Conference programme

Do students like 'Parrots'? Aslı Yılmaz Ercan (Marmara University)

An abundant teacher-talk-time is commonly believed as a negative habit of teachers. Echoing is considered as one of the fundamental causes of abundant teacher talking time as it reduces the student-talk-time which is principally the whole point of English Language teaching. This study focuses on students’ perceptions of teacher’s echoing to see to what extent it influences their language learning. This research has been conducted in an A2 level class according to CEFR. The class consists of twenty-one 100% English-medium department students at a state university in İstanbul. Both qualitative and quantitative data analysis have been employed in the study. The data have been collected via a student questionnaire, the video recordings of the sessions taught, and student observations during the class sessions by a colleague. The results will be discussed in the full paper.

Teachers in Action Utku Kara (Marmara University)

This research aims to put forward the experiences of practitioners in their own classes at School of Foreign Languages. It engages the lecturers by peer observation during the first year and gives them the opportunity to learn from and improve their own practices during the second year. There are two principal stages of the research. The first stage consists of the needs analysis, volunteer pairing, observation meetings, and sharing the results with the lecturers. The second stage consists of the Teacher Research topics which emerged from the findings. 12 instructors volunteered for the Teacher Research and identified their own topics under three main themes, including classroom management, time management, and addressing different learning styles. Three coaches proceeded with their own teams by giving oral and written feedback, shared literature, and had regular meetings. The practitioners implemented the steps according to the problem posed, collected data by various methods, and analysed the results. The preliminary findings suggest that when the practitioner is involved in all the steps of the research, the expected change is achieved. The reflections will be discussed by one of the coaches and one of the practitioners of the research.

From Denim to Smart TVs: Student Motivation, STT and Reading Passages. Ekaterine Gogolashvili (Marmara University)

The aim of this research is to demonstrate how the choice of reading passages can play a huge role in motivating students in prep classes to speak and debate on a given topic and as a result increase STT among L2 learners. Qualitative data were used in the research, including observation of the group of students, the researcher’s own reflective journal and interviews conducted with a focus group selected among the students in order to compare different perspectives. The results of the study indicate that the topics selected for foreign language learners can have an effect on the students’ motivation and encourage them to talk more during class hours but this is more complex than simply choosing topics which are deemed appropriate for their age. Indeed, a wider range of topics that can be related to other subjects encourage the students to speak more.

Quantitative Analysis of The Effect of Student Talking Time and Teacher Talking Time in Enhancing Productive Skills -Speaking and Writing Skills Ayşe Akpinar (Marmara University)

The aim of this study is to compare Student Talking Time (STT) with Teacher Talking Time (TTT) and assess their effects with the help of quantitative analysis of collected data during Speaking and Writing lessons. The data is collected by recording twenty minutes videos in twelve different Speaking and Writing lessons at B1+ Level English preparatory class with twenty-two attendees. The main concern of this research is to determine the amount of Student Talking Time (STT) in the target language when compared to the percentage of Teacher Talking Time (TTT) and how the amount of speaking varies according to the activities in Speaking and Writing classes, taking into account the correlation between Student Talking Time (STT) and Teacher Talking Time (TTT) for the enhancement of the learners’ productive skills.

Perceptions of Students with Different Learning Styles towards the Flipped Classroom Suzan Altınkulp Eröz (Marmara University)

This study investigates the perceptions of students with different learning styles towards the flipped classroom. The participants were Preparatory School students who started at A1 Level and reached B1 Level at the time the research was conducted. Their majors were Journalism, Cinema Radio and Television, Tourism, Political Sciences, Public Relations, Dentistry, Physics and Chemistry. The flipped classroom was gradually introduced and adapted to meet learner needs according to the feedback gathered at the end of each cycle. The areas of investigation are learner autonomy, learner preferences and needs, student-student and student-facilitator interactions as well as learner awareness and intercultural awareness. Qualitative data was collected through journals, interviews, questionnaires, video and audio recordings and photographs. The results of the study show that the flipped classroom can create an authentic and collaborative learning environment where learner differences can be met simultaneously, more personalized learning experiences can be created and with carefully designed colourful hands-on activities increased participation can be achieved.

