Pub Date : 2023-06-28DOI: 10.47216/literacytrek.1294089
Ayşenur Avci, Yusuf Kasimi̇
This study provides a comprehensive overview of the research in digital storytelling and identifies the key themes and trends in this area. Digital storytelling is an emerging field that has gained significant attention in recent years. In this study, we conducted a bibliometric analysis of the digital storytelling literature to examine this field's growth and development. The data collected from the Web of Science database was analyzed quantitatively, revealing a significant growth in digital storytelling as a field in recent years. The analysis revealed that the number of publications in this area has noticeably increased. The field's most productive authors, journals, and institutions were identified, and the key themes, trends, and challenges in digital storytelling research were identified. The analysis revealed that the most frequent keywords in the literature were "technology," "literacy," "education," language," "students," "learning-motivation," "pedagogy," "English," and "stories." The key themes that emerged from the literature were the use of digital storytelling in education, the role of technology in digital storytelling, and the use of digital storytelling for social change. The co-occurrence of keywords revealed strong connections between the themes of education, learning, and technology in digital storytelling research. The analysis also revealed that the field of digital storytelling had grown rapidly in recent years, with a significant increase in the number of publications. The number of publications in digital storytelling has increased exponentially in the last decade, and this trend is expected to continue. The analysis also revealed that the majority of publications in digital storytelling are in the subfields of education and English. The analysis revealed that the field of digital storytelling is still in its early stages, and there is a need for more research in this area.
本研究提供了数字叙事研究的全面概述，并确定了该领域的关键主题和趋势。数字叙事是近年来备受关注的新兴领域。在本研究中，我们对数字叙事文献进行了文献计量学分析，以考察这一领域的成长和发展。从Web of Science数据库收集的数据进行了定量分析，揭示了近年来数字叙事领域的显著增长。分析表明，这一领域的出版物数量显著增加。确定了该领域最具生产力的作者、期刊和机构，并确定了数字故事研究的关键主题、趋势和挑战。分析显示，文献中最常见的关键词是“技术”、“识字”、“教育”、“语言”、“学生”、“学习动机”、“教学法”、“英语”和“故事”。从文献中出现的关键主题是在教育中使用数字故事，技术在数字故事中的作用，以及在社会变革中使用数字故事。关键词的共存揭示了数字叙事研究中教育、学习和技术主题之间的紧密联系。分析还显示，近年来，数字叙事领域发展迅速，出版物数量显著增加。在过去十年中，数字故事的出版物数量呈指数级增长，预计这一趋势将继续下去。分析还显示，大多数数字讲故事的出版物都在教育和英语的子领域。分析显示，数字叙事领域仍处于早期阶段，需要在这一领域进行更多的研究。
{"title":"A bibliometric analysis of digital storytelling in language education","authors":"Ayşenur Avci, Yusuf Kasimi̇","doi":"10.47216/literacytrek.1294089","DOIUrl":"https://doi.org/10.47216/literacytrek.1294089","url":null,"abstract":"This study provides a comprehensive overview of the research in digital storytelling and identifies the key themes and trends in this area. Digital storytelling is an emerging field that has gained significant attention in recent years. In this study, we conducted a bibliometric analysis of the digital storytelling literature to examine this field's growth and development. The data collected from the Web of Science database was analyzed quantitatively, revealing a significant growth in digital storytelling as a field in recent years. The analysis revealed that the number of publications in this area has noticeably increased. The field's most productive authors, journals, and institutions were identified, and the key themes, trends, and challenges in digital storytelling research were identified. The analysis revealed that the most frequent keywords in the literature were \"technology,\" \"literacy,\" \"education,\" language,\" \"students,\" \"learning-motivation,\" \"pedagogy,\" \"English,\" and \"stories.\" The key themes that emerged from the literature were the use of digital storytelling in education, the role of technology in digital storytelling, and the use of digital storytelling for social change. The co-occurrence of keywords revealed strong connections between the themes of education, learning, and technology in digital storytelling research. The analysis also revealed that the field of digital storytelling had grown rapidly in recent years, with a significant increase in the number of publications. The number of publications in digital storytelling has increased exponentially in the last decade, and this trend is expected to continue. The analysis also revealed that the majority of publications in digital storytelling are in the subfields of education and English. The analysis revealed that the field of digital storytelling is still in its early stages, and there is a need for more research in this area.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"99 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":"132584856","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 : 2023-05-14DOI: 10.47216/literacytrek.1196625
Cansın Balci
Critical multicultural education (CME) challenges power imbalances in society and calls for the equitable distribution of power. It aims to address biases based on gender, class, and race, and improve social, economic, and educational opportunities for all individuals. While there have been several studies conducted on CME in relation to teachers and teacher training, there is a need to examine its broader implications for teacher education. This study aims to investigate the implications of CME on teacher education by analyzing different studies on this subject and their findings in various contexts. 14 relevant articles were compiled, categorized, and coded based on their context and findings, and descriptive data analysis was conducted. The study compared and contrasted the findings of the different studies and made generalizations about the implications of CME on teacher education and how it can be applied in the EFL context. The study highlights the importance of understanding the potential impact of CME on teacher education and provides insights for educators to effectively integrate CME principles into their teaching practices.
