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    Evaluating a mobile instant messaging tool for efficient large-class speaking instruction
    (Routledge Journals, Taylor & Francis Ltd, 2022) Kartal, Galip
    The overarching goal of this design-based research was to explore WhatsApp's potential for facilitating and supporting speaking and pronunciation instruction in an EFL large-class speaking course. More specifically, this paper explored the perceived learning outcomes of WhatsApp-supported pedagogy in large English-speaking classes. Ninety-nine English students practiced their English by recording themselves, listening to the recordings, and comparing their recordings to native speakers' pronunciation. When satisfied with the quality, they sent their own recordings to a five-member WhatsApp group made up of their classmates. The recordings involved speed reading, singing a song or reading the lyrics aloud, tongue twisters, and making a video summary. Students listened to the recordings of the other four group members and provided feedback on pronunciation. The data were collected via an open-ended survey and individual and focus-group interviews. Qualitative content analysis of the data indicated that the vast majority of the participants reacted positively and mentioned the following major contributions to large speaking classes: (1) educational affordances for pronunciation, speaking, motivation, vocabulary, and reading; and (2) technological affordances, i.e. ease of use and accessibility. The adopted approach supported speaking and pronunciation instruction, specifically through instructor and peer feedback, speed reading, and ease of access. The paper concludes that it is rewarding to unravel WhatsApp's potential as a mobile instant messaging (MIM) tool in large-classes.
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    MAPPING RESEARCH ON L2 PRONUNCIATION A BIBLIOMETRIC ANALYSIS
    (Cambridge Univ Press, 2022) Demir, Yusuf; Kartal, Galip
    This study reports on a bibliometric mapping analysis of L2 pronunciation research. Analyses on 629 articles published between 1977 and 2020 in 15 prestigious SSCI-indexed applied linguistics journals identified significant research themes and trends, influential authors, documents, and publication sources. The results of the analyses of citation impact, cocitation, and research trends provide valuable insights into understanding the dynamics, evolution patterns, and the intellectual background of L2 pronunciation research, thereby guiding future research and practice.
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    A new vocabulary revision technique using WhatsApp: Peer-chain
    (Springer, 2021) Balci, Ozgul; Kartal, Galip
    The purpose of this mixed-method study was to examine the effect of a new vocabulary revision technique peer-chain developed by the researchers on vocabulary learning and retention among English as a foreign language (EFL) university students. A total of 46 participants (21 in the control group and 25 in the experimental group) completed the study, and the effectiveness of the treatment was checked via conducting a pre-test post-test/retention test control group design for the quantitative part. The study was eight weeks in duration, and the students were assessed with a 42-question, multiple-choice vocabulary achievement test (VAT). An analysis of ANOVA for the quantitative data showed a significant difference in students' vocabulary achievement between the students who used peer-chain and the students who used traditional word cards. Also, the study explored learner perceptions through interviews with the experimental group students. The qualitative content analysis of the interview data showed that most learners had positive perceptions of the technique. Both quantitative and qualitative outcomes suggest that integrating WhatsApp with the peer-chain technique in teaching vocabulary is a promising technique and can be more successful than the traditional paper-based word cards for vocabulary learning and retention.
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    No pain no gain: reflections on the promises and challenges of embedding reflective practices in large classes
    (Routledge Journals, Taylor & Francis Ltd, 2019) Kis, Saadet Korucu; Kartal, Galip
    Reflective teaching is considered as the optimal approach to teacher education and it is suggested to be taught before the practicum starts. However, there is a lack of research investigating whether large classes constitute an obstacle to the implementation of reflective practices in teacher education programs. Engaging 60 third-year English as a foreign language (EFL) student teachers in reflective practices through the procedures of self-monitoring, peer-observation, and journal writing in a campus-based course, this study aimed to find out what benefits and problems student teachers would experience throughout the process. Participants acknowledged that involvement in reflective practices helped them develop self-awareness, criticality and reflective mindsets while also expanding understanding of new content. They also indicated three major challenges in observing self and peers, and writing journals: lack of reflective skills, time pressure, and repetitive process. The researchers conclude that implementing reflective practices is demanding but attainable in large classes.
