Oruç Ertürk, Nesrin
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Ertürk, Nesrin Oruç
Oruc, Nesrin
Oruc Erturk, Nesrin
Ertürk N.O.
Erturk, Nesrin Oruc
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
Scopus Author ID
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
Sustainable Development Goals
Documents
5
Citations
21
h-index
4
Documents
2
Citations
1
Scholarly Output
14
Articles
10
Views / Downloads
4/767
Supervised MSc Theses
0
Supervised PhD Theses
0
WoS Citation Count
19
Scopus Citation Count
16
WoS h-index
3
Scopus h-index
3
Patents
0
Projects
3
WoS Citations per Publication
1.36
Scopus Citations per Publication
1.14
Open Access Source
11
Supervised Theses
0
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14 results
Scholarly Output Search Results
Now showing 1 - 10 of 14
Article Citation - WoS: 1Teaching To the 'other Comparative Perspectives of Netherlander and Turkish Teachers' Attitudes on Gender Identity(Editora Univ Federal Parana, Centro Politecnico, 2019) Erturk, Nesrin OrucThis 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.Conference Object I Know It, but Do I Know Why?(Elsevier Science Bv, 2014) Erturk, Nesrin OrucIdentifying 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.Article ÖĞRETMEN ADAYLARININ ÇOCUKLARA DİL ÖĞRETİMİ ALANINDA EĞİTİMİ(2018) Çubukçu, Fatma Feryal; Köyalan, Aylin; Ertürk, Nesrin OruçÇocuklara 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.Article Dictogloss: the Role of Reconstruction Tasks on Noticing(2012) Ertürk, Nesrin OruçThe 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.Article Öğrenci ve Öğretim Elemanlarının Lisans Akademik Amaçlı İngilizce Sınavları ile İlgili Geçerlilik ve Güvenirlik Algıları(2014) Ertürk, Nesrin OruçBu 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.Conference Object Citation - WoS: 5Language Learner Autonomy: Is It Really Possible?(Elsevier Science Bv, 2016) Erturk, Nesrin OrucLearner 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.Article Citation - WoS: 2Citation - Scopus: 4Effects of Visually Enhanced Input, Input Processing and Pushed Output on Grammar Teaching(2013) Ertürk, Nesrin OruçEmpirical 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.Article Citation - WoS: 4Citation - Scopus: 5Understanding Test-takers' Perceptions of Difficulty in Eap Vocabulary Tests: the Role of Experiential Factors(Sage Publications Ltd, 2017) Erturk, Nesrin Oruc; Mumford, SimonThis study, conducted by two researchers who were also multiple-choice question (MCQ) test item writers at a private English-medium university in an English as a foreign language (EFL) context, was designed to shed light on the factors that influence test-takers' perceptions of difficulty in English for academic purposes (EAP) vocabulary, with the aim of improving test writers' judgments on difficulty. The research consisted of a survey of 588 test-takers, followed by a focus group interview, aimed at investigating the relative influences of test-taker factors and word factors on difficulty perceptions. Results reveal a complex interaction of factors influencing perceived difficulty dominated by the educational, and particularly, the social context. Factors traditionally associated with vocabulary difficulty, such as abstractness and word length, appeared to have little influence. The researchers concluded that rather than basing their intuitions regarding vocabulary difficulty on language-lesson input or surface features of words, EAP vocabulary test writers need a clear understanding of test-takers' difficulty perceptions, and how these emerge from interactions between academic, social and linguistic factors. As a basis for EAP vocabulary item writer training, four main implications are drawn, related to test-takers' social and educational background, field of study, the features of academic words, and the test itself.Article The Development and Construction of Teacher Professional Identity: a Case Study on Beliefs Towards Teaching(2020) Ertürk, Nesrin OruçThe purpose of this study is to attain a more detailed understanding of teacher professional identity in general in order to enhancethe ways in which teacher education programs are conceived. The paper reports on a three-year longitudinal case study on theprofessional identity change of one Turkish EFL teacher in the last two years of her university education and the first year ofteaching in a primary school in Turkey. The significance of this study is that it examines the process of the combination ofteacher identity over the period immediately before and after entering full time teaching. This study analyses teacher professionalidentity as an undergoing process and the findings show that reflecting on one’s own teacher identity develops the consciousnesswhich promotes the concept and strengthens the process of identity development.Article Ageless Wisdom: a Cross-Cultural Study on Enhancing Life Satisfaction Through Skills Promotion Among Older Adults(2024) Adele Gaia De Stefani; Burçin Önder; Kaygın, Hüseyin; Ulus, İhsan Çağatay; Ratkowska-Pasikowska, Justyna; Ertürk, Nesrin OruçThis 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.