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hakan aydogan

Independent Researcher, English, freelance researcher

Moscow Pedagogical State University, Comparative Linguistics, Faculty Member

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A journey of one hundred miles begin with one step.
Phone: +905068889655
Address: Malaya Pirogovskaya Ulitsa, 1/1, Moskva ( Moscow State Pedagogical Univerity, Comparative Linguistics Dept.), Moscow, Russia

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Journal of Innovative Research in Teacher Education (JIRTE)

Anadolu University

Namik Kemal University

Alicia Chabert Ull

Rümeysa Zeynep Demir

Inönü üniversitesi

Gazi University

Gazi University

Selçuk Topdemir

KIRIKKALE UNIVERSITY-TURKEY

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Papers by hakan aydogan

Türk ve Boşnak Öğrenciler Arasında İngilizce Öğrenmede Öz Yeterlilik

Self-Efficacy in English Language Learning among Turkish and Bosnian Students, 2023

The term "self-efficacy" is derived from Bandura's Self-Efficacy Theory (SET) or, in a much broad... more The term "self-efficacy" is derived from Bandura's Self-Efficacy Theory (SET) or, in a much broader sense, from his Social Cognitive Theory. It is one's belief about his/her ability and capacity to produce specific attainments. The aim of this study was to test validity and reliability of Self-Efficacy in English Language Learning and Using Scale. This scale comprised 12 items, out of which six were reversely coded. The sample consisted of 402 students who attended high schools and universities in Bosnia and Herzegovina and Türkiye in 2015. There were 190 (47,3%) high school students as well as 212 (52,7%) university students. The mean age of high school students was M = 16.79 (SD = 1.10) and the mean age of university students was calculated as M = 19.54 (SD = 1.26). This sample included 228 (56,7%) females and 174 (43,3%) males. Results indicated twofactor structure of the SEELUS among high school students and one-factor solution among university students. However, participants' age did not significantly correlate with self-efficacy in EFL context. Hence, the answer to the last research question (Is self-efficacy in statistically significant correlations with age and self-report measure of English knowledge and skills?) was positive with regard to self-report measure of English knowledge and skills whereas it was negative if non-significant correlation between self-efficacy and participants' ages are taken into account.

Türk ve Boşnak Öğrenciler Arasında İngilizce Öğrenmede Öz Yeterlilik

Yabancı Dil Öğretiminde Türk Öğrencilerin Kültürel Tercihlerine İlişkin Olarak İngiliz ve Amerikan İngilizcesi The British and American English in Relation to Turkish Students' Cultural Preferences in EFL Context

The British and American English in Relation to Turkish Students' Cultures, 2021

The aim of the present study is to examine the relationship of students' capability of making dis... more The aim of the present study is to examine the relationship of students' capability of making distinctions between British and American English words (and their spelling) with their attitudes and preferences toward British and American culture. The preference of pronunciation patterns (i.e. the British and American accents) was also investigated. There were 140 Turkish students (out of which 41.4% males and 58.6% females) studying at a State university in Agean region who participated this research. The findings revealed the positive relationship of students' capability of the distinction between British and American English words with levels of English competencies, years spent learning English, and preferences toward British and American culture. The other findings yielded moderate to strong preferences toward British/American cultural heritage and differences between Turkish and British/American culture. Additionally, Turkish students liked the American accent more compared to the British accent.

An Assessment Of Brain Electrical Activities Of Students Toward Teacher'S Specific Emotions

In this study, the signal of brain electrical activities of the sixteen students selected from th... more In this study, the signal of brain electrical activities of the sixteen students selected from the Department of Electrical and Energy at Usak University have been recorded during a lecturer performed happiness emotions for the first group and anger emotions for the second group in different time while the groups were in the classroom separately. The attention and meditation data extracted from the recorded signals have been analyzed and evaluated toward the teacher's specific emotion states simultaneously. Attention levels of students who are under influence of happiness emotions of the lecturer have a positive trend and attention levels of students who are under influence of anger emotions of the lecturer have a negative trend. The meditation or mental relaxation levels of students who are under influence of happiness emotions of the lecturer are 34.3% higher comparing with the mental relaxation levels of students who are under influence of anger emotions of the lecturer.

A Psycholinguistics Case Study: General Self-Esteem, Metacognitive Strategies and Their Impacts On Positive English Learning Outcomes

General self-esteem can be defined as one’s perception of his/her self-worthness. This construct ... more General self-esteem can be defined as one’s perception of his/her self-worthness. This construct is very important in educational science because it influences students’ self-image related to their academic success. Metacognitive strategies are mostly investigated in cognitive psychology. They facilitate learning process and can lead to more positive English learning outcomes. Hence, the study is to examine interrelations among these variables in order to provide in-depth patterns of learning English as a second language. It has been conducted on 201 State tertiary level in Aegean region and last-grade college students in Turkey in 2016 as the English mastery level of the college students were quite similar to the university ones. Sample consisted of 40.3% males and 59.7% females, who were 16 to 25 years old. This study is a quantitative one, mostly based on the correlational analysis. There were three main instruments: ‘’Rosenberg’s self-esteem scale’’ (RSES), ‘’Metacognitive strat...

Subjective Assessments of Multiple Intelligences Among Bosnian and Turkish Students

Problems of Education in the 21st Century, 2015

General intelligence is a good predictor of academic achievement. However, according to Howard Ga... more General intelligence is a good predictor of academic achievement. However, according to Howard Gardner, there are several types of intelligence. They have to be considered in the educational context because education requires various skills and abilities to be employed so that students could be successful. The main aim of our study was to examine subjective assessments of multiple intelligences among adolescents as well as to investigate possible gender differences. The questionnaire called ''Subjective assessment of multiple intelligences'' (SAMI) was applied, which serves us to collect data from the targeted sample of 162 participants in Bosnia and Herzegovina. Firstly, the results showed non-significant gender differences. Secondly, only verbal/linguistic ability significantly correlated with the age of participants. Lastly, almost all correlational coefficients calculated between different types of intelligence were statistically significant. For example, subject...

