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Nebahat Badem

Kahramanmaras Sutcu Imam Univ., English Language Teaching, Faculty Member

Cukurova University, ELT, Graduate Student

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Nebahat Badem currently works at the ELT Department of the Faculty of Education at Kahramanmaraş Sütçü İmam University. Nebahat researches ELT, Second Language Acquisition, Cognitive Linguistics, and Psycholinguistics. Her current interest is the eye-tracking methodology. Their most recent publication is "Student Motivation and Academic Achievement in Online EFL Classes at the Tertiary Level".

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Marianne Gullberg

Lund University

Cukurova University

University of Jyväskylä

Najah A. Almabrouk

Istanbul Aydin University

Bogazici University

Fort Hays State University

Paula Cifuentes Férez

Universidad de Murcia

Shima Akbarnezhad

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Papers by Nebahat Badem

Yabancı dil olarak İngilizce öğrenen Türk öğrencilerin birinci ve ikinci dillerinde devinim eylemlerini kullanımları üzerine karşılaştırmalı bir çalışma

TEZ13172Tez (Doktora) -- Çukurova Üniversitesi, Adana, 2020.Kaynakça (s. 166-175) var.XIX, 185 s.... more TEZ13172Tez (Doktora) -- Çukurova Üniversitesi, Adana, 2020.Kaynakça (s. 166-175) var.XIX, 185 s. :_29 cm.Son kırk yıldır araştırmacılar devinim olaylarına ve bu olayların tipolojik olarak farklı dillerdeki tanımlamalarına ilgi göstermişlerdir. Talmy (1985, 2000) ve sözcükleştirme örüntüsü bu ilginin temelini oluşturmuştur. Slobin’in (1996a) Konuşmak için Düşünme varsayımı, seçimleri ve sözdizimi yapıları tipolojik varyasyonlara göre değişebileceğinden sözcükleştirme örüntülerinin konuşmacıların devinim olaylarını ifade ettikleri şekiller üzerinde belli sonuçları olacağını önermiştir. Yabancı dil çalışmalarında özellikle de İngilizceyi yabancı dil olarak öğrenen Türk öğrenciler açısından kısmen daha az araştırma yapılırken, şimdiye kadar yapılan araştırmaların çoğu bu olayların ana dilde ifade edilmelerine odaklanmıştır. Bu boşluğu doldurmak için, bu çalışma, ölçeğini kavramsal çerçeve olarak Slobin’in konuşmak için düşünme varsayımı ve Talmy’nin eylem-çerçeveli diller / uydu çerçev...

Yabancı dil olarak ingilizce öğrenen yetişkin türk öğrenciler tarafından kullanılan iletişim izlemleri olarak tekrarlar : bir kesitsel çalışma

TEZ9389Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2014.Kaynakça (s. 69-73) var.xii, 74 ... more TEZ9389Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2014.Kaynakça (s. 69-73) var.xii, 74 s. : tablo ; 29 cm.İletişim izlemleri ikinci dil öğrencilerinin Aradil sistemlerindeki konuşmaları boyunca bir sorunla karşılaştıklarında başvurdukları başa çıkma izlemleridir. Aradil birinci dil ve ikinci dil kurallarının fosilleşmesini içerir. Bu fosilleşmenin bir sonucu olarak, dil öğrenicisi ana dili ve hedef dilden farklı olarak kendi yapıları ve kuralları olan farklı bir sistem geliştirir. İkinci dil öğrenicileri tarafından üretilen ifadeler hatalı olma potansiyeline sahip olduğundan, bu öğreniciler hatalarını telafi etmek için iletişim izlemlerinden yarar sağlarlar. Bu kavram geçtiğimiz kırk yıldır ikinci dil edinimi araştırmalarında birçok araştırmacının dikkatini çekmiştir. Bu çalışma, Çukurova Üniversitesi, İngiliz Dili Eğitimi Anabilim Dalı’nda yabancı dil olarak İngilizce öğrenen 48 Türk öğrencinin sözlü anlatımlarındaki iletişim izlemleri olarak tekrarların kullanımındaki İn...

