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Öğe Enhancing metacognitive awareness of undergraduates through using an e-educational video environment(Pergamon-Elsevier Science Ltd, 2019) Altiok, Serhat; Baser, Zeynep; Yukselturk, ErmanVideo portfolios provide students with opportunities of self-monitoring, evaluating and reflecting on their own performance, and receiving feedback from others such as their peers and teachers. However, the literature was lacking an investigation of the extent to which video portfolios might contribute to developing students' metacognitive awareness level in foreign language learning. Therefore, this study aimed to understand the potential effects of using an e-educational video portfolio environment supported with Kinect technology on enhancing students' metacognitive awareness level in foreign language learning. In order to achieve this goal, a pre-test/post-test quasi-experimental study was conducted at a state university located in Central Turkey. In total, eighty-five students took part in the study. The students had been divided into two sections at the beginning of the academic year. There were 42 students in Section 1, 43 students in Section 2. For the purposes of the study, the sections were randomly identified as the control and experimental group. The same curriculum was taught to both groups by the same instructor; however, the experimental group followed a video portfolio-integrated course supported with Kinect technology in face-to-face learning environment for 7 weeks in the second half of the semester whilst the control group continued the usual methods. The data was gathered by means of a Metacognitive Awareness Inventory (MAI), which is a five-point likert scale, and three focus group interviews. The results showed that using an e-educational video portfolio environment enhanced students' metacognitive awareness level and supported foreign language learning process effectively.Öğe Examination of Speaking Test Performance in Structured Group Tasks: An Interactional Perspective(Igi Global, 2021) Demirel, Elif Tokdemir; Baser, ZeynepThis chapter explores the use of structured group tasks in the testing of speaking skills in the context of a tertiary level first year speaking course. Participants included undergraduate university students from the department of English translation and interpreting at a state university located in Central Turkey. The structured task used in the study guided students into a group discussion during the speaking exam. The discussions in the exam sessions were video-recorded and transcribed. The transcriptions were analyzed from an interactional perspective. The students were also given an open-ended questionnaire to reveal their opinions about the ins and outs of the speaking test task tried out in the study. The questionnaire consisted of two parts. The first part required students to fill out their demographic information, and the second part inquired students' opinions about the group speaking task. The results of the analysis and questionnaire responses revealed additional opportunities provided by the use of structured tasks in speaking exams.Öğe Examining translation behaviour of Turkish student translators in scientific text translation with think-aloud protocols(Presses Univ Montreal, 2022) Baser, Zeynep; Cetiner, CanerThe process of translation has been dramatically influenced by the latest developments in technology. Students' behaviours during the translation process have also changed as they try to seek information and use different resources. This study aims to investigate the translation behaviour of students in an English translation department. For this purpose, 11 students were recruited. The students were asked to translate a scientific text from English into Turkish. For the analysis of their translation behaviour, Think-Aloud Protocols (TAPs) and their translated texts were used. Monologue Protocol was used to see what goes on in a prospective translator's mind. The students were audio-recorded while translating. Then, the translations were scored and the transcriptions of the recordings were coded. The results were presented under three main themes: (i) Recruiting translation tools: when and how, (ii) Following a pattern of translation process, and (iii) Challenges: language(s), context and more. All in all, the present study highlights the importance of guiding students in the use of the appropriate tools for the translation of specialised texts, and also suggests that student translators should be more critical of Machine Translation outputs and should practice post-editing procedures in their courses.Öğe Is There a Particular RC Attachment Preference in Turkish? Negotiating the Effects of Semantic Factors(SPRINGER/PLENUM PUBLISHERS, 2020) Baser, Zeynep; Hohenberger, AnnetteThe goal of this study is to investigate whether or not Turkish has a particular preference in ambiguity resolution of relative clause attachment when two possible NPs are available as in "Someone shot [NP1 the servant] of [NP2 the actress] [RC who was on the balcony]& x2ee;. The relevant literature has showed that RC attachment preferences-whether NP1 or NP2-vary across languages, which results in contradictory evidence if some universal processing principle is assumed. Turkish differs typologically from English and other European languages in the construction of RC using complex "genitive-possessor" construction. In order to make a valid cross-linguistic comparison it is therefore of particular importance to carefully control potential extraneous factors which might obstruct true attachment preferences-if they exist. The present study, which controls various confounding factors, reveals that both syntactic and non-syntactic factors should be taken into consideration when constructing the stimulus sentences for testing attachment ambiguity resolution. Specifically, we propose that the semantic relations (e.g. part-whole relations) between the noun phrases of the genitive-possessive construction and the semantic associations with the proximal as well as with the distal predicate play a key role in the attachment preferences of monolingual Turkish native speakers in this type of ambiguous sentences. When these extraneous factors were controlled, no preference was observed.Öğe Using Game-Based Learning with Kinect Technology in Foreign Language Education Course(Int Forum Educational Technology & Soc-Ifets, 2018) Yukselturk, Erman; Altiok, Serhat; Baser, ZeynepThe present study investigates the effects of game-based language learning with Kinect technology on students' self-efficacy beliefs and attitudes toward English. The study was conducted at a state university located in Central Turkey. Foreign language education is promoted in Turkey, yet because of several factors, among which weekly hours of teaching, and student motivation prevail, and students still cannot develop their language skills. The literature shows that these problems might be minimized making use of technological advancements effectively in the classroom. Therefore, game-based language learning, through which students carry out meaningful tasks based on real-life scenarios to develop their communication skills, is getting an increasing attention. In this study, a pre-test/post-test quasi-experimental study was conducted. Participants were the first-year students taking English as a compulsory course. In total, there were 62 participants. The instruments included two questionnaires measuring self-efficacy beliefs and attitude toward English. The results revealed that there was a significant positive increase in some sub-factors of attitude and self-efficacy scores of the students in the experimental group compared to the average scores of the students in the control group. The study explains why game-based learning activities with Kinect technology should be integrated into the foreign language courses.