How to Manage and Maintain the Classroom Discipline with Different Actions Taken by the Teachers: An Action Research Study Conducted in a State University in Istanbul Burak Tomak (Marmara University)

The efficiency of the language lessons depends on several different factors such as teacher efficacy, teaching methods and student motivation that are all equally affecting the classroom atmosphere. Another leading factor that should be considered is the classroom discipline. As Wolfgang and Kelsay (1995) define discipline as “the action taken by the teachers or others in a school, in response to a student who will not obey reasonable classroom and school rules”, it can be understood that it is a kind of action taken by the teachers so as to be able to sustain the efficiency of the teaching and learning environment. Thus, for this study, four different classrooms were chosen to determine whether the actions taken so as to maintain the classroom discipline would be beneficial and applicable. In these four different classes, four different teachers chose a problematic situation that disturbed the class discipline and tried to sort that problem out with his/her own way considering the dynamites of his/her classroom. The researcher interviewed these instructors and three students from each of these four classes. After the interviews and the actions taken in the classrooms, all of the students in these four different classes were given an open-ended questionnaire for them to reflect on the application and to find out whether they found it useful or not. Both the instructors and the students agreed that there should be some rules and regulations in each classroom for the efficiency of the lessons but some of the implementations were found useful while some of them were considered as useless.

Action Research: A Genuine Attempt to Professional Development or a Futile Effort? Gül Eksi & Zeynep Mine Derince & Hasan Aydın (Marmara University)

Professional development has always been a primary concern in teaching. Language teachers and their institutions seek a variety of professional development opportunities to improve their capabilities. Off all different forms of professional development, action research is on the rise among language teachers. However, it is still a question if action research contributes to professional development in all contexts. If it does so, to what extent or in what ways? The purpose of this study is to identify this issue in the context of the English Department of the School of Foreign Languages in a state university in Istanbul, Turkey. The teacher researchers of the 9 action research studies carried out in the institution were the participants of the study. Data came from a variety of sources including class observations, video recordings of classroom practices, reflection papers, journals, informal talks, interviews and focus group study with the teacher researchers and their mentors, and the field notes of the multiple researchers in the study. Data from all sources were analysed by means of a variety of coding methods to reach the themes. The results will be presented and discussed in the full paper.

A Journey of Enquiry to Improvement: The Story of an Enthusiastic Action Research Team of EFL Instructors Seden Eraldemir Tuyan (Cukurova University)

This study is about the certain aspects of an action research group project conducted at the School of Foreign Languages, Cukurova University. The project served as a journey of enquiry both to the leader herself and the eight EFL teachers who voluntarily took part. This enthusiastic group of teacher researchers differing in age, teaching experience and academic rank wanted to further their professional development by doing action research studies in their own classrooms and soon became a community of critical colleagues. They investigated what they were doing in their classes and supported one another in exploring challenges and/or situations with a view to improve their teaching and students’ learning. In this presentation, the team leader aims to report her findings of the study including some information on how the model was formed and developed, the supporting process from the leader’s and the teachers’ perspectives based on their reflections, the problems that emerged and how they were dealt with. To conclude, teacher researchers’ perceptions regarding their expectations and learnings from this group project as a whole will also be interpreted and discussed by means of the individual metaphorical names they gave to the group.

Baby Steps to Autonomous Learner Beyza Kabadayi (Cukurova University)

This study emerged from my need to give students more responsibilities during their learning process. In order to help them to take care of their own learning, I observed my students and my classroom practices. Also, I consulted my colleagues to get ideas about their teaching practices. During this process, I had the notion that maybe I was blocking their autonomy by not giving them enough time, opportunity and tolerance. I decided to make changes in my classroom performance to enable the students to become more autonomous learners. I revisited my teaching strategies and classroom instructions, I revised some of my classroom policies and more importantly I tried to get used to my new teaching philosophy because it was not an easy period to make changes on who you are as a teacher. This study focuses on how small changes in classroom practices may encourage students to take more responsibilities and lessen some teacher burdens.

Using Creative Writing Activities as a Trigger for Active Participation Cemile Buğra (Cukurova University)

This study intends to explore the impacts of using creative writing activities as a trigger for active participation in class activities. The idea behind this was to see whether implementing and integrating this kind of activities could serve for the learners to discover their potentials for the sake of using the language and to become active participants in class activities. I wanted to get out of the routine and bring some refreshment to my class. Thus, I tried three different creative writing activities such as writing rhyming riddles, short poems for famous characters and short stories by peer completion. After each practice, I got written feedbacks from the students about the activities. At the same time, I made some observations to find out how this intervention caused a change in my class and students. However, my implementations indicated promising results in terms of active participation and helping the learners to discover their potentials in using the language properly in different ways

The Role of Personal Goal Setting in Learning Diser Sucak (Cukurova University)

Our goals for life influence our behaviour and feelings in many ways. It is a common problem for preparatory schools that students are unaware of their aims and they don’t have goal setting habits. As a classroom teacher, I aimed to help students set goals to direct and focus on their study. To accomplish this, 23 students were given weekly plan sheets for six weeks to write down the activities for that week in order to guide their daily life and language learning experience. These plans were kept and submitted back to the teachers the following week to check what they had done and write the upcoming week’s activities as goals. As a researcher teacher, I observed how this intervention caused a change during their journey not only in their academic lives but also in their daily lives.

