<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dcterms="http://purl.org/dc/terms/">
<rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1971">
    <dcterms:title><![CDATA[Effects of Computer Use on Motivation in EFL Learning Skills]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Motivation, computer assisted language learning (CALL), grammer, listening, reading  ABSTRACT  In English as a foreign language (EFL) classrooms, the use of computer networks have introduced unprecedented opportunities for language learners to access and use multimedia materials and to communicate within and beyond the classroom. Over the past 20 years with the application of technology in language classrooms, learners have been expected to be more motivated in a web-based computer assisted language learning program, and improve their comprehensive language ability. Thus, this study aimed to determine the effects of computer assisted language learning (CALL) on motivation of EFL learners in English language learning classrooms. As one of the examples of qualitative study, this paper is a case study and it was used to ascertain four aspects of motivation which were self-confidence, attention, relevancy with the objectives and satisfaction of EFL learners from the points of grammer, listening and reading skills. The data for this study was collected with the interviews of a sample group including 4 learners of EFL at a University in Black Sea Region. In this qualitative study, with a tape recorder each student was interviewed about the aspects of motivation, and the data was transcribed and coded. At the end of the study it was found that for listening skills the students had a positive attitude toward using computers, but for grammer skills and reading skills they had a negative attitude from the aspects of self-confidence, attention, relavancy with the objectives and satisfaction. Finally, some practical recommendations were noted.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1756]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1970">
    <dcterms:title><![CDATA[Türkçe Öğrenen Yabancıların Yazılı anlatım Becerilerine Metindilbilimsel Bir Bakış]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: writing, foreign language teaching, Turkish education, cohesion, conjunction  ABSTRACT  Bağdaşıklık” (coherence) ve “bağlılık” (cohesion) metindilbilim araştırmaları ile birlikte metin incelemede sıklıkla kullanılan iki terimdir. Bağdaşıklık, metnin içeriğinin genel yapısı ile ilgiliyken; bağlılık, metin içi yapıların cümlecikler içinde birbirleriyle olan ilişkileriyle ilgilidir ve her iki terim de bir metinde olması gereken farklı ancak birbirleriyle ilişkili olan özellikleri anlatmaktadır (Koçbaş-Akar, 2007, akt. Erdağı, 2008:14). Halliday ve Hasan (1976), bağlılığı metin yüzeyindeki ilişkileri düzenleyen bir unsur olarak tanımlamışlardır. Başka bir deyişle bağlılık; bir dilsel yapının, yorumlanabilmesi için diğer yapılarla olan ilişkisidir. En basit tanımla bağlılık “bir arada tutma” anlamına gelmektedir (Beaugrande &amp; Dressler, 1981; Halliday &amp; Hasan, 1976; akt. Akıncı, 2007). Erdağı’na göre bir metnin yüzey yapısındaki dilsel birimler birbirlerine dilbilgisel kurallar çerçevesinde ardıl bir biçimde bağlıdırlar ve bu ise, metindeki dilsel, dilbilgisel uyum, yani bütünlüktür (Erdağı, 2008:14). Türkçe öğrenen yabancı öğrencilerin yazılı performansla oluşturdukları metinlerin iletişim amacına hizmet edebilmesi ve tutarlı olabilmesi, oluşturdukları metinlerin bağlılık özelliğine sahip olmasına bağlıdır. Yabancılara Türkçe dersi bağlamında öğrencilerin metin bağlılığı ile ilgili sorunlar yaşandığı bilinmektedir (Çotuksöken, 1983) Bu çalışma, yabancı dil olarak Türkçe öğrenen ve farklı coğrafyalardan gelen öğrencilerin sözcükleri, cümleleri bir araya getirerek bir yazılı metin oluştururken sıralama ve yan tümce bağlaçlarını ne sıklıkta ve hangi tercihle kullanma eğiliminde olduklarını ortaya koymayı amaçlamaktadır. Zira bağlaçlar, bağlama işlevleriden gelen özellik dolayısıyla, cümleler arasında konu ve anlatım bütünlüğünü sağlar.  Bu bağlamda Sakarya Üniversitesi bünyesindeki TÖMER’de A2/B1 seviyesinde eğitim gören Bosna-Hersek, Makedonya, Sırbistan ve Bulgaristan gibi Balkan ülkelerinden gelen öğrencilerin sözlü metinlerindeki bağlılık özelliği ile eşdeğer seviyedeki Türkmenistan, Azerbaycan gibi Türkî Cumhuriyetlerden gelen öğrencilerin ürettikleri yazılı metinlerindeki bağlılık özellikleri karşılaştırmalı bir bakış açısı ile incelenmiştir. Çalışma nitel araştırma olup alan araştırması yöntemine dayanmaktadır. Araştırma kapsamında öğrencilere yabancılara Türkçe öğretiminde kullanılan bir kısa film izlettirilmiş akabinde ise öğrencilere filmin konusu ile ilgili 150 sözcüklük bir yazılı anlatım çalışması yaptırılmıştır.  Çalışma sonuçları değişik coğrafyalardan gelen öğrencilerin, metin bağlılığını oluşturan unsurlardan “sıralama” ve “yan tümce” bağlaçlarını farklı sıklıkta kullandıklarını ortaya koymuştur]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1935]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1969">
