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Öğe The Affordances of digital social reading for EFL learners: An ecological perspective(IGI Global, 2021) Solmaz, OsmanThe goal of this study is to illustrate the affordances mediated by digital socio-literacy practices of university-level EFL learners engaging in collaborative reading of texts from an ecological perspective. For this purpose, a total of 38 first-year undergraduate students taking a compulsory EFL course in Turkey participated in the research. Data collected from learners' digital annotations on a digital annotation tool (DAT) and reflective papers were qualitatively analyzed. As a result, the construct of affordance was operationalized in an EFL digital social reading context through indicators derived from learners' annotations. The findings based on student-reported data showed that digital collaborative reading practices had contextual, social, and linguistic affordances for EFL learners. Following the discussion of the findings, the study invites future research to examine L2 learners' practices in a DAT-mediated environment in relation to affordances for specific language areas such as grammar and writingÖğe Autonomous language learning on Twitter: Performing affiliation with target language users through #hashtags(2017) Solmaz, OsmanaThe purpose of this study is to examine the potential of social networking sites for autonomous languagelearners, specifically the role of hashtag literacies in learners? affiliation performances with native speakers.Informed by ecological approach and guided by Zappavigna?s (2012) concepts of `searchable talk` and `ambientaffiliation`, the current study employs an autoethnographic approach by analyzing the researcher?s own Twitterexperiences in his target language, Spanish, over the period of a year. The participant?s journal, tweets andconversations, and both qualitative and quantitative analysis of the hashtags accompanying tweets show thatTwitter has potential to create a space for autonomous learners to enrich their language learning experiences. Thethematic analysis of the data further reveals that hashtags, which perform an affiliative function, enable thelearner to bond around particular values within authentic discourse communities in his target language. Themethodological and practical outcomes of this longitudinal study for second language learning and teachingcontexts are also discussed.Öğe A critical review of research on social networking sites in language teaching and learning(Anadolu University, Faculty of Communication Sciences, 2018) Solmaz, OsmanThe current study aims to present a critical analysis of research on social networking sites (SNSs) in second language teaching and learning (L2TL) context. Twenty-two studies published from 2011 to 2017 were included in the analysis through the selection criteria devised by the researcher. The descriptive analysis reveals that Facebook was the most commonly explored medium, and more than half of the studies featured English language learners in various levels. Following the content analysis of the studies, the emerging aspects of the literature review are treated under five overarching themes: practicing multiple language areas and literacies; authenticity and negotiation of meaning through interaction; development of intercultural competence and socio-pragmatic awareness; membership in L2 communities; and (re)construction of identities. Following an account of pedagogical considerations such as the dynamics of classroom, technical features, and various cultural uses of the SNSs, the study concludes with suggestions and directions for future research in regards to the incorporation of SNSs such as Facebook and Twitter into L2 classrooms.Öğe Developing EFL Learners’ Speaking and Oral Presentation Skills through Pecha Kucha Presentation Technique(2019) Solmaz, OsmanThe goal of this study is to examine the potential of Pecha Kucha presentation style for English languagelearners who are prospective teachers of English. The participants were students enrolled in anadvanced-level speaking course in the English language teaching department of a state university inTurkey between 2016 and 2018. Students were required to make presentations in Pecha Kucha format,a fast-paced, time-constrained presentation technique. As part of the study, 102 students completed anopen-ended survey and a total of 12 students representing cohorts from each year participated in semistructured focus group interviews. Thematic data analysis illustrated benefits of using the presentationstyle such as perceived development in speaking, self-confidence, time management and presentationskills, and drawbacks including an increase in anxiety, steep learning curve, and constraints due to theformat. In addition, the findings showed that English language teacher candidates recognized thetechnique’s potential and reported a high rate of intention to integrate it into their future languageteaching pedagogies. The study is concluded with the discussion of implications for EFL learners, preservice language teachers, and educators in higher education context.