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    Lexical Analysis of a Textbook based on the EVP
    (Bilim Eğitim Kültür Akademi Derneği, 2019) Arslan, Abdullah; Eraslan, Ali
    Commonly accepted as an important component in EFL, vocabulary teaching in textbooks plays a great role in how well a learner can communicate in a language because it is the lexical items that convey the information and meaning of what the learner wishes to express. In this paper, we examine the words selected for the vocabulary activity of the textbook. Aiming at A2 Level, Mastermind is used by the 8th grade learners of English attending secondary schools in Turkey in order to portray whether the level of each word in vocabulary activities of the textbook is calibrated and appropriate according to A2 Level, determined by the English Vocabulary Profile based on the levels of Common European Framework of Reference for Languages ranging from A1 to C2. In this context, the Text Inspector, a search tool based on the EVP, is employed as a search instrument in this study. As a result of the analysis carried out, it is found out that the textbook, Mastermind for 8th grade secondary school does not correspond with A2 Level suggested by the 8th grade curriculum of BED in terms of the activities for teaching vocabulary.
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    Öğe
    Online Learning Experiences of University Students and the Effects of Online Learning on their Learning Practices
    (Selami AYDIN, 2020) Erarslan, Ali; Arslan, Abdullah
    Online education has become an indispensable part of modern education all over the world especially in the last 20 years. One of the fields where teaching through online education has been popular and widespread is foreign language teaching. Thus, the pre-service English language teachers’ online learning experiences in their departments can be significant for both their future teaching practices and teacher education in designing and implementing the online courses for students studying in English language teaching (henceforth ELT) departments. To this end, this study aimed at understanding ELT students’ online learning experiences in online courses delivered asynchronously either as supplementary to face-to-face courses or through content that is directly delivered online independent of face-to-face courses. Apart from figuring out learners’ opinions about online learning, the effects of their online learning experiences on their study practices were scrutinized throughout the study. Designed as a qualitative study, the data were collected from 41 ELT department students in a state university and analyzed qualitatively based on identifying common themes and categories. The findings of the study showed that students held both positive and negative opinions regarding online learning. Additionally, it was found that online learning contributed to students in terms of gaining e-autonomous study skills.