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Yürekli, Aynur
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Yurekli, Aynur
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Email Address
aynur.yurekli@ieu.edu.tr
Main Affiliation
13.01. Associate English Coordinator
Status
Current Staff
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Sustainable Development Goals
8
DECENT WORK AND ECONOMIC GROWTH
0
Research Products
9
INDUSTRY, INNOVATION AND INFRASTRUCTURE
0
Research Products
10
REDUCED INEQUALITIES
0
Research Products
17
PARTNERSHIPS FOR THE GOALS
0
Research Products
12
RESPONSIBLE CONSUMPTION AND PRODUCTION
0
Research Products
7
AFFORDABLE AND CLEAN ENERGY
0
Research Products
1
NO POVERTY
0
Research Products
5
GENDER EQUALITY
0
Research Products
13
CLIMATE ACTION
0
Research Products
4
QUALITY EDUCATION
2
Research Products
14
LIFE BELOW WATER
0
Research Products
2
ZERO HUNGER
0
Research Products
15
LIFE ON LAND
0
Research Products
16
PEACE, JUSTICE AND STRONG INSTITUTIONS
0
Research Products
6
CLEAN WATER AND SANITATION
0
Research Products
3
GOOD HEALTH AND WELL-BEING
0
Research Products
11
SUSTAINABLE CITIES AND COMMUNITIES
0
Research Products
Documents
4
Citations
53
h-index
2
Documents
5
Citations
52
Scholarly Output
9
Articles
8
Views / Downloads
22/27
Supervised MSc Theses
0
Supervised PhD Theses
0
WoS Citation Count
52
Scopus Citation Count
53
WoS h-index
4
Scopus h-index
2
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0
Projects
4
WoS Citations per Publication
5.78
Scopus Citations per Publication
5.89
Open Access Source
3
Supervised Theses
0
| Journal | Count |
|---|---|
| Celal Bayar Üniversitesi Sosyal Bilimler Dergisi | 1 |
| Dil Dergisi | 1 |
| Elt Journal | 1 |
| Essays in Education | 1 |
| Internatıonal Journal of Instructıon | 1 |
Current Page: 1 / 2
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9 results
Scholarly Output Search Results
Now showing 1 - 9 of 9
Article Citation - WoS: 7Citation - Scopus: 9The Six-Category Intervention Analysis: a Classroom Observation Reference(Oxford Univ Press, 2013) Yürekli, AynurThis study discusses the importance of the post-observation session in teacher development. It primarily looks at the intervention types that observers employ in comparison to the intervention types that the observed teachers prefer. The study bases its discussion on Heron's six-category intervention analysis, which is a framework for interpersonal relationships, especially in terms of guidance and supervision. The results suggest that observers, who are usually the coordinators, administrators, or teacher trainers, engage in facilitative intervention modes when giving feedback during the post-observation session, thus avoiding authoritative intervention types as much as possible. However, the findings based on teacher replies suggest that many of the teachers also prefer to receive informative intervention, which is inherently authoritative.Article Citation - WoS: 9An Analysis of Curriculum Renewal in Eap Context(Eskisehir Osmangazi Univ, Fac Education, 2012) Yurekli, AynurThis study aims at describing the new approach to English for Academic Purposes (EAP) teaching based on the results of the curriculum renewal conducted for the freshman Academic Skills in English courses (ENG 101 and ENG 102) with reference to the Faculty of Computer Sciences. The study is based on the results of the needs analysis carried out with 1005 Freshman students, 17 Freshman EAP course instructors, and 35 departmental teachers. Taking the results of the needs analysis as the starting point, semi-structured interviews were conducted with department teachers to elicit their expectations from freshman students in terms of English language skills and academic skills. The sum of the gathered data formed the basis for the curriculum renewal, the target objectives and the approach for their achievement in the classroom. The findings of the study refer to a need for an integrated approach to EAP teaching which centers around the achievements of certain tasks expected by students' department teachers. The findings also highlight the need for an approach which is content-based and specific to students' study areas.Article Citation - WoS: 4Journal Writing and Diary Journal Writing: Effects on Students' Writing Proficiency and Student and Teacher Attitudes(State Inst Islamic Studies