    <dcterms:title><![CDATA[Aliya İzzetbegoviç’i Türk Basınında Okumak]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:Aliya İzzetbegoviç, War of Bosnia Herzegovina, Turkish Press, Yugoslavia, Discourse Analysis  ABSTRACT Yugoslavya’nın dağılmasının ardından Bosna-Hersek’in bağımsızlığı ve yeniden inşası aşamasında Aliya İzzetbegoviç, önemli bir siyasi aktör olarak öne çıkmaktadır. İzzetbegoviç, 1992-1995 yılları arasında süren Müslüman Boşnaklar başta olmak üzere bölgede yaşayan tüm dini ve etknik grupların olumsuz etkilendiği iç savaş sırasında ve sonrasında Bosna Hersek’te birleştirici bir etki yaratarak Müslüman nüfusun bölgede varlığını korumasına ve sürdürmesine katkı sağlamıştır. Bu katkı Osmanlı Devleti’nin ortak mirası dolayısıyla Türkiye ile kurulan ilişkiler açısından da önem arzetmektedir. İlgili dönemde Bosna’da yaşanan “dram” ve Aliya İzzetbegoviç, Türk kamuoyu tarafından da takip edilmiştir.  Çalışmada Türk basınında Aliya İzzet Begoviç ile ilgili yazılar incelenerek nasıl bir söylem oluşturulduğu tartışılacaktır. Bu amaçla ilgili dönemde tirajı yüksek kitle gazetesi olan Hürriyet, milli ve muhafazakar bir yayın çizgisine sahip Türkiye ve sol eğilimli Cumhuriyet gazetelerinde konuyla ilgili haber ve yorumlarla Türk kamuoyunda yaratılan Aliya İzzetbegoviç algısı sorgulanacaktır. Aliya İzzetbegoviç’in 1991 yılında Cumhurbaşkanı seçilmesinin ardından savaşın sonunda 1996 seçimlerine kadar geçen altı yıllık sürede söz konusu gazetelerdeki içerikler söylem analizi yöntemiyle değerlendirilerek Türk kamuoyunda yaratılan Aliya izzetbegoviç algısı ortaya konmaya çalışılacaktır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1909]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1968">
    <dcterms:title><![CDATA[A Comparison of Turkish and French Teachers in Terms of Teacher Roles of Status Quo and Progressive Approaches]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Teacher roles, status quo roles, progressive roles, inter-cultural comparison  ABSTRACT  Teacher roles pertaining to status quo approach include provision of institutional authority, attaching importance to academic standards, and provision of effective teaching. However, teachers should also pay attention to progressive roles as a result of globalization. Those teachers performing global roles are interested in events at the local, national and global levels, actively try to be informed about these events, have a skeptical approach towards sources of information and exhibit an equitable and supportive approach. On the other hand, these two categories of teacher roles are mostly in opposition. Such a contradiction may lead to role conflict, which is significantly affected by the political, social, and cultural conditions of each society.  The purpose of the study is to compare the adaptation level of Turkish and French teachers concerning the teacher roles of status quo and progressive approaches. Through this comparison, the effects political, social, and cultural conditions on the teachers’ professional role orientations will be revealed. The reason for choosing these two groups teachers is that in both countries education is administered at the central level.  The study was designed as a qualitative study. Both groups contained twenty teachers. Their views were collected through semi-structured interview forms. The data were analyzed with content analysis.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1738]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1967">
    <dcterms:title><![CDATA[Learner Autonomy in EFL classes from the Eyes of Teachers]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: English language teaching, curriculum reform, learner autonomy, teachers, perceptions  ABSTRACT  The concept of learner autonomy has become popular since the publication of Holec (1981), who defined learner autonomy as “the ability to take charge of one‟s learning” (p. 3). In fact, the related literature is abundant with descriptions of learner autonomy, suggesting that there is no commonly accepted definition of it. A considerable amount of research has been done on the subject of learner autonomy in English language teaching. While some studies have focused on the new role relationship between the learner and the teacher in autonomous learning, some others have concentrated on the issue of age of the learners. Also, there are studies on the readiness level of the teachers and/or learners for autonomy. The purpose of this qualitative study is to take a critical look at a reformist action launched by the Ministry of Education in North Cyprus in English language teaching practice at secondary and high schools. More specifically, the study intends to explore English language teachers‟ perceptions of the four-year implementation of a new teaching approach initiated as a policy to promote „learner autonomy‟ in class. To this end, 48 English teachers with different backgrounds were asked to answer a questionnaire and also interviewed in order to find out their perceptions, what kind of problems and barriers they faced in their classroom practice, and what suggestions they put forward to overcome these problems. In addition, a number of randomly selected classrooms were observed for triangulation purposes. The findings indicate that top-down reforms can be effective only when all stakeholders develop a common understanding and ownership. In addition, the readiness level of the involved people and the availability of physical facilities are important factors to consider in planning an innovative action.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1973]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1966">