Training EFL Students on Effective Study Habits – a Trivial or a Pivotal Attempt? Esra Altunkol & Elcin Petek (Cukurova University)

This study focuses on creating awareness in a group of EFL students regarding effective study habits. The need for such an action research arose from our observation that prep school students are usually at a loss about studying efficiently. We believe such training will not only bring about positive changes in students’ language learning but also equip them with useful skills that will aid them in their academic life. Therefore, we gave students a Study Habits Survey to learn about their study habits. Later, we carried out a 4-week study skills training focusing on four aspects of efficient studying; goal setting, time management, note-taking and improving memory. In each session we followed a specific process including the use of some tools. During and after each session, we, as the researchers reflected in and on action with the help of field-notes. At the end of the intervention, students filled in an evaluation form inquiring their opinions on the training. The analysis of the evaluation forms along with our in-class observations revealed that students benefited from such training and reported that such implementation would be highly beneficial if given at the beginning of each academic year for prep school students.

Teachers' Corrective Feedback in Writing Classes Eda Kahyalar & Figen Yılmaz (Cukurova University)

Language teachers devote a lot of time and energy to provide corrective feedback (CF) to help student writers improve the accuracy of their writing. However, regardless of the CF approach adopted, similar types of errors usually appear in students’ new pieces of writing. Thus, most teachers have some doubt about the impact of CF, and some see it as a waste of time and energy. Similarly, our personal experience as writing teachers has led us to the conclusion that CF is not beneficial to some learners’ accuracy development, and we need new methods to make it more effective. In the present multiple case study, we aim to investigate whether collaborating with a peer in the editing process could have a positive impact on our students’ uptake and retention. More specifically, the study compares the nature of eight learners’ engagement with and utilization of Comprehensive Coded Indirect CF (CCICF) they receive on the errors in their paragraphs under two different editing conditions: individually or with a peer. In addition, pair talks during the editing process are analysed to gain a deeper understanding of the participants’ response to CCICF, and their feedback about the process is explored through a questionnaire.

ATILIM UNIVERSITY PROJECT Mine Bellikli (Atılım University)

This paper examines Atılım University DFL teachers’ attitude towards ‘Teachers Research’. An open ended questionnaire is used to allow each participant to give feedback and trainer’s journal on the subject supported by interview for a qualitative study. Conducting ‘Teachers Research’ with each member of the department including the part-time teachers and administrators as a part of in-service training is a new experience for all of us. Collected data were analysed to understand perceptions and attitudes of teachers’ views on ‘teacher research’ and its benefits to individuals. Study shows that teachers find the research activity beneficial but not necessary. Teachers reported that due to lack of time they felt trapped during research. Teachers also stated that they mostly engage the activity because of external drivers rather than practical or professional concerns. The purpose of this study is to evaluate the process and share the findings with the members of the department in order to find a good way for a better teacher development.

Flipped Classroom In An Eap Course Feride Güven & Meltem Turan Eroğlu (Atılım University)

This study aims to investigate how the students perceived the first implementation of the flipped classroom method in ENG 201- Advanced Communication Skills, English for Academic Purposes (EAP) course at the Department of Foreign Languages of Atılım University during the fall term of the academic year 2014-2015. The study revealed that the flipped model was good in creating varied learning environments to pave the way for constructive learning as a start, but there is more to think about and plan ahead. From the curricular perspective, it indicated that the next step of course design should be based on the experiences gained during the process.

Attitudes of Students and Instructors Towards Extensive Reading Studies Gülseli Erdem & Meltem Turan Eroğlu (Atılım University)

The present study aims to investigate the extensive reading practice (Extensive Reading Studies- ERS) in ENG 201 Advanced Communication Skills course at Atılım University with respect to general attitudes of students and instructors. It is also aimed at investigating the problems faced during the implementation of ERS and the actions needed to improve the application of this new practice in the upcoming semesters. In order to collect data from students about their attitudes towards ERS, a questionnaire was designed and applied at the end of the 2014-2015 Fall terms. Besides, semi-structured interviews were carried out in order to gather information about the attitudes of the instructors. The findings reveal that both students and instructors believe that ERS practice has been effective in encouraging students to read more although its implementation could still be improved.  This research is an attempt to identify the factors that may account for attitudes of ENG 204 students towards Flipped Classroom and demonstrate how students evaluated this new method over one semester. The data were collected from Atılım University undergraduate students who are taking ENG 204 course (N=116). It was hypothesized that among these students, those who had higher grades in their previous English courses would have more positive attitudes towards Flipped Classroom. Attitudes towards Flipped Classroom might also vary by gender. For this reason, it was hypothesized that girls would have higher and more positive attitudes than boys do. Attitudes toward Flipped Classroom Questionnaire (ATFCQ) were developed by the researcher to measure individual attitudes toward Flipped Classroom. The data were analyzed on SPSS 20. Factorial ANOVA analysis showed that there are no significant effects of students’ gender and their previous course grade on their attitudes toward Flipped Classroom. Following the analysis, interviews were conducted with the volunteer students and their verbal feedbacks were also received. According to the findings of these interviews, students were found to have more negative attitudes. The results of quantitative data were confirmed by the qualitative data.