Sociodemographic Variables Versus Intrinsic and Extrinsic Motivation for English Learning

409 HAKAN AYDOĞAN, AZAMAT AKBAROV ABSTRACT Intrinsic and extrinsic motivation are the two crucial... more 409 HAKAN AYDOĞAN, AZAMAT AKBAROV ABSTRACT Intrinsic and extrinsic motivation are the two crucial factors for learning and using English language. In this study, we tried to examine associations between motivation for learning English and some sociodemographic variables. For that purpose, we conducted our research with 300 adolescents (192 females and 108 males). Their age ranged from 15 to 23 years. Our sample comprised both Turkish and Bosnian students, as well as high school and university students. We applied sociodemographic questionnaire as well as Intrinsic and extrinsic motivation for English learning scale (IEM-ELS). Our study yielded the following results: the distribution of participants' scores on intrinsic and extrinsic motivation subscales were left-skewed (the former distribution was more skewed than the latter one); the correlation between intrinsic and extrinsic motivation was small, positive, and significant; we did not find gender nor differences by nationalit...

English Vocabulary and Grammar Difficulties Encountered Among Turkish Students: A Case Study at a Turkish State University

Students usually estimate the level of difficulty of a foreign language by referring to its gramm... more Students usually estimate the level of difficulty of a foreign language by referring to its grammar. Some of them complain about its vocabulary. Hence, the purpose of this study is to examine these difficulties in two domains of the English languagegrammar and vocabulary. The sample of the study included 121 Turkish State University students studying English preparation school (63 females, and 58 males). Participants' mean age was M = 21.27 (SD = 2.61). They were assessed by English Grammar and Vocabulary Difficulties Scale (EGVDS) which has two subscales, English Grammar Difficulties Subscale (18 items) and English Vocabulary Difficulties Subscale (11 items). These subscales are valid instruments for measuring these aspects of English because one factor was extracted within each of these two subscales. In addition, their reliability was very high (α = .948 and α = .920, respectively). These kinds of difficulties were in mutual positive, strong and statistically significant corr...

Discourse of Chatting Habit on Writing

Over the last years (starting from the last millennium) linguistics impacts of the technology hav... more Over the last years (starting from the last millennium) linguistics impacts of the technology have started to show its influence on the language usage through online communication. These communication domains such as e-mails, instant messaging, text messaging, blogs and etc. taken its place in our lives. Even if these facilities simplified our lives in terms of reaching some possible resources, it also has brought some language varieties as well. Whereas, the communication quickened the process of interaction among the people, less attention is paid to the linguistic properties of the language during online communication. The goal of this paper is to focus on the future ongoing trend and development of written communication through internet medium. Keywords: Linguistics, Technology, Written Communication, Language, Internet

A Psycholinguistics Case Study: A Tool for Measuring Self-Efficacy in Efl at Tertiary Level in Balkans

The aim of this study is to examine psychometrical properties of the Self-efficacy in English lan... more The aim of this study is to examine psychometrical properties of the Self-efficacy in English language learning and using scale (SEELUS). The second aim is to investigate differences in self-efficacy due to gender, level of education (international high school's last grade students and university attendance), and nationality (Bosnian and Turks). This research was conducted with 129 students in Europe. The results revealed a two-factor latent structure of the SEELUS. Hence, there are two types of self-efficacy: positive and negative ones.The reliability of the SEELUS is very good as are the reliabilities of its subscales. The distribution of participants' scores on the Positive self-efficacy subscale is left-skewed while the distribution of their scores on the Negative self-efficacy subscale is right-skewed. Similarly, Turkish and Bosnian students did not differ significantly in their levels of self-efficacy despite the fact that p-value in this case was close to threshold of...

Students’ Attitudes toward Blended Learning in EFL Context

Acta Didactica Napocensia, 2018

The scope of this article is an investigation into students' attitudes toward blended learning an... more The scope of this article is an investigation into students' attitudes toward blended learning and related concepts (e.g. paperless and traditional classroom). There were 162 students who participated in this study (100 females and 62 males, with the mean age of 18.80 and its standard deviation of 1.16). The study revealed that students prefer blended learning to traditional classroom in EFL context. However, they liked to take English exams in paper-and-pencil form, rather than in digital form. As for submitting English assignments online or personally, their opinions were divided. They also similarly trusted to analog and digital English teaching/learning materials. Students had a moderately positive attitude toward infographics and paperless classroom within EFL environment.Their English proficiency levels were in a positive correlation with their preferences toward blended learning for EFL purposes. The obtained results were discussed in line with contemporary approaches in educational sciences. Additionally, some recommendations for future work in this field were made.

Content and (English) language integrated learning (CLIL) applied to math lessons

Acta Didactica Napocensia, 2018

The main purpose of this article was to examine students' experiences, opinions, perceptions, att... more The main purpose of this article was to examine students' experiences, opinions, perceptions, attitudes, and preferences with regard to math classes where content and language integrated learning (CLIL) approach was applied. A total of 125 students from the Kazakh National University participanted in the present study. Their mean age was M = 18.12 (SD = 0.96). There were 73 (58.4%) females and 52 (41.6%) males in the sample. The questionnaire administered to our participants was created to include questions relevant to this study. Results indicated that participants had moderate attitudes, preferences, and satisfaction with regard to CLIL approach wherein English was used as a medium in the delivery of math contents. Students' English competences were somehow improved and their attitudes toward British and American culture became more positive. Participants' level of English proficiency was in positive and significant correlations with their preferences of math classes and other subjects taught in English. Some shortcomings of the present study and recommendations for further studies of this topic were enclosed as well.

