focus on the challenges that early career academics (ECAs) face while trying to write research articles. In the reviewed literature, there is a growing interest in exploring the issues confronted by ECAs. Yet much remains to be done to understand the difficulties on their pathways to write research articles. ECAs feel themselves under immense pressure to publish research articles. In line with this thought, a survey was prepared and delivered online through e- mail with participation contingent on informed consent. In the administered questionnaire, the participants demonstrated their perceived difficulty on a likert-type scale which ranged from 1 (very easy) to 5 (very difficult). Also, an open-ended question was added to get the participants’ suggestions to lessen the difficulties ECAs face. Mixed-methods research was used. The findings underpin that ECAs have difficulty in finding enough time to write research articles. Another demanding task for them is to plan research articles for the long run. Also, it can be seen that ECAs consider the process of selecting the appropriate journal tough. Their open-ended responses underline the role of resilience and struggle as one of the crucial components for successful writing. From their suggestions, it is evident that ECAs should be inducted to write research articles as part of smooth transition from postgraduate education to independent research. Overall, highlighting the barriers to writing research articles is crucial to help graduate programme developers, supervisors and deans of faculties see the obstacles encountered and provide solutions for them.

Keywords: research article; writing; early career academic; academic writing, academic life

VENUE: HALL 3 10.40-11.10

Communicative Language Testing

Parisa Coskun Karatay University, School of Foreign Languages, Department of Modern Languages [email protected]

Prof. Dr. Arif Sarıçoban Selcuk University, Institute of Social Science, Department of English Language and Literature [email protected]

Language evaluation is an essential part of the language learning cycle. In this scope, a question comes up. Which one is of more importance: to check the capacity to transmit knowledge in the target language or to construct grammatically correct sentences? This is a significant question that has been worked on for a long time by linguists, who are scholars that apply the experimental methods to issues regarding the meaning and use of language. This paper includes details on Communicative Language Testing, which enables teachers to test the learners’ language performance in a target language. Communicative language testing evaluates the areas of weaknesses, strengths, and achievements in language proficiency. Test designers are able to examine the four language skills through Communicative Test Tasks. There are many examples around such as Information gap, role-play, letter writing, read and talk, listen and write, etc. These activities allow teachers or raters to test reading/writing, listening/speaking, listening/writing or reading /speaking skills of learners at the same time. In this respect, a detailed task prepared by the author is provided at the end of the paper presentation to include an overview of how to test the four language abilities of learners in a single task. Moreover, the features and principles related to the CLT are summarized in the presentation. The means of assessment and issues with the CLT are among the information addressed.

Keywords: communicative language testing; communicative test tasks; features and principles of CLT

CONCURRENT SESSION SERIES- VI

FRIDAY, 16 OCTOBER 2020

VENUE: HALL 1 11.20-11.50

Improving The Ability in Writing Text Through Process Writing in Photo Series Fold Book

Arum Islami Mektebim College Yalova [email protected]

In teaching the four main skills in the classroom, teaching writing is assumed to be one of the most difficult areas by many teachers. One of the media and strategies that can be an alternative to solve this problem is photo series mini fold book. The term of photo series mini fold book is defined as a series of personal photographs that are arranged in sequence, attached in a piece of carton paper, completed with simple photo-captions and two process writing templates (Drafting & Final writing), then fold up into a mini-book. The students begin to make their own photo series mini fold book by arranging their series of photos and giving each photo some short and simple sentences (pre-writing). Then, the students will start to develop their ideas based on their pre- writing into drafting. After that, they will do collaborative revising based on the feedback and comments from teacher and friends. The final step, they will edit the mechanics of their writing and write their final writing in the given template. To sum it all, by using this media the students learn to analyze the structure, simplify a complicated story and also motivates them to write their own text in a more personal, enjoyable and fun way. Photo series mini fold book also one of the media that are useful, affordable and complete (all in one) because teachers can combine some different strategies in one inexpensive media to overcome students’ difficulties in writing text.

Keywords: media, writing, EFL

VENUE: HALL 2 11.20-11.50

Every Cloud has a Silver Lining: Professional Development in Higher Education and the COVID-19 Pandemic

Assoc. Prof. Dr. Elif Demirel Kırıkkale University [email protected]

Erdal Ayan Kassel University, Germany

Since the announcement of the COVID-19 pandemic on March 11, 2020, the world has been going through desperate times and desperate times call for desperate measures. Perhaps the education sector was a leading one which suffered most from the changing conditions after announcement of the measures. In Turkish Higher Institutions, the COVID-19 pandemic caused an abrupt shift to online teaching, which was rather unprepared due to the extraordinary situation. This shift brought about many challenges as well as many opportunities, especially in terms of professional development. OECD (2000) defines professional development as such: “All organised systematic education and training activities in which people take part in order to obtain knowledge and/or learn new skills for a current or a future job …” (p. 403) Many faculty members of higher education institutions in Turkey were instantly required to adapt to new ways of teaching and although not very organized and prepared for computer/internet based education (Usluel and Seferoğlu, 2003, 2004), and as mentioned in the definition, a process of professional development inevitably started. In this context, the purpose of this study is to examine how much the sudden shift to online teaching contributed to the professional development of teachers and to what extent they perceived this adaptation to online teaching as “professional development” as well as the level of institutional support provided in the process. The study has been designed as an online survey inquiring about the aforementioned issues connecting online teaching and professional development.

