Pub Date : 2023-12-22DOI: 10.47216/literacytrek.1382543
Rabia Dinçer, Nazmi Dinçer, Oğuz Guksu
This research investigates the profound effects of ChatGPT, an artificial intelligence (AI) language model, on the domain of aviation communication. Within an industry that places significant emphasis on safety and accuracy, this study utilizes a qualitative case study methodology to evaluate the performance of ChatGPT. The observations demonstrated that ChatGPT shows exceptional competence in conforming to conventional aviation phraseology throughout several flight stages, ranging from ground clearances to landing, by using role-play situations. Beyond linguistic accuracy, ChatGPT facilitates dynamic and contextually relevant dialogues, enhancing aviation education and training experiences.
{"title":"An Interactive Conversation with a Chatbot: Does ChatGPT Know Standard Phraseology in Aviation English?","authors":"Rabia Dinçer, Nazmi Dinçer, Oğuz Guksu","doi":"10.47216/literacytrek.1382543","DOIUrl":"https://doi.org/10.47216/literacytrek.1382543","url":null,"abstract":"This research investigates the profound effects of ChatGPT, an artificial intelligence (AI) language model, on the domain of aviation communication. Within an industry that places significant emphasis on safety and accuracy, this study utilizes a qualitative case study methodology to evaluate the performance of ChatGPT. The observations demonstrated that ChatGPT shows exceptional competence in conforming to conventional aviation phraseology throughout several flight stages, ranging from ground clearances to landing, by using role-play situations. Beyond linguistic accuracy, ChatGPT facilitates dynamic and contextually relevant dialogues, enhancing aviation education and training experiences.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"49 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139163408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-22DOI: 10.47216/literacytrek.1383294
Ahmet Başal
I hold the view that teachers have a significant impact on students’ academic performance, and in the current digital educational environment, this impact has become much more significant. Although the technology available to teachers remained largely unchanged since before the pandemic, their struggles with online teaching highlighted the shortcomings of their technology training in teacher education programs. The lack of technological proficiencies among teachers frequently stems from insufficient training in digital skills within teacher education programs, which is often due to the teacher educators’ own deficiencies in digital proficiency. Therefore, I contend that teachers’ development in technology use should start with teacher educators. In this qualitative autoethnographic study, I, as a teacher educator, critically examine how I improve my digital literacy and technological pedagogical skills, utilizing a collection of data sources including reflective accounts, lecture notes, teaching diaries, and student feedback. By sharing this journey, I aim to offer insights that other teacher educators may perceive as beneficial for their own professional development. I argue that adopting a non-formal self-growth approach is a useful way for teacher educators to equip future teachers with the required knowledge and skills for effective technology integration in their future practices.
{"title":"An autoethnographic study: Self-growth approach for teacher educators in training tech-effective teachers","authors":"Ahmet Başal","doi":"10.47216/literacytrek.1383294","DOIUrl":"https://doi.org/10.47216/literacytrek.1383294","url":null,"abstract":"I hold the view that teachers have a significant impact on students’ academic performance, and in the current digital educational environment, this impact has become much more significant. Although the technology available to teachers remained largely unchanged since before the pandemic, their struggles with online teaching highlighted the shortcomings of their technology training in teacher education programs. The lack of technological proficiencies among teachers frequently stems from insufficient training in digital skills within teacher education programs, which is often due to the teacher educators’ own deficiencies in digital proficiency. Therefore, I contend that teachers’ development in technology use should start with teacher educators. In this qualitative autoethnographic study, I, as a teacher educator, critically examine how I improve my digital literacy and technological pedagogical skills, utilizing a collection of data sources including reflective accounts, lecture notes, teaching diaries, and student feedback. By sharing this journey, I aim to offer insights that other teacher educators may perceive as beneficial for their own professional development. I argue that adopting a non-formal self-growth approach is a useful way for teacher educators to equip future teachers with the required knowledge and skills for effective technology integration in their future practices.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"200 S594","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139165666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-22DOI: 10.47216/literacytrek.1396406
Esin ÇİFTÇİ BİRİNCİBUBAR
Plagiarism, which is regarded as one of the examples of academic misconduct, is a proposed research area in many fields. The students’ awareness level and their attitudes toward plagiarism is a matter of study in higher education level as well and has implications in English Language Teaching (ELT). However, upon researching the literature, it has turned out that there has been a limited number of studies on attitudes toward plagiarism among post-graduate ELT students. To this end, this study aimed to fill the gap in the literature by investigating their attitudes toward plagiarism in a descriptive survey design. Data were collected by using Attitudes Toward Plagiarism (ATP) questionnaire, developed by Mavrinac et al. (2010). The respondents of the study were 30 post-graduate ELT students from universities in Turkey. Findings of the study demonstrated that post-graduate ELT students strongly disagreed with attitudes which somehow seemed to support or justify plagiarism. The results put forward that the participants approached plagiarism quite negatively. They did not consider plagiarism as acceptable, and they believed it was not an issue to be taken lightly. However, when it came to their attitudes toward self-plagiarism, they turned out to perceive it more moderately. The current investigation uncovered that the participants did not have a full understanding of plagiarism. On the basis of the findings, there was a need to raise the awareness levels of post-graduate ELT students. Furthermore, necessary recommendations were put forward to broaden the knowledge and awareness levels of post-graduate ELT students about plagiarism.