Subjective vs. Objective Measures of English Proficieny in a Sample of Turkish Students

Acta Didactica Napocensia, 2018

The study aims to determine the magnitude of the correlation between subjective estimates and obj... more The study aims to determine the magnitude of the correlation between subjective estimates and objective measures of English competence among Turkish students in an Agean Region State university. The sample includes 210 participants (100 females and 110 males), whose average age was 20.99. Subjective estimates included overall levels of English proficiency and selfreported vocabulary and grammar knowledge. Objective measures encompassed participants' grades at the last English exam and their total scores on short English vocabulary and grammar tests. The main result included strong positive correlations between subjective and objective measures of English competence. Findings revealed greater English vocabulary knowledge compared to English grammar knowledge, greater grammar knowledge in females than in males, and negative correlations between participants' age and the subjective/objective measures of English proficiency. The directions and recommendations for future studies of the same topic can be summarized as follows. First, researchers should compare participants' results on subjective and objective measures of their English speaking and writing skills (pronunciation, spelling, etc.). Next, other researchers can compare subjective estimates of English proficiency with its objective measures in a sample of high school and university students (in order to investigate the impact of educational level on English competence)

The Relationships Between Writing Anxiety, Motivation for English Learning and Self-Reported English Skills

Journal of Linguistic and Intercultural Education, 2018

The present study attempts to shed light on the relationships between English learning motivation... more The present study attempts to shed light on the relationships between English learning motivation, English writing anxiety, and self-reported overall English competencies along with English writing skills. A sample of 100 Turkish students at tertiary level of education (Nmales = 42, Nfemales = 58) participated in this study. The results revealed strong positive and statistically significant correlations between the dimensions of motivation and self-reported English competencies. In contrast, the dimensions of motivation and self-reported English competencies/skills were in strong negative and statistically significant correlations with participants’ English writing anxiety levels. Statistically significant gender differences (in favour of males) were solely found in the case of self-reported English competence. Additionally, the levels of instrumental, resultative, and intrinsic orientation were significantly higher compared to integrative orientation. Future directions, contributions, and implications of this study were highlighted as well.

The Four Basic Language Skills, Whole Language & Intergrated Skill Approach in Mainstream University Classrooms in Turkey

Mediterranean Journal of Social Sciences, 2014

The aim of this research is to determine teaching, evaluation, tendency and assessment levels of ... more The aim of this research is to determine teaching, evaluation, tendency and assessment levels of English language skills and the consistency among these variables of four basic language skills and higlight the importance of 'integrated language skills' in English at tertiary level in preparation classes with language learners. University level instruction is structured more differently than the first and second cycles and usually builds on previously acquired social and academic knowledge The teaching and assessment levels of four basic language skills have been shown by percentages and frequencies and whether there was a significant difference between the basic language skills of the students was analyzed using the appropriate statistical techniques.

Intrinsic and Extrinsic Motivation for English Learning Scale (Iem-Els): A Psycholinguistics Study of Reliability and Validity

Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 2016

Educational contexts without considering students' levels of their motivation cannot be thought o... more Educational contexts without considering students' levels of their motivation cannot be thought of. Motivation is one of the best predictors of academic achievement, in some studies, it is better predictor than general intelligence of students. Two types of motivation-the extrinsic and the intrinsic one should be distinguished carefully. Intrinsic motivation is related to emotional aspect of learning. If students learn because it gives them pleasure and if they enjoy it, it can be said that these group of students have high levels of intrinsic motivation. In contrast, students who learn especially to gain some reward, acknowledgement or recognition are considered to be extrinsically motivated. Lots of scales which measure intrinsic and extrinsic motivation are general assessment tools i.e. they are not domain-specific tools. Because of that, the main aim of our study is to examine reliability and validity of Intrinsic and extrinsic motivation for English learning scale. This scale was made in order to measure levels of intrinsic and extrinsic motivation for learning English language. Hence, we anticipate its usefulness in English language educational context. Cronbach's alpha coefficients were calculated and factor analysis was conducted. These statistical and psychometric techniques yielded the following results: the reliability of both subscales was good and the IEM-ELS had two-dimensional latent structure.

Attitudes Toward Humanities and Social Sciences and Their Relationship With English Competence

Journal of Foreign Language Teaching and Applied Linguistics, 2016

Humanities and social sciences are mostly regarded as ''soft sciences''. Females have greater int... more Humanities and social sciences are mostly regarded as ''soft sciences''. Females have greater interest in them compared to males. Because linguistic (in this paper, English language studies) belongs to both humanities and social sciences, the present study aims to examine the relationship of students' estimates of English competence and their attitudes toward humanities and social sciences. The sample consists of 157 participants (88 females and 69 males).Who are at tertiarry level in Turkey. The obtained results reflect no gender differences in students' attitudes toward English and Turkish language; however, significant gender differences were found in their attitudes toward literature, psychology, sociology and pedagogy. Participants' attitudes toward humanities and socal aciences were in significant relationships with all aspects of self-reported English competence. In addition, self-reported grammar skills were the best predictor of attitudes towards the English language.

