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Öğe CEFR and Eye Movement Characteristics during EFL Reading: The Case of Intermediate Readers(2016) Dolgunsöz, Emrah; Sarıçoban, ArifBu çalışma öncelikle yabancı dilde okuma seviyesi ve göz hareketleri arasındaki ilişkiyi incelemeyi ve göz takip tekniğini kullanarak ADOÇ seviyeleri (B1-B2) arasındaki okuma becerisi açısından göz hareketlerini tanımlamayı amaçlamaktadır. 57 yabancı dil olarak İngilizce öğrenen katılımcı 2 deneysel ortamda test edilmiştir: Doğal okuma ve izole cümle uyarıcıları. Her iki deneyin sonuçları ortaya çıkarmıştır ki total fixation süresi ve first pass süresi dil seviyesi tarafından önemli derecede belirlenirken, second pass ve single fixation süreleri uyarıcı endekslidir. Dahası, her iki deneyde de B2 seviyesindeki öğrenciler B1 öğrencilerine nazaran daha az total fixation, first pass ve second pass oranları harcamışlardır. Bulgular göstermiştir ki göz hareketi özellikleri okuma becerisinin gelişmesiyle birlikte farklılık göstermektedir. Bunun yanı sıra gelecekte öğrencilerin okuma davranışlarının çevrimiçi gözlemlenebilmesi için göz takip tekniğinin eğitim amaçlı kullanımının üzerinde durulmuştur.Öğe A Cross-Cultural Analysis of a Turkish EFL Textbook: Hu and McKay's Analytic Framework(2023) Yiğit, Monireh Azimzadeh; Dolgunsöz, EmrahDue to rapid globalization, culture is an essential element of foreign language pedagogy. Cross-cultural communication and foreign language learning have become increasingly important since it provides the common basis for intercultural contact. Textbooks are crucial pedagogical resources in the EFL context since they are the primary sources of building intercultural understanding. The main purpose of this study was to explore how a local Turkish EFL textbook presented interlingual and intercultural diversity in Turkish EFL classrooms. Hu and McKay's (2014) analytic framework was adopted to investigate the linguistic and cultural contents of the textbook. The findings revealed that the textbook needed more group work activities, which does not promote communication enough. In addition, the cultural content was dominated by the native culture (Turkish). In the textbook, mainstream contexts (i.e., family, school, holidays) along with local Turkish cultural elements formed the majority of the settings. In addition, places, names, and events were mainly from Turkiye, while these elements from other cultures, including Anglo-American, were limited. Finally, cross-cultural conversations were included; however, the topics chosen were about Turkiye and popular culture. These findings were discussed regarding cross-cultural communication, EIL and practical ELT pedagogy.Öğe The effect of family characteristics on communication apprehension during online EFL courses in the Covid-19 remote education period(2021) Dolgunsöz, EmrahThe covid-19 pandemic has caused a dramatic transformation in education systems in which face-to-face education was canceled to protect public health in many countries. Homes of the learners turned into classrooms and families have found themselves in the middle of formal education more than ever before. This study aimed to examine the effect of family size on English as a Foreign Language (EFL) communication apprehension (CA) during online foreign language courses. 223 learners of EFL participated in the quantitative part while 37 learners were interviewed for the qualitative procedures. The initial quantitative results indicated a low to moderate oral participation rate in the online EFL courses. The further quantitative findings showed that the number of members in a family predicted CA in online language courses. In the second part of the study, the qualitative results revealed that younger members of the family interrupted the online courses most. Other distractors related to family life were external noises (i.e. guests, street noise) and domestic responsibilities (i.e. cooking, cleaning, working). Parents and elder members of the family were found to have a minimal effect on CA during online courses. The results were discussed in terms of remote education, family, and CA along with pedagogical implications.Öğe The effect of virtual reality on EFL writing performance(2018) Dolgunsöz, Emrah; Yıldırım, Gürkan; Yıldırım, SerkanToday technological developments emerge in a blink of an eye with an astounding speed and each update ordevelopment is investigated by educational researchers to contribute educational research and practice. VR(Virtual Reality), one of these technologies, can be defined as the visual technology in which a personexperiences various virtual environments through dedicated hardware and software. Having adopted a SequentialExploratory Mixed Method, the current research was inspired by the virtual opportunity provided by VRtechnologies and aimed to examine the effect of VR experience on developing EFL writing skills. 24 freshmanEFL students initially attended a semi-structured interview and watched a VR and a 2D traditional video indifferent time periods. After completing a short writing task, learners were interviewed again for post-experienceopinions. The results showed that (1) EFL learners were aware of VR technology, (2) VR experience did notaffect short term writing performance but was found to be promising in the long run and (3) a majority oflearners enjoyed VR videos but also expressed a number of technical limitations such as low video quality andphysical discomfort. VR technologies were also discussed in terms of language teaching research.