Keywords: Professional development, higher education, covid-19

VENUE: HALL 3 11.20-11.50

Summarizing and Paraphrasing Texts in Academic Genre in Second Language Writing

H. Kübra Saygılı Er Erzurum Technical University [email protected]

Ceyda Gümüş İstanbul Şehir University [email protected]

The present study was designed to determine whether students in School of Foreign Languages, Istanbul Sehir University regard their paraphrased/summarized text as plagiarism and also different views on students’ summarized and paraphrased texts are provided by the instructors. There are 13 participants in this study, three of whom are instructors and the rest are students who have different socio-cultural background and proficiency level of English. Students were asked to summarize and paraphrase L2 texts within the academic genre. Then participants’ comments on their own paraphrased and summarized texts were compared with the instructors’ comments by the help of sample texts and interviews. This is a qualitative study. Data for the current study were analyzed by content analysis and creating codes/ themes from the interviews and descriptive analyses through the frequency of the judgments. The findings of this study clearly indicate that instructors and students do not share common views on paraphrasing and summarization with regard to plagiarism. The following conclusions can be drawn from the current study; judgments and statements of instructors indicated that student's texts had contained a great amount of plagiarism, however, students thought that texts were perfectly paraphrased without plagiarism regardless of their English proficiency level.

Keywords: paraphrasing; summarizing; plagiarism; academic genre; second language writing

CONCURRENT SESSION SERIES- VII

FRIDAY, 16 OCTOBER 2020

VENUE: HALL 1 14.40-15.10

Evaluation of the English Language Coursebooks Used at the Turkish Public Middle Schools

Asst. Prof. Mehdi Solhi Istanbul Medipol University [email protected]

Belkıs Benlioğlu Istanbul Medipol University [email protected]

Deniz Ünalan Istanbul Medipol University [email protected]

In this study English Language coursebooks designed and distributed by the Ministry of Turkish National Education for middle school students in Turkey were evaluated, implementing Tomlinson and Masuhara’s (2013) 15 coursebook evaluation framework. The evaluation included four series of coursebooks (from 5th graders to 8th graders). The two units (i.e. Units 4 & 8) were randomly selected and the same chapters were evaluated in all coursebooks. The results indicated that the coursebooks provide opportunities for localization, personalization, and achievable challenge for learners to some extent; however, they are void of a number of important aspects of language acquisition. Firstly, they do not provide extensive exposure to the target language since most of the activities designed as drill exercises. The number of the written and aural materials is insufficient to make the effective exposure. The type of exercises does not show a range of variety. Repetitiveness and lack of affective and cognitive challenge in monotonous drills are another drawback of the coursebooks. Thirdly, the practice activities are only designed for classroom usage. Hence, there is little room to use and learn the target language outside of the classroom. Fourthly, the learners are not expected to think critically and making self-discoveries on how the target language is used. Indeed, the main purpose of the coursebook activities is to make the learners absorb the accurate forms of the English. Finally, the communicative function of the language has been tried to be engaged in the activities, but the efficiency of the effort does not seem to be engaging for the students. Thus, the coursebooks do not seem to have sufficient efficiency in terms of being affecting, engaging, and motivating for the middle school students. Keywords: coursebooks evaluation; coursebook deficiency; public schools; English deficit

VENUE: HALL 2 14.40-15.10

The Effect of Covid-19 on Different Generations in Terms of Education

Damla TEZEL YALKUT Instructor [email protected]

Within the scope of the measures taken against the COVID-19 virus, which has shown its effect rapidly worldwide, the schools had to closed immediately and all the students were sent home until a proper solution was brought up by the governments. After a short while, it was decided that the best solution to resume education would be through distance education. With the transition of education to online distance education systems, many teachers and students faced various difficulties while trying to adapt to distance education. The aim of this study is to theoretically examine the generation cohorts, their attitudes towards use of technology in general and for education and how their tech savviness levels could affect their distance education experience. It is assumed that many of the difficulties some generations face during this period stem from their level of competency in technology use and the study aims to understand possible future impacts of this immediate and unexpected transition to distance education during COVID-19 on different generations of teachers and students.