Linguo-Intercultural Sensitivity and its Predictors in EFL in a Bosnian Sample

European Journal of Educational Research, 2015

In this article, the predictive power of five variables relevant for Linguo-intercultural sensiti... more In this article, the predictive power of five variables relevant for Linguo-intercultural sensitivity (flexibility) is examined. Communication aspect of intercultural interactions, specifically, the role of English as an international language are emphasized. Attitudes Towards English and Its Usage Scale (ATEUS) was applied to 194 students who attended to international colleges and schools in Sarajevo, Bosnia and Herzegovina. The results suggest that almost all variables are mutually correlated. The findings also reveal Verbal expressiveness and Verbal abilities as statistically significant predictors of linguo-intercultural sensitivity. Other predictors (English competence and Emotional attitudes) do not significantly contribute to explaining Linguo-intercultural variance.

Impact of Humanities and Social Sciences on Foreign Language Learning and Verbal Intelligence: A Model Study on Bosnian and Turkish Students

This study addresses major areas relevant to the study and understanding of the relationships bet... more This study addresses major areas relevant to the study and understanding of the relationships between human verbal intelligence, their social being and humanistic assets in an individual-differences framework. It aims to reinvigorate discussions of language learning intelligence types, speed of verbal access, verbal language interaction practises, language comprehension between foreign language learning and verbal ability in English. A total of 125 students participated in our research. The current research has been conducted in international high schools and universities in Sarajevo, Bosnia & Herzegovina. In order to fulfill the main purposes of this research, we have composed nine questions in the form of Likert fivepoint scale. In order to test the proposed hypothesis, we have conducted correlational analysis, ttests for independent samples and multiple regression analysis (MRA). The participants who showed verbal linguistic intelligence were found to be higher users of cognitive...

Social self-esteem and EFL

This study has been an attempt to investigate the learning styles and strategies, word learning s... more This study has been an attempt to investigate the learning styles and strategies, word learning strategies and social self-esteem of students in EFL classes at Intermediate level in the Sarajevo International Colleges in Vraca and Ilıdža in Sarajevo, Bosnia-Hercegovina. For this purpose, 100 students at two colleges have been applied a questionnaire containing various vocabulary learning strategies and their learning preferences, styles and social self-esteems have been examined. SPINO instrument (PANAS - Positive and Negative Affective Schedule, SOSA scales Social Self-Esteem Scale, The Learning Style Inventory (LSI 2011), and Inventory for Vocabulary Learning Strategies were used to carry out the implementation part of our study. In order to collect the data, this study was based on a design including quantitative data analysis by using questionnaires. The study intends to describe an experience connected to the systematic use of vocabulary learning activities connected with the l...

Türk ve Boşnak Öğrenciler Arasında İngilizce Öğrenmede Öz Yeterlilik

Self-Efficacy in English Language Learning among Turkish and Bosnian Students, 2023

The term "self-efficacy" is derived from Bandura's Self-Efficacy Theory (SET) or, in a much broad... more The term "self-efficacy" is derived from Bandura's Self-Efficacy Theory (SET) or, in a much broader sense, from his Social Cognitive Theory. It is one's belief about his/her ability and capacity to produce specific attainments. The aim of this study was to test validity and reliability of Self-Efficacy in English Language Learning and Using Scale. This scale comprised 12 items, out of which six were reversely coded. The sample consisted of 402 students who attended high schools and universities in Bosnia and Herzegovina and Türkiye in 2015. There were 190 (47,3%) high school students as well as 212 (52,7%) university students. The mean age of high school students was M = 16.79 (SD = 1.10) and the mean age of university students was calculated as M = 19.54 (SD = 1.26). This sample included 228 (56,7%) females and 174 (43,3%) males. Results indicated twofactor structure of the SEELUS among high school students and one-factor solution among university students. However, participants' age did not significantly correlate with self-efficacy in EFL context. Hence, the answer to the last research question (Is self-efficacy in statistically significant correlations with age and self-report measure of English knowledge and skills?) was positive with regard to self-report measure of English knowledge and skills whereas it was negative if non-significant correlation between self-efficacy and participants' ages are taken into account.

Türk ve Boşnak Öğrenciler Arasında İngilizce Öğrenmede Öz Yeterlilik

Yabancı Dil Öğretiminde Türk Öğrencilerin Kültürel Tercihlerine İlişkin Olarak İngiliz ve Amerikan İngilizcesi The British and American English in Relation to Turkish Students' Cultural Preferences in EFL Context

The British and American English in Relation to Turkish Students' Cultures, 2021

The aim of the present study is to examine the relationship of students' capability of making dis... more The aim of the present study is to examine the relationship of students' capability of making distinctions between British and American English words (and their spelling) with their attitudes and preferences toward British and American culture. The preference of pronunciation patterns (i.e. the British and American accents) was also investigated. There were 140 Turkish students (out of which 41.4% males and 58.6% females) studying at a State university in Agean region who participated this research. The findings revealed the positive relationship of students' capability of the distinction between British and American English words with levels of English competencies, years spent learning English, and preferences toward British and American culture. The other findings yielded moderate to strong preferences toward British/American cultural heritage and differences between Turkish and British/American culture. Additionally, Turkish students liked the American accent more compared to the British accent.

An Assessment Of Brain Electrical Activities Of Students Toward Teacher'S Specific Emotions

In this study, the signal of brain electrical activities of the sixteen students selected from th... more In this study, the signal of brain electrical activities of the sixteen students selected from the Department of Electrical and Energy at Usak University have been recorded during a lecturer performed happiness emotions for the first group and anger emotions for the second group in different time while the groups were in the classroom separately. The attention and meditation data extracted from the recorded signals have been analyzed and evaluated toward the teacher's specific emotion states simultaneously. Attention levels of students who are under influence of happiness emotions of the lecturer have a positive trend and attention levels of students who are under influence of anger emotions of the lecturer have a negative trend. The meditation or mental relaxation levels of students who are under influence of happiness emotions of the lecturer are 34.3% higher comparing with the mental relaxation levels of students who are under influence of anger emotions of the lecturer.

