Subjects -> LANGUAGE AND LITERATURE (Total: 2147 journals)
    - LANGUAGE AND LITERATURE (954 journals)
    - LANGUAGES (276 journals)
    - LITERARY AND POLITICAL REVIEWS (201 journals)
    - LITERATURE (GENERAL) (180 journals)
    - NOVELS (13 journals)
    - PHILOLOGY AND LINGUISTICS (500 journals)
    - POETRY (23 journals)

LANGUAGE AND LITERATURE (954 journals)

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The Literacy Trek
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  This is an Open Access Journal Open Access journal
ISSN (Online) 2602-3768
Published by DergiPark Homepage  [185 journals]
  • Metaphor analysis of audio description in English language teaching

    • Authors: Buğra Zengin; Tugba Aydın Yıldız
      Abstract: This study investigates the use of audio description (AD) and metaphors in enhancing foreign language learning. Data collection involved a convenience sample of 25 students who provided metaphorical descriptions of their AD experiences through a single-item questionnaire. The data analysis employed content analysis to categorize and interpret these metaphors. The findings underscore metaphors' cognitive and emotional benefits in making abstract concepts tangible, thereby enhancing the language learning process. The examination of the metaphors elucidates how students harness metaphorical constructs to explicate various facets of change within their English language learning trajectory. Encouragingly, affirmative responses are discernible within the metaphors, particularly pertaining to themes such as knowledge production, creativity, value, the transmission of knowledge, wisdom, and animacy. The utilization of metaphor, as delineated within this discourse, fosters an ongoing process of scholarly inquiry and comprehension. Future research should continue exploring these tools to further validate and refine their application in diverse educational settings.
      PubDate: Sun, 30 Jun 2024 00:00:00 +030
       
  • Exploring English as a foreign language students’ perceptions and needs
           of digital competences in a Turkish higher education context

    • Authors: Murat Akbıyık; Didem Koban Koç
      Abstract: The purpose of this study is to explore the perceptions of college students towards digital competences and how they evaluate their needs for competence in learning and using English as a foreign language (EFL). The participants are 20 students (10 males and 10 females) learning EFL at the school of foreign languages of a private university in İstanbul, Türkiye. Data were collected via a socio-demographic questionnaire and semi-structured interviews. For the analyses of the qualitative data, codes, and themes were determined and organized according to the inductive thematic analysis approach, for which Braun and Clarke’s (2006) six-step procedure was followed. The results revealed themes of skills for digitalization, ownership of digital tools, positive attitudes towards digital competences in language education, needs relating to language use and learning: assessment, communication, interaction, resources, information, lessons and teachers, and finally, differences between before and after distance education in terms of digital competences. Compared with the present literature, tertiary level EFL learners have positive views of digital competences that cover widely accepted definitions and perceive their own digital competence levels as sufficient, teachers are perceived as having more digital competence than students. Digital competences are widely used in lessons, extracurricular activities, and assessment-evaluation processes, even though school curricula do not sufficiently prioritise them. They also believe that they need similar digital competences in foreign language education, parallel to literature. Although it has been shown that the school gives students enough opportunity to enhance their digital competences, there are still several suggestions made by the participants to advance their academic and professional goals. Furthermore, it is thought that national higher education policies do not place enough emphasis on this issue. In conclusion, digital competences should be prioritised, according to suggestions made by national policymakers, institution administrators, and university instructors as well as students.
      PubDate: Sun, 30 Jun 2024 00:00:00 +030
       
  • Evaluation of a foreign languages school hybrid program in Turkey through
           Stake’s Responsive Evaluation Model

    • Authors: Gizem Bolcal Er; Kenan Dikilitaş
      Abstract: In response to the onset of the COVID-19 pandemic, global educational institutions transitioned to fully online instructional modalities. Later, there was a gradual shift back to traditional educational formats. During this transitional phase, academic institutions adopted a hybrid delivery model, integrating elements of both online and face-to-face instruction. This study was conducted with students, instructors, and administrators affiliated with the Department of Foreign Languages at a state university, aiming to evaluate this department’s hybrid program through Stake’s Responsive Evaluation Model. In this program evaluation study, qualitative data were obtained through open-ended questions, narrative frames, metaphors, and drawings. A total of sixty nine students, eight instructors, and three administrators participated. Participants’ positive and negative views were investigated, and suggestions were made to improve the current hybrid education program of the foreign languages school.
      PubDate: Sun, 30 Jun 2024 00:00:00 +030
       
  • The effect of speaking tasks on intercultural awareness: A case study in
           Turkey

    • Authors: Gizem Çoşkun; Zekiye Tavil
      Abstract: In the globalization era, intercultural awareness has become increasingly important alongside English language proficiency. This study investigates how an 8-week intervention, featuring online interaction-based speaking tasks, influenced students' intercultural awareness levels. The study conducted at a prep school within a state university in Turkey utilized the Intercultural Awareness Questionnaire, focus-group interviews, and observations with 11 students. Quantitative data analysis was done with paired samples t-test, while qualitative data underwent thematic analysis. The pretest revealed a lack of fully developed practice-oriented intercultural awareness levels among participants, whereas post-test findings indicated development of more complex elements throughout the intervention. Moreover, the outcomes of the paired samples t-test showed notable enhancement in Intercultural Knowledge, Skills, Sensitivity, and Interaction dimensions in the post-intervention. However, no significant change was noted in Intercultural Interest. Overall, the study underscores the efficacy of interaction-based speaking tasks in enriching intercultural awareness through exposure to diverse cultures.
      PubDate: Sun, 30 Jun 2024 00:00:00 +030
       
  • The effectiveness of L2 pronunciation instruction: A critical systematic
           review of the intervention studies

    • Authors: Oktay Yağız; Fatma Kaya, Rabia Ötügen
      Abstract: Pronunciation instruction studies have taken considerable attention in the field of foreign language teaching and research in recent years. For this systematic review, only the intervention studies indexed in SSCI were included. A literature search up to April 2024 was conducted using the Web of Science and relevant meta-analytic studies. Fifty-five interventions met the eligibility criteria based on the PRISMA 2020. This review is twofold: to examine the effects of English L2 pronunciation instruction and to identify the methodological status of these studies in terms of treatment formulation, design, sampling type/size, treatment duration, and outcome measures. Results showed that pronunciation instruction treatments positively affected L2 users’ pronunciation performance. Regarding research methodology, the studies employed mostly pre- and post-tests, with at least one experimental group having relatively few delayed tests. The most common participant group was undergraduate students with pre-intermediate and intermediate levels. The participants' performance tended to be measured through technological tools in recent years. The suprasegmental features of speech that occurred with greater frequency compared to the mere segmental features. These studies also tended to include native speakers’ ratings in the assessment phase of the instruction. The findings of this study are assumed to provide insights and recommendations for future research studies in L2 pronunciation.
      PubDate: Sun, 30 Jun 2024 00:00:00 +030
       
 
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  Subjects -> LANGUAGE AND LITERATURE (Total: 2147 journals)
    - LANGUAGE AND LITERATURE (954 journals)
    - LANGUAGES (276 journals)
    - LITERARY AND POLITICAL REVIEWS (201 journals)
    - LITERATURE (GENERAL) (180 journals)
    - NOVELS (13 journals)
    - PHILOLOGY AND LINGUISTICS (500 journals)
    - POETRY (23 journals)

LANGUAGE AND LITERATURE (954 journals)

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School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
 


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