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Öğe The Age factor in foreign language acquisition : a comparison of the anxiety levels of high school and university students(Trakya Üniversitesi, Sosyal Bilimler, 2014) Uzun, Kutay; Ögeyik, Muhlise CoşgunThe aim of the present study is to find out the foreign language anxiety levels of high school and university students in Edirne. A descriptive study in nature, this thesis compares the foreign language anxiety levels of the participants, including the comparisons of their communication apprehension, fear of negative evaluation and test anxiety levels. The participants of the study consisted of 569 students. 385 students who participated in the study were high school students and 184 were university students. The study was conducted in the spring term of 2012-2013. The Foreign Language Classroom Anxiety Scale (FLCAS), developed by Horwitz, Horwitz & Cope (1986) was used for data collection. In order to conduct in-depth analysis on the collected data, the 3-factor model of the FLCAS developed by Huang (2008) was used. The analysis results revealed that the older age group experienced foreign language anxiety as well as communication apprehension, test anxiety and fear of negative evaluation stronger than the younger group. Moreover, female participants of the study were found out to have a higher level of foreign language anxiety, communication apprehension, test anxiety and fear of negative evaluation than their male counterparts. The results also suggested that university students experienced foreign language anxiety at a higher level than high school students, including the three subdomains. It was observed in the results that the participants whose parents had an academic degree at any level experienced a lower level of foreign language anxiety, including the subdomains except for test anxiety. Lastly, according to the results, the participants with a higher perceived English level experienced foreign language anxiety at a lower level than those with a lower perceived English level.Öğe Classification of L2 Thesis Statement Writing Performance Using Syntactic Complexity Indices(Bulgarian Acad Sci, Inst Bulgarian Lang, Dept Computational Linguist, 2020) Uzun, KutayThis study primarily aimed to find out if machine learning classification algorithms could accurately classify L2 thesis statement writing performance as high or low using syntactic complexity indices. Secondarily, the study aimed to reveal how the syntactic complexity indices from which classification algorithms gained the largest amount of information interacted with L2 thesis statement writing performance. The data set of the study consisted of 137 high-performing and 69 low-performing thesis statements written by undergraduate learners of English in a foreign language context. Experiments revealed that the Locally Weighted Learning algorithm could classify L2 thesis statement writing performance with 75.61% accuracy, 20.01% above the baseline. Balancing the data set via Synthetic Minority Oversampling produced the same accuracy percentage with the Stochastic Gradient Descent algorithm, resulting in a slight increase in Kappa Statistic. In both imbalanced and balanced data sets, it was seen that the number of coordinate phrases, coordinate phrase per t-unit, coordinate phrase per clause and verb phrase per t-unit were the variables from which the classification algorithms gained the largest amount of information Mann-Whitney U tests showed that the high-performing thesis statements had a larger amount of coordinate phrases and higher ratios of coordinate phrase per t-unit and coordinate phrase per clause. The verb phrase per t-unit ratio was seen to be lower in high-performing thesis statements than their low-performing counterparts.Öğe Compulsory English Courses in Higher Education: A Source of Angst or Thrill?(Journal Language Teaching & Learning, 2017) Uzun, KutayPositive psychology is a significant determiner of successful learning outcomes, in whose absence learning may be negatively affected. In the case of compulsory English courses, it is suspected that negative psychology may outweigh its positive counterpart since many students indicate reluctance to attend those classes. In that respect, the present study aims to measure the levels of Foreign Language Enjoyment and Foreign Language Anxiety and compare two psychological constructs to reveal which one is more dominant in a compulsory English course. The participants are 166 undergraduate freshman students taking the aforementioned course. The results show that, although the course is compulsory and every student has to take it, Foreign Language Enjoyment outweighs Foreign Language Anxiety. The implications of the findings are discussed with reference