English language teaching

In this study, it was aimed to investigate the attitude of students on web based and mobile learning systems. Independent two groups were formed among the chosen 89 students using simple random method. The students were to use the designed system for one month and to define the attitudes of the students towards target methods, attitude tests were applied. The data analyzed in SPSS packet program. The difference between mobile learning and web-based learning attitudes of the students were statistically analyzed in pre-post t tests. The results indicate that; the mean scores of the attitude of the students were increased after the practice but they weren't statistically significant. The results in attitudes of both groups in post-tests show there weren't any significant difference in both groups. The mean values of post attitude tests of both groups were compared and the results were found statistically insignificant. It can be applied in other subjects for further studies.

Modern technological developments lead a change not only ın the social and economic lives of the countries but also in the education policies along with the techniques using in the teaching-learning environments. Distance education, which is carried out apart from the school building concept, is the umbrella term for the techniques used in technological methods in education. Mobile learning and web-based learning Technologies are the two of them which is most commonly used and applied in education (Ally, 2009). In this study it was aimed to design, research the effect of mobile and web-based learning systems into practice and compare the success levels of the participants before and after the applications. The results showed that there is a difference between the pre and post scores of the two groups. It is also seen that web-based group has higher scores than mobile learning groups when the final scores were compared.

Along with the improvement of the technology, computers have been integrated into educational settings to engage learners in meaningful learning. The use of computers in education has generated a new approach in language teaching; Computer-Assisted Language Learning (CALL). Over the past few decades, CALL plays a facilitating role in foreign language learning as it has been used in every part of teaching and learning (Means, 1994). This current study was intended to investigate the attitudes of pre-service EFL teachers towards Computer Assisted Language Learning (CALL) at Ondokuz Mayıs University. A total of 45 participants took part in the survey and responded to the questions about their attitudes towards CALL. Containing quantitative and qualitative methods, a mixed-method approach was administered in this study. Both quantitative and qualitative results demonstrated that pre-service EFL teachers at Ondokuz Mayıs University have positive attitudes towards Computer Assisted Language Learning. In the light of the findings, some practical suggestions are discussed in detail.

U-Learning (ubiquitous learning) is the ultimate step of e-learning and mobile learning situations in the current technology based teaching-learning environments. It was first introduced by Weiser (1980) and then it has appeared as a tool for learning by doing and spread into many areas and applications at the beginning of the twentieth century (Chiou et al. 2010). The continuity, accessibility, instantaneity, adaptivity and interaction are the characteristic features of U-learning environments (Boyinbode & Akintola, 2009). U-learning designed learning situation can provide the maximum benefit to the learner from many perspectives. It also covers the applications of CALL, Web-based learning and Mobile learning (Cheng et al. 2005). As Bomsdorf (2005) mentioned U-learning has the advantage of grounded learning situations in daily life. It conveys new ways of learning and by this way it can open new paradigms and technics in learning. This research paper aims to define the history and applications in Turkish EFL context, in short and to present sample application areas related to EFL teaching-learning contexts. It also aims to define the awareness of the EFL learners and teachers towards ubiquitous learning using CULES questionnaire adapted by Bayram (2014). The research paper used both quantitative and qualitative research design. The study aims to answer the reasons to use u-learning environments and the ways to apply it in EFL contexts in the lights of current applications both in national and international scale. The research paper also aims to define the awareness of the participants towards u-learning tools, their interaction and access frequency with u-learning tools. The statistical analysis are carried via SPSS21. INTRODUCTION Technology is not only in visible and physical world it is also grounded in many areas and although its invisible it is easy to feel the presence of it in daily life of anyone having a smart device and web connection. The learning has evolved like many technological devices. It has changed not only for people it has also changed in the preferred devices, learning places etc. At first the school is the place to be preferred for learning and teaching but now in the 20 th century it has been in any place. There is no need to be in a special place and that is why it is as widespread as any technological device. These devices makes learning a subconscious process via technological developments. People can reach and download any content they need in anywhere and anytime. This easy access makes u-learning an inevitable and the most preferred tool in learning lately. At this point the process is explained by Cheng et al. (2005) explained the u-learning environment as an inclusive of the mobile technologies, web-based learning and computer assisted learning also. Each one of them is not separate but one step ahead and more developed as in itself also. They all help learning to take its place like a tailor-made learning experience for each one of the learners himself. This support the idea that learners have different motivations, learning styles, background, information, learning experiences and different personalities (Arkün & Aşkar, 2010). The term u-learning has been introduced by Weiser (2017) as ubiquitous computing systems. Weiser (1991) defines the term as the method of combining the computers with many other computers in physically but also making them effective to the user. U-learning