{"title":"A Systematic Approach to Critical Multiculturalism and Teacher Education in EFL Context: An Integrative Research Review","authors":"Cansın Balci","doi":"10.47216/literacytrek.1196625","DOIUrl":"https://doi.org/10.47216/literacytrek.1196625","url":null,"abstract":"Critical multicultural education (CME) challenges power imbalances in society and calls for the equitable distribution of power. It aims to address biases based on gender, class, and race, and improve social, economic, and educational opportunities for all individuals. While there have been several studies conducted on CME in relation to teachers and teacher training, there is a need to examine its broader implications for teacher education. This study aims to investigate the implications of CME on teacher education by analyzing different studies on this subject and their findings in various contexts. 14 relevant articles were compiled, categorized, and coded based on their context and findings, and descriptive data analysis was conducted. The study compared and contrasted the findings of the different studies and made generalizations about the implications of CME on teacher education and how it can be applied in the EFL context. The study highlights the importance of understanding the potential impact of CME on teacher education and provides insights for educators to effectively integrate CME principles into their teaching practices.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122169672","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 : 2023-03-08DOI: 10.47216/literacytrek.1231866
Betül Oldaç, Selami Aydın
This research aims to explore English teachers’ mindsets and further investigate whether teachers’ mindsets have anything to do with nine factors, namely, age, gender, the highest level of education completed, department graduated in, being abroad for education, receiving in-service training programs, teaching experience, level taught, and institution. In this descriptive study, data were collected from 162 English teachers working at geographically diverse institutions in Turkey through an online survey. The survey included a background questionnaire and a mindset instrument. Findings showed that more than half of the English teachers had a fixed mindset, and the remaining had either a mixed or a growth mindset, of which the latter constituted the smallest group in number. Results also revealed that teachers’ mindsets were irrespective of nine previously determined variables.
{"title":"Teachers’ Mindsets in Foreign Language Classrooms","authors":"Betül Oldaç, Selami Aydın","doi":"10.47216/literacytrek.1231866","DOIUrl":"https://doi.org/10.47216/literacytrek.1231866","url":null,"abstract":"This research aims to explore English teachers’ mindsets and further investigate whether teachers’ mindsets have anything to do with nine factors, namely, age, gender, the highest level of education completed, department graduated in, being abroad for education, receiving in-service training programs, teaching experience, level taught, and institution. In this descriptive study, data were collected from 162 English teachers working at geographically diverse institutions in Turkey through an online survey. The survey included a background questionnaire and a mindset instrument. Findings showed that more than half of the English teachers had a fixed mindset, and the remaining had either a mixed or a growth mindset, of which the latter constituted the smallest group in number. Results also revealed that teachers’ mindsets were irrespective of nine previously determined variables.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114866976","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 : 2022-11-24DOI: 10.47216/literacytrek.1148773
Tuba Demirkol, Hakan Demiröz
This study aims to explore if EFL learners’ self-efficacy perceptions of their L2 writing performance varies by proficiency level. As the research design, the quantitative method was employed and a questionnaire measuring EFL learners’ L2 writing self-efficacy on a Likert scale was used as the data collection instrument. The participants were EFL students (n=47) enrolled in the preparatory program of an English-medium instruction state university in Turkey. Data analysis showed that there was a positive correlation between the participants’ proficiency level and their perceptions of L2 writing self-efficacy. The findings indicate that EFL students develop a more positive attitude towards L2 writing as they progress in language mastery and the preparatory programs appear to be feeding into the appearance of this positive perception. Still, some points, among which idea production represents the biggest concern, continue to be an issue deserving much attention across the levels. This finding suggests that L2 writing training should be enhanced with strategies as well as activities that can assist students in producing ideas on given topics.