A Psycholinguistics Case Study: General Self-Esteem, Metacognitive Strategies and Their Impacts On Positive English Learning Outcomes

General self-esteem can be defined as one’s perception of his/her self-worthness. This construct ... more General self-esteem can be defined as one’s perception of his/her self-worthness. This construct is very important in educational science because it influences students’ self-image related to their academic success. Metacognitive strategies are mostly investigated in cognitive psychology. They facilitate learning process and can lead to more positive English learning outcomes. Hence, the study is to examine interrelations among these variables in order to provide in-depth patterns of learning English as a second language. It has been conducted on 201 State tertiary level in Aegean region and last-grade college students in Turkey in 2016 as the English mastery level of the college students were quite similar to the university ones. Sample consisted of 40.3% males and 59.7% females, who were 16 to 25 years old. This study is a quantitative one, mostly based on the correlational analysis. There were three main instruments: ‘’Rosenberg’s self-esteem scale’’ (RSES), ‘’Metacognitive strat...

Subjective Assessments of Multiple Intelligences Among Bosnian and Turkish Students

Problems of Education in the 21st Century, 2015

General intelligence is a good predictor of academic achievement. However, according to Howard Ga... more General intelligence is a good predictor of academic achievement. However, according to Howard Gardner, there are several types of intelligence. They have to be considered in the educational context because education requires various skills and abilities to be employed so that students could be successful. The main aim of our study was to examine subjective assessments of multiple intelligences among adolescents as well as to investigate possible gender differences. The questionnaire called ''Subjective assessment of multiple intelligences'' (SAMI) was applied, which serves us to collect data from the targeted sample of 162 participants in Bosnia and Herzegovina. Firstly, the results showed non-significant gender differences. Secondly, only verbal/linguistic ability significantly correlated with the age of participants. Lastly, almost all correlational coefficients calculated between different types of intelligence were statistically significant. For example, subject...

Sociodemographic Variables Versus Intrinsic and Extrinsic Motivation for English Learning

409 HAKAN AYDOĞAN, AZAMAT AKBAROV ABSTRACT Intrinsic and extrinsic motivation are the two crucial... more 409 HAKAN AYDOĞAN, AZAMAT AKBAROV ABSTRACT Intrinsic and extrinsic motivation are the two crucial factors for learning and using English language. In this study, we tried to examine associations between motivation for learning English and some sociodemographic variables. For that purpose, we conducted our research with 300 adolescents (192 females and 108 males). Their age ranged from 15 to 23 years. Our sample comprised both Turkish and Bosnian students, as well as high school and university students. We applied sociodemographic questionnaire as well as Intrinsic and extrinsic motivation for English learning scale (IEM-ELS). Our study yielded the following results: the distribution of participants' scores on intrinsic and extrinsic motivation subscales were left-skewed (the former distribution was more skewed than the latter one); the correlation between intrinsic and extrinsic motivation was small, positive, and significant; we did not find gender nor differences by nationalit...

English Vocabulary and Grammar Difficulties Encountered Among Turkish Students: A Case Study at a Turkish State University

Students usually estimate the level of difficulty of a foreign language by referring to its gramm... more Students usually estimate the level of difficulty of a foreign language by referring to its grammar. Some of them complain about its vocabulary. Hence, the purpose of this study is to examine these difficulties in two domains of the English languagegrammar and vocabulary. The sample of the study included 121 Turkish State University students studying English preparation school (63 females, and 58 males). Participants' mean age was M = 21.27 (SD = 2.61). They were assessed by English Grammar and Vocabulary Difficulties Scale (EGVDS) which has two subscales, English Grammar Difficulties Subscale (18 items) and English Vocabulary Difficulties Subscale (11 items). These subscales are valid instruments for measuring these aspects of English because one factor was extracted within each of these two subscales. In addition, their reliability was very high (α = .948 and α = .920, respectively). These kinds of difficulties were in mutual positive, strong and statistically significant corr...

Discourse of Chatting Habit on Writing

Over the last years (starting from the last millennium) linguistics impacts of the technology hav... more Over the last years (starting from the last millennium) linguistics impacts of the technology have started to show its influence on the language usage through online communication. These communication domains such as e-mails, instant messaging, text messaging, blogs and etc. taken its place in our lives. Even if these facilities simplified our lives in terms of reaching some possible resources, it also has brought some language varieties as well. Whereas, the communication quickened the process of interaction among the people, less attention is paid to the linguistic properties of the language during online communication. The goal of this paper is to focus on the future ongoing trend and development of written communication through internet medium. Keywords: Linguistics, Technology, Written Communication, Language, Internet

A Psycholinguistics Case Study: A Tool for Measuring Self-Efficacy in Efl at Tertiary Level in Balkans

The aim of this study is to examine psychometrical properties of the Self-efficacy in English lan... more The aim of this study is to examine psychometrical properties of the Self-efficacy in English language learning and using scale (SEELUS). The second aim is to investigate differences in self-efficacy due to gender, level of education (international high school's last grade students and university attendance), and nationality (Bosnian and Turks). This research was conducted with 129 students in Europe. The results revealed a two-factor latent structure of the SEELUS. Hence, there are two types of self-efficacy: positive and negative ones.The reliability of the SEELUS is very good as are the reliabilities of its subscales. The distribution of participants' scores on the Positive self-efficacy subscale is left-skewed while the distribution of their scores on the Negative self-efficacy subscale is right-skewed. Similarly, Turkish and Bosnian students did not differ significantly in their levels of self-efficacy despite the fact that p-value in this case was close to threshold of...