Explicit and Implicit Written Corrective Feedback in Higher EFL Education : Evidence from Turkey 1

This study investigated the efficiency of explicit and implicit written corrective feedback in En... more This study investigated the efficiency of explicit and implicit written corrective feedback in English as a Foreign Language (EFL) education in higher education. Participants of the study were late-elementary and pre-intermediate adult learners of English who were attending a preparatory school in a Turkish state university. During a period of four weeks, exercises on prepositions were delivered to subjects who were divided into three groups as two treatment groups receiving explicit and implicit written correction and a control group receiving no feedback. A pre-test and a post-test were applied to the groups at the start and the end of the fourweek treatment, respectively in order to examine possible development of the groups. The results indicated significant differences between pre-test and post-test scores of the groups receiving the two types of written corrective feedback.

A Comparison of Communication Verbs Used by Turkish Efl Learners and English Native Speakers: A Corpus Based Study

Gaziantep University Journal of Social Sciences, 2017

This study investigates a certain set of semantically categorized verbs, namely Communication Ver... more This study investigates a certain set of semantically categorized verbs, namely Communication Verbs (CV) (Biber, 2006) in learner language. Communication verbs are "a special subcategory of activity verbs that involve communication activities" (2006, p. 247) and they are relatively common both in written and spoken discourse. Two corpora, LOCNESS and TICLE, were analysed to reveal frequencies of these verbs in both corpora and the findings showed that though priming of most frequent verbs in each corpus are identical, Turkish EFL learners significantly underused such verbs in their argumentative essays. In-depth analysis additionally signified distinctive grammatical patterns as well as various semantic frames of nouns collocated with verbs selected in TICLE. Finally, based on the findings, usage based differences were examined and the reasons why learners might have used particular patterns in comparison to the ones used by NSs, were suggested by making references to Hunston and Francis's Pattern Grammar (2000).

A Comparative Corpus-based Study on the Use of Phrasal Verbs by Turkish EFL Learners and L1 English Speakers

Advances in Language and Literary Studies, 2021

This quantitative study aims to reveal the most frequently used phrasal verbs (PVs) by L1 speaker... more This quantitative study aims to reveal the most frequently used phrasal verbs (PVs) by L1 speakers of English and Turkish EFL learners in written and spoken registers. With the purpose of spotting any overuse and/or underuse by Turkish EFL learners, it compares their usage to L1 English speakers’ through four corpora – two learner corpora and two native corpora. Additionally, the study investigates the most frequent adverbial verb particles (AVPs) and lexical verbs (LVs) in phrasal constructions comparing learners and native speakers. The results show that although LV types differ to a large extent, Turkish EFL learners display a similar profile to L1 English speakers in terms of types of PVs and AVPs. However, these verbs and particles are significantly underused, especially in spoken register – a result that contradicts previous research. Specifically, within the scope of this study, regardless of the register Turkish learners tend to favour few AVPs out of the mostly used ten whi...

A Comparison of Communication Verbs Used by Turkish Efl Learners and English Native Speakers: A Corpus Based Study

by Nebahat Badem and Fatih BOZDAĞ

Gaziantep University Journal of Social Sciences

This study investigates a certain set of semantically categorized verbs, namely Communication Ver... more This study investigates a certain set of semantically categorized verbs, namely Communication Verbs (CV) (Biber, 2006) in learner language. Communication verbs are "a special subcategory of activity verbs that involve communication activities" (2006, p. 247) and they are relatively common both in written and spoken discourse. Two corpora, LOCNESS and TICLE, were analysed to reveal frequencies of these verbs in both corpora and the findings showed that though priming of most frequent verbs in each corpus are identical, Turkish EFL learners significantly underused such verbs in their argumentative essays. In-depth analysis additionally signified distinctive grammatical patterns as well as various semantic frames of nouns collocated with verbs selected in TICLE. Finally, based on the findings, usage based differences were examined and the reasons why learners might have used particular patterns in comparison to the ones used by NSs, were suggested by making references to Hunston and Francis's Pattern Grammar (2000).