The Effect of Time of Day on Student Learning Bernis Ünal & S. Yagmur Balcı (Atılım University)

In this research the effect of time of day on students’ motivation is investigated. The purpose of this research is to identify the relationship between the time of day and learning skills. Thus, it aims at analyzing the effect of day time on student motivation and performance. Both qualitative and quantitative methods are intended to be used. A motivation survey will be conducted on students and teachers will be interviewed to record changes in enthusiasm for learning a language at different hours of a day. Also, students will be asked to work on some tasks both in morning/afternoon and evening classes to observe which one is more effective. After analyzing the results of this research, we intend to prepare our lesson plans according to our findings. Moreover, our recommendations will play a role in setting our class schedules.

Students’ Perceptions Of Communicating in L2 Wıth Their Peers And Teachers in ELT Classrooms Ebru Uğur (Atılım University)

The use of the target language has been considered an important principle of second language learning. However, few studies have explored the purpose of using the target language all the time in the classroom. This study contributes to a better understanding of students’ perceptions of communicating in English with their peers and teachers when they have foreign classmates in the classroom. It is a qualitative study with 100 students from Atılım University. The data were collected by administering a questionnaire to 100 students. An interview with 5 participants was also used to understand their ideas and feelings toward having foreign classmates in the classroom and communicating in English. Overall analysis indicates that a great majority of the students have a positive attitude toward having foreign students in the classroom. Although most students express their interest in communication with people from other cultures, they prefer less interaction in English compared to interaction in their L1. Because they feel shy and inadequate in English classrooms. Most of the students also believe that they can understand the lesson better if their teacher sometimes uses Turkish. However, some students prefer communicating in the target language to improve it.

An Investigation about the Use Of Extensive Reading Texts in ENG-201 Advanced Communication Skills Course at Atılım Unıversity H. Elif Kalaycioglu & Renan Güney (Atılım University)

This study aimed to investigate the influence of extensive reading texts on students’ overall reading skills by inquiring their reading scores of quiz and final exams in Eng-201 Advanced Communication Skills course at Atılım University. The students’ scores were diagnosed and compared and the overall impact of Extensive Reading Study (ERS) was analysed in percentages.

Translation: A Taboo Topic in Language Learning? Özge Coskun Aysal (Izmir University Of Economics)

Together with the new approaches to language learning, the researchers in the world of ELT have been discussing the question of how a student’s ability to communicate in L2 can be developed and how grammar should be taught in class. Today, one of the suggested methods to be used while teaching a foreign language is using a translation activity. According to Duff (1994), “translation develops three qualities essential to all language learning: accuracy, clarity and flexibility. It trains the learner to search (flexibility) for the most appropriate words (accuracy) to convey what is meant (clarity).”

Instructors’ Opinions about Common European Framework of Reference Mehmet Birgün (Amasya University)

CEFR was prescribed to the member countries to be employed by the Council of Europe. Arising from this, it has prominently become a main document for the ones engaged with language learning, teaching and testing. One of the member states, Turkey designed and changed the language learning and teaching curriculum in line with the requirements of CEFR. Language teachers have their own share for the application of this document powerfully. Finch (2009) states it procures a common infrastructure for the elaboration of curriculum and examinations for teacher trainers and trainees to reflect on their language practice considering the learners. However, the opinions and views of the language instructors have not been questioned in a broad sense in Turkish context. Therefore, this study aims to describe the opinions of the teachers who are working for a university. In order to gather data, a semi-structured form prepared in line with the CEFR has been analyzed according to descriptive analysis method. Accordingly, the study revealed that instructors have knowledge deficit regarding the content of CEFR along with definition and its objectives.