Students’ Attitudes toward Blended Learning in EFL Context

Acta Didactica Napocensia, 2018

The scope of this article is an investigation into students' attitudes toward blended learning an... more The scope of this article is an investigation into students' attitudes toward blended learning and related concepts (e.g. paperless and traditional classroom). There were 162 students who participated in this study (100 females and 62 males, with the mean age of 18.80 and its standard deviation of 1.16). The study revealed that students prefer blended learning to traditional classroom in EFL context. However, they liked to take English exams in paper-and-pencil form, rather than in digital form. As for submitting English assignments online or personally, their opinions were divided. They also similarly trusted to analog and digital English teaching/learning materials. Students had a moderately positive attitude toward infographics and paperless classroom within EFL environment.Their English proficiency levels were in a positive correlation with their preferences toward blended learning for EFL purposes. The obtained results were discussed in line with contemporary approaches in educational sciences. Additionally, some recommendations for future work in this field were made.

Content and (English) language integrated learning (CLIL) applied to math lessons

Acta Didactica Napocensia, 2018

The main purpose of this article was to examine students' experiences, opinions, perceptions, att... more The main purpose of this article was to examine students' experiences, opinions, perceptions, attitudes, and preferences with regard to math classes where content and language integrated learning (CLIL) approach was applied. A total of 125 students from the Kazakh National University participanted in the present study. Their mean age was M = 18.12 (SD = 0.96). There were 73 (58.4%) females and 52 (41.6%) males in the sample. The questionnaire administered to our participants was created to include questions relevant to this study. Results indicated that participants had moderate attitudes, preferences, and satisfaction with regard to CLIL approach wherein English was used as a medium in the delivery of math contents. Students' English competences were somehow improved and their attitudes toward British and American culture became more positive. Participants' level of English proficiency was in positive and significant correlations with their preferences of math classes and other subjects taught in English. Some shortcomings of the present study and recommendations for further studies of this topic were enclosed as well.

Subjective vs. Objective Measures of English Proficieny in a Sample of Turkish Students

Acta Didactica Napocensia, 2018

The study aims to determine the magnitude of the correlation between subjective estimates and obj... more The study aims to determine the magnitude of the correlation between subjective estimates and objective measures of English competence among Turkish students in an Agean Region State university. The sample includes 210 participants (100 females and 110 males), whose average age was 20.99. Subjective estimates included overall levels of English proficiency and selfreported vocabulary and grammar knowledge. Objective measures encompassed participants' grades at the last English exam and their total scores on short English vocabulary and grammar tests. The main result included strong positive correlations between subjective and objective measures of English competence. Findings revealed greater English vocabulary knowledge compared to English grammar knowledge, greater grammar knowledge in females than in males, and negative correlations between participants' age and the subjective/objective measures of English proficiency. The directions and recommendations for future studies of the same topic can be summarized as follows. First, researchers should compare participants' results on subjective and objective measures of their English speaking and writing skills (pronunciation, spelling, etc.). Next, other researchers can compare subjective estimates of English proficiency with its objective measures in a sample of high school and university students (in order to investigate the impact of educational level on English competence)

The Relationships Between Writing Anxiety, Motivation for English Learning and Self-Reported English Skills

Journal of Linguistic and Intercultural Education, 2018

The present study attempts to shed light on the relationships between English learning motivation... more The present study attempts to shed light on the relationships between English learning motivation, English writing anxiety, and self-reported overall English competencies along with English writing skills. A sample of 100 Turkish students at tertiary level of education (Nmales = 42, Nfemales = 58) participated in this study. The results revealed strong positive and statistically significant correlations between the dimensions of motivation and self-reported English competencies. In contrast, the dimensions of motivation and self-reported English competencies/skills were in strong negative and statistically significant correlations with participants’ English writing anxiety levels. Statistically significant gender differences (in favour of males) were solely found in the case of self-reported English competence. Additionally, the levels of instrumental, resultative, and intrinsic orientation were significantly higher compared to integrative orientation. Future directions, contributions, and implications of this study were highlighted as well.

The Four Basic Language Skills, Whole Language & Intergrated Skill Approach in Mainstream University Classrooms in Turkey

Mediterranean Journal of Social Sciences, 2014

The aim of this research is to determine teaching, evaluation, tendency and assessment levels of ... more The aim of this research is to determine teaching, evaluation, tendency and assessment levels of English language skills and the consistency among these variables of four basic language skills and higlight the importance of 'integrated language skills' in English at tertiary level in preparation classes with language learners. University level instruction is structured more differently than the first and second cycles and usually builds on previously acquired social and academic knowledge The teaching and assessment levels of four basic language skills have been shown by percentages and frequencies and whether there was a significant difference between the basic language skills of the students was analyzed using the appropriate statistical techniques.

