Özköse Biyik, Çağri
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Dr.Öğr.Üyesi
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01.01.05.01. İngiliz Dili ve Edebiyatı Bölümü
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| Journal | Count |
|---|---|
| 26th International Conference on Computers in Education ICCE 2018 | 1 |
| 27th International Conference on Computers in Education | 1 |
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| Language Learning in Higher Education | 1 |
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Conference Object A Turkish EFL teacher's change processes through an OPD program: a case study(ASIA PACIFIC SOC COMPUTERS IN EDUCATION - APSCE, 2019) Behice Ceyda Songul; Omer Delialioglu; Cagri Ozkose Biyik; Songul, Behice Ceyda; Özköse Biyik, Cağrı; Delialioglu, Omer; Biyik, Cagri Ozkose; M Chang; HJ So; LH Wong; FY Yu; JL ShihIn this paper we present an analysis of the change processes of a Turkish EFL teacher who participated in an Online Professional Development (OPD) program that included online lesson study procedure and webinars. The aim of the study was to uncover the short term and long term changes of this teacher through the use of Clarke and Hollingsworth's (2002) Interconnected Model of Teacher Professional Growth (IMTPG). As part of the OPD program this teacher attended six webinars about language teaching methodology and the use of technology in language teaching. In a period of 13 weeks she also became part of online lesson study procedure with three other teachers. To this end they met online once a week to do lesson planning for a research lesson and to later discuss about the effectiveness of that lesson by viewing its video recording. In this case study the data collection tools comprised a background questionnaire interviews group meeting extracts pre-and post-observations lesson plans prepared by the group video recordings of the research lessons and group meetings. The findings showed that various short term changes were initiated by different domains including personal domain the lesson study discussions and webinars in the external domain with various pathways of change. More long-lasting changes on the other hand came about when she integrated her learning from the webinars into her classroom teaching and reflected on the student outcomes of these new practices which promoted changes in her earlier beliefs and attitudes towards some aspects of teaching. It was also revealed that the changes in her cognition and teaching behavior were related to her increased knowledge and skills about incorporating web 2.0 tools into language classes.Book Part 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 EmreUsing 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.Conference Object Citation - WoS: 2Citation - Scopus: 5An investigation of Turkish EFL teachers' development through an online professional development program(Asia-Pacific Society for Computers in Education No. 300 Jhongda Road Jhongli City Taoyuan County 32001, 2018) Behice Ceyda Cengiz; Omer Delialioglu; Çaǧri Özköse-Biyik; Songül, Behice Ceyda; Özköse Biyik, Çaǧri; Delialioǧlu, Ömer; M.M.T. Rodrigo , J.-C. Yang , L.-H. Wong , M. ChangDue to the challenges pertaining to online professional development (OPD) there has been a recent shift in OPD from the one-shot online workshops trainings and webinars grounded in traditional professional development models (Prestridge & Tondeur 2015) to the online professional learning communities designed through constructivist pedagogies (Whitehouse McCloskey & Ketelhut 2010). Addressing this change in the OPD paradigm this qualitative study set out to investigate the impact of online lesson study as an unexplored type of OPD on a group of Turkish EFL teachers' development. In the 2017-2018 fall term 4 EFL teachers from different schools volunteered to engage in an online lesson study procedure for 13 weeks. For online lesson study procedure Dudley's (2015) version of Lesson Study (LS) was adapted to the online medium with the inclusion of some synchronous and asynchronous tools. Within that procedure teachers worked online collaboratively to set goals for student learning and co-planned research lessons that target these goals. One of the teachers taught the lesson in his/her own classroom and other teachers watched the video recording of the taught lesson. In an online post-lesson meeting they reflected on the data to improve the lesson and taught the revised lesson in the same or a different teacher's classroom (Lewis 2009). Within the scope of this study the participating teachers completed this process three times which constituted three LS procedures in total. In addition the teachers also participated in six webinars related to English language teaching as part of a Marie Curie Project. The video-recordings of pre-lesson and post-lesson discussion meetings video-recordings of the taught lessons lesson plans teacher posts in online platforms and teacher interviews composed the data collection tools. But for the sake of this study interview data from the first LS cycle are reported here. The results of the preliminary analysis show that an online professional development program that included a combination of webinars and online lesson study procedure led to perceived cognitive changes in a group of Turkish EFL teachers. These changes were concerned with increased technological knowledge increased self-appraisal and self-reflection development of language proficiency and increased knowledge of instructional strategies. © 2019 Elsevier B.V. All rights reserved.Article 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, DemetThis 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.Article A Comprehensive Overview of Foreign Language Teachers' Professional Development: Self-directed and Institutional Professional Development Activities of English Teachers in Turkey(Turkish Education Association, 2024) Çaǧri Özköse-Biyik; Oner Uslu; Bıyık, Çağrı Özköse; Uslu, ÖnerWhen the literature on the professional development of English as a foreign language (EFL) teachers is examined professional development predominantly encompasses institutional activities. This study critically examines conventional definitions and practices related to the professional development of EFL teachers arguing that in line with the demands of the era teachers' professional development should also include self-directed individual activities. However for professional development activities to contribute to the ultimate goal of student learning it is important for the organizational culture in which teachers are situated to be supportive of their professional development. To seek answers to research questions about how the institutional and self-directed activities carried out by EFL teachers in Türkiye and the organizational culture influence these activities an exploratory sequential strategy was employed in the research. First qualitative data were collected and then quantitative data were collected through a survey tool developed based on the qualitative data. Comprehensive individual interviews were conducted with a total of 28 teachers across Turkey and survey data were collected from 819 teachers. The findings are presented as self-directed (unstructured) professional development activities (e.g. use of search engines reading news websites watching videos/series etc.) and institutional (structured) professional development activities (participation in national and international conferences etc.). The necessity of foreign language teachers being involved in many individual activities through self-direction beyond their participation in activities planned by institutions for the professional development of a foreign language teacher is discussed. The study proposes a comprehensive perspective on the concept of professional development related to EFL teachers and offers recommendations for the field of foreign language teacher education. © 2024 Elsevier B.V. All rights reserved.Article Citation - Scopus: 3An 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 GedikThis 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.Article Citation - WoS: 3Citation - Scopus: 5Plays Well With Others: A Study of EFL Learner Reciprocity in Action(WILEY, 2015) Cagri Ozkose-Biyik; Carla Meskill; Ozkose-Biyik, Cagri; Meskill, CarlaClassroom 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.
