Browsing by Author "Ozkose-Biyik, Cagri"

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Citation - Scopus: 3
An Evaluation of the Websites Used by Turkish EFL Teachers
(The Pacific Association for Computer Assisted Language Learning (PacCALL), 2021) Behice Ceyda Cengiz; Nur Gedik Bal; Çaǧri Özköse-Biyik; Cengiz, Behice Ceyda; Ozkose-Biyik, Cagri; Bal, Nur Gedik
This study was a component of a large-scale Marie S. Curie Grant that aims to revitalize English as a foreign language (EFL) teachers’ professional development through innovative programs. The objectives of the study were first to uncover the descriptive features of the websites that were most commonly used by Turkish EFL teachers and second to identify the common features of these websites in terms of their usefulness for teachers’ instructional practices and professional development. To this end 70 websites that were most commonly used by 847 EFL teachers in Turkey were reviewed based on a set of evaluation criteria developed based on a literature review. The criteria for the descriptive analysis included such variables as availability of membership/subscription registration authorship up-to-datedness accuracy presentation usefulness along with the description of the website and its content. Additionally content analysis was conducted on the reviews of the selected features of the websites such as the content of the website and its usefulness. The results demonstrated that most of the websites utilized by Turkish EFL teachers were rated as good quality, they served as teaching and learning sources and were used for promoting teachers’ professional development. © 2024 Elsevier B.V. All rights reserved.
EFL Instructors' Webinar Acceptance and Use Regarding Experience and Performance Expectancy
(IGI Global, 2024) Selen Emre Wallace; Hilal Peker; Çaǧri Özköse-Biyik; Ozkose-Biyik, Cagri; Peker, Hilal; Wallace, Selen Emre
Using technology to improve the quality of teaching and learning especially with the outbreak of coronavirus in 2020 has been the fundamental milestone of our lives. Certain technological tools have been indispensable especially in teaching English as a foreign language (EFL). The aim of this quantitative study was to investigate the perceptions of EFL instructors in using webinars for professional development purposes. The study was conducted with 78 EFL instructors at a foundation university in Turkey. The survey items were adapted from Venkatesh et al. and Gasket and the internal reliability was checked both in the pilot and main study. The adopted theoretical framework was the unified theory of acceptance and use of technology (UTAUT). The results indicated differences between the EFL instructors who used webinars and the ones with no exposure to webinars and instructors’ attitudes toward webinars predicted performance expectancy. Based on the results implications and recommendations were provided in this chapter. © 2025 Elsevier B.V. All rights reserved.
Citation - WoS: 3
Citation - Scopus: 5
Plays Well With Others: A Study of EFL Learner Reciprocity in Action
(WILEY, 2015) Cagri Ozkose-Biyik; Carla Meskill; Ozkose-Biyik, Cagri; Meskill, Carla
Classroom observation studies suggest that the teacher-calculus is complex and sensitive to learner behaviors. In language education this becomes particularly important due to strong emphasis on productive interpersonal interaction. This study set out to understand what constitutes positive learning behaviors in an EFL context. The construct of learner reciprocity (Feuerstein Feuerstein Falik & Rand 2002, Lidz 1991, Poehner 2008, van der Aalsvoort & Lidz 2002) was employed in analyzing classroom interview focus group and research journal data amassed over a 2.5-month period. Two focal students one more reciprocal case and one less reciprocal case provided contrasting data sets that exemplify the presence and absence of learner reciprocity. Contrasting illustrations of learner reciprocity in action as a component of understanding language teaching and learning are presented and discussed.
The effect of collaborative activities on tertiary-level EFL students' learner autonomy in the Turkish context
(De Gruyter Mouton, 2023) Demet Turan Öztürk; Çaǧri Özköse-Biyik; Ozkose-Biyik, Cagri; Turan-Ozturk, Demet
This quasi-experimental study investigates the effects of collaborative activities on tertiary-level EFL students' learner autonomy in Turkey. To achieve this aim both quantitative and qualitative data were collected with the help of a learner autonomy questionnaire index cards filled out by the students the instructor's journal and an interview with the instructor of the experimental group. Two groups of 40 students in total from the preparatory program of a central Anatolian university were appointed as experimental and control groups. The results of the quantitative data analysis revealed that after the implementation of collaborative activities in three consecutive weeks there was a statistically significant difference between the groups in terms of their autonomy level, the students in the experimental group scored higher than those in the control group which implies that they showed more autonomous skills in areas such as motivation curiosity to learn risk-taking problem solving and decision making skills to improve learning. The results of the qualitative data analysis revealed that collaborative activities employed in this study (e.g. problem-solving activity role-play games) allowed participants to learn from each other and gain a sense of responsibility. The overall results suggested that collaborative learning practices could be implemented to help EFL students increase their learner autonomy level. Additionally curriculum and assessment methods of educational institutions might be revised to include more collaborative activities. © 2023 Elsevier B.V. All rights reserved.