Article Per Year (5 Year)
p-Index From 2021 - 2026
0
P-Index
This Author published in this journals
All Journal Journal on English as a Foreign Language (JEFL) Journal Of English Language and Education JEELS (Journal of English Education and Linguistics Studies)
Ozgur Yildirim
Anadolu University, Faculty of Education
Education Languange, Linguistic, Communication & Media

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
A study on the morphological awareness of intermediate level adult Turkish EFL learners Fatma Aydin; Ozgur Yildirim
(JELE) Journal Of English Language and Education Vol 3, No 2 (2017)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (231.66 KB) | DOI: 10.26486/jele.v3i2.261

Abstract

The purpose of the current study was to investigate morphological awareness of a group of intermediate level adult Turkish EFL learners. The participants of this study were 168 Turkish first year university students who were taking intermediate level English courses at a state university in Turkey. Morphological Awareness Test (MAT) was the data collection instrument of the study. MAT consists of two sections: Sentence Completion and Word Relation. The Sentence Completion section consists of 27 multiple-choice test items with the purpose of understanding whether the participants are aware of the grammatical and lexical functions of some common derivational suffixes in English. In the Word Relation section, the participants were provided with a list of 20 word pairs (real words), and asked whether the second word in each pair comes from the first word or not. For analyzing the data, first the descriptive statistics (mean scores and standard deviations) were calculated for the sections of MAT and for individual suffixes, then the comparisons between the sections and among the participants were made by using paired-samples t-tests and one-way repeated measures ANOVAs. Results of the study indicated that intermediate-level adult Turkish EFL learners participating in the present study had moderate to high morphological awareness; they performed better in the Word Relation task than in the Sentence Completion task; and they showed the best performance in the verb making suffixes.
The factors affecting the adjustment of a group of turkish dual diploma students in the usa: english proficiency and cultural differences Ozgur Yildirim
(JELE) Journal Of English Language and Education Vol 4, No 2 (2018)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/jele.v4i2.401

Abstract

The purpose of this qualitative study was to investigate the adjustment problems experienced by a group of Turkish dual diploma students studying in the USA. The participants of the study were 18 undergraduate Turkish students studying in the Environmental Engineering and Civil Engineering dual diploma programs offered by a state university in New York and a state university in Turkey. The data were collected by using 15 interview questions and were analyzed by using constant comparative method in which emerging categories were identified in the interview transcripts and themes were developed from those categories. Analysis of the data indicated six major categories of the factors affecting the adjustment problems: differences in educational systems of the two institutions; English proficiency; the unique design of the program; cultural differences between the two countries; tendency to form and stay in cliques of dual diploma students; and orientation.
Foreign language reading strategy use of intermediate level adult Turkish EFL learners Fatma Aydin; Ozgur Yildirim
Journal on English as a Foreign Language Vol 7, No 2 (2017): Issued in September 2017
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (179.951 KB) | DOI: 10.23971/jefl.v7i2.648

Abstract

The purpose of this study was to investigate foreign language reading strategy use of a group of intermediate level adult Turkish EFL learners. The participants of the study were 87 Turkish first-year university students who were taking intermediate level English courses at a state university in Turkey. The main instrument of the study was a reading strategies survey which consisted of 30 items with three sub-scales: global or metacognitive reading strategies, problem-solving or cognitive reading strategies, and support reading strategies. Semi-structured interviews were also conducted to support the quantitative data. The quantitative data were analyzed using descriptive statistics (mean, standard deviation, frequencies, percentages) and one-way ANOVA with repeated measures. As for the analysis of the qualitative data, tape-recorded interviews were first transcribed and then analyzed by grouping each interviewee’s response according to the sub-scales of the survey. Results of the study indicated that intermediate-level adult Turkish EFL learners show the moderate overall use of reading strategies; problem-solving strategies are the most favored strategies, and they are followed by global reading strategies and supplementary reading strategies.
Foreign language reading strategy use of intermediate level adult Turkish EFL learners Fatma Aydin; Ozgur Yildirim
Journal on English as a Foreign Language Vol 7, No 2 (2017): Issued in September 2017
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v7i2.648

Abstract

The purpose of this study was to investigate foreign language reading strategy use of a group of intermediate level adult Turkish EFL learners. The participants of the study were 87 Turkish first-year university students who were taking intermediate level English courses at a state university in Turkey. The main instrument of the study was a reading strategies survey which consisted of 30 items with three sub-scales: global or metacognitive reading strategies, problem-solving or cognitive reading strategies, and support reading strategies. Semi-structured interviews were also conducted to support the quantitative data. The quantitative data were analyzed using descriptive statistics (mean, standard deviation, frequencies, percentages) and one-way ANOVA with repeated measures. As for the analysis of the qualitative data, tape-recorded interviews were first transcribed and then analyzed by grouping each interviewee’s response according to the sub-scales of the survey. Results of the study indicated that intermediate-level adult Turkish EFL learners show the moderate overall use of reading strategies; problem-solving strategies are the most favored strategies, and they are followed by global reading strategies and supplementary reading strategies.
Sources of Turkish EFL Learners’ Foreign Language Reading Anxiety Cemre Isler; Ozgur Yildirim
JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 1 (2017): JEELS May 2017
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (353.565 KB) | DOI: 10.30762/jeels.v4i1.328

Abstract

The purpose of this study was to investigate possible sources of reading anxiety experienced by Turkish EFL learners. The participants of the study were 50 first year university students studying at the English Language Teaching program of a public university in Turkey. The study employed the explanatory sequential mixed methods design. First, the quantitative data were collected through Foreign Language Reading Anxiety Scale (FLRAS), and then the qualitative data were collected through semi-structured interviews for the purpose of better understanding quantitative data findings. For analyzing the quantitative data, each participant's mean score from FLRAS was computed. As for the qualitative data, the transcribed interviews were analyzed using the constant comparison method, for which the researcher identified the recurring themes through coding, prioritizing and connecting the pieces of data. Results indicated that the participants of the study, in general, experience a moderate level of FL reading anxiety. The following three main categories of FL reading anxiety sources were identified with their ten sub-categories: (1) personal factors (inappropriate reading strategy use, lack of self-confidence, high expectations), (2) features of the reading text (topic familiarity, unknown vocabulary, complex reading structure, text length, figurative language), and (3) reading course (compulsory reading, exam).
Co-Authors Cemre Isler Fatma Aydin