Intrinsic and Extrinsic Motivation for English Learning Scale (Iem-Els): A Psycholinguistics Study of Reliability and Validity

Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 2016

Educational contexts without considering students' levels of their motivation cannot be thought o... more Educational contexts without considering students' levels of their motivation cannot be thought of. Motivation is one of the best predictors of academic achievement, in some studies, it is better predictor than general intelligence of students. Two types of motivation-the extrinsic and the intrinsic one should be distinguished carefully. Intrinsic motivation is related to emotional aspect of learning. If students learn because it gives them pleasure and if they enjoy it, it can be said that these group of students have high levels of intrinsic motivation. In contrast, students who learn especially to gain some reward, acknowledgement or recognition are considered to be extrinsically motivated. Lots of scales which measure intrinsic and extrinsic motivation are general assessment tools i.e. they are not domain-specific tools. Because of that, the main aim of our study is to examine reliability and validity of Intrinsic and extrinsic motivation for English learning scale. This scale was made in order to measure levels of intrinsic and extrinsic motivation for learning English language. Hence, we anticipate its usefulness in English language educational context. Cronbach's alpha coefficients were calculated and factor analysis was conducted. These statistical and psychometric techniques yielded the following results: the reliability of both subscales was good and the IEM-ELS had two-dimensional latent structure.

Attitudes Toward Humanities and Social Sciences and Their Relationship With English Competence

Journal of Foreign Language Teaching and Applied Linguistics, 2016

Humanities and social sciences are mostly regarded as ''soft sciences''. Females have greater int... more Humanities and social sciences are mostly regarded as ''soft sciences''. Females have greater interest in them compared to males. Because linguistic (in this paper, English language studies) belongs to both humanities and social sciences, the present study aims to examine the relationship of students' estimates of English competence and their attitudes toward humanities and social sciences. The sample consists of 157 participants (88 females and 69 males).Who are at tertiarry level in Turkey. The obtained results reflect no gender differences in students' attitudes toward English and Turkish language; however, significant gender differences were found in their attitudes toward literature, psychology, sociology and pedagogy. Participants' attitudes toward humanities and socal aciences were in significant relationships with all aspects of self-reported English competence. In addition, self-reported grammar skills were the best predictor of attitudes towards the English language.

Linguo-Intercultural Sensitivity and its Predictors in EFL in a Bosnian Sample

European Journal of Educational Research, 2015

In this article, the predictive power of five variables relevant for Linguo-intercultural sensiti... more In this article, the predictive power of five variables relevant for Linguo-intercultural sensitivity (flexibility) is examined. Communication aspect of intercultural interactions, specifically, the role of English as an international language are emphasized. Attitudes Towards English and Its Usage Scale (ATEUS) was applied to 194 students who attended to international colleges and schools in Sarajevo, Bosnia and Herzegovina. The results suggest that almost all variables are mutually correlated. The findings also reveal Verbal expressiveness and Verbal abilities as statistically significant predictors of linguo-intercultural sensitivity. Other predictors (English competence and Emotional attitudes) do not significantly contribute to explaining Linguo-intercultural variance.

Impact of Humanities and Social Sciences on Foreign Language Learning and Verbal Intelligence: A Model Study on Bosnian and Turkish Students

This study addresses major areas relevant to the study and understanding of the relationships bet... more This study addresses major areas relevant to the study and understanding of the relationships between human verbal intelligence, their social being and humanistic assets in an individual-differences framework. It aims to reinvigorate discussions of language learning intelligence types, speed of verbal access, verbal language interaction practises, language comprehension between foreign language learning and verbal ability in English. A total of 125 students participated in our research. The current research has been conducted in international high schools and universities in Sarajevo, Bosnia & Herzegovina. In order to fulfill the main purposes of this research, we have composed nine questions in the form of Likert fivepoint scale. In order to test the proposed hypothesis, we have conducted correlational analysis, ttests for independent samples and multiple regression analysis (MRA). The participants who showed verbal linguistic intelligence were found to be higher users of cognitive...

Social self-esteem and EFL

This study has been an attempt to investigate the learning styles and strategies, word learning s... more This study has been an attempt to investigate the learning styles and strategies, word learning strategies and social self-esteem of students in EFL classes at Intermediate level in the Sarajevo International Colleges in Vraca and Ilıdža in Sarajevo, Bosnia-Hercegovina. For this purpose, 100 students at two colleges have been applied a questionnaire containing various vocabulary learning strategies and their learning preferences, styles and social self-esteems have been examined. SPINO instrument (PANAS - Positive and Negative Affective Schedule, SOSA scales Social Self-Esteem Scale, The Learning Style Inventory (LSI 2011), and Inventory for Vocabulary Learning Strategies were used to carry out the implementation part of our study. In order to collect the data, this study was based on a design including quantitative data analysis by using questionnaires. The study intends to describe an experience connected to the systematic use of vocabulary learning activities connected with the l...

In collaboration with COMU School of Foreign Languages UDEAD ULEAD

EFL and social self-esteem

This study has been an attempt to investigate the learning styles and strategies, word learning s... more This study has been an attempt to investigate the learning styles and strategies, word learning strategies and social self-esteem of students in EFL classes at Intermediate level in the Sarajevo International Colleges in Vraca and Ilıdža in Sarajevo, Bosnia-Hercegovina. For this purpose, 100 students at two colleges have been applied a questionnaire containing various vocabulary learning strategies and their learning preferences, styles and social self-esteems have been examined. SPINO instrument (PANAS -Positive and Negative Affective Schedule, SOSA scales Social Self-Esteem Scale, The Learning Style Inventory (LSI 2011), and Inventory for Vocabulary Learning Strategies were used to carry out the implementation part of our study. In order to collect the data, this study was based on a design including quantitative data analysis by using questionnaires. The study intends to describe an experience connected to the systematic use of vocabulary learning activities connected with the learning styles to enhance students' self-esteem and thus, promote language learning. The correlations between active learning strategies, emotional states and social self-esteem have been significant and positive. In our study, it has been concluded that vocabulary learning strategies produce positive emotions and there is a positive correlation between these two variables. Positive emotions and higher social self-esteem give rise to more usage of different learning strategies. As teachers, we are in a constant search to work on the social-emotional development of students. By developing a feeling of social self-esteem in what they learn lexically, they build selfacceptance and trust through expanding their vocabulary knowledge. The content relates real life situations to their own feelings, beliefs, needs, values and experiences. It is worth mentioning the fact that the students were observed to get in touch with the positive qualities of themselves with self-esteem and introspection, learning unknown words emphasizing self-discovery and their own strengths concretely. The results of learning styles identification instruments showed that learning styles of students can be diagnosed quite reliably. The research proved that students can learn better when they are taught through the certain methods that reflect their specific learning styles. In this paper we are discussing the pedagogical implications of this work and offering a model for the EFL teachers to manage this field in their work.