    <dcterms:title><![CDATA[Teachers&#039; Beliefs and ELT Curriclum Intensions: How to Bridge the Gap]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Teaches&#039; beliefs, contextual factors, curriculum innovations  ABSTRACT  Teachers are key players in the success or failure of curriculum innovations (wedell, 2003). They filter, modify, and implement the curriculum according to their beliefs and to the context where this curriculum innovation is being implemented (Borg 2006, Waters, 2009).  In addition, the literature suggests that curriculum planners and educational policy makers often focus on the planning and initiation issues ignoring the dilemmas and obstacles that might evolve during the actual implementation (Markee, 1997), and that little attention has been given to how teachers implement changes in pedagogy (Carless, 2004).  Given the crucial role of teachers&#039; beliefs and the contextual factors which influence how teachers implement and make sense of ELT curriculum innovations, this paper presents the findings of a study which examines three teachers’ implementation of the English language curriculum in Libyan secondary schools, and compares their implementation to what is recommended by this curriculum innovation. It also sheds light on how teachers’ beliefs and other contextual factors influence the way teachers interpreted and implemented this curriculum.  In order to study these issues, a qualitative research design was employed as a mode of inquiry. Data collection methods consisted of classroom observations in which audio recordings of the teachers’ actual classroom practices were obtained, and follow up interviews in which teachers commented on their classroom practices and discussed the factors shaping these practices. The interviews with the teachers shed light on the tensions between teachers’ actual classroom practices and the intentions of the curriculum. They also highlighted complex relationships among the curriculum reform, teachers’ practices, teachers’ beliefs, and other contextual factors.  This paper illustrates the value of studying what teachers do while implementing ELT curriculum innovations and how their beliefs and other contextual factors influence the way teachers interpret and implement these innovations.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1982]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1965">
    <dcterms:title><![CDATA[Attitude of Secondary School Students towards Learning English Through Project-Based Learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Project-based learning, Humanistic approach, teaching English, active learning, efficiency of PBL  ABSTRACT  In recent years, the methods providing active learning have begun to play a crucial role in the field of education as the result of the humanistic approaches doctrines. One of these methods that help students to be part of the learning process is project-based learning. PBL is a new method offering active learning by engaging students with authentic problems and projects. It encourages creative thinking during learning as it helps students to learn by finding out solutions for everyday problems. It gives learners the opportunity to learn through experience since it includes producing new projects for solving actual problems. In this paper, we deal with the implementation of this method in English lessons by offering a new way of teaching English. English language teaching needs new methods, as the conventional ones are usually considered inadequate in Turkey. Reasons such as the great difference between Turkish language and English language and the difficulty of learning a new language and culture cause English teaching to be a problematic area. Hence, we aim to show the efficiency of another method that is generally used in fields of Science and Mathematics. The benefits of PBL, the problems encountered during implementation of PBL in English classes, and the attitudes of the secondary school students towards learning English through PBL are the main points of this study. We intend to determine the efficiency of PBL and to find out the learners’ opinions and emotions about this promising method by a study carried out among secondary school students learning through PBL.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1811]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1964">
