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    Attitudes of Adult EFL Learners towards Preparing for a Language Test via CALL
    (Igi Global, 2017) Bekleyen, Nilufer; Celik, Serkan
    The present study focuses on the attitudes of adult language learners towards an Internet-based computer program designed to prepare the users for a language test. The participants were the attendees of a YDS (National Foreign Language Examination offered by the Turkish Council of Higher Education) preparation course which was conducted at a state university in Turkey. Sixty participants contributed to the study. Their attitudes towards Computer Assisted Language Learning (CALL) were measured via two different instruments: a questionnaire and an interview. The results indicated that lower level learners had significantly better attitudes towards CALL compared to higher level learners. In general, the participants found computers to be more interesting, motivating and encouraging but did not consider the traditional classroom teaching substitutable with CALL. The findings revealed no significant changes pertaining to the participants' attitudes towards CALL after their language learning experience with computers for four months.
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    Can I Teach English to Children? Turkish Preservice Teacher Candidates and Very Young Learners
    (Routledge Journals, Taylor & Francis Ltd, 2011) Bekleyen, Nilufer
    This study was conducted in the English Language Teaching Department of a state university in Turkey. The aim of the study was to examine the differences in attitudes of teacher candidates before and after their short-term teaching experience with very young learners (VYL) of English. The study was performed during the first term of the educational year. Within the scope of this study, preservice English teacher candidates were provided the opportunity to practice teaching English to VYL under the supervision of their instructor. This study reports the results of their experiences and their attitudinal changes towards teaching English to VYL. The findings suggest that the attitudes of teacher candidates changed substantially after their practice teaching experiences. Other findings suggest that a colorful atmosphere in the classroom and a variety of activities attract students' interest and help create a more successful learning environment.
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    An Examination of Language Achievement Tests Administered in Primary Education
    (Ani Yayincilik, 2010) Bekleyen, Nilufer
    Problem Statement: Testing student performance during the teaching process is one of the resposibilities of language teacher. Tests may have harmful or beneficial effects on teaching and learning. Language tesing requires testing different skills and therefore, it is more complicated than testing for other subject areas presented in schools. On the other hand, an achievement test is very important for education purposes, because, in addition to evaluating student performance, it has additional aims such as finding the areas of difficulty or providing students with the details of their performance. Purpose of the Study: The purpose of this study was to examine the language tests prepared for the primary education system in Turkey. The study also aims to determine the language skills that are considered important by language teachers in language tests as wall as the distribution of language skills and elements in tests. Method. A descriptive research was performed in this study. Sixteen schools in Diyarbakir, Turkery, were chosesn as samples. The instruments included a questionnaire prepared by the researcher and achievement test papers administered to the 8(th) grade studens attending the sample schools. Thirty teacher answered the questionnaire and 55 test papers were examined. Findings and Results: The results in indicated that grammar is the most frequently tested element in language tets followed by vocabulary. Language skills, especially listening and speaking, are generally neglected. Conclusions and Recommendations: The examples presented in this study show that teacher in primary schools tend to test grammar and vocabulary instead of language skills. To help the language teacher improve their testing skills, in-service testing courses could be prepared by institutions or by the Ministry of Education. In addition, teachers may be provided with booklets giving practical information about test preparation or a Web page can be prepared with explanations and sample test papers.
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    Helping teachers become better English students: Causes, effects, and coping strategies for foreign language listening anxiety
    (Elsevier Sci Ltd, 2009) Bekleyen, Nilufer
    Foreign language anxiety is a psychological factor that may crucially affect student performance. Although many researchers have investigated the effect of anxiety, few have studied listening comprehension. In particular, listening anxiety among language teachers has yet to be examined. This article reports the results of a study on foreign language listening anxiety (FLLA) among language teacher candidates (TCs). The research data was collected with the use of quantitative and qualitative methods, including two questionnaires, open-ended interviews and listening tests. The findings revealed that TCs had high FLLA levels. The respondents' answers to the open-ended questions revealed that one source of their anxiety was the low priority placed on listening in their previous foreign language education. Another source of anxiety was their failure to recognize the spoken form of a known word, segments of sentences or weak forms of words. The main effects of FLLA were found to be avoidance and physical symptoms. (C) 2009 Elsevier Ltd. All rights reserved.