{"title":"Investigating Attitudes toward Plagiarism among Post-Graduate ELT Students","authors":"Esin ÇİFTÇİ BİRİNCİBUBAR","doi":"10.47216/literacytrek.1396406","DOIUrl":"https://doi.org/10.47216/literacytrek.1396406","url":null,"abstract":"Plagiarism, which is regarded as one of the examples of academic misconduct, is a proposed research area in many fields. The students’ awareness level and their attitudes toward plagiarism is a matter of study in higher education level as well and has implications in English Language Teaching (ELT). However, upon researching the literature, it has turned out that there has been a limited number of studies on attitudes toward plagiarism among post-graduate ELT students. To this end, this study aimed to fill the gap in the literature by investigating their attitudes toward plagiarism in a descriptive survey design. Data were collected by using Attitudes Toward Plagiarism (ATP) questionnaire, developed by Mavrinac et al. (2010). The respondents of the study were 30 post-graduate ELT students from universities in Turkey. Findings of the study demonstrated that post-graduate ELT students strongly disagreed with attitudes which somehow seemed to support or justify plagiarism. The results put forward that the participants approached plagiarism quite negatively. They did not consider plagiarism as acceptable, and they believed it was not an issue to be taken lightly. However, when it came to their attitudes toward self-plagiarism, they turned out to perceive it more moderately. The current investigation uncovered that the participants did not have a full understanding of plagiarism. On the basis of the findings, there was a need to raise the awareness levels of post-graduate ELT students. Furthermore, necessary recommendations were put forward to broaden the knowledge and awareness levels of post-graduate ELT students about plagiarism.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"66 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139164169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-22DOI: 10.47216/literacytrek.1374134
İrem Gedi̇l, Selami Aydın
As online assessment is a rather new phenomenon, available research regarding it is limited, and most of the research in literature today examines the views of students regarding online assessment as they are one of the most important stakeholders of exams. On the other hand, although they are the basic users and practitioners of the system, studies on the views and perspectives of instructors on online assessment in English as a foreign language (EFL) context are limited in number. With these concerns in mind, this study aims to explore English instructors’ perspectives of online assessment in tertiary educational institutions in Turkey with regard to their general views on online assessment, along with their views on affective factors, validity, reliability, security, practicality and the impacts of online assessment on teaching and learning. In this descriptive study, the data were collected from 302 English instructors working at English preparatory schools in various universities in Turkey through a background questionnaire and the Student Perceptions of e-Assessment Questionnaire (SPEAQ). The results show that instructors' overall perspectives on online assessment are neutral.
{"title":"Online Testing and Assessment in the English as a Foreign Language Context: Teachers' Perspectives","authors":"İrem Gedi̇l, Selami Aydın","doi":"10.47216/literacytrek.1374134","DOIUrl":"https://doi.org/10.47216/literacytrek.1374134","url":null,"abstract":"As online assessment is a rather new phenomenon, available research regarding it is limited, and most of the research in literature today examines the views of students regarding online assessment as they are one of the most important stakeholders of exams. On the other hand, although they are the basic users and practitioners of the system, studies on the views and perspectives of instructors on online assessment in English as a foreign language (EFL) context are limited in number. With these concerns in mind, this study aims to explore English instructors’ perspectives of online assessment in tertiary educational institutions in Turkey with regard to their general views on online assessment, along with their views on affective factors, validity, reliability, security, practicality and the impacts of online assessment on teaching and learning. In this descriptive study, the data were collected from 302 English instructors working at English preparatory schools in various universities in Turkey through a background questionnaire and the Student Perceptions of e-Assessment Questionnaire (SPEAQ). The results show that instructors' overall perspectives on online assessment are neutral.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"81 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139165123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-12DOI: 10.47216/literacytrek.1299075
Kubra Aksak, F. Çubukçu
The aim of the present study is to investigate the perceptions of prep-class students regarding online education along with English instructors, English language and their future life. For this purpose, metaphors were used as a data collection tool to gather information from 80 prep-class students. The findings indicated that more than half of the participants (52.5%) have a negative attitude towards online education and the metaphors such as “computer, screen, artificial learning, imaginary education” are the most popular ones generated by students for online education. In terms of English instructors, it was concluded that a considerable number of students (73.7%) have a quite positive perception of English instructors, which is supported by metaphors as “mothers, flowers, a precious person” and “angels”. When it comes to the participants’ perceptions of English language, the words including “universal language, new world, new people” are among the most preferred metaphors created by students. Lastly, results indicated that 66.3% of the students can be said to be pessimistic about their future life, which is apparent in their use of metaphors of “darkness, black hole” and “a dead luck” Hence, it is important to highlight that students are not in favor of online education even though it is flexible and comfortable, which implies that online education should be a secondary option only when face-to-face education is impossible to implement for students or it should be used in collaboration with face-to-face education.