Keywords: COVID-19, coronavirus, generation cohorts, educational technology

VENUE: HALL 3 14.40-15.10

Reunion of Translation and Language Teaching Practices in Postmonolingual Paradigm: Translation Practices in Multilingual Settings Asst. Prof. Sevcan Yılmaz Kutlay Marmara University [email protected] Monolingualism in literature, translation and education considered languages as internally coherent, unified and stable systems and neglected multilingual and multicultural settings of language environments. Currently, EFL instructors encounter with an undeniable presence of multilingual students in classrooms such as Syrian students in Schools of Foreign Languages. The common attitude of EFL instructors is negative about using translation and L1 in classrooms due to lack of exposure to the foreign language. However, even on the conditions where L1 usage is excluded, there is a “mental translating” in the minds of multilingual students and translation is also used except scaffolding given by instructors. For instance, Syrian students can ask questions to their instructors in English and note down the answers in Arabic alphabet both in English and Turkish. Their peers can communicate with them in Turkish even if they ask questions in English. The binary opposition of L1-L2 or native-foreign can be deconstructed in this mixed, translingual context. Translation scholar Anthony Pym suggests that translation can be fifth language skill along with listening, speaking, reading and writing (2013: 125). Specifically designed translation exercises can enhance comprehension skills and multicultural baggage of students revealing that two languages or cultures cannot be “the same” both linguistically and sociologically. These goal- driven translation activities and translingual practices can also foster intercultural competence of students. As Mary Louise Pratt calls “contact zones,” classrooms are contexts in which “cultures, meet, clash, and grapple with each other, often in the context of highly asymmetrical relations of power” (1991: 34). In hopes of contributing the reunion of translation and language teaching and opening debates for future actions, this article aims to remind the presence of translation in language learning environments with its interlingual and intercultural nature through translingual practices. Keywords: translation, language teaching, translingualism, multilingualism.

CONCURRENT SESSION SERIES- VIII

FRIDAY, 16 OCTOBER 2020

VENUE: HALL 1 15.20-15.50

Evaluation of the English Language Coursebooks Used at the Turkish Public Elementary Schools

Asst. Prof. Mehdi Solhi Istanbul Medipol University [email protected]

Meryem Sak Masrı Istanbul Medipol University [email protected]

Şeyda Şahin Istanbul Medipol University [email protected]

Hanife Selin Yılmaz Istanbul Medipol University [email protected]

This study sought to evaluate the English language coursebooks used at the Turkish public elementary schools. In so doing, a series of coursebooks used in English courses of the curriculum prepared by the Turkish Ministry of National Education were evaluated, using Tomlinson and Masuhara's (2013) set of coursebook evaluation universal criteria. Results indicated that the layout, listening skill, illustrations in use, and affective engagement are the positive traits of the coursebooks, while the negative features outnumber the positive traits. The evaluation indicated that the Turkish public elementary English coursebooks are void of a number of important aspects of language acquisition, including communication-based activities, continuation of using English outside of the classroom, discovery enhancing input and most importantly extensive exposure to English. The central focus of the coursebooks is on the accuracy and repetition rather than effective outcomes, meaningful communication and long term language acquisition. Most activities in all coursebooks contain practice activities, with no place for productivity and autonomy on the part of the students. Additionally, there is no sufficient personalization and the coursebooks fail to make use of what students bring to classroom. Nor are the learners required to think critically, creatively or analytically in most of the activities. The coursebooks do not encourage learners to continue learning English by themselves, thus lacks encouragement for autonomy as well. The

activities are designed to practice language items within the classroom environments. Hence, learning does not go beyond the classroom environment with the help of the coursebooks. Nor do the coursebooks guide or encourage learners to make discoveries by themselves. The bombardment of repetitive practice activities that only assess accuracy does not seem to be able to lead to long-term acquisition of English.

Keywords: coursebooks evaluation; coursebooks deficiency; public schools; English deficit

VENUE: HALL 2 15.20-15.50

Exploring Teacher Questioning and Critical Thinking in EFL: A Case Study

Gürkan Temiz İstanbul Technical University [email protected]

The teaching-learning context has been addressed as a multi-dimensional environment in which teachers and students learn from each other. In this context, one of the preliminary aims of EFL classes is to create opportunities for learning through questioning and Critical Thinking (CT). Regarding the communicative aspect of foreign language learning, teacher questioning has been seen as an important asset in EFL with the aim of establishing communication and checking learning in the classroom. For this to happen, questioning should be regarded as a means for creating opportunities for talk and constructing knowledge-sharing incidents. In that sense, CT in EFL can be either expanded or avoided by teacher questioning. Therefore, this study examined two cases, one in a state university and the other in a private one, focusing on the types of questions that were formed by EFL teachers and how (if any) these questions promoted CT in the EFL settings based on two types of categorization. For this, two experienced EFL teachers participated in the study. Data were collected through individual semi-structured interviews, classroom observations, and stimulated-recalls sessions after the observations. Based on the constructivist paradigm, data were analyzed through thematic analysis and discourse analysis. The results showed that although the participants emphasized the importance of CT in EFL, they showed varied preferences regarding reliance on different types of questioning in two different contexts and they missed some possible opportunities for fostering CT in the class.

Keywords: teacher questioning; critical thinking; EFL

(Photo credit: İsmail Erim Gülaçtı)