Yazar "Dolgunsoz, Emrah" seçeneğine göre listele

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    The Effect of Taboo Content on Incidental Vocabulary Acquisition in a Foreign Language: A Facial Expression Analysis Study
    (Slovak Acad Sciences, Ctr Social & Psychological Sciences, Iep, 2019) Dolgunsoz, Emrah
    This study aims to examine how taboo content affects language learner psychology and language learning gains in a multi-modal learning environment by using facial expression analysis. 40 Muslim language learners were initially asked about their opinions on pork and watched a subtitled cooking video including pork visuals and their facial expressions were recorded. Before watching the video, only 20 of them were told it was lamb. The video was followed by a stimulated recall procedure, a cloze test and an output test. The results of the facial data analysis showed that Muslim learners were disgusted by the taboo content, which was in line with their opinions on pork taboo. However, this negative emotion did not significantly affect their test performance. Computer assisted facial expression analysis was also introduced as a biometric research technique for second language research.
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    The effect of VR and traditional videos on learner retention and decision making
    (Birlesik Dunya Yenilik Arastirma ve Yayıncilik Merkezi, 2019) Yildirim, Gurkan; Yildirim, Serkan; Dolgunsoz, Emrah
    Virtual reality (VR) as computer-mediated 3-D environments including real-life situations presented via different tools in which users can interact effectively with visuals. This study is significant as it primarily aimed to investigate effects of VR on retention by comparing it with traditional 2-D videos. The main aim of this study is to compare the effect of VR and 2-D videos on learner retention and decision making. About 18 students from the Department of English language teaching in an age range of 18-20 (nine males and nine females) voluntarily participated in this study and took course credits. As all participants were tested under the same two conditions in different time periods; repeated measures were chosen for statistical analysis. It can be inferred that both technologies have similar effects on short-term retention and VR does not provide any extra retention performance. However, VR was found to have a significant effect on long-term retention. © 2019 SciencePark Research, Organization & Counseling. All rights reserved.
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    THE EFFECTS OF STRATEGY TRAINING ON THE USE OF GLOBAL READING STRATEGIES: IMPLICATIONS FROM THINK-ALOUD AND EYE-TRACKING DATA
    (Anadolu Universitesi, 2023) Bilici, Ozlem Utku; Subasi, Gonca; Dolgunsoz, Emrah
    Considering the critical role of readings strategies in L2 reading this study aimed to investigate the impact of strategy training on Turkish EFL learners’ use of global reading strategies. 23 freshmen, enrolled in the ELT Department, participated in the study, and the data were collected through eye tracking and think-aloud protocols. The results are encouraging for the use of reciprocal teaching, one of the comprehension-enhancing approaches to teach reading, in the EFL contexts. Eye tracking results, hand in hand with the think-aloud protocols’ findings, revealed that the participants utilised global reading strategies more frequently to a statistically significant degree after the strategy instruction. Thus, it was concluded that strategy training was useful for the participants to improve their use of global reading strategies, and a recent technological tool can be purposefully integrated into the data collection procedure of educational research studies. Pedagogical implications on the strategy training for the employment of global reading strategies that would help students improve reading skills need to be given attention by teachers. © (2023), All Rights Reserved.
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    THE EFFECTS OF STRATEGY TRAINING ON THE USE OF IMPLICATIONS FROM THINK-ALOUD AND EYE-TRACKING DATA
    (Anadolu Univ, 2023) Utku Bilici, Ozlem; Subasi, Gonca; Dolgunsoz, Emrah
    Considering the critical role of readings strategies in L2 reading this study aimed to investigate the impact of strategy training on Turkish EFL learners' use of global reading strategies. 23 freshmen, enrolled in the ELT Department, participated in the study, and the data were collected through eye tracking and thinkaloud protocols. The results are encouraging for the use of reciprocal teaching, one of the comprehensionenhancing approaches to teach reading, in the EFL contexts. Eye tracking results, hand in hand with the think-aloud protocols' findings, revealed that the participants utilised global reading strategies more frequently to a statistically significant degree after the strategy instruction. Thus, it was concluded that strategy training was useful for the participants to improve their use of global reading strategies, and a recent technological tool can be purposefully integrated into the data collection procedure of educational research studies. Pedagogical implications on the strategy training for the employment of global reading strategies that would help students improve reading skills need to be given attention by teachers.