{"title":"Exploring the Relationship between L2 Writing Self-Efficacy and Language Proficiency Level","authors":"Tuba Demirkol, Hakan Demiröz","doi":"10.47216/literacytrek.1148773","DOIUrl":"https://doi.org/10.47216/literacytrek.1148773","url":null,"abstract":"This study aims to explore if EFL learners’ self-efficacy perceptions of their L2 writing performance varies by proficiency level. As the research design, the quantitative method was employed and a questionnaire measuring EFL learners’ L2 writing self-efficacy on a Likert scale was used as the data collection instrument. The participants were EFL students (n=47) enrolled in the preparatory program of an English-medium instruction state university in Turkey. Data analysis showed that there was a positive correlation between the participants’ proficiency level and their perceptions of L2 writing self-efficacy. The findings indicate that EFL students develop a more positive attitude towards L2 writing as they progress in language mastery and the preparatory programs appear to be feeding into the appearance of this positive perception. Still, some points, among which idea production represents the biggest concern, continue to be an issue deserving much attention across the levels. This finding suggests that L2 writing training should be enhanced with strategies as well as activities that can assist students in producing ideas on given topics.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116568163","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 : 2022-11-24DOI: 10.47216/literacytrek.1119118
Özgür ŞEN BARTAN
This study attempts to analyse translations of the discourse relations of the arguments with structural repetitions in the TED-MDB corpora consisting three texts (English) and their translations (Turkish). The main questions addressed in this paper are: a) Are connective relations used explicitly or implicitly together with repetitions? b) Which discourse relations are being used with repetitions? c) Do translators translate repetitions or omit them? The analysis shows that speakers of TED Talks mostly prefer to use these repetitions in their speeches with implicit discourse relations (66.6%), and translators translate them through implicitation (54.8%). Moreover, the dominantly explicit usage of and in repetitive structures shows that the relations can be associated with an explicit connective and. Accordingly, ExpansionConjunction (addition) relations are frequently being used with repetitions at the beginning (73.8%). Also, mostly, the translators tend to omit repetitions at the beginning (92.9%).
{"title":"STRUCTURAL REPETITIONS AND DISCOURSE RELATIONS IN ENGLISH-TURKISH TRANSLATIONS OF TED TALKS","authors":"Özgür ŞEN BARTAN","doi":"10.47216/literacytrek.1119118","DOIUrl":"https://doi.org/10.47216/literacytrek.1119118","url":null,"abstract":"This study attempts to analyse translations of the discourse relations of the arguments with structural repetitions in the TED-MDB corpora consisting three texts (English) and their translations (Turkish). The main questions addressed in this paper are: a) Are connective relations used explicitly or implicitly together with repetitions? b) Which discourse relations are being used with repetitions? c) Do translators translate repetitions or omit them? \u0000The analysis shows that speakers of TED Talks mostly prefer to use these repetitions in their speeches with implicit discourse relations (66.6%), and translators translate them through implicitation (54.8%). Moreover, the dominantly explicit usage of and in repetitive structures shows that the relations can be associated with an explicit connective and. Accordingly, ExpansionConjunction (addition) relations are frequently being used with repetitions at the beginning (73.8%). Also, mostly, the translators tend to omit repetitions at the beginning (92.9%).","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129434574","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 : 2022-10-23DOI: 10.47216/literacytrek.1146806
Burcu Turhan
Teachers may face dilemmas when they realize certain discrepancies between theory and practice throughout their career. Especially for teacher trainees, such dilemmatic spaces may be beneficial in uncovering multiple identities developing and being shaped especially during practicum. More specifically, the most frequent discrepancy could be between the desire to explore one’s own teacher identity and to please mentors and supervisors. Therefore, teacher training programs should provide spaces for teacher trainees to reflect and analyze those dilemmas so that they could develop their teacher professional identity (TPI) in an unproblematic and smooth manner. To this end, this study involved 12 senior English teacher trainees into a 5-week process when they expressed their growing professional identities through metaphorical discourse within the scope of Teaching Practice I course. The thematic analyses of the elicited metaphors revealed vital hints about the TPI of language teacher trainees. Besides, the place and importance of metaphors for understanding TPI were discussed in the context of teacher education.