(ÖZ) Corporations have many diverse forms of communications with other companies and within the corporation. One of these forms is e-mail and writing an e-mail has some criteria in formal formats. The e-mail should be clear, specific for the topic and the person. The subject of the study is giving these formats in Turkish medium instructed lesson content in fashion design program. By applying this study it was aimed to define the effect of Turkish medium ınstruction over the e-mail writing in a foreign language. Before the ıntroductıon of the e-mail formats, four different subjects are defined which are possible e-mail subjects of a textile and fashion firm. The participants first are asked to write an e-mail related with the given subjects by the ınstructor. Then the e-mail formats for each subject are studied for four weeks, one format for one week. The first week the participants are asked to write an e-mail about giving information within the company or to another partner. The students write their samples in Turkish first and then three different lecturers make revisions in terms of format and grammar. After the revision, participants are asked to write English version of the revised e-mail formats and the process continues for four weeks with other defined subjects. At the end of the application the grammar and content harmony in the English versions of the e-mails are evaluated and the results will be discussed in detail.

(ÖZ) There are numerous ways of teaching grammar implicitly. Implicit learning and teaching processes are one of the preferred ways to enable an effective teaching learning environment. In this study, the chosen method is " pictogram ". A pictogram is a tool which is commonly used in advertisement sector. It was ınvented in Egypt and Mesopotamia before 3000 BC. But today a pictorial representation is used to express statistics on a chart, graph or a computer screen. It can be an icon, computer signs and it conveys its meaning through this pictorial sequences. Pictograms generally have a message or a story to be told in their order. There are few words or there are not any words in delivering this story. In this study, the pictograms are used to tell the events happened at past. The method of the study was pre-posttest without a control group. The participants are volunteers from Graphic design program. The instructor told the pictogram and the past simple grammar structure explicitly to the control group and the functions of the past simple tense and the pictogram samples were presented in the lesson flow of the experimental group. After the application for two weeks the students are to prepare their own pictograms with the stories prepared in past simple explaining their pictorial stories. The documents are evaluated and the results of the both groups are compared in terms of grammar, function, pictogram printed criteria.

Öz Eğitim pek çok farklı katılımcısı olan çok yüzlü bir sistemdir. Bu sistemin katılımcıları sadece insanlar değil, aynı zamanda politik ve ekonomik elemanlardır. Bilgi kaynağı olarak artık öğretmenler değil akıllı teknolojiye sahip araçlar ve dijital platformlar da tercih edilmektedir. Bu tercihler teknolojik becerileri edinmeyi gerektirmektedir. Öğretmenler ve eğitim politikaları her ne kadar temel yapı taşı niteliğinde olsa da öğrenciler de bu ihtiyaçları öğrenmek ve gidermek üzere bu sistemin önemli elemanlarından biridir. İlgili veri yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Çalışmada veri toplanırken gönüllüler ve ulaşılabilirlik açısından yakın olanlar tercih edilmiştir bu sebeple çalışma fenomonolojik bir çalışma olmuştur. Teknolojinin eğitime dâhil edilmesi süreci ve eğitim sürecindeki bireylerin bu duruma bakış açısı değerlendirilmiştir. Elde edilen veriler incelendiğinde yeni başlayan öğretmenin öğrenci ihtiyaçları konusunda farkındalık sahibi oldukları sonucuna varılmıştır. Sistem içinde teknoloji kullanımı pek fazla mümkün olmamakla birlikte, ulusal giriş sınavları için öğretmen ve öğrencilerin müfredat içinde belirlenen konuları takip etmesi gerekmektedir. Pek çok öğrenci bu sistemi bir yarış olarak görmektedir ve aileleri de aynı şekilde onları iyi üniversitelerde görmek istemektedir. Sistem kendi içinde her zaman daha iyi şeyler yapılabilir fikriyle eleştirmektedir ve var olan sistemler içindeki yerini almak için sürekli güncelleştirme yapmaktadır. Anahtar Kelimeler: öğretmen ihtiyaçları, dijital çağ, 4.0 web teknolojileri Abstract Education is a multi-faced system with its varied participants. The participants of the system are not only people but also the politic and economic elements. As a source of information teachers are not the only source but now smart technological elements and digital platforms are also the source of information. Teachers and education policies are the fundamentals of the education system however the students can also be considered as the part of these fundamentals. The related data is collected via semi-instructed interviews. The ones which are easy to reach and volunteer are chosen in the process of data collection and that's why the study is designed as phenomenological study design. The data analyzed and it is seen that the novice teachers have the awareness of the needs of the students. It is not much possible to use the technological elements in the system because the students need to follow the course catalogue to be successful ın the national entrance exam. Many students consider the process as a race and families are also want them to be in good universities that is why they don't consider technology as a key matter. The system is considered to be better and the updates are being done continuously in order to keep the rhythm with the developing technologies.