Using Smartphone Applications to Improve Speaking Skills in EFL Classrooms Ece Sarıgül & Yavuz Selim Sisman (Necmettin Erbakan University)

This study aims to examine the contribution of using “smartphone applications” to the improvement of speaking skills of EFL learners. The participants of the study were 40 pre-intermediate preparatory class students of School of Foreign Languages, Necmettin Erbakan University. First of all, we recorded the students’ speeches during speaking class activities by asking questions about different subjects in order to gather data for the study. We recorded their speeches by camera for 4 hours in a week in the speaking classes during 2 weeks. Then, we listed their answers for the questions. Then, we created a WhatsApp group together with the students and asked their opinions about different subjects again. Then, we wanted them to record their voices and send their speeches via ''WhatsApp voice and video messaging'' technique into the WhatsApp group for 4 weeks. As researchers, we realized that the students’ performance and their participation to the speaking class debates changed in a positive way and they were eager to speak in the speaking lessons. As a conclusion, we can say that smartphone applications can be used to improve speaking skills in EFL classrooms.

The Effect Of Definition Type on Generative Use in Terms Of Vocabulary Learning and Retention: A Case Study Yasemin TOPUZ (Yamanlar Malhun Hatun High Schools)

This case study tries to explore whether type of definition has an effect on generative use in terms of vocabulary learning and retention. Three high-school students, who were proved to have the same level of proficiency and the vocabulary size, had taken a pre-test, studied 5 sets of academic words; each consisted of seven academic words, through translation, context sentences and English definitions. During the sessions, the instructor conducted think-aloud protocol and recorded the observations. A post-test and 3 weeks later a delayed post-test were administered. After the delayed post-test, semi-structured interview was hold with each participant. The results indicate that English definition is the most useful way to learn vocabulary, whereas translation is the least effective way. There is a slight difference between English definitions and context sentences, but it is not significant. Delayed post-test results show us about retention that translation provided an increase in the number of recalled words when compared to post-test results, but English definition gave us the highest number of recalled words in total.

A Study into the Impacts of Whole-Class Speaking Activities on Students in a Preparatory Class Pelin Küçük (Gazi University)

This study aims to find out the possible constructive impacts of whole class speaking activities on the English Language Teaching students who have been attending preparatory class of Gazi University School of Foreign Languages in 2014-2015 academic years. The researcher has worked with 18 students in her class. This area was chosen to be studied since the students had asked the instructor to include more speaking activities in class to improve their speaking skills and motivation. The data have been collected through feedback from students. The feedback includes written comments on the activities, the videos and photos of activities, and brief interviews with some of the participants. The study has not been completed yet; however, it is estimated that the activities will present favourable outcomes for further research.

Using Smartphone Applications to Improve Speaking Skills in EFL Classrooms Ece Sarıgül & Yavuz Selim Sisman (Necmettin Erbakan University)

This study aims to examine the contribution of using “smartphone applications” to the improvement of speaking skills of EFL learners. The participants of the study were 40 pre-intermediate preparatory class students of School of Foreign Languages, Necmettin Erbakan University. First of all, we recorded the students’ speeches during speaking class activities by asking questions about different subjects in order to gather data for the study. We recorded their speeches by camera for 4 hours in a week in the speaking classes during 2 weeks. Then, we listed their answers for the questions. Then, we created a WhatsApp group together with the students and asked their opinions about different subjects again. Then, we wanted them to record their voices and send their speeches via ''WhatsApp voice and video messaging'' technique into the WhatsApp group for 4 weeks. As researchers, we realized that the students’ performance and their participation to the speaking class debates changed in a positive way and they were eager to speak in the speaking lessons. As a conclusion, we can say that smartphone applications can be used to improve speaking skills in EFL classrooms.

Indigenous Approaches to Tackle EFL Difficult Context Sultan Saleh Ahmed Almekhlafy (Department of English, PYP, Najran University, KSA)

It is a known fact that English Language Education (ELE) in deprived and disadvantaged areas and poor countries is based on approaches and theories from outside the context. These approaches cannot solve their problems which are local, specific and need to be solved through indigenously developed approaches and methods. Large classes, for example, are due to over-population and poverty. And large classes generate low-proficiency and classless context. These problems have reached an explosive state, because no one for long takes measures to set them right. Those who mostly teach in comfortable circumstances cannot solve these problems. Hence there is a need for indigenous approaches to tackle the difficult context. In this session the teacher/researcher will present how he tackles the difficult context and enhance learners' proficiency in English through indigenous approaches.

How teachers react to curriculum changes Esma Guran (Ipek University)

This action research explores into teachers’ perceptions regarding the changes in curriculum at a university preparatory school in Ankara. The findings provide valuable insights for preparatory school instructors in that they reflect the feelings and attitudes of teachers on changes that take place in their institution. The need to move from a more skills based curriculum to lexico-grammatical had long been discussed in the school. The curricular changes took place at the beginning of 2012-2013 academic year. Because teachers are the assets in a school, their beliefs are of utmost importance in the process of change. Therefore, the data collected came from my own experiences and three teachers’ through administering questionnaires and semi-structured interviews with them. Besides, Flett & Wallace propose that the success of curriculum reform is affected by some factors such as the “inability of reform makers to accurately diagnose the systemic problems” (2005:188). This can only be possible through exploring teachers’ perceptions and how they cope with the challenges that are brought by the changes in the curriculum.