{"title":"PROFESSIONAL IDENTITY OF LANGUAGE TEACHER TRAINEES DURING PRACTICUM: A METAPHOR ANALYSIS","authors":"Burcu Turhan","doi":"10.47216/literacytrek.1146806","DOIUrl":"https://doi.org/10.47216/literacytrek.1146806","url":null,"abstract":"Teachers may face dilemmas when they realize certain discrepancies between theory and practice throughout their career. Especially for teacher trainees, such dilemmatic spaces may be beneficial in uncovering multiple identities developing and being shaped especially during practicum. More specifically, the most frequent discrepancy could be between the desire to explore one’s own teacher identity and to please mentors and supervisors. Therefore, teacher training programs should provide spaces for teacher trainees to reflect and analyze those dilemmas so that they could develop their teacher professional identity (TPI) in an unproblematic and smooth manner. To this end, this study involved 12 senior English teacher trainees into a 5-week process when they expressed their growing professional identities through metaphorical discourse within the scope of Teaching Practice I course. The thematic analyses of the elicited metaphors revealed vital hints about the TPI of language teacher trainees. Besides, the place and importance of metaphors for understanding TPI were discussed in the context of teacher education.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126724422","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 : 2022-10-18DOI: 10.47216/literacytrek.1124192
Ferdane DENKCİ AKKAŞ, Selami Aydın, Işıl Tekin
Academic motivation is one of the most significant affective factors in the English as a foreign language (EFL) learning process. Moreover, research skills can have a vital role in the foreign language learning and teaching processes. However, the number of studies on academic motivation, research skills, and the relationship between the two seems too limited to draw a conclusion. The current study aims to explore whether or how academic research skills and academic motivation are related. In this experimental study, an information test for measuring their knowledge on EFL research and the Academic Motivation Scale were administered to 16 participants before and after the instruction process. The results showed that the development of foreign language research skills increases intrinsic motivation to experience stimulation among language learners.
{"title":"Does Developing Research Skills Increase Academic Motivation among Foreign Language Learners?","authors":"Ferdane DENKCİ AKKAŞ, Selami Aydın, Işıl Tekin","doi":"10.47216/literacytrek.1124192","DOIUrl":"https://doi.org/10.47216/literacytrek.1124192","url":null,"abstract":"Academic motivation is one of the most significant affective factors in the English as a foreign language (EFL) learning process. Moreover, research skills can have a vital role in the foreign language learning and teaching processes. However, the number of studies on academic motivation, research skills, and the relationship between the two seems too limited to draw a conclusion. The current study aims to explore whether or how academic research skills and academic motivation are related. In this experimental study, an information test for measuring their knowledge on EFL research and the Academic Motivation Scale were administered to 16 participants before and after the instruction process. The results showed that the development of foreign language research skills increases intrinsic motivation to experience stimulation among language learners.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"89 38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129798313","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 : 2022-08-01DOI: 10.47216/literacytrek.1117158
Berfu Duygun, P. Karabacak
This descriptive qualitative study aimed to investigate the types and sources of errors committed by Turkish students learning English as a foreign language (EFL) in their foreign language (L2) writings as well as find out whether there is a difference in terms of the number, classification, and sources of errors between students at two different proficiency levels. To this end, the study was carried out at the School of Foreign Languages at a non-profit foundation university in Turkey in the 2020-2021 academic year. The students participating in the study (N= 32), who were selected using the convenient sampling method and participated in the study voluntarily, were Turkish preparatory class students having two different English proficiency levels, namely A1 level (n= 16) and A2 level (n= 16). Data for the study came from three different narrative paragraphs (each ranging in a 100 - 200 word band) written by the students, and a total of 96 paragraphs were collected for the study. The analysis revealed that the most frequent type of error was grammatical errors overall, a large part of which was the inappropriate use of verb forms. Moreover, findings concerning the potential differences between two proficiency levels showed that A1 level learners committed more errors than A2 level learners in all types except the semantic errors. Based on these findings, a number of implications for L2 writing teachers are discussed.
{"title":"AN ERROR ANALYSIS ON TURKISH EFL LEARNERS’ WRITING TASKS","authors":"Berfu Duygun, P. Karabacak","doi":"10.47216/literacytrek.1117158","DOIUrl":"https://doi.org/10.47216/literacytrek.1117158","url":null,"abstract":"This descriptive qualitative study aimed to investigate the types and sources of errors committed by Turkish students learning English as a foreign language (EFL) in their foreign language (L2) writings as well as find out whether there is a difference in terms of the number, classification, and sources of errors between students at two different proficiency levels. To this end, the study was carried out at the School of Foreign Languages at a non-profit foundation university in Turkey in the 2020-2021 academic year. The students participating in the study (N= 32), who were selected using the convenient sampling method and participated in the study voluntarily, were Turkish preparatory class students having two different English proficiency levels, namely A1 level (n= 16) and A2 level (n= 16). Data for the study came from three different narrative paragraphs (each ranging in a 100 - 200 word band) written by the students, and a total of 96 paragraphs were collected for the study. The analysis revealed that the most frequent type of error was grammatical errors overall, a large part of which was the inappropriate use of verb forms. Moreover, findings concerning the potential differences between two proficiency levels showed that A1 level learners committed more errors than A2 level learners in all types except the semantic errors. Based on these findings, a number of implications for L2 writing teachers are discussed.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129689892","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 : 2022-06-16DOI: 10.47216/literacytrek.1121256
O. Kocaman, Buse Nur Maral
In the current study, the effects of explicit corrective feedback (ECF) on foreign language writing skills are examined and discussed. Writing skill, in the process of second language learning, is one of the most critical skills to set meaningful access to the target language. ECF is also the key point to gaining the skill of writing while learning a second language. In spite of the importance of ECF in language learning, many scholars often neglect the idea by accepting it as a behaviourist technique. The paper first focuses on the definition of ECF and then reviews various research in the field. Besides, it discusses the research findings of the writing tasks applied to 43 private middle school students (B1 level) taking 5 subcategories into consideration. The paper concludes that the research findings reveal a significant correlation between explicit corrective feedback and improving writing skills.