{"title":"Students’ Metaphoric Perceptions Regarding Online Education Process and Praxis","authors":"Kubra Aksak, F. Çubukçu","doi":"10.47216/literacytrek.1299075","DOIUrl":"https://doi.org/10.47216/literacytrek.1299075","url":null,"abstract":"The aim of the present study is to investigate the perceptions of prep-class students regarding online education along with English instructors, English language and their future life. For this purpose, metaphors were used as a data collection tool to gather information from 80 prep-class students. The findings indicated that more than half of the participants (52.5%) have a negative attitude towards online education and the metaphors such as “computer, screen, artificial learning, imaginary education” are the most popular ones generated by students for online education. In terms of English instructors, it was concluded that a considerable number of students (73.7%) have a quite positive perception of English instructors, which is supported by metaphors as “mothers, flowers, a precious person” and “angels”. When it comes to the participants’ perceptions of English language, the words including “universal language, new world, new people” are among the most preferred metaphors created by students. Lastly, results indicated that 66.3% of the students can be said to be pessimistic about their future life, which is apparent in their use of metaphors of “darkness, black hole” and “a dead luck” Hence, it is important to highlight that students are not in favor of online education even though it is flexible and comfortable, which implies that online education should be a secondary option only when face-to-face education is impossible to implement for students or it should be used in collaboration with face-to-face education.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"15 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139182845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-11DOI: 10.47216/literacytrek.1390732
H. C. Boysan, Nalan Kiziltan
This research investigates three different types of digital film posters in terms of visual discourse. The aim of this study is to discuss the film posters of Parasite, Mother and Whiplash through semiotic landscape. The analyses have been based on Halliday’s Functional Grammar (1985) and, Kress and van Leeuwen’s Visual grammar (2020). The film Parasite has been analysed within the actional and classificational processes, whereas the film Mother has been examined within the reactional and analytical processes and the film Whiplash has been investigated through the speech and mental processes, and the symbolic processes. The film posters have been also examined in terms of the descriptive and connotative meanings, as well as the significance of colours in conveying emotions and cultural meanings. The results have revealed that the same film poster may adopt different meanings when it is analysed within a different perspective. Besides, the widespread use of disguised symbols has been identified in film posters. These results aim to shed light on the influence of visual discourse analysis on film posters emphasizing the study of semiotics and visual communication in a media-dominated society.