Student Motivation and Academic Achievement in Online EFL Classes at the Tertiary Level

Student Motivation and Academic Achievement in Online EFL Classes at the Tertiary Level, 2022

This study examines the impact of EFL learners’ learning experiences in a virtual classroom on th... more This study examines the impact of EFL learners’ learning experiences in a virtual classroom on their academic motivation and achievement. It also explores students’ reasons for changes in their motivations and their perspectives on learning a foreign language online. The study used the explanatory, sequential mixed-methods design. A total of 144 foreign-language learners at a state university in Turkey participated in this study. An online survey was used to collect students’ academic motivation scores at the beginning and the end of an academic term. Ten students from the decreased and the increased motivation groups were recruited for online semi-structured interviews. Besides motivation, students’ language development was measured using pre- and post-test scores on skill-based exams. Correlations show a moderate positive correlation between motivation and academic achievement. Motivation was also a significant predictor of students’ grades. The findings also showed that students’ motivation to learn English in a digital classroom decreased over time. Through thematic analysis of the qualitative data, three major themes emerged: motivation-related factors, negative attitudes towards online learning and the benefits of online learning. One common characteristic was that students would prefer face-to-face learning and they also believed that in-class and out-of-class interactions were limited in online learning.

A Comparative Corpus-based Study on the Use of Phrasal Verbs by Turkish EFL Learners and L1 English Speakers

A Comparative Corpus-based Study on the Use of Phrasal Verbs by Turkish EFL Learners and L1 English Speakers, 2021

This quantitative study aims to reveal the most frequently used phrasal verbs (PVs) by L1 speaker... more This quantitative study aims to reveal the most frequently used phrasal verbs (PVs) by L1 speakers of English and Turkish EFL learners in written and spoken registers. With the purpose of spotting any overuse and/or underuse by Turkish EFL learners, it compares their usage to L1 English speakers' through four corpora-two learner corpora and two native corpora. Additionally, the study investigates the most frequent adverbial verb particles (AVPs) and lexical verbs (LVs) in phrasal constructions comparing learners and native speakers. The results show that although LV types differ to a large extent, Turkish EFL learners display a similar profile to L1 English speakers in terms of types of PVs and AVPs. However, these verbs and particles are significantly underused, especially in spoken register-a result that contradicts previous research. Specifically, within the scope of this study, regardless of the register Turkish learners tend to favour few AVPs out of the mostly used ten while leaving out the others. The findings might be of use to EFL teachers regarding raising their students' awareness on the contextual use of PVs in different registers with a combination of both implicit and explicit teaching in mind. In addition, learners can benefit from the ready-made PV lists to enhance their prospective usage in meaningful contexts.

A Comparison of Communication Verbs Used by Turkish EFL Learners and English Native Speakers: A Corpus Based Study

A Comparison of Communication Verbs Used by Turkish EFL Learners and English Native Speakers: A Corpus Based Study, 2017

This study investigates a certain set of semantically categorized verbs, namely Communication Ver... more This study investigates a certain set of semantically categorized verbs, namely Communication Verbs (CV) (Biber, 2006) in learner language. Communication verbs are "a special subcategory of activity verbs that involve communication activities" (2006, p. 247) and they are relatively common both in written and spoken discourse. Two corpora, LOCNESS and TICLE, were analysed to reveal frequencies of these verbs in both corpora and the findings showed that though priming of most frequent verbs in each corpus are identical, Turkish EFL learners significantly underused such verbs in their argumentative essays. In-depth analysis additionally signified distinctive grammatical patterns as well as various semantic frames of nouns collocated with verbs selected in TICLE. Finally, based on the findings, usage based differences were examined and the reasons why learners might have used particular patterns in comparison to the ones used by NSs, were suggested by making references to Hunston and Francis's Pattern Grammar (2000).

Yükseköğretimde Yabancı Dil Eğitiminde Açık ve Örtük Yazılı Düzeltici Geribildirim: Türkiye Örneği

Books by Nebahat Badem

Explicit and Implicit Written Corrective Feedback in Higher EFL Education: Evidence from Turkey

Explicit and Implicit Written Corrective Feedback in Higher EFL Education: Evidence from Turkey, 2018

This study investigated the efficiency of explicit and implicit written corrective feedback in En... more This study investigated the efficiency of explicit and implicit written corrective feedback in English as a Foreign Language (EFL) education in higher education. Participants of the study were late-elementary and pre-intermediate adult learners of English who were attending a preparatory school in a Turkish state university. During a period of four weeks, exercises on prepositions were delivered to subjects who were divided into three groups as two treatment groups receiving explicit and implicit written correction and a control group receiving no feedback. A pre-test and a post-test were applied to the groups at the start and the end of the fourweek treatment, respectively in order to examine possible development of the groups. The results indicated significant differences between pre-test and post-test scores of the groups receiving the two types of written corrective feedback.

