School of Foreign Languages / Yabancı Diller Yüksekokulu
Permanent URI for this collectionhttps://hdl.handle.net/11147/6900
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Article Citation - WoS: 19Citation - Scopus: 27The Use of Online Dictionaries in Video-Mediated L2 Interactions for the Social Accomplishment of Virtual Exchange Tasks(Elsevier, 2022) Balaman, Ufuk; Çolak, FulyaMobile applications and dedicated websites as online dictionaries have been common resources in language learning and teaching settings for years. Primarily used for looking up unknown words in reading, writing, and vocabulary learning activities, online dictionaries have been considered highly feasible, individual learning materials. However, their situated use in synchronous video-mediated interactions has remained largely unexplored despite their potential to help L2 learners resolve word-knowledge-related troubles, thus creating opportunities for meaning negotiation. Using Multimodal Conversation Analysis, this study describes the active use of online dictionaries in task-oriented video-mediated L2 interactions of Virtual Exchange participants in higher education. The close examination of the screen-recorded interactions shows that online dictionaries play an essential role in the social accomplishment of intercultural tasks. The findings indicate that L2 learners do not only look up unknown words, but they also look up the synonyms of already known words and validate their existing knowledge. Moreover, online dictionaries operate in a context-specific sequential environment consisting of diverse participant roles (describer/recipient), embodied actions, and grammatical action formats. Additionally, we observe that Wikipedia and image search emerge as supplementary tools to dictionary look-ups. The findings bring new insights into computer assisted language learning, video-mediated interactions, and Virtual ExchangeArticle Citation - WoS: 16Citation - Scopus: 25Idiographic Roles of Cooperating Teachers as Mentors in Pre-Service Distance Teacher Education(Elsevier Ltd., 2012) Koç, Ebru MelekThis study aims to define the roles of cooperating teachers as mentors in the context of distance-learning teacher education. The participants included 358 cooperating teachers who mentored 4th-year student teachers in a Distance English Language Teacher Training Program in Turkey. To determine the roles that were perceived as mentoring roles by the cooperating teachers in the distance practicum, an inventory of 10 primary mentoring functions was constructed. These functions included five primary mentoring roles: 'self-trainer', 'networker, 'social supporter', 'academic supporter', and 'psychological supporter'. The results will contribute to an increased understanding of how cooperating teachers perceive their mentoring roles during distance practicums.Article Citation - WoS: 18Citation - Scopus: 21Development of Mentor Teacher Role Inventory(Taylor and Francis Ltd., 2011) Koç, Ebru MelekThis study aimed to develop and investigate the validity and reliability of the Mentor Teacher Role Inventory (MTRI). A total of 1843 student teachers in the Distance English Teacher Training Program participated in the study. The 58 items of the Mentor Teacher Role Inventory underwent principal factor analysis, which revealed nine factors relating to mentorship and explained 52.971% of the total variance. The KMO value of the MTRI was calculated as.968. The Cronbach's alpha was.951. These results indicated that a reliable and valid MTRI could be used for both the distance English teacher training programme and other distance teacher education programmes.