    <dcterms:title><![CDATA[The Accessibility of Transfer in the Acquisition of Wh And Yes/No Questions by Albanian Secondary School Learners in Struga]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:Contrastive Analyses, interlanguage, language transfer, positive negative transfer,  ABSTRACT  As an English teacher with twelve years teaching experience in Macedonia, I have very often noticed that most of my students have difficulties in asking questions in English especially WH questions. Their most common errors are failure to include an obligatory auxiliary or if they do include the auxiliary, they fail to invert it before the subject.  The focus of this study is one parameter of universal grammar, syntactic movement, the inversion of auxiliary and the subject, which I believe is important because it would shed light into Albanian secondary school intermediate learners ‘strategies in coping with parametric differences between L1 and L2. This study also points out the possible differences in terms of syntactic movement parameter in the formation of WH and Yes/ No questions.  Assessing the contrastive analysis hypothesis as an approach about SLA it could be said that these kinds of difficulties that Albanian intermediate secondary school students have may provide some account of transfer. Some contrasts between languages are inappropriate and they lead to negative transfer where as some of them are appropriate and lead to positive transfer.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1985]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1963">
    <dcterms:title><![CDATA[A Study of First Person Singular Pronouns in Malay Child Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: First Person Singular Pronouns, Malay Child Language  ABSTRACT  This study had been carried out in order to investigate the first person singular pronouns used by children in Malay. In this language, the most prominent first person singular pronouns are &quot;saya&quot; and &quot;aku&quot;. However, for kids, the usage of these pronouns sometimes has been substituted by other pronouns. This research used a comedy drama entitled &quot;Lontong&quot; as a text to seek for the findings. The results showed that besides &quot;saya&quot; and &quot;aku&quot;, children also use &quot;kita&quot; as well as their own names as the first person singular pronouns. In terms of politeness, using names is considered as the most humble way, followed by &quot;kita&quot; and &quot;saya&quot;. Hence, using &quot;aku&quot; is deemed as impolite. Nevertheless, it is not unusual to see &quot;aku&quot; used by kids among their close friends.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1907]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1962">
    <dcterms:title><![CDATA[Henry James&#039;s the Turn of the Screw: A Gothic Novella with a Modernist Twist]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Henry James, Gothic, Modernism, narration, experimentation  ABSTRACT  Henry James was a very prolific writer who tried his skill in writing about topics varying from the Gothic fiction to early Modernism, from fiction to essay. He was careful enough to make his own twist even when writing a story that could seemingly belong to the Gothic subgenre, as with his novella The Turn of The Screw. It has all the necessary Gothic elements, but its ambiguity and openness is rather a characteristic of Modernism than of a simple Gothic ghost story.  In this paper, I will analyze if this novella could be considered a Modernist type of writing and to what degree. Elements that convey the Gothic tradition are noted and discussed with the notion of James’s own approach to the genre. James’s narrative strategy in The Turn of the Screw serves the purpose of ambiguity, where the unreliable narrators are rather characteristics of Modernism than of the novels that convey the Gothic genre. In this sense, the importance of the narrative strategy and unreliable narrators are the major sub-topics of this paper. It will also be discussed to what extent these features contribute to Modernism, and abandon, or deviate, the Gothic subgenre.  This paper also explores the question of the narrator, especially the relation between the governess’s manuscript and the unnamed narrator’s retelling of Douglas’s reading from her manuscript. James’s use of various experimentations deviated from Gothic norms prove that he was Modernist in his approach to the story telling and the narrative technique. In addition, the reliability of the governess’s narration is discussed through a Freudian reading.  Gothic conventions in the novella are closely observed in this paper. It is stressed that Gothic novels have some similarities with the traditional realist writing. Gothic prose is mostly based upon a riddle where the truth and resolution are delivered at the end, thus bringing the story to its end, whereas Modernist writing tends to end with open questions and ambiguity.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1717]]></dcterms:extent>
</rdf:Description></rdf:RDF>