Salatiga, Teacher Training & Educ Fac, 2020) Yürekli, Aynur; Afacan, AnitaIn today's world, writing is no longer a natural activity, especially for the younger generation. They look upon this activity as too complex, overwhelming and sometimes irrelevant. These attitudes are amplified when having to write in a second language. In EFL tertiary education, the expectations of academic achievement have become far greater than actual student capabilities. This study examined the possibility of using journal writing, both with and without an audience, as a way to address this issue. It is believed that by engaging students in the act of writing without the burden of an academic topic, it will indirectly impact students' academic performance. Seventy-six undergraduate students in three groups (one control and two experimental) were involved. Data was collected in the form of pre-test and post-test writing, student focus group meetings and an interview with the instructor. From the study, it was found that dialogue journal writing with an audience contributed to an increase in the proficiency level of students, especially in terms of their organizational skills. In addition, students who undertook journal writing expressed gains in self-confidence, and were aware of the role of journal writing in this. Finally, journal writing was found to offer insight to the instructor with regard to what is happening under the surface of a class, and thus better address students' needs.Book Part Developing Receptive Skills: Listening and Reading Strategies for Eap(Springer Nature, 2024) Oruç Ertürk, N.; Yürekli, A.This chapter explores the essential aspects of English for Academic Purposes (EAP) with a particular focus on receptive skills and their role in the achievement of academic tasks. The chapter begins by providing an overview of the role of EAP and the significance of input in relation to receptive skills. It delves into the challenges faced by learners in engaging with academic texts and audio materials, highlighting the need for authentic skills practice in reading and listening. The sub-title on reading explores various reading strategies and techniques specifically tailored to academic content by addressing the significance of critical reading, encouraging learners to develop a discerning approach when engaging with scholarly material and forming their own opinions. The subsequent sub-title concentrates on listening skills, recognizing the pivotal role of listening comprehension in academic settings. It explores the different listening contexts that students are engaged in by referring to EAP. Finally, the chapter demonstrates how the principles of task-based learning can be applied to create a project-based learning environment within an EAP setting. © The Author(s). All rights reserved.Article Towards Student Involvement in Essay Assessment(2008) Yürekli, Aynur; Üstünlüoglu E.In language teaching, assessment is one of the most formidable challenges for both the students and the teachers. Especially, when the assessment of productive skills which are subjective by their nature are concerned, the "challenge" could very well turn into a "nightmare" for both parties. In order to avoid this undesired possibility, the attitude of the grader and the students towards the evaluation rubric is as vital as the rubric itself. This study describes the standardization process of the writing rubric for the assessment of essays, which is accepted both by the graders and the learners who are subject to this evaluation. The paper outlines the phases of rubric revision and describes student involvement in essay evaluation. Special emphasis is put on how students used the rubric as a learning tool while writing their essays, and how they benefited from being familiarized to the rubric. The results refer to the importance of inter-rater reliability, which is achieved by revising the assessment rubric in line with grader suggestions, and by checking consistency among graders of writing at certain intervals. The study also suggests that learner involvement in assessment promotes the outcome.Article Shall We Forget About L1 When Teaching English?