Oruç Ertürk, Nesrin

Profile Picture
Profile URL
https://hdl.handle.net/20.500.14365/7074
Name Variants
Ertürk, Nesrin Oruç
Oruc, Nesrin
Oruc Erturk, Nesrin
Ertürk N.O.
Erturk, Nesrin Oruc
Job Title
Email Address
nesrin.oruc@ieu.edu.tr
Main Affiliation
13.08. Undergraduate English Coordinator
Status
Current Staff
Website
ORCID ID
0000-0003-1324-8796
Scopus Author ID
36544225800
Turkish CoHE Profile ID
C5922031ED554E1F
Google Scholar ID
3JMmViUAAAAJ
WoS Researcher ID
GBL-4578-2022
Files
Nesrin_Erturk.png (76.49 KB)

Sustainable Development Goals

NO POVERTY1
NO POVERTY
0
Research Products
ZERO HUNGER2
ZERO HUNGER
0
Research Products
GOOD HEALTH AND WELL-BEING3
GOOD HEALTH AND WELL-BEING
0
Research Products
QUALITY EDUCATION4
QUALITY EDUCATION
7
Research Products
GENDER EQUALITY5
GENDER EQUALITY
1
Research Products
CLEAN WATER AND SANITATION6
CLEAN WATER AND SANITATION
0
Research Products
AFFORDABLE AND CLEAN ENERGY7
AFFORDABLE AND CLEAN ENERGY
0
Research Products
DECENT WORK AND ECONOMIC GROWTH8
DECENT WORK AND ECONOMIC GROWTH
0
Research Products
INDUSTRY, INNOVATION AND INFRASTRUCTURE9
INDUSTRY, INNOVATION AND INFRASTRUCTURE
0
Research Products
REDUCED INEQUALITIES10
REDUCED INEQUALITIES
0
Research Products
SUSTAINABLE CITIES AND COMMUNITIES11
SUSTAINABLE CITIES AND COMMUNITIES
0
Research Products
RESPONSIBLE CONSUMPTION AND PRODUCTION12
RESPONSIBLE CONSUMPTION AND PRODUCTION
0
Research Products
CLIMATE ACTION13
CLIMATE ACTION
0
Research Products
LIFE BELOW WATER14
LIFE BELOW WATER
0
Research Products
LIFE ON LAND15
LIFE ON LAND
0
Research Products
PEACE, JUSTICE AND STRONG INSTITUTIONS16
PEACE, JUSTICE AND STRONG INSTITUTIONS
0
Research Products
PARTNERSHIPS FOR THE GOALS17
PARTNERSHIPS FOR THE GOALS
1
Research Products
Documents

5

Citations

21

h-index

4

Go to Scopus profile
Documents

2

Citations

1

Go to WoS profile
Scholarly Output

14

Articles

10

Views / Downloads

85/237

Supervised MSc Theses

0

Supervised PhD Theses

0

WoS Citation Count

19

Scopus Citation Count

16

Patents

0

Projects

3

WoS Citations per Publication

1.36

Scopus Citations per Publication

1.14

Open Access Source

11

Supervised Theses

0

JournalCount
14Th Language, Lıterature And Stylıstıcs Symposıum1
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi1
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi1
Akdenız Language Studıes Conference1
Başkent University Journal of Education1
Current Page: 1 / 3