21st Century Skills for Teachers Utku ERTAN (Air Force Language School)

While teachers generally are committed to their students, enjoy their work, and are devoted to their profession and their content areas, 21st century students come to school with very different sets of experiences and expectations than their 20th century counterparts. These tech-savvy, multi-media, multi-tasking digital natives navigate everyday life far differently than many of their digital immigrant teachers. Connecting with them, relating to them, and motivating them now require teachers who are open to new ways of teaching and supporting students. Given these challenges, teachers who are new to the profession often find themselves frustrated, disappointed, and unsupported. In this research, 21st Century skills teachers are supposed to have are examined with a survey and the results of the survey will be presented.

Turkish EFL Instructors’ Perceptions on Corrective Feedback in Higher Education M. Pinar Babanoğlu & Reyhan Agcam & Cem Can (Sütçü Imam University & Cukurova University)

Corrective Feedback has become an indispensable notion among EFL practitioners due to its extensive use in foreign language classrooms. The term simply refers to “any reaction of the teacher which clearly transforms, disapprovingly refers to, or demands improvement of the learner utterance” (Chaudron, 1977, p. 31). According to Ellis et al. (2006, p. 340), corrective feedback takes the form of responses to learner utterances that contain error. As it is an error treatment sequence that is initiated and applied by teachers against learner errors in the target language, perceptions of teachers about corrective feedback is considerably significant in classroom practice. Teachers’ choice of corrective feedback types and the effectiveness of these types are highly related to their beliefs and attitudes about the concept of corrective feedback. This descriptive study attempts to examine the Turkish EFL instructors’ perceptions on corrective feedback types. The data will be gathered through a questionnaire administered to instructors assigned with courses offered in English preparatory programs at two state universities in Turkey. The study will report to language teaching and suggestions for further research.

The relationship between motivation and game-based learning Firuza Ibrahimova (Khazar University)

Due to the fast changing world education as well as approaches to education is also changing. As a part of these changes modern teaching and learning strategies are disseminated into the educational environment really at a rapid rate. The link between game-based learning and today’s students’ motivation has been the subject of increasing attention in recent years. Since game based learning changed the views towards digital games, it aroused attention of educators too. Many research results convinced that educational games have positive effects on students’ motivation and academic achievement. The purpose of this study was to identify the relationship between game-based learning and motivation by trying to find out how these two concepts shape each other. The findings displayed that game-based learning can simultaneously support learning process and provide positive atmosphere and engagement, as well as, it offers significant potential for increasing students’ motivation. However, certain computer games may provide some pedagogical benefits for teachers and there is evidence from this study that some individuals may not find games intrinsically motivational, but they may be motivated to take an active part in these activities if they are perceived it as the most effective way to learn.

Pre-service Native English Speaking Teachers’ (NESTs’) knowledge about grammar Rhian Webb (University of South Wales)

Initial research concerning pedagogical language awareness of pre-service NESTs indicates grammar knowledge is an area which would benefit from extended explicit instruction. Data examining the preconceptions of pre-service NESTs grammar following secondary school education are presented. An initial assessment of their grammatical knowledge is also examined and the implications discussed

“Exploring teachers’ knowledge, beliefs and attitudes to the learning and teaching of pronunciation in ELT, and the impact this has on their practices of teaching pronunciation: a case-study of language instructors at University PYPs in Turkey” Ray Wiggin (Bilkent University & Cambridge English) & Seden Önsoy (Celal Bayar University)

This study explores the knowledge, beliefs and attitudes of English language instructors to the learning and teaching of pronunciation in ELT, and the impact this has on their practices of teaching pronunciation in university Preparatory Year Programs (PYPs) in Turkey. Instructors were requested to complete a self-report survey questionnaire on various aspects of their knowledge, learning beliefs, teaching beliefs and teaching practices of English language pronunciation features. Three interviews were conducted to provide the opportunity for instructors to comment, reflect and expand on their beliefs and practices of learning and teaching pronunciation. Results from the survey questionnaire were analysed using descriptive analysis and comparative correlation to ascertain the correlation between the instructors’ knowledge beliefs and practices. The findings of the study suggest that: Instructors’ self-reported knowledge far outweighs their beliefs and practices Instructors’ beliefs about learning and teaching pronunciation are strongly aligned Instructors’ beliefs about learning and teaching pronunciation features regard stress and intonation as more important than connected speech and far more important than phonemic awareness Instructors’ beliefs about both learning and teaching pronunciation are not pedagogically represented in their practices in the classroom It is suggested, inter alia, that more attention be paid to training instructors on teacher training courses to teach pronunciation, rather than instructors’ learning pronunciation features only as declarative knowledge.