Öz Günlük hayatımızı çevreleyen pek çok basılı grafik tasarım ürünü bulunmaktadır. Bu ürünlerin üretimi ve tasarımı ağırlıklı olarak bilgisayar ortamlarında ve dijital platformlarda yapılmaktadır. Bu bilgisayar programlarının en önemlilerinden biri de Adobe illustrator'dır. Adobe illustrator programında kullanılan araç çubuğu menüsü genellikle İngilizcedir ve bu durum sadece bu program için geçerli değildir. Genel olarak programlarda kullanılan dil İngilizce olduğundan bu çalışmada bu programlarda kullanılan dili yine bu programlar aracılığı ile öğretmek amaçlanmıştır. Programları ne kadar fazla kullanılırsa öğrenmenin o kadar artacağı düşünülmüştür. Bu çalışmada aynı zamanda tasarım programlarının kullanıldığı bu tür derslerde İngilizce ihtiyacını öğrencilerin bakış açısı üzerinden belirlemek istenmiştir. Bu amaçla ön test son test yarı deneysel desenli bir araştırılma yürütülmüştür. Aynı öğretmen 45 dakikalık ders sürecinde uygulamayı dört hafta boyunca yürütmüştür. Kontrol grubunda herhangi bir açıklama yapılmadan hedef araçların kullanılmasına yönelik ödevlendirmeler verilirken deney grubuna her bir aracın kullanımına ilişkin ayrıntılı bilgi ve bu araçların birbiri ile etkileşimlerine dair bilgi verilmiştir. Çalışmanın sonunda katılımcıların dil konusunda daha fazla farkındalık sahibi oldukları ve yeni kelimle öğreniminde programın kendisinin kullanılmasının etkili olduğu belirlenmiştir. Kontrol grubunda kelime öğrenimi daha fazla olmuşken deney grubunun ödev değerlendirilmesinden kontrol grubuna göre daha fazla puan aldıkları belirlenmiştir. Anahtar Kelimeler: adobe illustrator, kelime öğrenimi, özel amaçlı kelime öğrenimi, dijital temelli öğrenim Abstract There are many printed graphic design surrounding us in our daily lives. Most of them are prepared generally in digital program on computers. One of the most common programs to prepare these products is Adobe Illustrator. Tool bar of Adobe Illustrator is generally in English and it is not just the case for this program. As this is the case for the programmıng systems in general, ın this study it is aimed to teach participants these words via applications. It is thought that the more they use the system the more they learn new words. It is also aimed to examıne the need for Englısh in printing and design lessons. With this aim, this quasi-experimental pre-post study was designed as nonequivalent groups design. The same instructor gave the same lesson at two different classes on the same day of the week for 45 minutes throughout the four weeks. The control group was not given any information on the functions of the tools and the experiment group was informed in detail and they also got related information on the combination of the program functions. At the end of the study it is found that the participants became more aware on the language items and it helps them to learn new words more effectively.

After two devastating world wars, humanity witnessed the collapse of all of their facts, values and judgments one by one that had been accepted as absolute truth. However, this destruction did not mean the disappearance of everything that they owned; it was simply a radical reassessment of previous judgments which were perceived as determined stereotypes and certain facts. Thus, from the middle of the twentieth century, the intense relationship between human history and the postmodern movement has gained speed. With this movement, all of the traditional judgments in a society and culture began to be questioned. Along with postmodernism, the phenomenon of gender, history and reality was reconsidered, and so it showed people the existence and possibility of other perspectives. This study aims to analyse Sexing the Cherry by Jeanette Winterson who is one of the most important postmodern writers of the literary world, in accordance with the postmodernism theory in terms of gender, history and fiction that the author has questioned and reinterpreted in her book. Throughout this study, how the postmodern elements, which the author has used meticulously, problematize the mentioned facts and what kind of results they bring about have been examined. Combining the seventeenth and twentieth centuries in her work, Winterson tells the historical facts of the previous century through perspectives of her fictional and extraordinary characters, on the other hand, she reveals how history is accepted in the twentieth century with similar characters of previous ones. Consisting of interchangeable narrators, this work paves the way for its readers to question the place of women in a society, the concept of time and the reliability of truth with experiences through each of her characters.

The term death is one of the most crucial terms for the entire world from the beginning of the history; while in the previous centuries it had been discussed through a religious perspective, as time progresses and civilisations develop; people have a tendency to explain it through a rationalistic perspective. Death and afterlife are popular terms for both in the world of philosophy and literature; and the French philosopher Jacques Derrida and the British writer Julian Barnes are among these to evaluate it with their own points of view. Both figures are recognised as atheists and they put forward their ideas by focusing on the illogical presumptions on religion. In these two works, there is neither a sense of emotion, grief nor mourning after the death of a person is met. As Derrida asks logical questions to understand death and religion, Barnes expresses his and his favourite artists’ ideas sometimes in an amusing and sometimes in a serious way. While Derrida tries to explain the subject within the scope of responsibility, Barnes comments about religion and death with an atheistic point of view and with reference to the details of his life with his family background and thoughts of his favourite artists and writers. The purpose of this study is to analyse Barnes’s autobiographical essayistic work Nothing to Be Frightened of in the light of Derrida’s assumptions about death, religion, nothingness and free will in The Gift of Death.

