Academic Language Tasks in Discipline-Specific Courses: Insights from three English-Medium Instruction Universities

Demirkol, Tuba; Bayram, İlknur; Canaran, Özlem

doi:10.14689/ejer.2021.94.5

Cited by 2 publications

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“…In another correlational study, Arpacı-Somuncu (2016) found a positive relationship between tertiary level EFL students’ willingness to communicate, cognitive flexibility, and communication strategies. Looking at an EAP context, Demirkol et al (2021) indicated that giving speeches and asking and answering questions in conferences were the most difficult task for undergraduate learners in EMI universities. In addition to those studies that had a more experimental nature, for instance, looking at the role of extensive reading (Yakut, 2020), the use of Pecha Kucha technique (Solmaz, 2019), the use of L1 (Yüzlü & Atay, 2020), as well the effect of pressured online planning (Tuzcu & Yalçın, 2020) on L2 learners’ speaking and pronunciation, researchers have also adopted a more naturalistic approach to examine the ways in which EFL teachers promoted extended student talk (Gümüşok & Balıkçı, 2020) and provided oral corrective feedback (Ölmezer-Öztürk & Öztürk, 2016).…”

Section: Classroom Processes and Instructional Practicesmentioning

confidence: 99%

Applied linguistics and language education research in Turkey: 2016–2022

Hart

Aydınlı²

2023

Lang. Teach.

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This systematic review of 170+ journal articles showcases the current trends and developments in Turkey-based applied linguistics and language education research between 2016–2022. The current review presents similarities to the previous reviews (Alptekin & Tatar, 2011; Aydınlı & Ortaçtepe, 2018) in terms of trends and practices that indicate a vibrant research scene and a community of practice in Turkey within language education and applied linguistics research. While certain research areas such as instructional technologies remain widely popular among Turkey-based scholars, there has been growing interest in multiculturalism, social justice language education, critical pedagogy, and culturally responsive teaching. It was also clear in our analysis that the demands by the Higher Education Council for academic promotion exacerbated some of the already-existing challenges also noted in the previous reviews. Some of the concerns include pre- and post-test study designs that focus on practical concerns and outcomes rather than on processes that would lead to conceptual or theoretical development; and lack of engagement with broader (inter)disciplinary debates. We hope that this review will help establish conversations among fellow scholars in terms of future directions that applied linguistics and language education research in Turkey can take in order to contribute to the larger discussions in the field.

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Section: Classroom Processes and Instructional Practicesmentioning

confidence: 99%

Applied linguistics and language education research in Turkey: 2016–2022

Hart

Aydınlı²

2023

Lang. Teach.

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“…The project method has practical professional orientation and a specific goal (Hugerat, 2016) contributing to students' independent activity, orientation towards a result, socially driven interaction within the educational process (Malyuga, 2016), and the realization of interdisciplinary communications in the learning process (Leat, 2017;Demirkol et al, 2021).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Effective Integration of Distance Courses Through Project-Based Learning

Malyuga

Petrosyan

2022

Front. Educ.

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The paper aims to single out critical success factors contributing to efficient implementation of distance learning practices and to explain the role of project-based learning in ensuring effective teaching of profession-oriented foreign language in a distance format. The authors argue in favor of distance learning as a beneficial educational tool providing for the training of large groups of people regardless of the place of residence and placing a priority on students’ individual capacities. Study design included a preliminary survey of 150 respondents specializing in the natural sciences and the humanities identifying the key analysis criteria, a complex of experimental online lessons incorporating project-based teaching principles, and a summarizing questionnaire verifying respondents’ post-experiment outlooks. The methodology of empirical research was based on a systematic approach and deployed the methods of pedagogical observation, project-based teaching, sociological research, and statistical analysis using Neural Designer software for calculating questionnaire results. Analyzing the obtained results, the authors conclude that: 1) Students specializing in the humanities have a higher motivation to study related minor subjects; 2) interdisciplinary integration using the English language allows to achieve a cumulative effect for major and related minor subjects; 3) interdisciplinary integration based on the project method is an effective means of improving academic performance in major subjects; 4) interdisciplinary integration based on the project method makes it possible to acquaint students with the best practices in their chosen specialty; 5) project method allows to achieve related didactic goals—self-expression, independent continuous learning and the formation of professional competencies.

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Academic Language Tasks in Discipline-Specific Courses: Insights from three English-Medium Instruction Universities

Cited by 2 publications

References 0 publications

Applied linguistics and language education research in Turkey: 2016–2022

Applied linguistics and language education research in Turkey: 2016–2022

Effective Integration of Distance Courses Through Project-Based Learning

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