Scopus Quartile Distribution

Competency Cloud

GCRIS Competency Cloud

Filters

2010 - 2019122020 - 20242
Reset filters

Settings

Scholarly Output Search Results

Now showing 1 - 10 of 14
  • Thumbnail Image
    Article
    ÖĞRETMEN ADAYLARININ ÇOCUKLARA DİL ÖĞRETİMİ ALANINDA EĞİTİMİ
    (2018) Çubukçu, Fatma Feryal; Köyalan, Aylin; Ertürk, Nesrin Oruç
    Çocuklara dil öğretiminin teorik bilgisinin değeri ve önemi göz önünde bulundurularak, TPRS(Okuma Becerileri ve Hikâye Anlatımı ile Dil Öğretimi) yöntemine dayanan “Okuma ve HikâyeAnlatımı” tekniği kullanılarak 30 öğretmen adayına 3 hafta süren yoğun bir çocuklara dil öğretimieğitimi verilmiştir. Çalışma ön-son test esasına dayandırılarak eğitimlerden önce ve hemen sonrakatılımcılara farklı yaş grubundaki (5-8, 9-12, 13+) çocuklara dil öğretimi hakkında bildikleri, buyaş grubu çocukların öğrenme tercihleri ve kendilerinin hangi yaş grubuna dil öğretmeyi tercihettikleri ve bu yaş çocuklarla çalışmanın zorlukları sorulmuştur. Ön test ve son test sonuçlarıkıyaslandığında, verilen eğitimlerin katılımcılar üzerindeki olumlu etkilerini görmek mümkünolmuştur.
  • Thumbnail Image
    Conference Object
    I Know It, but Do I Know Why?
    (Elsevier Science Bv, 2014-12) Erturk, Nesrin Oruc
    Identifying second language learners' explicit and implicit linguistic knowledge is essential for researchers in the field of second language acquisition (SLA), since the constructs are in the heart of language acquisition. The difference between the two is generally used to characterize the first and second-language acquisition: where the former involves implicit learning and the latter involves both implicit and explicit learning. Studying explicit and implicit dichotomy can be expanded not only to types of learning but also to types of knowledge and instruction. The aim of this study is to investigate a group of Turkish university students' explicit and implicit linguistic knowledge and if they are capable of expressing them. Results indicate that even though the participants were able to state grammatical correctness, they failed to state the reason for their decision. (C) 2015 The Authors. Published by Elsevier Ltd.
  • Thumbnail Image
    Article
    Citation - WoS: 1
    Teaching To the 'other Comparative Perspectives of Netherlander and Turkish Teachers' Attitudes on Gender Identity
    (Editora Univ Federal Parana, Centro Politecnico, 2019-05) Erturk, Nesrin Oruc
    This paper reports on the findings of a mixed method comparative study investigating teachers' perceptions of gender identity in Netherlands and Turkey. Data was collected via an online survey from 506 teachers followed by a focus group interview with a small subgroup. An analysis of the results of qualitative data focus on teacher experiences with and attitudes to gender identity, particularly in relation to practices. Findings indicate that despite the culturally diverse background, the participant teachers from both countries seemed to agree on some of the items; however, Turkish teachers were generally more conservative and less tolerant to 'the other'. The presentation will at the end discuss the urgent need, especially in Turkey, for more research that explores how teachers can learn to become a guide to 'the other', and the extent to which this increases the student motivation and success. Teachers in Turkey are not deliberately obstructive, but they lack the knowledge to perform this role of guiding students with a different sexual preference. The first step is providing training for school staff to improve rates of intervention and increasing the number of supportive teachers, as well as other staff available can be the first resulting in a healthier and happier community. It is important to find ways to train teachers with the skills and attitudes that will create more vibrant and diverse schools.
  • Thumbnail Image
    Conference Object
    Citation - WoS: 5
    Language Learner Autonomy: Is It Really Possible?
    (Elsevier Science Bv, 2016-10) Erturk, Nesrin Oruc
    Learner autonomy has gained momentum within the context of language learning in the last two decades. In order to qualify as an autonomous learner, one should independently choose his/her aims and purposes and sets goals; decides on the learning materials, methods and tasks; and purpose in organizing and carrying out the chosen tasks; and chooses the criteria for evaluation. Does that sound utopic? Definitely yes for some, maybe less so for others. After a little reflection, most of the teachers will recognize that they do a great deal of reading and thinking to prepare their lectures, plan effective activities and select appropriate texts for their students, while the students do relatively little. In most cases, the teachers are the most active learners in their classrooms. The reshaping of the traditional spoon-fed students in our culture into learners who take charge of their own learning and the conversion of teachers shifting their responsibility to learners is not an easy process. How ready are our students and teachers for this change? Is resistance inevitable? Even if we manage to change the teachers and the learners, will it be possible to foster learning for both parties in their new roles? This presentation may not be able to answer all these questions, but the researcher will shed light on these important questions by discussing possible interpretations of autonomy, student autonomy and teacher autonomy. (C) 2016 The Authors. Published by Elsevier Ltd.
  • Thumbnail Image
    Article