Yabancı dil olarak İngilizce öğrenen Türk öğrencilerin birinci ve ikinci dillerinde devinim eylemlerini kullanımları üzerine karşılaştırmalı bir çalışma

TEZ13172Tez (Doktora) -- Çukurova Üniversitesi, Adana, 2020.Kaynakça (s. 166-175) var.XIX, 185 s.... more TEZ13172Tez (Doktora) -- Çukurova Üniversitesi, Adana, 2020.Kaynakça (s. 166-175) var.XIX, 185 s. :_29 cm.Son kırk yıldır araştırmacılar devinim olaylarına ve bu olayların tipolojik olarak farklı dillerdeki tanımlamalarına ilgi göstermişlerdir. Talmy (1985, 2000) ve sözcükleştirme örüntüsü bu ilginin temelini oluşturmuştur. Slobin’in (1996a) Konuşmak için Düşünme varsayımı, seçimleri ve sözdizimi yapıları tipolojik varyasyonlara göre değişebileceğinden sözcükleştirme örüntülerinin konuşmacıların devinim olaylarını ifade ettikleri şekiller üzerinde belli sonuçları olacağını önermiştir. Yabancı dil çalışmalarında özellikle de İngilizceyi yabancı dil olarak öğrenen Türk öğrenciler açısından kısmen daha az araştırma yapılırken, şimdiye kadar yapılan araştırmaların çoğu bu olayların ana dilde ifade edilmelerine odaklanmıştır. Bu boşluğu doldurmak için, bu çalışma, ölçeğini kavramsal çerçeve olarak Slobin’in konuşmak için düşünme varsayımı ve Talmy’nin eylem-çerçeveli diller / uydu çerçev...

Yabancı dil olarak ingilizce öğrenen yetişkin türk öğrenciler tarafından kullanılan iletişim izlemleri olarak tekrarlar : bir kesitsel çalışma

TEZ9389Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2014.Kaynakça (s. 69-73) var.xii, 74 ... more TEZ9389Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2014.Kaynakça (s. 69-73) var.xii, 74 s. : tablo ; 29 cm.İletişim izlemleri ikinci dil öğrencilerinin Aradil sistemlerindeki konuşmaları boyunca bir sorunla karşılaştıklarında başvurdukları başa çıkma izlemleridir. Aradil birinci dil ve ikinci dil kurallarının fosilleşmesini içerir. Bu fosilleşmenin bir sonucu olarak, dil öğrenicisi ana dili ve hedef dilden farklı olarak kendi yapıları ve kuralları olan farklı bir sistem geliştirir. İkinci dil öğrenicileri tarafından üretilen ifadeler hatalı olma potansiyeline sahip olduğundan, bu öğreniciler hatalarını telafi etmek için iletişim izlemlerinden yarar sağlarlar. Bu kavram geçtiğimiz kırk yıldır ikinci dil edinimi araştırmalarında birçok araştırmacının dikkatini çekmiştir. Bu çalışma, Çukurova Üniversitesi, İngiliz Dili Eğitimi Anabilim Dalı’nda yabancı dil olarak İngilizce öğrenen 48 Türk öğrencinin sözlü anlatımlarındaki iletişim izlemleri olarak tekrarların kullanımındaki İn...

Explicit and Implicit Written Corrective Feedback in Higher EFL Education : Evidence from Turkey 1

This study investigated the efficiency of explicit and implicit written corrective feedback in En... more This study investigated the efficiency of explicit and implicit written corrective feedback in English as a Foreign Language (EFL) education in higher education. Participants of the study were late-elementary and pre-intermediate adult learners of English who were attending a preparatory school in a Turkish state university. During a period of four weeks, exercises on prepositions were delivered to subjects who were divided into three groups as two treatment groups receiving explicit and implicit written correction and a control group receiving no feedback. A pre-test and a post-test were applied to the groups at the start and the end of the fourweek treatment, respectively in order to examine possible development of the groups. The results indicated significant differences between pre-test and post-test scores of the groups receiving the two types of written corrective feedback.