to current psychological theories in the conclusion section. (C) Association of Applied Linguistics. All rights reservedÖğe Direct Vs Indirect Written Corrective Feedback: An Action Research(Trakya Üniversitesi, 2020) Uzun, Kutay; Köksal, HandanBu çalışmanın amacı, bir mühendislik fakültesininİngilizce Hazırlık sınıfına devam etmekte olan 28 öğrenci için yabancı dilde yazmaöğretiminde doğrudan veya dolaylı olarak sağlanan düzeltme geribildirimitürlerinden hangisinin daha faydalı olduğunun saptanmasıdır. Eylemaraştırması şeklinde tasarlanan çalışmanın gözlem ve yansıtma aşamaları varolan düzeltme geribildirimi uygulamasının incelenmesi şeklindegerçekleştirmiştir. Eylem aşamasında ise öğrenciler işbirlikçi bir yazmaetkinliği için altı gruba bölünmüş, bu gruplardan üçüne doğrudan, üçüne isedolaylı düzeltme geribildirimi sağlanmıştır. Değerlendirme aşaması için yarıyapılandırılmış öğretmen gözlemi, katılımcı tartışmalarının ses kaydı veyansıtma sorularına verilen yanıtlar kullanılmıştır. Bulgular, her iki düzeltmegeribildirimi türünün de katılımcılar için faydalı olduğunu göstermektedir.Ancak, dolaylı düzeltme geribildirimi uygulamasının aynı zamanda doğrudan düzeltmegeribildirimi ihtiyacı doğurduğu göz önüne alındığında, bu tür düzeltmegeribildiriminin sınıf içi kullanım için daha uygun olduğu görülmüştür.Öğe THE EFFECT OF A RESEARCH METHODS COURSE ON THE ATTITUDES TOWARDS RESEARCH AMONG PRE-SERVICE ENGLISH TEACHERS(2020) Uzun, KutayResearch skills are considered to be anintegral part of teacher education. However, how toteach research and how teaching practices influenceattitudes towards research are underresearched areaswithin the field of teacher education. Therefore, thisstudy aimed to evaluate the effects of a compulsoryresearch methods course given in the second year ofan English Language Teaching (ELT) department ata public university in Turkey. An embedded mixedmethods design was used to find out how the courseinfluenced research attitudes and how it wasperceived by 46 2nd year undergraduate students ofELT. A psychometric scale was used to measureattitudes towards research before and after thecourse. An open-ended questionnaire was alsoutilized for the evaluation of the course by theparticipants. The results indicated a decreasing trendin the attitudes towards research. The findings implythat increasing the course hours and decreasing thenumber of take-home tasks are needed for morepositive attitudes towards research among theparticipants.Öğe The Effects of Genre-Based Instruction and Genre-Focused Feedback on L2 Writing Performance(Routledge Journals, Taylor & Francis Ltd, 2020) Uzun, Kutay; Topkaya, Ece ZehirAlthough Genre-Based Instruction (GBI) was proposed as a solution to L2 writing-related problems many years ago, its contribution to writing performance has not been extensively studied and the assessment instruments used in genre studies typically pertain to linguistic theories older than the Systemic Functional Linguistics (SFL). Moreover, even though a feedback typology suitable to genre-based contexts has been proposed, it has never been empirically tested. For these reasons, this study aimed to test the effects of GBI and Genre-Focused Feedback (GFF) over the period of one semester with a genre-based assessment instrument. Secondly, the study aimed to find out if providing GFF as Hand Holding or Bridging made any difference in the development of the mastery of the literary analysis essay. The findings showed that there was an improvement in the mastery of the genre as confirmed by an embedded mixed methods design. The type of GFF made no difference in the development of the mastery of the genre. The results suggested that GBI and GFF can be integrated into content courses to increase both content and course-related genre knowledge.Öğe L2 writing anxiety, working memory, and task complexity in L2 written performance(Pergamon-Elsevier Science Ltd, 2023) Guvendir, Emre; Uzun, KutayBuilding on the Attentional Control Theory proposed by Eysenck et al. (2007), this study aims to investigate the potential effect of L2 writing anxiety on the syntactic complexity of English learners' written texts by accounting for working memory as a potential mediator, while also examining the impact of L2 writing anxiety on learner texts' syntactic complexity under high and low cognitive demands, and testing whether syntactic complexity is reduced in written texts produced under high cognitive demand. The participants were 126 learners of English as a Foreign Language, divided into low and high-writing anxiety groups while their reading anxiety, working memory capacity, and previous writing scores were kept equal. Each participant completed two integrated L2 writing tasks with varying cognitive loads. Empirical findings of this study show that high L2 writing anxiety may play a suppressive role on learners' working memory, thereby resulting in reduced syntactic complexity in written texts produced. Further-more, consistent with previous research, this study documents the negative impact of L2 writing anxiety and highlights the influence of high cognitive load tasks on L2 learners' syntactic complexity in text production.