    Dictogloss: the Role of Reconstruction Tasks on Noticing
    (2012) Ertürk, Nesrin Oruç
    The idea that noticing captures a key role in second language acquisition, made the practitioners in the field search for ways of promoting noticing. In order to focus the learners’ attention to the form in the input, different attention gathering techniques, procedures and activities have been used. This study is an investigation of the role of dictogloss; a reconstruction activity popularized recently, as a task in promoting noticing. Two groups of Intermediate Turkish learners of English language (n=42) were given a pre-test before they were presented the same linguistic form by traditional Present-Practice-Produce method. The difference in the educational intervention was that, the experimental group was presented dictogloss activities in the Production stage of PPP. After 4 weeks of educational intervention, the groups were given the post-test, the results of which indicated the positive effect of dictogloss activity on noticing.
  • Thumbnail Image
    Article
    Ageless Wisdom: a Cross-Cultural Study on Enhancing Life Satisfaction Through Skills Promotion Among Older Adults
    (Ani Publishing, 2024-04-30) Adele Gaia De Stefani; Burçin Önder; Kaygın, Hüseyin; Ulus, İhsan Çağatay; Ratkowska-Pasikowska, Justyna; Ertürk, Nesrin Oruç; Onder, Burcin; Stefani, Adele Gaia De; Bulun, Sebnem Nigar
    This article explores the pervasive issue of ageism and its detrimental effects on the elderly population. Ageism or the prejudice and discrimination against older adults based on their age, can have significant impact on their well-being and life satisfaction. However, the article also delves into the potential positive effects of continuous learning on reducing ageism and enhancing the life satisfaction of the elderly. As a proactive approach, lifelong learning presents an opportunity for the elderly to challenge stereotypes, remain engaged in society, and foster personal growth. This study highlights how training and educational programs can empower older adults, instilling a sense of purpose and accomplishment, leading to a more fulfilled and satisfying life in their later years. The main purpose was to investigate how continuous learning affects the lives and life satisfaction perception of elderly people over the age of 65 from Greece, Hungary, Italy, Poland and Turkey after one week and 25 hours of technology, art and psychotherapy trainings that are believed to support them in every aspect of life.
  • Thumbnail Image
    Article
    Öğrenci ve Öğretim Elemanlarının Lisans Akademik Amaçlı İngilizce Sınavları ile İlgili Geçerlilik ve Güvenirlik Algıları
    (2014) Ertürk, Nesrin Oruç
    Bu çalışma özel bir ünivesitede lisans 1.sınıf öğrencilerinin almak zorunda oldukları,Akademik Amaçlı İngilizce dersi için hazırlanan sınavların geçerlilik ve güvenirliğininaraştırıldığı bir eserdir. Çalışmayı alandaki diğer eserlerden ayıran özelliği is e, busınavları alan öğrencilerin de veri sağlayıcısı olarak çalışmaya dâhil olmalarıdır.Çalışmanın ana araştırma sorusu hazırlanan testlerin ne derece geçerli ve güvenilirolduğudur. Çalışmaya katılan tüm öğrenci ve öğretim elemanları, çalışmanın bir diğerhedefi testleri hazırlayan ve cevaplandıran bu iki grubun görüşlerin i kıyaslamak olduğuiçin, Likert tarzı bir anket doldurmuşlardır. Çalışmaya 19 öğretim elemanı ve 111 lisansöğrencisi katılmıştır. Analizler Kruskal-Wallis ve ortalamalar kullanılarak SPSS ileyapılmıştır. Sonuçlar testlerde bazı olası sorunları ortaya çıkartırken, anketteki birçokmaddede de öğrenci ve öğretim elemanları arasında istatistiksel farklılıklar belirlemiştir.
  • Thumbnail Image
    Conference Object
    Citation - Scopus: 6
    Turkish Students 'motivation To Learn English at Public and Private Universities
    (2010) Bektaş-Çetinkaya Y.; Oruç Ertürk, Nesrin
    This study investigates whether Turkish university students are motivated to learn English, why they want to learn English, and what kind of role English plays in their lives. Furthermore, it examines whether there are significant differences between language learners in a public university and a private university. The study is descriptive in nature with an extension of analyzing two subpopulations and comparing their results. © 2010 Elsevier Ltd. All rights reserved.
  • Thumbnail Image
    Article
    Türk Öğretmenlerin Mesleki Gelişim Algılarının Belirlenmesi
    (2014) Yürekli, Aynur; Ertürk, Nesrin Oruç; Gün, Bahar; Kaynardağ, Aynur
    Öğretmenlerin 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.
  • Thumbnail Image
    Article
    Citation - WoS: 2
    Citation - Scopus: 4
    Effects of Visually Enhanced Input, Input Processing and Pushed Output on Grammar Teaching
    (2013) Ertürk, Nesrin Oruç
    Empirical evidence from studies investigating the output hypothesis lends at least some support to the notion that output might have beneficial effects on linguistic development in addition to- not in opposition to- the crucial role of input. This study attempts to address this issue by exploring the consequent effects of the input-output relationship and whether output, input processing or visual input enhancement can promote both the learning and retention of English. In a quasi-experimental design with three experimental and one control group, participants were presented the same linguistic item and data was collected with pre-post tests. Results reveal gains for the pushed output group; however, visually enhanced input fails to take the attention of learners to the linguistic item in the input.