Teacher, Student, Parent – A Triangular Method In Teacher Development Meretguly Gurbanov (International Turkmen Turkish University)

The triangular relationship between teachers, students and parents help teachers in reflection, research and feedback. This triangulation is essential. When it is established and applied properly, it will give accurate feedback. This feedback will motivate classroom research and classroom research will encourage teacher reflection. This method will help teachers as an alternative way of teacher development, will help students in solving their problems and will make parents to participate in their children’s education process. Classroom is a garden of roses and a teacher is the gardener. Teacher is a master and classroom is a workshop. The quality of work is reflecting what the skill of that man has. From this point of view, we can say that quality of the students is reflection of the teacher. The purpose of this study is to promote triangular relationship between teachers, students and parents from the point of teacher development. This triangulation is important in several points; it helps students, teachers, and of course parents. Teaching is a long-term process and it is successful when the teacher continues to be a learner simultaneously. The qualification of a teacher is not complete with graduation. They should improve themselves to a level of quality. This paper will highlight the importance of relationship between teachers, students and parents, as an alternative way in teacher development, through the analysis of Hindi movie “Taare zameen par-Stars on the earth”, using the opinions of experts, researchers, teachers, and students. In addition, this study aims to share related data from author’s personal experience in Turkmenistan and India.

The Effects of Games for Vocabulary Teaching on TEOG Students Duygu Yıldız (Gaziantep Ticaret Borsası Secondary School) & Duygu Gök (Süleyman Demirel University)

Vocabulary is a milestone in learning a language. If we have large vocabulary heritage, our language usage or understanding level will be more developed. There are many ways to teach vocabulary, such as; reading book, listening and memorizing song lyrics, watching TV series or keeping diary, but if you have students as language learners, making the learning enjoyable and attractive is very significant and game is your key in this situation. This is widely accepted and discussed in literature; however, creating games in limited condition in state schools is a hard task for teachers, especially for TEOG students who prepare for an exam. For this reason, this study aims to draw TEOG students’ attention to Vocabulary Teaching with games. In this qualitative study, participants were randomly selected from secondary school’s students who are TEOG students in Gaziantep. The data were collected through classroom observation, semi-structured focus group interviews and reflection papers. The findings revealed that provide an enjoyable environment with games made participant aware of vocabulary, attracted their attention, and made them success.

New Trends in Pedagogy and Lifelong Learning in ELT Yasin ASLAN (Sinop University)

Today it is quite significant for nearly all countries to find new ways to encourage lifelong learning, through workplaces and beyond formal learning contexts. In this study, recent trends in teacher learning and lifelong learning are examined. The study was conducted in Konya with the participation of 234 pedagogical practice teacher candidates who enrolled in Selcuk University in 2014. The literature on teaching and learning was handled in detail to identify the new trends with regard to research, theory and practice in English language teaching. The research is composed of two parts. In the first part the major trends in pedagogical thinking; life-long learning, changes in theories of learning, deep understanding and concept formation were examined. The second part of the study identifies various teaching and learning practices that reflect these new methods of thinking; ICT, collaborative learning, learning communities, rich tasks and assessment practices.

Embedding Innovations (i.e CLIL) in the Action Research Philosophy Renata Agolli (Liceo I. Newton/MIUR, Italy)

This paper outlines a trajectory of action and research in a senior secondary school in Italy by implementing CLIL as part of a large-scale project. It narrates all the necessary steps for building up a curricular CLIL integration, as dictated by the new school reform by retrospectively resorting to preceding CLIL models. The procedure involves a perpetual action in three levels: local, national and international that conduce to a new perception of CLIL theory and praxis. At the same time a new insight of action research is developed where there is observed an evolution of apposite knowledge stemming from learners, colleagues and practice. The new trajectory of CLIL action research encompasses the subsequent steps: Background Knowledge- Evaluation- Inside Knowledge & Action- Research Process- Reflective Practice- New knowledge. This holistic process of change surmises that the implementation of innovations through action research may acquire a 3D (i.e local, national, international) identity when comprehensive.

VOCABULARY TEACHING TO YOUNG LEARNERS Selma Durak Uguen & Neslihan Kok (Necmettin Erbakan University)

Teaching and learning a foreign language is a complex process if the learners are young. Young learners are different from adults as they are more enthusiastic, active and lively. They also lose their motivation and interest quickly. So the teacher’s responsibilities are much more in the classroom. He/She is the person who should find the right activities for the learners to be active in the classroom. Vocabulary teaching to young learners is an important aspect of language classroom. This paper will give information about vocabulary teaching principles and provide some techniques that can be used to teach vocabulary to young learners in the language classrooms.