Öğe MÜTERCİM-TERCÜMANLIK BÖLÜMÜ LİSANS ÖĞRENCİLERİNİN YABANCI DİL DERSLERİNDE ÇEVİRİNİN KULLANILMASINA YÖNELİK TUTUMLARI(2013) Deneme, Selma; Uzun, Kutay; Ergin, DemiraliBu çalışma Mütercim-tercümanlık Bölümü lisans öğrencilerinin yabancı dil derslerinde çevirinin kullanılmasına yönelik tutumlarını ölçmek amacıyla yapılmıştır. İlgili literatürün incelenmesinden sonra, veri toplama aracı olarak Russell ve Hollander (1975) tarafından geliştirilen Biyoloji Tutum ölçeği ve Liao (2006) tarafından geliştirilen Çeviri Görüş Ölçeği birleştirilip çalışmaya uygun bir şekilde düzenlenerek kullanılmıştır. Geçerlilik ve güvenilirlik hesaplamaları ölçeğin kabul edilebilir düzeyde geçerli ve güvenilir olduğunu göstermiştir. Araştırmaya katılan erkek öğrencilerin bayan öğrencilerden daha yüksek oranda olumlu tutuma sahip olduğu hesaplanmıştır. ,Çevirinin Kullanışlılığı' alt boyutunda ise üçüncü sınıf öğrencilerinin birinci ve ikinci sınıf öğrencilerine göre daha düşük oranda olumlu tutuma sahip olduğu tespit edilmiştir. ,Çevirinin Önündeki Duygusal Engeller' alt boyutunda, üçüncü sınıf öğrencileri birinci sınıf öğrencilerine göre daha yüksek düzeyde olumlu tutum beyan etmişlerdir. Yine bu alt boyutta, İngilizce Mütercim-Tercümanlık öğrencileri Almanca Mütercim-Tercümanlık öğrencilerine göre daha yüksek oranda olumlu tutuma sahip olduklarını göstermişlerdir. Sonuç bölümünde ise çalışmanın sonuçları bilimsel literatür ışığında incelenmiş ve öğretim uygulamalarına yönelik öneriler sunulmuşturÖğe Performance prediction strengths of noun and verb phrases in L2 writing: Comparison of density and complexity variables(Elsevier Sci Ltd, 2021) Uzun, KutayThis study aimed to compare different noun and verb phrase density and complexity variables regarding if and how strongly they could predict L2 writing performance. 183 short literary analysis essays with analytically-obtained scores, written in an English as a Foreign Language context, were used as the corpus of the study. The scores were divided as low, mediocre and high scores by K-means cluster analysis. Separate regression models were built for each group using Complex Nominal per T-unit, Complex Nominal per Clause, Noun Phrase per Sentence, Noun Phrase per 1000 Words, Verb Phrase per T-unit, Verb Phrase per Sentence and Verb Phrase per 1000 Word as predictor variables. A multivariate model of noun phrase complexity was also tested. The results showed that Complex Nominal per T-unit was the strongest predictor of high performance. Verb Phrase per 1000 Words was the only significant verb phrase-based (negative) predictor of high performance. Mediocre performance could only be predicted by Complex Nominal per Clause. Low performance could not be predicted by any of the noun or verb phrasebased variables. The results confirm that noun phrase complexity develops across performance levels; however, more traditional (length based) complexity indices may be more useful to explain low performance.Öğe THE RELATIONSHIP BETWEEN GENRE KNOWLEDGE AND WRITING PERFORMANCE(Univ Nis, Fac Sci Math, 2017) Uzun, KutayGenre knowledge can be defined as the type of knowledge that is required to communicate within a discourse community. As an integral part of the academic community, students are also expected to conform to the conventions of particular genres in their assignments, reports or presentations. However, the literature relevant to Genre Knowledge in the Turkish higher education context appears to be indicating a gap regarding if and how the knowledge of a particular genre is related to the written composition profiles of learners. In this respect, the present study aims to find out if genre knowledge is related to writing performance in terms of content, organization, vocabulary, language use and the mechanics of writing. To meet the aims of the study, a quantitative and cross-sectional study design was employed in the setting of a compulsory English Literature course in an ELT department, during which students are frequently assigned to write literary analysis essays. Since the study is of a correlational nature, 30 literary analysis essays were collected from second-year ELT students with low, middle and high levels of genre knowledge, which was assessed by means of a checklist, developed and validated by Uzun (2016) in the same context to assess the level of adherence to the genre conventions of literary analysis essays. The ESL Composition Profile of Jacobs et al. (1981) was used to assess essay writing performance. The relationship between genre knowledge and writing performance was sought for through correlation analyses. Group comparisons were made by means of Kruskal Wallis and Mann Whitney U tests. The findings are discussed in the conclusion section.