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    Examining the impact of English Curriculum designed in line with 7E Model on academic achievement and retention of 11th grade students
    (2017) Ercan Demirel, Emine Eda; Köksal, Onur
    The present study aims to investigate the impact of teaching activities designed in line with 7E model on 11th graders' academic success and retention in English courses. The study was conducted on a total number of 63 11th grade students studying in two different classes of a state school in Konya in 2016-2017 academic year. Quasi-experimental model was used within the study. While teaching activities designed according to 7E model were implemented on the experimental group for 7 weeks, the activities of the regular curriculum were implemented on the control group. At the end of 7 weeks of study, English course achievement test was conducted on both groups again as post-test. 3 weeks after the implementation, retention test was conducted on both groups. At the end of the study, it was found out that activities designed according to 7E model significantly contribute to the academic achievement and retention of the students
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    Investigating Pre-Service Efl Teachers' Self-Efficacy Beliefs
    (2017) Ercan Demirel, Emine Eda
    The present study aims to shed light on the self-efficacy beliefs of pre-service teachers - who are yet studying at ELT departments. The study searches for the answer of the following research question: “What are the self-efficacy beliefs of pre-service EFL teachers in terms of their forthcoming careers? With a quantitative research design, the study was conducted on pre-service English language teachers yet studying at ELT departments to have their BA degrees at Necmettin Erbakan University, and GaziUniversity. The participants were senior students (4th grade) of ELT department in 2012-2013 Academic Year. 138 Senior students (4th grade) of NEU ELT department and 70 Senior students (4th grade) of Gazi University ELT department -randomlyselected 208 pre-service teachers in total- participated in the study. Out of 208 pre-service teachers, 164 were female, and the rest- 44- were male. The ages of the participants were between 21 and 25. The data were gathered through “Teacher Sense of Efficacy scale” originally developed by Tschannen-Moran, & Hoy (2001),the Turkish version of which is developed by Çapa, Çakıroğlu & Sarıkaya (2005). The 24-item-scale was used to collect quantitative data about pre-service teachers’ self-efficacy beliefs. The scale was found to be valid (TLI and CFI of .99/RMSEA,.065) and reliable (.93). The scale consists of 3 dimensions of efficacy: Student Engagement, Instructional Strategies, and Classroom Management. Based on the self-efficacy scale, quantitative data analysis was done through SPSS (Statistical Package for Social Sciences), version 16.00 and Excel (Microsoft Office Professional Plus 2010).The data analysis revealed that pre-service teachers were sufficient in terms of their self-efficacy and readiness for their future careers. The study also searched for meaningful differences in terms of gender and age variables. It was concluded that there was significant difference between female and male pre-service teachers in favour of females (only in Efficacy in Student Engagement dimension). As for the age variable, no significant difference was found.
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    Looking into burnout levels among English language instructors
    (2015) Ercan Demirel, Emine Eda; Cephe, Paşa Tevfik
    Bu araştırma, Konya Necmettin Erbakan Üniversitesi, Selçuk Üniversitesi ve Gazi Üniversitesi'nde çalışmakta olan İngilizce okutmanlarının tükenmişlik düzeylerini araştırmayı, tükenmişliğe yol açan faktörleri bulmayı ve tükenmişlik ile öğretmenlik tecrübesi arasında bir ilişki olup olmadığını ortaya çıkarmayı amaçlamaktadır. Çalışma karma yöntemli araştırma deseniyle yürütülmüştür. 70 İngilizce okutmanına Maslach Tükenmişlik Ölçeği (Maslach Burnout Inventory Educators Survey- MBI/Maslach &Jackson, 1981/Maslach, Jackson & Leiter, 1996) uygulanmış; bu katılımcıların 25'iyle de yarı yapılandırılmış görüşme yapılmıştır. Sonuçlar okutmanlar arasında tükenmişliğin çeşitli seviyelerde görülüğünü göstermiştir. ANOVA sonuçlarıyla desteklenmese de, daha küçük yaşlarda ve daha az tecrübeli gruplarda daha yüksek tükenmişlik düzeylerine olan bir eğilim söz konusu olmaktadır. Yarı yapılandırılmış görüşmelerle toplanan nicel verinin analizi sonucunda, öğretim saatleri, öğrencilerin İngilizce seviyesi ve okutmanların çalıştığı ölçme, materyal ve mesleki gelişim ofisleri gibi birimlerin okutmanlar arasında tükenmişliğin ortaya çıkmasında önemli rol oynadığı belirlenmiştir.