A Comparison of Communication Verbs Used by Turkish Efl Learners and English Native Speakers: A Corpus Based Study

Gaziantep University Journal of Social Sciences, 2017

This study investigates a certain set of semantically categorized verbs, namely Communication Ver... more This study investigates a certain set of semantically categorized verbs, namely Communication Verbs (CV) (Biber, 2006) in learner language. Communication verbs are "a special subcategory of activity verbs that involve communication activities" (2006, p. 247) and they are relatively common both in written and spoken discourse. Two corpora, LOCNESS and TICLE, were analysed to reveal frequencies of these verbs in both corpora and the findings showed that though priming of most frequent verbs in each corpus are identical, Turkish EFL learners significantly underused such verbs in their argumentative essays. In-depth analysis additionally signified distinctive grammatical patterns as well as various semantic frames of nouns collocated with verbs selected in TICLE. Finally, based on the findings, usage based differences were examined and the reasons why learners might have used particular patterns in comparison to the ones used by NSs, were suggested by making references to Hunston and Francis's Pattern Grammar (2000).

A Comparative Corpus-based Study on the Use of Phrasal Verbs by Turkish EFL Learners and L1 English Speakers

Advances in Language and Literary Studies, 2021

This quantitative study aims to reveal the most frequently used phrasal verbs (PVs) by L1 speaker... more This quantitative study aims to reveal the most frequently used phrasal verbs (PVs) by L1 speakers of English and Turkish EFL learners in written and spoken registers. With the purpose of spotting any overuse and/or underuse by Turkish EFL learners, it compares their usage to L1 English speakers’ through four corpora – two learner corpora and two native corpora. Additionally, the study investigates the most frequent adverbial verb particles (AVPs) and lexical verbs (LVs) in phrasal constructions comparing learners and native speakers. The results show that although LV types differ to a large extent, Turkish EFL learners display a similar profile to L1 English speakers in terms of types of PVs and AVPs. However, these verbs and particles are significantly underused, especially in spoken register – a result that contradicts previous research. Specifically, within the scope of this study, regardless of the register Turkish learners tend to favour few AVPs out of the mostly used ten whi...

A Comparison of Communication Verbs Used by Turkish Efl Learners and English Native Speakers: A Corpus Based Study

by Nebahat Badem and Fatih BOZDAĞ

Gaziantep University Journal of Social Sciences

This study investigates a certain set of semantically categorized verbs, namely Communication Ver... more This study investigates a certain set of semantically categorized verbs, namely Communication Verbs (CV) (Biber, 2006) in learner language. Communication verbs are "a special subcategory of activity verbs that involve communication activities" (2006, p. 247) and they are relatively common both in written and spoken discourse. Two corpora, LOCNESS and TICLE, were analysed to reveal frequencies of these verbs in both corpora and the findings showed that though priming of most frequent verbs in each corpus are identical, Turkish EFL learners significantly underused such verbs in their argumentative essays. In-depth analysis additionally signified distinctive grammatical patterns as well as various semantic frames of nouns collocated with verbs selected in TICLE. Finally, based on the findings, usage based differences were examined and the reasons why learners might have used particular patterns in comparison to the ones used by NSs, were suggested by making references to Hunston and Francis's Pattern Grammar (2000).

Student Motivation and Academic Achievement in Online EFL Classes at the Tertiary Level

Student Motivation and Academic Achievement in Online EFL Classes at the Tertiary Level, 2022

This study examines the impact of EFL learners’ learning experiences in a virtual classroom on th... more This study examines the impact of EFL learners’ learning experiences in a virtual classroom on their academic motivation and achievement. It also explores students’ reasons for changes in their motivations and their perspectives on learning a foreign language online. The study used the explanatory, sequential mixed-methods design. A total of 144 foreign-language learners at a state university in Turkey participated in this study. An online survey was used to collect students’ academic motivation scores at the beginning and the end of an academic term. Ten students from the decreased and the increased motivation groups were recruited for online semi-structured interviews. Besides motivation, students’ language development was measured using pre- and post-test scores on skill-based exams. Correlations show a moderate positive correlation between motivation and academic achievement. Motivation was also a significant predictor of students’ grades. The findings also showed that students’ motivation to learn English in a digital classroom decreased over time. Through thematic analysis of the qualitative data, three major themes emerged: motivation-related factors, negative attitudes towards online learning and the benefits of online learning. One common characteristic was that students would prefer face-to-face learning and they also believed that in-class and out-of-class interactions were limited in online learning.