Öğe TRACING NEGATIVE TRANSFER IN THE LEXICAL COLLOCATIONS USED BY TURKISH LEARNERS OF ENGLISH IN WRITTEN TEXTS(2020) Uzun, KutayA category within lexical transfer, collocation transfer is a significant phenomenon within language production which may have negative effects on writing quality when demonstrated in the form of negative transfer. However, studies on collocation transfer in the texts written by writers of English as a Foreign Language appear to be somewhat limited. In this respect, this study aimed to reveal if the frequently used lexical collocations by undergraduate learners of English with a Turkish L1 background in their written production demonstrated negative collocation transfer. To this end, a corpus of 160 literary analysis essays written by 2nd year undergraduate students of an English Language Teaching (ELT) department in Turkey were investigated to trace negative collocation transfer from Turkish to English. The Detection, Explanation, Evaluation model was used for the analysis of the collocations. The findings indicated that around a quarter of the collocations used by the writers in their texts were negatively transferred from Turkish. The results highlighted the importance of teaching collocations in EFL contexts.Öğe THE USE OF CONJUNCTIONS AND ITS RELATIONSHIP WITH ARGUMENTATIVE WRITING PERFORMANCE IN AN EFL SETTING(Univ Nis, Fac Sci Math, 2017) Uzun, KutayCohesive devices are important elements in that they contribute to the overall quality of writing in terms of establishing connections, actualizing transitions and linking ideas. Related to this, conjunctions also carry the same importance as cohesive devices since they connect paragraphs, sentences and clauses. In this regard, the present study aims to document the use of conjunctions by upper-intermediate and advanced learners of EFL in their argumentative essays and look for potential relationships between the frequency of the use of conjunctions and argumentative essay performance. The study is of a descriptive nature, utilizing quantitative data to conduct analyses. The corpus for the study is comprised of 160 argumentative essays written by 40 students throughout one semester in an English Literature course. The frequency values regarding the use of conjunctions for each essay in the corpus were formed by the researcher taking Halliday and Hasan's (1976) taxonomy of conjunctions as a basis. For the scoring of the essays, a holistic rubric developed for the scoring of argumentative essays was preferred. The use of conjunctions in the corpus was reported as frequencies and percentages classfying them under the subtitles of additive, adversative, causal and temporal. Spearman's Rank Order Correlation Coefficient was computed to see if there was a relationship between argumentative writing performance and the frequency of conjunction use. The findings are discussed in relation to relevant litearture in the conclusion section.Öğe The Use of Lexical Bundles and the Definite Article ‘the’: A Core Expression Analysis(2018) Uzun, KutayEven though the learning and use of formulaic language is an important aspect of language learning, the study of lexical bundles, which are within the scope of formulaic language, appears to be an under-researched area in the domain of language learning and teaching. In this respect, the present study aimed to contribute to the literature by providing an account of the use of lexical bundles which included the definite article ‘the’ in a corpus of 160 literary analysis essays written by 2nd year English Language Teaching students throughout a compulsorily taken English Literature course at a Turkish university. The secondary aim of the study was to test the functionality of the Core Expression Analysis method proposed by Shin et al. (2018) for the detection of attempted but erroneous lexical bundles which were typically left undetected by concordance analysis software since they deviated from standard forms. Lastly, the study aimed to perform error analysis on the lexical bundles which involved inaccurate uses of the definite article ‘the’. The results showed that the use of the definite article ‘the’ within the corpus were generally accurate and all of the inaccurate uses were due to omission errors. The findings also confirmed the functionality of Shin et al.’s (2018) Core Expression Analysis method to analyse attempted lexical bundles through the analysis of core expressions.
