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Öğe A review on cross cultural education throughout Europe: Identity issues(2018) Şeker, MeralThe past few decades have witnessed an increase in global mobility and an unprecedented number of exchange programs offered by various institutions and governments to enable students to receive education in foreign countries. The increase in the enrolment rates of international and exchange students has led many countries to reform their educational systems at curricular and practical levels to meet the needs of international students. European Council (2001), for instance, has developed a common framework of reference to enable students across Europe to travel for education with the hope of creating a common European identity. However, institutional reports and research findings show that in spite of the increasing opportunities and attempts to improve information and funding services to accommodate the needs of international students, the effectiveness of cross cultural education can be questioned. Among these predicaments, identity issues have been frequently reported (e.g., Andrade, 2006; Ho, 2009; Kuhn, 2012; Kim, 2014). In this respect, the present study aims to provide a review of recent studies and reports by focusing specifically on identity problems encountered by exchange students. The discussions presented and their implications are meant to contribute to improving the educational contexts for exchange students.Öğe Assisting Higher Education Learners Online to Acquire Self-Regulated Writing Strategies during COVID-19(Mehmet Akif OCAK, 2022) Şeker, Meral; Karagül, Banu InanBackground: The abrupt transition to virtual language learning environments due to the Covid-19 pandemic has brought considerable challenges to educational practices. In the context of foreign/second language learning and teaching, it has become more difficult to ensure that learners have the necessary engagement and motivation levels along with sufficient support and guidance. As educators and researchers report, the adversities in today’s online learning environments need to be challenged. Purposes: The study is meant to contribute to language learning and teaching practices by sharing the results of the implementation of a self-supporting tool, namely, Self-Monitoring Chart for Effective Writing Strategies. The chart has been developed by the researchers for an online academic English writing course at higher education level to assist learners their writing improvement and to become self-regulated learners while maintaining their engagement in their writing tasks. Methodology/Approach: The study was designed as a qualitative case study and the opinions of the participants on their experiences of using the chart were elicited using semi-structured interviews. The participants were students at English Language Teaching departments of two state universities (N=48). The qualitative data gathered was analyzed using systematic content analysis. Findings and Discussion: The results indicate that the learners greatly benefited from using the SMC. In particular, they reported to have become aware of SRL writing strategies, to have learned how to implement them, to be more engaged and more motivated in writing tasks. The implications are meant to contribute to online language learning and teaching contexts.Öğe Evaluating Foreign Language Teachers’ Self-regulation Learning Promotion and Students’ Views on SRL in Writing Instruction(Leyla HARPUTLU, 2017) Dinçer, Ayça; Şeker, MeralDeveloping self-regulated learning (SRL) strategies has been emphasized to be crucial for effective writing skills in second language learning contexts. However, implementing SRL skills and guiding learners to become self-regulated individuals requires special consideration by teachers and program developers. In addition, language learners should also take the responsibility of their own learning through the use of strategies employed by their teachers in order to be competent in the target language. Since integrating SRL in writing instruction is a rather complex process, teachers should internalize and integrate them in their teaching efficiently and enable students to be aware of their learning process, plan how to proceed, monitor their own performance and take their following action upon the tasks. In this respect, the study aims to determine whether language teachers promote SRL in their writing course instruction and if they do, what kind of methods they use is the other issue that will be explored. The study also seeks to reveal language learners’ views on SRL in their writing classes in order to indicate both teachers’ and students’ perspectives on SRL. The data was gathered via Teaching and Learning Strategies Questionnaire and semi-structured interviews with English Language teachers and students at a state university. The results reveal that students reported use of goal setting, metacognitive knowledge activation, task value activation, and time management strategies are at moderate levels. It has also been found that teachers implement those strategies at low to moderate levels with limited number of methods and tasks utilized to guide learners. The findings are meant to emphasize the need for higher levels of SRL instruction in second language writing to promote autonomous learners.Öğe Fransa'daki Göçmen Topluluklar Arasında Miras Dili Olarak Türkçe(Süleyman Fidan, 2023) Yılmaz, Ayşe Tomat; Şeker, MeralDil, bireyleri içinde bulundukları toplumun temel kültürel unsurlarına bağlayan en güçlü bağdır. Göçmen topluluklar bağlamında, miras dili, kültürel mirasın korunmasında ve genç nesillere aktarılmasında çok önemli bir rol oynar. Bu nedenle miras dil büyük bir önem taşır. Bu çalışma, Fransa'daki Türk göçmenlerin Türkçe kullanımlarının mevcut durumunu belirlemek ve miras dillerini korunmak ve yeni nesillere aktarmak konusundaki görüşlerini araştırmak için yapılmıştır. Bu amaçla göçmen Türklerden (N=348) elde edilen veriler analiz edilerek Türkçe kullanım oranları, Türkçenin korunmasına ve yeni nesillere aktarılmasına verilen önem dereceleri tespit edilmiştir. Çalışmanın bulgularının ve bu doğrultuda sunulan önerilerin, Fransa'daki göçmen topluluklar arasında Türkçenin güncel dinamiklerine ışık tutması amaçlanırken, miras dillerin ve kültürel mirasların korunmasına odaklanan araştırmalara katkıda bulunacağı düşünülmektedir.