Öğe Developing social media literacies through online social reading practices(Springer International Publishing, 2022) Solmaz, Osman; 0000-0003-2983-1177The ubiquitous use of digital technologies led to the emergence of a "participatory culture" (Jenkins H., 2006), which involves engagement through converged content by means of new literacy practices in socio-interactive contexts. Such practices include digital social reading (DSR), which is a collaborative form of participation around a text as the meeting place. This study aimed to show how DSR can be efficiently exploited in language teacher education programs and offers an innovative technological alternative that can be implemented as part of emergency remote teaching practices. For this purpose, the data were collected and consisted of pre-epidemic outbreak DSR activities of 40 English Language teacher candidates and their experiences about the integration of DSR into a language teaching methodology course. The analysis of participants' collaborative practices revealed that social media literacy practices of participants mainly consisted of networking, collective intelligence, appropriation, simulation, transmedia navigation, and judgment. It was further shown that the level and extent of participants' social media literacy practices were not the same. However, most exhibited a wide range of such literacies during the project. The study concludes with the implications of digital social reading and social media literacy practices for a multitude of contexts, particularly at challenging times.Öğe Educational technology research trends in Turkey: Investigating graduate theses in English language teaching(2021) Solmaz, OsmanThe goal of the present study is to investigate educational technology research trends across graduate thesis written in the field of English language teaching and learning between 2016 and 2020 in the context of Turkey. A total of 146 theses were examined by means of a descriptive content analysis methodology. The findings of the study demonstrated that the research focus of the theses was dominated by attitudinal studies and research exploring digital literacies and 21st century skills, while four groups of technologies were strongly prevalent across the theses, which were CALL resources in general, video-based materials, skill-based Web 2.0 tools, and learning management systems (LMS) and e-learning platforms. It was also found that the majority of researchers adopted mixed-methods approach, commonly employed survey, interview, and achievement tests as data collection tools, and frequently analyzed the data by means of quantitative analysis methods. Following the discussion of each finding within the context of both educational technology and English language teaching scholarship, the study concludes with several suggestions in the light of the results.Öğe Efl teacher candidates' inner circle English preferences and the factors behind them(ESOSDER, 2021) Solmaz, OsmanThe goal of the present study was to investigate English language teacher candidates’ Inner Circle English variety (i.e., British and American English) preferences through their language use in pronunciation, vocabulary, spelling, and grammar and to examine individuals’ opinions on the factors affecting their English variety adoption preferences in the context of Turkey. Following the adaption of the instrument employed, the data was garnered from 158 pre-service English language teachers enrolled in an English teacher education program at a state university in Turkey. Chi-square goodness-of-fit tests and descriptive statistics were conducted for the quantitative data analysis, while content analysis was used for the analysis of the qualitative data. The results indicated that English language teacher candidates exhibited a strong preference for American English with respect to pronunciation and vocabulary while neither variety had an overall prevalence for spelling and grammar. Furthermore, the factors contributing to the adoption of an English variant consisted of elements such as perceived easiness of a variety, exposure to popular culture and media, attitudes towards a particular variety, and in-class factors including teachers and materials. Following the discussion in relation to the literature, the study is concluded with pedagogical implications and suggestions for future research.Öğe Embroidering growth: A narrative inquiry into an EFL teacher’s development through linguistic landscapes(Universitat Autonoma de Barcelona, 2024) Solmaz, OsmanThis study explores the Linguistic Landscapes (LL)oriented professional development of an English as a Foreign Language (EFL) teacher through narrative inquiry. Focusing on her LL-centered growth in an educational setting, it captures her personal narratives to understand the impact of LL activities on her professional development. Utilizing interview, narrative frames, an open-ended survey, and an online presentation, the research tracks her journey from learning about LL to integrating it into teaching, conducting research, and writing a thesis. The findings are presented in a narrative through the metaphor of crafting a tapestry, symbolizing the participant’s professional journey. In-depth analysis reveals that the EFL teacher skillfully wove together the LL-centered classroom practices and research insights, creating an intricate tapestry of her professional development and showcasing her unwavering commitment to growth and the transformative impact of LL on her teaching journey. The study offers implications for language teachers’ development and future research recommendations.