Öğe Foreign Language Apprehension and Interview Success(Nova Science Publisher Inc., 2022) Dolgunsöz, EmrahA job interview (or employment interview) is a common hiring method involving a conversation between a job applicant (interviewee) and a representative of an employer (interviewer) which is conducted to assess and evaluate the suitability of the applicant for the job (Dipboye, Macan and Shahani-Denning 2012). Depending on the company profile, the type of position and the job requirements, applicants are assessed and evaluated by companies in various dimensions ranging from presentability to academic efficiency. Although the criteria of companies vary a lot, all interviews engender a phenomenon called interview anxiety. It is generally the sum of annoying and unpleasant feelings before or during a job interview (McCarthy and Goffin 2004) due to reasons such as lack of control during interviews (Jones and Pinkney 1989) or being evaluated by a stranger in an interactional environment (Ayres et al. 1998). Common symptoms of interview anxiety manifest in long and frequent pauses while talking, slow speech or licking lips (Feiler and Powell 2016). Besides the regular procedures of employment interviews, global companies operating in non-English-speaking countries also assess the English language competency of the applicants during interviews. These companies value proficiency in English and it is a vital prerequisite of international communication for these types of companies. Foreign language (mostly English) assessment commonly focuses on the oral skills of the applicants and how good they are at communicating in the English language. The inclusion of this evaluation in job interviews certainly has merit; however, it also has the potential to increase the anxiety experienced during interviews due to the phenomenon called foreign language anxiety (FLA). Anxiety, in general, is defined as a common subjective feeling of unease, discomfort, and worry often accompanied by some physiological symptoms. FLA refers to the specific type of anxiety that emerges in a foreign language context (MacIntyre 1999). FLA causes low foreign language performance causing anxious individuals to commit various linguistic and phonological errors. Considering that employment interviews are already anxiety-provoking processes, this study hypothesizes that the inclusion of foreign language assessment during interviews elevates anxiety due to FLA, and aims to examine how this experience affects employment interview success. © 2022 by Nova Science Publishers, Inc.Öğe TEACHING EFL VOCABULARY TO YOUNG DIGITAL NATIVESTHROUGH ONLINE GAMES: A STUDY WITH TURKISH 5TH GRADE EFL LEARNERS(2018) Utku, Özlem; Dolgunsöz, EmrahThe current study aimed to examine the effect of online vocabulary gameson teaching new words to young learners ofEFL. For this aim, 46 Turkish 5thgrade EFL students in a state school were assigned into control and experimental groups. Both groups studied 22 words in 6 instructional sessions conducted in 6 subsequent weeks in the second semester of 2016-2017academicyear. Throughout this period, the data were collected via recognition-production tests and semi-structured interviews. The results of the recognition and production tests showed that experimental group outperformed the control group in terms of vocabulary gains. The results of the semi-structured interviews also supported the quantitativeresultsindicatingthatonlinevocabularygamesincreased students’ motivation. Additionally, it was observedthat young learners were amused by digital games and were willing to learn more via them.Öğe Using Eye-Tracking to Measure Lexical Inferences and its Effects on Reading Rate during EFL Reading(2016) Dolgunsöz, EmrahBilinmeyen kelimelerinin anlamlarının içeriksel ipuçları kullanılarak çıkarsanması Yabancı Dil Olarak İngilizce öğrenenler arasında oldukça yaygın bir stratejidir. Bu çalışma göz takibi tekniğini kullarak, (a) okuma sürecindeki aşinalık etkilerinin çıkarsamaya etkilerini; (b) farklı kelime ve seviyelerdeki İngilizce öğrenenlerin çıkarsama başarılarını ve (c) bu çıkarsamaların okuma hızı üzerindeki etkisini ölçmeyi amaçlamaktadır. 72 katılımcıdan elde edilen göz hareketi verilerine göre doğru çıkarsama ve öğrenim kazanımları doğrudan kelime blgisi ve seviye ile ilişkilidir. Dahası, doğru çıkarsama ve öğrenme kazanımları anlamlı iken, bu stratejinin uygulanması okuma hızında azalmaya sebep olmaktadır. İkinci geçiş zamanı ve I-WPM değerleri de önceki çalışmalar ile tutarlı bulunmuştur.Öğe WORD FAMILIARITY EFFECTS IN EFL READING: AN EYE TRACKING STUDY(2018) Dolgunsöz, EmrahDo you know what happens in mind when we encounter a novel word while reading anewspaper, a paragraph or a short story? Via eye tracking technique, this study aimed togather clues about how our mind reacts to an unknown word while we read in anotherlanguage by examining word familiarity effects on eye movements during EFL reading. Aftera vocabulary test, eye movements of 60 EFL learners at intermediate level were recordedwhile they read identical sentence pairs including words with different length and frequency.The results showed that (1) total time spent on words and reanalysis times were predicted byvocabulary knowledge, (2) initial word processing was not predicted by vocabulary size (3)unfamiliar words attended more attention and required more cognitive effort than familiarwords, (4) familiar words are processed in similar time spans for English as L1 and L2 butunfamiliar words cause more cognitive load in EFL. The results were discussed incomparison to L1 eye movement research in reading and were evaluated regarding EFLreading in terms of noticing hypothesis, incidental vocabulary acquisition and EFL readinginstruction.