The Evaluation Of An Online Practice Tool, The Views Of Students AND TEACHERS ON How To Better Use The Online Practice Center Ufuk Bilki & Hakan Aydoğan Celal Bayar University/ Manisa, Turkey

Modern Research and Studies in Educational Sciences-2024 Editor

EXAMINING THE CONTRIBUTIONS OF USING TECHNOLOGY IN ENGLISH EDUCATION TO TEACHERS: PROJECT-BASED REVIEW

Making learning-teaching processes effective is possible by making students more active by provid... more Making learning-teaching processes effective is possible by making students more active by providing environments rich in learning experiences. In today’s world where information is processed, produced and transmitted at high speed, it becomes important for teachers to develop the knowledge and skills they need to have and keep up with the times. This issue highlights the use of instructional technologies, especially in foreign language learning and teaching processes. Information and communication technologies (ICT) provide students with various learning experiences that are similar to the real-life experiences they need in learning a foreign language, regardless of time and place; In other words, it allows them to experience it wherever they want, whenever they want and as much as they need. One of the basic needs of 21st century people is to access information and communicate effectively in a global context. In this respect, both knowledge of English as a foreign language and the use of computer and communication technologies are of increasing importance. R

Modern Research and Studies in Educational Sciences-2024 Editor

The field of educational sciences is ever-evolving, driven by the diverse challenges and opportun... more The field of educational sciences is ever-evolving, driven by the diverse challenges and opportunities presented by today's dynamic global landscape. As societies advance and technology continues to redefine the learning experience, modern research plays a crucial role in shaping new pedagogical approaches, policies, and practices. This book, Modern Research and Studies in Educational Sciences, is a comprehensive collection of scholarly work that highlights the cutting-edge developments in this field. The contributions within this volume reflect the diversity of perspectives and innovative approaches to understanding education in various contextsspanning early childhood education, digital learning, inclusion, and beyond. Through rigorous research and thought-provoking analysis, the book explores how educational systems can better meet the needs of students, educators, and communities in the 21st century. Whether addressing emerging trends in technology-enhanced learning, the importance of emotional and social development in educational settings, or the challenges faced by educational institutions in an increasingly globalized world, each chapter offers valuable insights for educators, policymakers, and researchers alike. As you engage with the material, I hope you will find both inspiration and practical guidance for navigating the complexities of today's educational environments. This collection serves as a beacon for those committed to advancing educational theory and practice, fostering meaningful change, and ensuring that education remains a powerful tool for personal and societal growth. It is with great pleasure that I invite you to explore the rich array of ideas and findings presented in this volume, which stand at the forefront of contemporary educational research.

Sociodemographic Variables on Intrinsic and Extrinsic Motivation in EFL Context

Sociodemographic Variables on Intrinsic and Extrinsic Motivation in EFL Context

A Psycholinguistics Case Study: Sociodemographic Variables on Intrinsic and Extrinsic Motivation in EFL Context (Hakan Aydoğan)

There are lots of influences on learning English as a foreign language (EFL). Some of them are s... more There are lots of influences on learning English as a foreign language (EFL). Some of them are sociodemographic variables and students’ motivation. In this paper, relationships between sociodemographic variables, motivation and subjective estimates of English knowledge and skills were examined. Both extrinsic and intrinsic motivations were taken into account. For their assessment, intrinsic and extrinsic motivation for the English learning scale (IEM–ELS) was used along with some sociodemographic questions. The sample consisted of 180 Turkish students who attended a private high school and a state university. The results showed a high negative correlation between extrinsic and intrinsic motivation. The participants’ family incomes were positively related to intrinsic and negatively related to extrinsic motivation. Next, males’ extrinsic motivation levels were higher than those of females. Similarly, university students’ extrinsic motivation levels were higher than those of high school students. The results were discussed within the frame of educational psychology.

psychology of language

Psycholinguistics, in another word psychology of language, is a subsection of study uniting the d... more Psycholinguistics, in another word psychology of language, is a subsection of study uniting the disciplines of psychology and linguistics. Psycholinguistics is about how we produce and recognize the speech and functioning of the brain to process the language. The cognitive processes of a language can shortly be called as memory, thinking, learning and perception. It came forward as a new discipline by Chomskyan revolution. Acquisition, comprehension and production are the main processes of it. The knowledge we need to be able to use the language and the cognitive processes constitutes the backbones of psycholinguistics. It studies the mental faculties of how man’s mind perceives, develops and produces spoken and written communication. The specific topics it analyses are phonetics, semantics, pragmatics, syntax, phonolgy and morphology. Emerging as a reaction to Behaviorist Theory of the B.F. Skinner who considered all forms of learning as a dichotomy of positive and negative reinforcement, Noam Chomsky put forth that human being is innately programed for languages and all the required neurobiological factors enabling us to acquire, use and comprehend the language cognitively exist in us. So, in this sub-field of science of linguistics, what makes it possible to generate meaningful sentences out of lexis and grammatical components cognitively forms the rationale of psycholinguistics.