Öğe Engaging Turkish learners in digital participatory culture through social media-enhanced language instruction(Equinox Publishing Ltd, 2024) Solmaz, Osman; Reinhardt, JonathonResearch has shown that social media can provide valuable tools for L2 teaching and learning, particularly for developing learners’ informal learning of nonacademic interactional registers, socio-pragmatics, culture, and multiliteracies. However, the fact that their benefits are more pronounced in informal contexts due to their quotidian nature poses a challenge for incorporating them into formal language instruction settings. In response, we designed social mediaenhanced instruction for 12 intermediate-level learners of Turkish as a foreign language at a large public American university. Learners were required to post tweets in Turkish and engage with both their colleagues and native speakers of Turkish on Twitter each week, writing biweekly journal entries about their experiences. A mixture of quantitative and qualitative data, consisting of learners’ journal entries, tweets, and the projects they developed as part of the instruction, were collected before, during, and after instruction and then analyzed using grounded qualitative techniques. The findings provide insight into how Turkish learners can engage in various social media literacy practices, developing awareness of everyday Turkish cultural discourses and language uses. The findings highlight the potential of social media-enhanced language learning as a means to engage in digital participatory culture.Öğe An exploratory study of EFL teacher candidates’ webinar experiences during and after the COVID-19 pandemic(Bursa Uludağ Üniversitesi Eğitim Fakültesi, 2023) Aslan, Kardelen; Solmaz, OsmanOnline teacher professional development has become a critical component of the evolving educational landscape, which has been further impacted by the proliferation of digital learning technologies and the COVID-19 pandemic. The present research reports on a study that aimed to explore the experiences of pre-service EFL teachers who attended online professional development webinars during and after the COVID-19 pandemic. The study involved 15 EFL teacher candidates who participated in professional development webinars offered by a variety of global and local institutions. Data were collected through individual and focus group semi-structured interviews and analyzed using thematic analysis. The study found that webinars had a positive impact on the professional growth of English language teacher candidates, providing additional support to their formal education. However, attending webinars also presented several challenges and issues for teacher candidates. The findings of this study provide insights into the use of webinars as a potential platform to address the professional development needs of EFL teacher candidates, with implications and recommendations for teacher education programs.Öğe Exploring High School Students’ Acceptance and Use of Mobile Applications for English Language Learning(2024) Coşkun, Zelal; Solmaz, OsmanThis study explored the perceptions and attitudes of high school English learners towards mobile language learning applications in a southeastern province of Türkiye. It also examined how factors such as gender, age, school type, smartphone ownership, and regular internet access influence the use of these applications among high school EFL learners. The research involved 650 high school students aged 15 to 17 years old, across 9th, 10th, and 11th grades, and was conducted using a mixed- methods approach, predominantly quantitative. Questionnaires were distributed in four public high schools, and semi-structured interviews were conducted with 30 volunteering students. Findings indicated that high school EFL learners generally held positive perceptions and attitudes towards mobile language learning apps, using them for various purposes, including practicing and developing English language skills.Öğe Impacts of digital applications on emergent multilinguals' language learning experiences: the case of Duolingo(Springer, 2024) Solmaz, OsmanDigital mobile applications have impacted foreign language learning by offering accessible and engaging educational tools. This study examines the effect of digital mobile applications on emergent multilinguals' foreign language learning experiences at the tertiary level. Twenty-nine English language teacher candidates engaged with Duolingo-a popular, free mobile application-over a month, studying various foreign languages. Data collected from pre- and post-study reflective journals, discussion board posts, and focus group interviews provided insights into the participants' experiences with the app's features, their perceived language development, and their views on the pedagogical integration of mobile apps in language education. The findings highlighted active student engagement and noted vocabulary improvements, while other language areas showed mixed results. Participants appreciated the app's technical features but criticized its cultural and speech limitations. Despite recognizing digital mobile applications' potential, teacher candidates expressed uncertainty about their classroom integration but intended future pedagogical use. The study concluded with the implications of these interactions for the integration of mobile apps into foreign language education, particularly in multilingual contexts.