A Comparative Corpus-based Study on the Use of Phrasal Verbs by Turkish EFL Learners and L1 English Speakers

A Comparative Corpus-based Study on the Use of Phrasal Verbs by Turkish EFL Learners and L1 English Speakers, 2021

This quantitative study aims to reveal the most frequently used phrasal verbs (PVs) by L1 speaker... more This quantitative study aims to reveal the most frequently used phrasal verbs (PVs) by L1 speakers of English and Turkish EFL learners in written and spoken registers. With the purpose of spotting any overuse and/or underuse by Turkish EFL learners, it compares their usage to L1 English speakers' through four corpora-two learner corpora and two native corpora. Additionally, the study investigates the most frequent adverbial verb particles (AVPs) and lexical verbs (LVs) in phrasal constructions comparing learners and native speakers. The results show that although LV types differ to a large extent, Turkish EFL learners display a similar profile to L1 English speakers in terms of types of PVs and AVPs. However, these verbs and particles are significantly underused, especially in spoken register-a result that contradicts previous research. Specifically, within the scope of this study, regardless of the register Turkish learners tend to favour few AVPs out of the mostly used ten while leaving out the others. The findings might be of use to EFL teachers regarding raising their students' awareness on the contextual use of PVs in different registers with a combination of both implicit and explicit teaching in mind. In addition, learners can benefit from the ready-made PV lists to enhance their prospective usage in meaningful contexts.

A Comparison of Communication Verbs Used by Turkish EFL Learners and English Native Speakers: A Corpus Based Study

A Comparison of Communication Verbs Used by Turkish EFL Learners and English Native Speakers: A Corpus Based Study, 2017

This study investigates a certain set of semantically categorized verbs, namely Communication Ver... more This study investigates a certain set of semantically categorized verbs, namely Communication Verbs (CV) (Biber, 2006) in learner language. Communication verbs are "a special subcategory of activity verbs that involve communication activities" (2006, p. 247) and they are relatively common both in written and spoken discourse. Two corpora, LOCNESS and TICLE, were analysed to reveal frequencies of these verbs in both corpora and the findings showed that though priming of most frequent verbs in each corpus are identical, Turkish EFL learners significantly underused such verbs in their argumentative essays. In-depth analysis additionally signified distinctive grammatical patterns as well as various semantic frames of nouns collocated with verbs selected in TICLE. Finally, based on the findings, usage based differences were examined and the reasons why learners might have used particular patterns in comparison to the ones used by NSs, were suggested by making references to Hunston and Francis's Pattern Grammar (2000).

Yükseköğretimde Yabancı Dil Eğitiminde Açık ve Örtük Yazılı Düzeltici Geribildirim: Türkiye Örneği

Explicit and Implicit Written Corrective Feedback in Higher EFL Education: Evidence from Turkey

Explicit and Implicit Written Corrective Feedback in Higher EFL Education: Evidence from Turkey, 2018

This study investigated the efficiency of explicit and implicit written corrective feedback in En... more This study investigated the efficiency of explicit and implicit written corrective feedback in English as a Foreign Language (EFL) education in higher education. Participants of the study were late-elementary and pre-intermediate adult learners of English who were attending a preparatory school in a Turkish state university. During a period of four weeks, exercises on prepositions were delivered to subjects who were divided into three groups as two treatment groups receiving explicit and implicit written correction and a control group receiving no feedback. A pre-test and a post-test were applied to the groups at the start and the end of the fourweek treatment, respectively in order to examine possible development of the groups. The results indicated significant differences between pre-test and post-test scores of the groups receiving the two types of written corrective feedback.