Öğe Improving language learners' use of self-regulated writing strategies through screencast feedback(2021) İnan Karagül, Banu; Şeker, MeralThe study aims to explore the impacts of an online training scheme developed for higher education learners that integrates self-regulated learning (SRL) writing strategies into screencast feedback in line with the cyclical model of SRL (i.e., forethought, performance, and reflection on performance phases). During each phase, cognitive, metacognitive, affective and socio-interactional SRL writing strategies were introduced through screencast feedback given to the learners' writing assignments. The participants were undergraduate English Language Teaching (ELT) students at two state universities (n = 135) in Turkey. Following a mixed-method research design, previous to and after the 6-week training sessions, both quantitative and qualitative data was gathered and analyzed statistically. The results regarding the learners' reported use of SRL writing strategies indicate a significant increase in the use of SRL writing strategy after the training. Also, the learners' opinions on receiving screencast feedback and on the SRL training were considerably positive. The findings are meant to contribute to both online education and teacher education pedagogy.Öğe Intervention in teachers' differential scoring judgments in assessing L2 writing through communities of assessment practice(Elsevier Science Bv, 2018) Şeker, MeralIn writing assessment, the inconsistency of teachers' scorings is among the frequently reported concerns regarding the validity and the reliability of assessment. The study aimed to find out to what extent participating in a community of assessment practice (CAP) can impact the discrepancies among raters' scorings. Adopting one group pretest-posttest design, patterns in the teachers' scoring judgments were explored based on both quantitative and qualitative data. The results indicate significant increase in the degrees of agreement in the teachers' differential scorings showing changes in their severity tendencies for structural variety, lexical accuracy, organization and mechanics criteria while their scoring judgements on structural accuracy, task achievement, and lexical variety criteria had low levels of agreement.Öğe Investigating e-learning motivational strategies of higher education learners against online distractors(2021) Erarslan, Ali; Şeker, MeralExploring higher education learners' e-learning experiences and the challenges they encounter is required to equip them with necessary skills and strategies to attain their academic goals (Cooper & Corpus, 2009). By identifying the types of and the frequency of exposure to distractors, the study was specifically geared towards finding out the level of motivational self-regulated strategies, including volition and goal commitment strategies, employed against online distractors during e-learning by higher education learners. The data were gathered through a questionnaire developed after a comprehensive literature review and semi-structured interviews (n = 38). The questionnaire was completed by higher education learners (n = 279), who were found to implement goal commitment and volition strategies at moderate levels despite the high frequency of exposure to distractors. The overall findings imply that equipping learners with motivational e-learning strategies encompassing goal commitment and volition strategies is necessary. This will require more in-depth research conducted to explore the role of self-regulated strategies in predicting learner engagement in the context of online learning.Öğe Investigating students' digital literacy levels during online education due to COVID-19 pandemic(2021) Banu İnan, Karagül; Şeker, Meral; Aykut, CansuCOVID-19 has brought serious challenges to education and many other sectors. Within the educational context, the main difficulties experienced have been reported as challenges related to not only mechanical impediments-such as technology or infrastructure-but also to methodological and personal features, such as lack of motivation or online learning/teaching experiences. The abrupt transition from face-to-face to online education has created the need for some specific abilities, such as digital literacy on the side of the learners at all educational levels. In this context, this mixed-method study aims to determine the digital literacy levels of learners belonging to different school levels and whether age, gender and school degree were significant variables. This study also investigates the technology-related challenges students experienced during COVID-19 pandemic. The sample consisted of 510 participants representing different school levels, age groups, and genders; in addition, a smaller representative group (n = 30) revealed their own evaluations related to their levels of digital literacy and the technology-related challenges they had about online learning. The findings suggest that there is a statistically significant relationship between students' digital literacy and their gender and school degree, while age was not found to be a statistically significant variable. The qualitative self-reported data suggested that learners have sufficient levels of digital literacy, and that the major technology-related challenges were reported to be lack of the necessary technologies and difficulties in adapting to a new approach to learning.Öğe The Effects of Learning Styles of Pre-service Teachers on Their Sketchnotes Designs(2021) Tatar, Nilgün; Şeker, MeralThe study aims to investigate the effect of the pre-service teachers’ dominant learning styles on their sketchnotes designs prepared for science topics as well as determining their reasons for the visual and written elements used in these sketchnotes. The study was designed following descriptive correlational survey model. The participants consisted of 44 teacher pre-service of science teaching at grades two and three studying at Alanya Alaaddin Keykubat University. The quantitative data for the study was obtained through “Verbal and Visual Dominant Learning Style Scale” developed by Akgün et al. (2014) while the qualitative data was gathered from the participants’ sketchnotes prepared for various science topics in the secondary school science curriculum. The findings indicate that the majority of the participants had visual dominant learning style. As the participants with visual dominant learning style gave prominence to visuals by using drawings and various writing styles frequently in their sketchnotes, the ones with verbal dominant learning styles used more words and sentences along with frequent textual detailed explanations. It was also found that the participants with visual dominant learning style placed more importance to process building, grouping, and listing and the ones with verbal dominant learning styles placed more emphasize on explanations. The findings of the study are meant to introduce sketchnotes to teachers and to promote the use of them in their teaching practices.