Öğe Linguistic landscapes tasks in Global Englishes teacher education(Oxford University Press, 2023) Solmaz, OsmanThis cross-sectional study attempts to investigate the impacts of linguistic landscape (LL) tasks on EFL teacher candidates' understanding of English in local and global contexts. To this end, three cohorts of student teachers carried out LL fieldwork, uploaded images of English signage to an LL application, Lingscape, and submitted a mini research paper on the use of Englishes. They also wrote a reflective journal featuring a discussion of their experiences. Qualitative content analysis was utilized to interpret the data for the purpose of illustrating major themes emerging from the data. The findings highlighted a heightened awareness among student teachers towards locating and reflecting on Englishes in everyday contexts, an improved understanding of English as a lingua franca and Global Englishes, and their intentions to adopt Global-Englishes-oriented language teaching practices in the future. The study concludes by discussing the implications of this approach, and calls for a wider inclusion of LL-centred tasks in EFL teacher education curricula.Öğe Lise Öğrencilerinin İngilizce Öğreniminde Mobil Uygulamaları Kabul ve Kullanımlarının Araştırılması(Hakan ÜLPER, 2024) Coşkun, Zelal; Solmaz, OsmanBu çalışmada, Türkiye'nin Güneydoğu Anadolu Bölgesindeki bir ilde İngilizce öğrenen lise öğrencilerinin mobil dil öğrenme uygulamalarına yönelik algı ve tutumları araştırılmıştır. Ayrıca, cinsiyet, yaş, okul türü, akıllı telefon sahipliği ve düzenli internet erişimi gibi faktörlerin lise İngilizce öğrenenler arasında bu uygulamaların kullanımını nasıl etkilediği de incelenmiştir. Araştırma, 9, 10 ve 11. sınıflarda okuyan 15 ila 17 yaşlarındaki 650 lise öğrencisini kapsamaktadır ve ağırlıklı olarak nicel olan karma yöntem yaklaşımı kullanılarak yürütülmüştür. Anketler dört farklı devlet lisesinde dağıtılmış ve gönüllü 30 öğrenci ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Bulgular, lise düzeyindeki İngilizce öğrencilerinin genellikle mobil dil öğrenme uygulamalarına yönelik olumlu algı ve tutumlara sahip olduklarını ve bunları İngilizce dil becerilerini geliştirmek ve pratik yapmak da dahil olmak üzere çeşitli amaçlar için kullandıklarını göstermiştir. Anahtar kelimeler: Mobil destekli dil öğrenme, Yabancı dil olarak İngilizce, İngilizce öğrenimi, Mobil uygulamalarÖğe Liselerdeki İngilizce öğretmenlerinin kişisel ve mesleki gelişim için bilgi ve iletişim teknolojileri (BİT) kullanması(2015) Solmaz, OsmanBu çalışmada liselerde görev yapan İngilizce öğretmenlerinin kişisel ve mesleki gelişim amacıyla Bilgi ve İletişim Teknolojilerini (BİT), özellikle çağımızın bilgiye ulaşma alanında kullanılan önemli araçlardan biri olan İnterneti kullanımını etkileyen faktörler araştırılmıştır. Çalışma aynı zamanda öğretmenlerin kendilerini mesleki anlamda geliştirmek amacıyla ziyaret ettikleri site türlerini ve İnternetin etkin bir şekilde kullanımı için okul yönetiminden ve Milli Eğitim Bakanlığı'ndan beklentilerini incelemiştir. Diyarbakır'ın merkez ilçelerinde bulunan Anadolu Liselerinde ve Özel Liselerde çalışan 45 İngilizce öğretmeni araştırma kapsamına alınmıştır. Nicel veriler, 36 maddelik Likert Tutum Ölçeği ile açık ve kapalı uçlu kısımlardan oluşan bir anket aracılığıyla toplanmıştır. Konunun daha kapsamlı incelenmesini sağlamak için, çalışmada yer almaya gönüllü olan 10 öğretmenle yarı yapılandırılmış yüz yüze görüşme gerçekleştirilmiştir. Nicel verilerin istatistiksel analizi SPSS 16.0 istatistik programı kullanılarak, nitel verilerin analizi ise içerik çözümleme analizi kullanılarak yapılmıştır. Çalışmanın sonuçları liselerde görev yapan İngilizce öğretmenlerinin interneti kişisel ve mesleki gelişimleri için sınırlı bir şekilde kullandıklarını göstermiştir. Sonuçlar öğretmenlerin interneti kelime dağarcıkları ve alımlayıcı becerilerini (Dinleme ve Okuma) geliştirmek için daha fazla kullandıklarını göstermiştir. İnternetin üretken beceriler (Yazma ve Konuşma) ile dilbilgisi ve çeviri alanlarını geliştirme amacıyla kullanımı ise daha sonra gelmektedir. Verilerin istatistiksel analizi yaş, öğretmenlerin çalıştıkları kurum, bilgisayar kullanım becerisi ve bilgisayar kullanım sıklığı gibi faktörlerin İngilizce öğretmenlerinin internet kullanımında anlamlı bir etkiye sahip olduğuna işaret etmiştir. Analiz, cinsiyet ve mesleki tecrübenin kişisel ve mesleki gelişim için internet kullanımını etkileyen faktörler olması hususunda istatiksel olarak anlamsız sonuçlar vermiştir. İngilizce öğretmenlerinden, mesleki gelişimleri için en çok başvurdukları siteleri belirtmeleri istenmiş ve sitelerin değerlendirilmesi sonucunda en çok kaynak sitelerini, forum ve sosyal ağları, çevrimiçi sözlükleri, dergiler, gazeteler ve blogları ziyaret ettikleri anlaşılmıştır. Nicel ve nitel verilerin analizi öğretmenlerin Milli Eğitim Bakanlığı'ndan beklentileri arasında mevcut kitapların kalitesinin iyileştirilerek internette kitapları destekleyen sitelerin oluşturulması, daha iyi bir fiziki altyapı, öğretmenlere hizmetiçi eğitim olanakları sağlanması, hazırlık sınıflarının yeniden olması, öğretmenler için düşük masraflı bilgisayarlar edinme olasılığının oluşturulması ve okullarda daha iyi ve hızlı internet bağlantısı sağlanması olduğunu ortaya koymuştur.