When vocabulary teaching is taken into account in EFL classes in Turkish state primary schools, teachers generally prefer to use classical techniques. The purpose of this study is to find out the effect of a relatively new vocabulary teaching technique; teaching vocabulary through collocations. Pre-test/Post-test Control Group Design was employed in this study.Fifty-nine (59) seventh (7th) grade students from two classrooms in a lower-middle class, suburban state primary school in Konya, Turkey participated in this study. The experimental group was taught new words using collocation technique; the control group was taught new words using classical techniques such as synonym, antonym, definition and mother tongue translation as it was in the previous reading classes before the study. The statistical analysis revealed that teaching vocabulary through collocations results in a better learning of the words than presenting them using classical techniques and enhances retention of new vocabulary items. Teaching vocabulary through collocations can be an effective factor in helping students remember and use the new words easily in primary school EFL classes. Therefore, teachers of English could be encouraged to attach more importance to vocabulary teaching rather than the acquisition of grammar and the use of current vocabulary teaching strategies in their classes.

Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi uyarma gibi diğer tepkilerin etkili olmadığı yönünde görüş bildirdikleri belirlenmiştir. Ayrıca öğretmenlerin hizmet içi eğitim almak istedikleri ancak hizmet içi eğitim uygulamalarını yetersiz buldukları belirlenmiştir.

This study investigated the effects of learning-style based activities on students' reading comprehension skills and self-efficacy perceptions in English foreign language classes. A quasi-experimental, matching-only pretest-posttest control group design was utilized. The study was conducted with freshmen university students majoring in Elementary Mathematics Education at Necmettin Erbakan University in the fall semester of academic year 2012-2013. English was one of their compulsory courses and their self-reported language level was A1/A2 in terms of the self-assessment grid included in the Language Passport which is one of the three components of the European Language Portfolio. A total of 39 students in the experimental group and 39 in the control group participated in the study. The learning-style based activities were implemented in the experimental group, while the control group continued with routine classroom instruction without any attention to their learning styles. Both groups received three one-hour sessions weekly, for a total of eight weeks. Both the Reading Comprehension post-test scores and the Self-Efficacy Scale for English post-test scores were significantly different in favor of the experimental group. Also, a significant moderate positive correlation was found between English reading comprehension achievement and English self-efficacy. It can be concluded that learning-style based activities enhanced reading comprehension skills and English self-efficacy perceptions during this study.

The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in Turkey. Data were collected via Turkish version of "Strategy Inventory of Language Learning (SILL)", originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007) and "Big 16 Learning Modality Inventory" by Şimşek (2002). Data were analyzed by using descriptive statistics and the Pearson's correlation coefficient. The research results revealed that learning styles have a significant effect on language learning strategy use. The results and implications of the study are discussed and suggestions for future research are offered.

The purpose of this study was to investigate pre-service English as a foreign language (EFL) teachers’ self-efficacy beliefs. The study was a descriptive study based on a single screening model. A total of 291 freshman, sophomore, junior and senior students studying at a state university in Turkey during the fall semester of the academic year 2018-2019 participated in the study. Teachers’ Sense of Efficacy Scale (TSES) which was originally developed by Tschannen-Moran & Woolfolk Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu, and Sarıkaya (2005) was used to determine pre-service EFL teachers’ self-efficacy beliefs. Pre-service EFL teachers’ self-efficacy beliefs were analyzed by descriptive statistics.  Differences in participants’ self-efficacy perceptions by class level were analyzed by one-way ANOVA. The Tukey multiple comparison test was used to determine significant differences among the different class levels. Research results revealed that pre-service EFL teachers had relatively high-level teacher self-efficacy perceptions in general and for classroom management, student engagement and instructional strategies subscales. Also, it was found that juniors had significantly higher scores than sophomores in both total scale and student engagement subscale. Total and subscale scores at other class levels did not differ significantly.  It was suggested that pre-service EFL teachers’ self-efficacy perceptions should be considered with greater attention in the ELT program at the university and special efforts are required to strengthen seniors’ self-efficacy perceptions.

The primary purpose of this study was to examine the relationship between language learning strategy use and foreign language achievement, focusing on differences in gender. A total of 263 English as a foreign language students enrolled in English preparatory class program at Necmettin Erbakan University, School of Foreign Languages participated in the study. This was a descriptive study in relational screening model. The Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007), was used as the data collection tool. Results from the study indicated that metacognitive strategies were the most frequently used strategies among the participants, while cognitive strategies were the least frequently used. There was no significant difference between the male and female students in terms of language learning strategy use except memory strategies. Also, low but statistically significant positive correlations were observed between foreign language achievement and cognitive (r=0.23; p=0.00), compensation (r=0.16; p=0.01) and metacognitive strategies (r=0.15; p=0.02). The findings reported in the study suggest that high-level strategy use could affect students’ achievement in foreign language preparatory classes.

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The English preparatory program organized by School of Foreign Languages is a yearlong English teaching program offered for students who plan to study in one of the departments at Necmettin Erbakan University. The purpose of this study was to investigate the effectiveness of compulsory English preparatory program at Necmettin Erbakan University School of Foreign Languages. A mixed-method research design was employed in which both quantitative and qualitative approaches were used. In the quantitative part of the study, the proficiency test administered at the beginning of the academic year was used as the post-test to assess the students' progress in English. A total of 70 students participated in the quantitative phase of the study. Also, semi-structured, face-to-face interviews were conducted with 20 preparatory class students in the qualitative part. The results of the quantitative data showed that students' scores improved significantly over the academic year. The results of the qualitative data analysis supported the quantitative findings. It can be concluded that English preparatory program improved students' proficiency in English though some deficiencies were noted.Keywords: English preparatory program, evaluation of English preparatory program, compulsory preparatory program.ÖZ: Yabancı Diller Yüksekokulu tarafından düzenlenmekte olan İngilizce hazırlık programı, Necmettin Erbakan Üniversitesi bünyesinde bulunan bölümlerden birinde öğrenim görmeyi planlayan öğrencilere yönelik bir yıl süreli bir İngilizce öğretim programdır. Bu çalışmanın amacı Necmettin Erbakan Üniversitesi Yabancı Diller Yüksekokulu'nda sunulan zorunlu İngilizce hazırlık programının etkililiğinin değerlendirilmesidir. Çalışma, nitel ve nicel araştırma yöntemlerinin birlikte kullanıldığı karma araştırma deseni ile yürütülmüştür. Araştırmanın nicel boyutu kapsamında akademik yılın başında yapılmış olan seviye tespit sınavı öğrencilerin İngilizce gelişimlerinin analiz edilmesi amacıyla son-test olarak kullanılmıştır. Araştırmanın nicel aşamasına toplam 70 öğrenci katılmıştır. Ayrıca nitel boyut kapsamında toplam 20 öğrenci ile yarı yapılandırılmış yüz yüze görüşmeler gerçekleştirilmiştir. Nicel verilerin analizi sonucunda öğrencilerin puanlarının akademik yıl sonunda anlamlı düzeyde arttığı görülmüştür. Nitel verilerin analizi ile elde edilen sonuçlar nicel sonuçları destekler niteliktedir. Zorunlu İngilizce hazırlık programının bazı eksikliklerin bulunmasına karşın öğrencilerin İngilizce yeterlik seviyelerini anlamlı düzeyde geliştirdiği sonucuna ulaşılabilir.Anahtar kelimeler: İngilizce hazırlık programı, İngilizce hazırlık programının değerlendirilmesi, zorunlu hazırlık programı.