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    A lesson model for enhancing motivation in EFL writing classes
    (Academy Publisher, 2011) Deneme S.
    Not many students relish writing; instead, they fear it and avoid it. A lack of motivation is the prime reason behind their predicament. Teachers can positively encourage and motivate their students to write by employing the most appropriate teaching techniques and materials in the classroom. This study aims to propose a lesson model for enhancing motivation in EFL writing classes. The suggested lesson plan was experimentally employed wherein the students were observed and interviewed during and after the class. For data collection of the study, we also utilized a combination of classroom observations and product analysis. The collected data when analyzed and interpreted in the findings of the study indicated that the suggested lesson model was effective in motivating the learners well and encouraging them for writing. © 2011 ACADEMY PUBLISHER Manufactured in Finland.
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    A study on language learning strategy use of young turkish learners
    (Academy Publication, 2016) Tezcan S.; Deneme S.
    In this study, language learning strategies (LLS) of 111 8th grade students learning English as a Foreign Language (EFL) in three private primary schools in Edirne are initially investigated. The effect of gender and the achievement of students on the use of LLS are also examined. The data are collected through the Turkish version of SILL of Karahan (2007) adapted from Lan’s (2005) Taiwanese Children’s SILL and are analysed through SPSS (17.0). At the end of the study, the most commonly used LLS by the 8th grade students were investigated. Beside this, the ten most and the least frequently used LLS were also examined. Among these strategies metacognitive, social and affective strategies were found to be the most frequently used language learning strategies whereas memory and cognitive strategies are found to be rarely used ones. In the study, the effect of gender on the use of LLS was identified. Females were found to use LLS more widely than males. Yet, no significant difference was found on the use of LLS between successful and average students. © 2016 ACADEMY PUBLICATION.