Öğe Multilingual and multimodal repertoires as part of identity management on facebook: A case of international students(University Printing Services, 2018) Solmaz, OsmanThe present study examines the multilingual and multimodal repertoires of international graduate students on Facebook, displaying how semiotic and linguistic resources are employed to index multiple aspects of their identity in social media. Drawing on data from semi-structured interviews and social media data of participants, this paper reveals that multilingual students frequently engage in linguistic and multimodal practices by mobilizing a great diversity of semiotic resources in their networks. The findings highlight that international students effectively use their repertoires to deal with a multitude of audiences and build identification performances signaling local and global affiliations. In this respect, the study contributes to the current thinking and investigation of identity management in social media through a mixed-methods approach including social network analysis.Öğe THE NATURE AND POTENTIAL OF DIGITAL COLLABORATIVE READING PRACTICES FOR DEVELOPING EFL PROFICIENCY(2020) Solmaz, OsmanThis study investigates the integration of a digital annotation tool (DAT) into an advancedEnglish as a foreign language reading course. Informed by the recent research, the goals ofthe study are to exhibit the nature of L2 learners’ engagement in digital social readingpractices and illustrate the linguistic benefits of such practices for L2 learning from a learnerperspective. In response to these objectives, a mixed-method research was employed. Theanalysis of the data including digital annotations and learners’ reflection journals reveal thatlearners’ engagement within collaborative reading environments is linked to factors such asthe quality of posts rather than the quantity. In terms of perceived linguistic gains, thefindings indicate that digital collaborative reading enabled learners to achieve a perceiveddevelopment in reading, writing, and vocabulary. The study concludes by suggesting furtherresearch to examine the use of DAT in L2 teaching and learning settings, which highlight theextent of factors influencing L2 learners’ engagement in digital social reading practices.Öğe The nature and potential of digital collaborative reading practices for developing efl proficiency(Informascope, 2020) Solmaz, OsmanThis study investigates the integration of a digital annotation tool (DAT) into an advanced English as a foreign language reading course. Informed by the recent research, the goals of the study are to exhibit the nature of L2 learners’ engagement in digital social reading practices and illustrate the linguistic benefits of such practices for L2 learning from a learner perspective. In response to these objectives, a mixed-method research was employed. The analysis of the data including digital annotations and learners’ reflection journals reveal that learners’ engagement within collaborative reading environments is linked to factors such as the quality of posts rather than the quantity. In terms of perceived linguistic gains, the findings indicate that digital collaborative reading enabled learners to achieve a perceived development in reading, writing, and vocabulary. The study concludes by suggesting further research to examine the use of DAT in L2 teaching and learning settings, which highlight the extent of factors influencing L2 learners’ engagement in digital social reading practices.Öğe Pre-service language teachers’ use of social networking sites for language learning: A quantitative investigation(Hacettepe University, 2019) Solmaz, OsmanThis study examined pre-service language teachers’ attitudes towards social networking site (SNS) use for language learning, their SNS practices for improving their target languages, and the relationship between them. 279 English and German language teacher candidates participated in the surveys designed for the present study. The statistical analyses of the data revealed that pre-service language teachers had positive perceptions towards SNS use for the purpose of language development and they took advantage of SNSs to improve their target languages. It was also found that variables such as participants’ departments, years of study, and self-reported SNS literacies significantly affected their attitudes towards SNS use and their SNS practices. Finally, the quantitative data obtained confirmed a significant correlation between teacher candidates’ attitudes and their SNS practices for language learning in general and for particular skills. The results are discussed within the context of relevant scholarship, and the study is concluded with recommendations for future research.Öğe Social networking sites: Cross-cultural perspectives, implications, and applicable frameworks for L2 teaching and learning(IGI Global, 2018) Solmaz, OsmanThe goal of the paper is to highlight the research examined within the context of social networking sites (SNSs), cross-cultural approaches, and relevant findings and implications for second language teaching and learning (L2TL). Furthermore, the study also investigates applicable frameworks across the academia that can be adapted by applied linguists and L2TL experts in SNS research. For this purpose, relevant findings from other fields of research and their potential implications for L2TL are presented along with applicable theoretical and methodological frameworks. It is pointed out that a number of studies from the fields can contribute to a better understanding of social networking technologies and their roles in language teaching and learning context. Therefore, it is recommended that L2TL experts investigating SNSs should familiarize themselves with SNS research across the academia and they carry out interdisciplinary projects by employing applicable theoretical and methodological frameworks.