{"title":"Effects of Explicit Corrective Feedback on Writing Skill: A private middle school example","authors":"O. Kocaman, Buse Nur Maral","doi":"10.47216/literacytrek.1121256","DOIUrl":"https://doi.org/10.47216/literacytrek.1121256","url":null,"abstract":"In the current study, the effects of explicit corrective feedback (ECF) on foreign language writing skills are examined and discussed. Writing skill, in the process of second language learning, is one of the most critical skills to set meaningful access to the target language. ECF is also the key point to gaining the skill of writing while learning a second language. In spite of the importance of ECF in language learning, many scholars often neglect the idea by accepting it as a behaviourist technique. The paper first focuses on the definition of ECF and then reviews various research in the field. Besides, it discusses the research findings of the writing tasks applied to 43 private middle school students (B1 level) taking 5 subcategories into consideration. The paper concludes that the research findings reveal a significant correlation between explicit corrective feedback and improving writing skills.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114638334","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 : 2022-06-07DOI: 10.47216/literacytrek.1120060
Nalan Kiziltan, Rabia Durmus
With a prompt rise in the development of technology and with the advent of the internet in the 1990s, walls of classrooms have been demolished by the innovations of the current century. These developments also breathe new life into foreign language education and change the concept of the classroom while casting challenging roles for both learners and instructors, which ends up a new type of education on the stage of online education platforms. This brand-new way of foreign language learning has brought about extra anxiety in learners. In order to find out the reasons for foreign language anxiety, which affects learners’ process of foreign language learning in the online world, a total number of 75 undergraduate foreign language learners (n=75) who are taking online oral communication courses in the English Language Teacher Education Program (the Spring of the academic year 2019-2020) at Ondokuz Mayıs University in Turkey are involved in this research voluntarily. This study aims to investigate what kind of effects online learning has on foreign language learners’ anxiety in the process of online foreign language education, what the challenges are for online foreign language learners, how learners perceive online foreign language education, and what the learners' perceived reasons are for anxiety in an online foreign language learning environment through semi-structured interview forms. Certain significant factors which affect learners’ foreign language learning anxiety in an online world context have been determined. Some certain suggestions are made to alleviate the foreign language anxiety levels of the learners in online foreign language learning contexts.
{"title":"Preservice EFL Teachers’ Online Learning Anxiety","authors":"Nalan Kiziltan, Rabia Durmus","doi":"10.47216/literacytrek.1120060","DOIUrl":"https://doi.org/10.47216/literacytrek.1120060","url":null,"abstract":"With a prompt rise in the development of technology and with the advent of the internet in the 1990s, walls of classrooms have been demolished by the innovations of the current century. These developments also breathe new life into foreign language education and change the concept of the classroom while casting challenging roles for both learners and instructors, which ends up a new type of education on the stage of online education platforms. This brand-new way of foreign language learning has brought about extra anxiety in learners. In order to find out the reasons for foreign language anxiety, which affects learners’ process of foreign language learning in the online world, a total number of 75 undergraduate foreign language learners (n=75) who are taking online oral communication courses in the English Language Teacher Education Program (the Spring of the academic year 2019-2020) at Ondokuz Mayıs University in Turkey are involved in this research voluntarily. This study aims to investigate what kind of effects online learning has on foreign language learners’ anxiety in the process of online foreign language education, what the challenges are for online foreign language learners, how learners perceive online foreign language education, and what the learners' perceived reasons are for anxiety in an online foreign language learning environment through semi-structured interview forms. Certain significant factors which affect learners’ foreign language learning anxiety in an online world context have been determined. Some certain suggestions are made to alleviate the foreign language anxiety levels of the learners in online foreign language learning contexts.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134078692","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}
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