(2016) Yürekli, AynurYıllardır süregelen ve net bir sonuca bağlanamayan yabancı dil öğretiminde anadil kullanımının yeri, özellikle iletişimsel eğitim yaklaşımları ile birlikte daha da fazla sorgulanır hale gelmiştir. Ancak öğrenme ortamı, yabancı dilin ikinci bir dil mi yabancı dil olarak mı öğretildiği veya öğrenme hedeflerinin eğitim ortamına göre nasıl değişiklik gösterdiği, sınıf içinde "tekdillilik" veya "ikidillilik" kararları verilirken göz ardı edilmiştir. Bu çalışma, yabancı dil öğrenme sürecinde öğrencilerin ne zaman anadile başvurmalarının dil eğitimine katkısı olacağı, hangi durumlarda ise öğrenim sürecine ket vuracağı ile ilgili bir alan taramasıdır. Öğrenme ortamı, öğrenci grubu özellikleri ve araştırmada ele alınan öğrenme etkinliği baz alınarak analiz edilen altı çalışmanın bulguları sonucunda, ana dil kullanımının hangi durumlarda ve hangi iletişimsel işlevler doğrultusunda kullanıldığı tespit edilmiştir. Belirlenen işlevler arasında öne çıkan grup-içi iletişim ihtiyaçları, dilbilgisel yetersizlikler ve sınıfyönetimi bazlı kullanımlar düşünülerek anadil kullanımını en aza indirgemek için uygulanabilecek önerilerde bulunulmuşturArticle Citation - WoS: 1English Medium Instruction and the Functions of Students' Use of L1(Journal Language Teaching & Learning, 2022) Yürekli, AynurWith the popularity of translanguaging recently, the use of L1 in EFL setting has been the center of many studies again. This current study takes the topic from a functional perspective and looks at the use of L1 at an English-medium university in Turkey from a functional interactional point of view. The data is taken from recorded classroom data, further triangulated by focus group meetings. Two groups of students, namely control and experimental, were recorded during pair work and their L1 uses were analyzed based on students' proficiency levels and the functions L1 instances served. The findings suggest that students resort to their mother tongue during interactive class tasks mainly for task-related issues and social purposes. Furthermore, results also demonstrate that weaker students tend to refer to their native linguistic resources more to make sense of the task and achieve the task, whereas stronger students use their L1 more for social interaction purposes. (c) Association of Applied Linguistics. All rights reservedArticle Citation - WoS: 31Citation - Scopus: 44Pedagogy in He: Does It Matter?(Routledge Journals, Taylor & Francis Ltd, 2019) Yürekli, AynurPedagogical competencies of instructors play a crucial role in improving the quality of the teaching and learning in higher education institutions. However, in many countries worldwide, pedagogical training is not a requirement for being an instructor at a university [Postareff, L., S. Lindblom-Ylanne, and A. Nevgi. 2007. The Effect of Pedagogical Training on Teaching in Higher Education. Teaching and Teacher Education 23: 557-71; Badley, G. 2000. Developing Globally-Competent University Teachers. Innovations in Education and Training International 37 (3): 244-53]. This study explores how pedagogical competencies of instructors affect the perceptions of students by focusing on three key dimensions of classroom pedagogy; namely delivery (provision of content and facilitation), communication and assessment. The results of the scale administered to a total of 1083 university students suggests that there are meaningful differences in terms of students' perceptions regarding their instructors' pedagogical competencies. The greatest difference is reflected in the ratings of items related to the communication dimension.Article Türk Öğretmenlerin Mesleki Gelişim Algılarının Belirlenmesi(2014) Yürekli, Aynur; Ertürk, Nesrin Oruç; Gün, BaharÖğretmenlerin mesleki gelişimleri eğitimin genel kalitesini yükseltmekte önemli bir rol oynar. Bu yüzden, öğretmenlerin kendi mesleki gelişimlerinden ne anladıkları oldukça önemlidir. Bu çalışma, İngilizce öğretmenlerinin mesleki gelişim algılarını araştırmayı, katıldıkları mesleki gelişim faaliyetlerini belirlemeyi ve kendilerinin bu faaliyetlere katılmalarını olumlu ya da olumsuz etkileyen etmenleri bulmayı hedeflemektedir. Çalışmanın bir diğer hedefi İngiliz dili öğretimi alanında farklı kurumlarda çalışan öğretmenlerin -devlet ve özel- algılarını kıyaslamaktır. Çalışmaya 7 devlet ve 4 özel üniversite ve Milli Eğitim Bakanlığı'na bağlı 20 ilk ve orta öğretim kurumunda çalışan toplam 158 öğretmen katılmıştır. Sonuçlar çalışılan kurumun, İngilizce öğretmenlerinin profesyonel gelişimi algılamasında bir etken olmadığını göstermiştir.