Integrating Technology and Project-based Learning in Academic English Environment Ayse Kaplan & Tuğba Gordu & Eda Aslan (Sifa University)

This paper summarizes a study carried out with dentistry undergraduate students at a private university in Turkey. The objective of the study was to assess the effectiveness and efficiency of technology and project work integrated learning in the ESAP classroom as well as what beneficial effects it had on students’ academic skills development. To provide complete information and strengthen evaluation conclusions, mixed methods were applied in the research. The combination of qualitative and quantitative methods provided two types of data: quantitative which were gathered through a closed-item questionnaire, Final Academic Skills Exam (FASE) and project work assessment as well as qualitative which were collected through focus group interviews and structured interviews with instructors. The research reveals that integrating technology in the project work leads to development of academic writing abilities, speaking and presentation skills. The study results also indicate that technology and project work integration promotes meaningful learning that engages student interest and motivation, and encourages the use of higher order thinking skills which allow students to make decisions about the learning process and reflect on their learning experiences

Individual Teacher Research Support proposals The Challenge of Implementing a Collaborative Action Research as an In-Service Teacher Development Program Yasemin Kırkgoz & Mustafa Yasar (Cukurova University)

In-service teacher development programs are required to address the actual needs of teachers, particularly following the introduction of a curriculum change and innovation. Collaborative action research (CAR), as a form of inquiry, can be especially relevant as an in-service teacher development program as it supports teachers in planning and implementing new ways of teaching through self-reflective spirals of planning, acting, observing, and reflecting based on their individual needs and problems emerging from their classroom context. In this presentation, we will describe an in-service teacher development program through which we, as university teacher educators, carried out a collaborative action research with the participation of ten primary school English teachers. During this collaboration with these English teachers, we assumed multiple roles such as a facilitator, a supporter and a researcher. To explore the nature of teachers’ professional development, we collected data from interviews, weekly meetings, focus group meetings and lesson observations. Each teacher completed four cycles of action research. We will illustrate the process the teachers experienced during the implementation of their action research cycle and the kind of impact CAR has had on teachers’ professional development.

Facilitating Teacher Research Carol Griffiths (Fatih University) & Kenan Dikilitaş (Hasan Kalyoncu University)

This presentation aims to discuss the process of facilitating teacher research with references to specific stages ranging from planning to dissemination. The differences between academic research genre and teacher research genre as diverse forms of research will be highlighted through discussing its relation to the professional development of teachers. In teacher research, the critical issue is that teachers experience the process of doing research and try to understand the critical points, questions, or problems rather than the specific results of the research. It should be noted that the process of engagement is what promotes teachers' beliefs, knowledge, and skills. This session will help teachers and teacher educators understand the role of teacher research in professional development from a variety of perspectives.

The Effects of Vocabulary Glosses on EFL Vocabulary Learning Neslihan Yılmaz & Murat Ata

This is a proposal for an action research plan designed to reveal whether glossing or no glossing have effects on vocabulary learning. This plan is focused on B1 level prep class students at school of foreign languages in Dokuz Eylül University. Since learning vocabulary is one of the most challenging sub-skills for second language learners, we would like to conduct an action research in our classes in order to demonstrate their vocabulary learning types.

Writing up TR for publication: Challenges and opportunities Simon Mumford (Izmir University of Economics)

A Language Teacher's work inevitably involves writing. Many teachers write for their own development, for various reasons such as language improvement, or reflection on their classroom practice. However, unfortunately, only a small minority of teachers engage in public writing. This session will look at the importance of the publication of Teacher Research. It will highlight the role of writing and publication as the ultimate aim of TR. For researchers to understand the true value of their own work, it is necessary to go through the process of reflection and clarification which is demanded by public writing. It will also discuss the barriers to teacher publication, particularly the demanding standards of academic research journals, and consider some alternative publication possibilities. As a conclusion, the case will be made for writing support to play a greater role in Teacher Education. Training and support in research writing has the potential to equip teachers with the skills which will benefit them throughout their careers.

Exploratory Practice (EP) in an EAP Classroom Yasmin Dar (Leicester University)

This case study demonstrates how I was able to apply the principles of Exploratory Practice in an EAP setting in the UK. I will talk about the following challenges: how I was able to do the research despite teaching in an EAP Pre sessional course where I had no control over the scheme of work as it was fixed; how I could involve students as equal participants and how to get them to decide on a classroom issue to explore for deeper understanding. The process may encourage other EAP teachers to exploit teaching and learning opportunities to carry out classroom research in their own classrooms.

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