本研究从视觉话语的角度研究了三种不同类型的数字电影海报。本研究旨在通过符号学景观讨论《寄生虫》、《母亲》和《鞭子》的电影海报。分析基于 Halliday 的功能语法（1985 年）以及 Kress 和 van Leeuwen 的视觉语法（2020 年）。对电影《寄生虫》进行了行为过程和分类过程的分析，对电影《母亲》进行了反应过程和分析过程的研究，对电影《鞭打》进行了语言过程、心理过程和符号过程的研究。此外，还从描述性意义和内涵性意义以及色彩在传达情感和文化意义方面的重要性对电影海报进行了研究。研究结果表明，从不同的角度分析同一张电影海报，其含义可能会有所不同。此外，还发现电影海报中广泛使用了伪装符号。这些结果旨在阐明视觉话语分析对电影海报的影响，强调在媒体主导的社会中对符号学和视觉传播的研究。
{"title":"A semiotic landscape analysis of the film posters: Parasite, Mother and Whiplash","authors":"H. C. Boysan, Nalan Kiziltan","doi":"10.47216/literacytrek.1390732","DOIUrl":"https://doi.org/10.47216/literacytrek.1390732","url":null,"abstract":"This research investigates three different types of digital film posters in terms of visual discourse. The aim of this study is to discuss the film posters of Parasite, Mother and Whiplash through semiotic landscape. The analyses have been based on Halliday’s Functional Grammar (1985) and, Kress and van Leeuwen’s Visual grammar (2020). The film Parasite has been analysed within the actional and classificational processes, whereas the film Mother has been examined within the reactional and analytical processes and the film Whiplash has been investigated through the speech and mental processes, and the symbolic processes. The film posters have been also examined in terms of the descriptive and connotative meanings, as well as the significance of colours in conveying emotions and cultural meanings. The results have revealed that the same film poster may adopt different meanings when it is analysed within a different perspective. Besides, the widespread use of disguised symbols has been identified in film posters. These results aim to shed light on the influence of visual discourse analysis on film posters emphasizing the study of semiotics and visual communication in a media-dominated society.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"34 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139183183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-28DOI: 10.47216/literacytrek.1361852
İbrahim Halil Topal
The digitization of news has made it accessible to a growing number of people worldwide. Since it contains large quantities of authentic language input, online news has riveted language learners, teachers, and educators. Despite the availability of multitudes of studies on online news, there is a lack of research on comprehensively exploring its potential benefits and drawbacks to serve as a guide for language education. To that end, this exploratory research sought to survey the possible educational impacts of online news on language learning and teaching. The examination of the extensive literature review revealed eight potential advantages (real-world context, vocabulary expansion, grammatical/syntactical practice, heightened cultural awareness, practice/improvement in four skills, authentic language input, and content diversity) and disadvantages (linguistic complexity, content bias and inaccuracy, limited interactivity, time consumption, accessibility and technology dependency, information overload, digital distraction, and privacy concern). A five-step practical guideline for using online news was suggested for language teachers. News websites beneficial to multilingual and multicultural learning and awareness were provided. The research concluded with some limitations and recommendations for future studies.
{"title":"Leveraging Online News for Language Learning across Diverse Educational Contexts","authors":"İbrahim Halil Topal","doi":"10.47216/literacytrek.1361852","DOIUrl":"https://doi.org/10.47216/literacytrek.1361852","url":null,"abstract":"The digitization of news has made it accessible to a growing number of people worldwide. Since it contains large quantities of authentic language input, online news has riveted language learners, teachers, and educators. Despite the availability of multitudes of studies on online news, there is a lack of research on comprehensively exploring its potential benefits and drawbacks to serve as a guide for language education. To that end, this exploratory research sought to survey the possible educational impacts of online news on language learning and teaching. The examination of the extensive literature review revealed eight potential advantages (real-world context, vocabulary expansion, grammatical/syntactical practice, heightened cultural awareness, practice/improvement in four skills, authentic language input, and content diversity) and disadvantages (linguistic complexity, content bias and inaccuracy, limited interactivity, time consumption, accessibility and technology dependency, information overload, digital distraction, and privacy concern). A five-step practical guideline for using online news was suggested for language teachers. News websites beneficial to multilingual and multicultural learning and awareness were provided. The research concluded with some limitations and recommendations for future studies.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139217532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-23DOI: 10.47216/literacytrek.1341219
Pınar Koçer
In the era of globalization when cultural diversity and multilingualism cross borders, certain changes have been observed not only in human relations but also in educational implementations. Such changes creating multicultural and multilingual contexts have made it necessary to create novel pedagogies for language teaching by tailoring traditional teaching and learning approaches. Therefore, the adaptation of language teaching methods and techniques to multilingual and multicultural classrooms through translanguaging is one of the hottest issues in the current literature. Remarkably, the primary purpose of this present study is to portray theoretical understanding of translanguaging and further to discuss the pedagogical aspect of it in the Turkish context through an integrative review methodology. To this end, five research studies conducted in the Turkish context were selected based on certain criteria and they were analysed through document analysis in order to reach a comprehensive picture of translanguaging practices in EFL classroom settings. By doing so, it was attempted to argue its potential benefits and possible challenges so as to guide stakeholders about how and/or when to benefit from translanguaging pedagogy so that it becomes clearer and more beneficial for classroom use.