The aim of this dissertation is to present the expression of truth throughout history with the help of Julian Barnes’s works which include personal, biographical and official histories by blurring the lines between fact and fiction. Barnes is one of the remarkable postmodern writers and he problematizes the expression of truth in the three branches of history by discussing them through a postmodern perspective and its way to question the past. In this study, Barnes’s Flaubert’s Parrot has been explored as a work of biographical history; his A History of the World in 10 ½ Chapters has been discussed as a work of official history; and finally The Sense of an Ending has been analysed as a work of personal history. Hence, the dissertation aims to show how truth in history or the past is unreliable, questionable and subjective by analysing three sub-genres of history. Barnes has an ironic attitude to history as a branch. In his three novels, he questions the validity and objectivity of history/the past. By giving examples of three branches of history, he claims that there is not a concrete evidence about what happened in the past even though the person experienced it individually, written in historical books or there is a religious belief behind it. To point out the characteristics of biographical, personal and official histories, in this dissertation it has been pointed out how postmodernism problematizes them and how Julian Barnes uses Hutcheon’s arguments on historiographic metafiction and parody as tools of postmodernism when he narrates history/the past.

Imperialism, a political system in which colonies are ruled from an
empire center primarily for economic reasons, dates back to the fifteenth
century. In the eighteenth century, the need for raw materials that emerged
with the industrial revolution in European countries, especially Britain,
accelerated these countries' colonial activities. However, Britain began to lose its power as Germany made an industrial move, the Japanese Empire and the USA gained strength, and the outbreak of the Second World War, which deeply affected human history and world order. Within this scope,
The Entertainer (1957) may be regarded as one of the most explicit
example of his plays that includes all these aforementioned notions in a
play. Osborne combines many fundamental themes such as cultural
transformation, gender discrimination, racism, the concept of marriage and family, the generation gap, and the search for identity, but most
importantly, Britain’s decline in the 1950s through the metaphorical
decline of the British music hall in his work.

The literary genre detective fiction has been famous among readers throughout the centuries. In the nineteenth century, it gained a reputation with Edgar Allan Poe and after him, the characteristics of the classic detective fiction were determined that should include the milieu, the victim, the murderer, the suspects, the detectives under the name of whodunit. However, after the Second World War, the world had to cope with postmodernism which questions, challenges and problematizes some aspects of life including this genre. From then on, the genre was not limited to involve a real detective, a real murder or a real crime; the investigation may deal with searching an item, a person, or one’s soul without bloody crime scenes or detectives and the mystery at the end of the fiction may be unsolved. In this study, under the light of Linda Hutcheon’s concerns about historiographic metafiction and parody, Julian Barnes’ Flaubert’s Parrot is intended to be analysed as an example of a postmodern detective fiction that problematizes the canonised characteristics of the classic detective fiction. 
Keywords:  Postmodernism, Postmodern Detective Fiction, Flaubert’s Parrot, Historiographic Metafiction, Parody.

The twentieth century was a period of change, with two world wars and ongoing developments in technology and industry that started in the previous century. Various effects of those developments were witnessed in different societies, cultures, languages, and works of literature, and all have affected the Higher Education system, especially in the United Kingdom. The old universities, such as Oxford and Cambridge, accepted students only through references and they did not satisfy the demands of the growing populations in big cities that needed manpower in the industry. Those demands created new institutions described as Redbrick Universities, which embraced students from different backgrounds without any reference; thus, the debates between the old and the new universities began. While the Redbrick universities were accused of having unsatisfactory academic foundations with their ineligible instructors, the old universities were criticized for capturing all useful advantages and resources. After the Second World War, the debates led to the emergence of the campus novel, and one of its successful examples is Lucky Jim by Kingsley Amis. This novel presents the character Jim (James) Dickinson as a non-idealistic, lazy academician who only cares about money and has weaknesses in his private life. Among other passive academic figures, he also tries to please the head of the department and his characteristics present critiques about the structure of these new institutions as corrupted academic communities. In the novel, besides the academic world, twentieth-century society is severely criticized, for its understanding of love, class division, and female figures. Throughout the novel, the readers encounter that a person may get everything he/she desires with the help of luck rather than success, so this study aims to present the processes Amis used to break conventional values through comedy to criticize the changing society of the century.