{"title":"Translanguaging Pedagogy: An Integrative Review Study Questioning Its Potential Benefits and Main Concerns","authors":"Pınar Koçer","doi":"10.47216/literacytrek.1341219","DOIUrl":"https://doi.org/10.47216/literacytrek.1341219","url":null,"abstract":"In the era of globalization when cultural diversity and multilingualism cross borders, certain changes have been observed not only in human relations but also in educational implementations. Such changes creating multicultural and multilingual contexts have made it necessary to create novel pedagogies for language teaching by tailoring traditional teaching and learning approaches. Therefore, the adaptation of language teaching methods and techniques to multilingual and multicultural classrooms through translanguaging is one of the hottest issues in the current literature. Remarkably, the primary purpose of this present study is to portray theoretical understanding of translanguaging and further to discuss the pedagogical aspect of it in the Turkish context through an integrative review methodology. To this end, five research studies conducted in the Turkish context were selected based on certain criteria and they were analysed through document analysis in order to reach a comprehensive picture of translanguaging practices in EFL classroom settings. By doing so, it was attempted to argue its potential benefits and possible challenges so as to guide stakeholders about how and/or when to benefit from translanguaging pedagogy so that it becomes clearer and more beneficial for classroom use.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139242931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-28DOI: 10.47216/literacytrek.1195388
Zeynep Yilmaz Bodur, Sümer Aktan
The aim of this research is to adapt The Responsive Environmental Assessment for Classroom Teaching (REACT) scale developed by Nelson, Demers, and Christ (2014) into Turkish for EFL classrooms and to test its applicability in Türkiye on a group of secondary school students studying in the 6th, 7th, and 8th grades. Construct validity of the scale was tested with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). As a result of the exploratory factor analysis, a structure with 22 items and four factors was obtained. The fit indices of the 4-factor structure as due to CFA show that the model is at a reasonable level. Test-retest method was used for the stability of the scale. A correlation of .910 was obtained between the two applications. To determine the scale reliability, item-total correlations and correlation analysis were used, and Cronbach alpha and composite reliability were calculated. The correlation between the sub-dimensions of the scale ranged between .420 at the lowest, .687 at the highest, and item factor loads between .51 and .88. Corrected item correlations range from .44 to .67, and the difference between the means of the 27% lower and upper groups is significant for all items. The Cronbach α internal reliability coefficient calculated to determine its internal reliability was found to be .925. The composite reliability coefficient was calculated as .957. As a result, it can be said that the REACT scale is a valid and reliable scale that researchers can use.
{"title":"Adaptation and Validation of the Responsive Environmental Assessment for Classroom Teaching (REACT): The Dimensionality of Student Perceptions of the Instructional Environment to Turkish for EFL Classrooms","authors":"Zeynep Yilmaz Bodur, Sümer Aktan","doi":"10.47216/literacytrek.1195388","DOIUrl":"https://doi.org/10.47216/literacytrek.1195388","url":null,"abstract":"The aim of this research is to adapt The Responsive Environmental Assessment for Classroom Teaching (REACT) scale developed by Nelson, Demers, and Christ (2014) into Turkish for EFL classrooms and to test its applicability in Türkiye on a group of secondary school students studying in the 6th, 7th, and 8th grades. Construct validity of the scale was tested with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). As a result of the exploratory factor analysis, a structure with 22 items and four factors was obtained. The fit indices of the 4-factor structure as due to CFA show that the model is at a reasonable level. Test-retest method was used for the stability of the scale. A correlation of .910 was obtained between the two applications. To determine the scale reliability, item-total correlations and correlation analysis were used, and Cronbach alpha and composite reliability were calculated. The correlation between the sub-dimensions of the scale ranged between .420 at the lowest, .687 at the highest, and item factor loads between .51 and .88. Corrected item correlations range from .44 to .67, and the difference between the means of the 27% lower and upper groups is significant for all items. The Cronbach α internal reliability coefficient calculated to determine its internal reliability was found to be .925. The composite reliability coefficient was calculated as .957. As a result, it can be said that the REACT scale is a valid and reliable scale that researchers can use.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131093400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-28DOI: 10.47216/literacytrek.1279935
H. Sezgin
Academic discourse is complex and dense regarding the information it conveys by nature. This complexity requires more effective ways of communication, which is possible by utilizing different modes of meaning–in other words, multimodality. English for Academic Purposes (EAP) aims to prepare learners for the academic discourse that they will be exposed to during their studies. Accordingly, multimodality has become one of the skills learners require to develop during their EAP experiences. This study attempts to reveal how much multimodality is included in EAP objectives and practices. For that purpose, target skills defined for academic English by the Global Scale of English (GSE) (Pearson, 2019) are analyzed to study the multimodal aspect of objectives. For the practice aspect, the tasks in two EAP course books are analyzed using a qualitative approach. The results of the analyses revealed that the use of multiple modes is set as an objective skill for EAP learners within the descriptors of GSE, especially for academic speaking, and this expectation is reflected within the tasks designed in EAP coursebooks. These findings are in agreement with the assumption that multimodality is considered a necessity for academic contexts and, therefore, EAP.
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