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    Observational narrative knowledging in early professional development of student teachers of English
    (Springer, 2021) Kartal, Galip; Demir, Yusuf
    This paper presents a narrative inquiry approach to understanding the early professional development (PD) of student teachers of English at a state university in Turkey. With the twofold functioning of narrative as a tool for both research and PD, we probe into how student teachers' early PD trajectories are shaped through observational narrative knowledging. Data consisted of group discussions, semi-structured interviews, metaphor elicitations, and informal conversations that accompanied the main data collection tool, i.e., narrative frames collected during the practicum. The triangulated data were subjected to a multi-tiered collaborative content analysis. The findings showed that narrative-embedded observations helped student teachers organize and attach meaning to their early field experiences, and thus build on their self-awareness, critical thinking, and reflectivity for future classroom practices. We also reported how the participants reflected retrospectively, in the course of, and the posteriori of writing the classroom observational narratives. Through narrative knowledging, we offer a more nuanced approach to aiding student teachers' early PD.
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    The use of micro-level discourse markers in British and American featurelength films: Implications for teaching in EFL contexts
    (2019) Başol, Hasan Çağlar; Kartal, Galip
    Discourse markers (DMs) are significant for fluent speech. Furthermore, they are essential elements of languagefor conversation organisation, reciprocal relation of interlocutors, productive speaking and comprehension.Although they have critical functions for pragmatic development, they are neglected in language teaching eitherbecause of the belief that they are challenging to teach or as a result of the focus on grammatical competence inlanguage teaching. This study examined the use and functions of micro-level DMs in British and American featurelengthfilms, and it provided implications for using feature-lengths films as a means for authentic language inputin explicit or implicit teaching of DMs. The scripts of four films (two British and two American) were analysedusing the AntConc Concordance program. The results showed that there is not a significant difference betweenBritish and American films regarding the frequency of DMs well, like, and you know. On the other hand, it wasfound that oh was used more frequently in British films than American films. The functional analysis of the DMsshowed that both British and American feature-length films represent the use of English DMs in native discourse.Therefore, the study concludes that the films could be used for teaching and learning of DMs in foreign languageclassrooms. The results were discussed with pedagogical implications.
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    The use of Twitter and Youglish for the learning and retention of commonly mispronounced English words
    (Springer, 2020) Kartal, Galip; Korucu-Kis, Saadet
    Although there is an increasing interest in educational microblogging and findings regarding its effectiveness on the language learning, relevant research, especially on the use of microblogging for the learning of pronunciation, is rather limited. This issue becomes even more apparent in countries like Turkey where English is taught as a foreign language and there is considerable number of words commonly mispronounced by Turkish language learners including pre-service language teachers. The present paper reports on the findings of a study into the effects of the social networking site Twitter and Youglish on the learning and retention of commonly mispronounced words. Twitter, a microblogging tool, was used for explicit instruction and input enhancement for the words by capitalizing of stressed syllables, providing links to authentic talks, stressing the problematic features of the target words, and showing other pronunciation-related familiar words. Youglish was used to utilize the tenets of extensive listening and input enhancement. Tweets aimed at drawing direct attention to the pronunciation of each word. In each tweet, a link to Youglish was provided as an attempt to foster pronunciation learning in context. Additionally, this study examines the attitudes towards pronunciation and views on the use of Twitter and Youglish for pronunciation instruction. Following an experimental group only design (pre, post, and retention tests), the study was conducted with 93 pre-service teachers studying at the English Language Teacher Education (ELTE) program of a large-scale university in Turkey. The data were gathered via a Pronunciation Attitude Inventory, a pronunciation test, and an open-ended survey. Seventy target words were determined after a four-week observation and note taking of commonly mispronounced words by teacher trainers and these target words were sent in 70 tweets, one word in each tweet. The tweets for each word included a link to Youglish, a Youtube-based pronunciation dictionary. Descriptive statistics and ANOVA tests were run for the analysis of the quantitative data and content analysis for the open-ended survey. The results indicated that the use of Twitter and Youglish together to teach pronunciation served an important role in learning and retaining commonly mispronounced words. The views of the pre-service teachers support the findings that they benefitted from the adopted approach. Findings from this study have strengthened the evidence supporting the impact of Twitter (supported by Youglish) for pronunciation instruction. The study also offers implications for leaners, teachers, and policy makers.
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    Using movie trailers to enhance both face-to-face and online language learning outcomes in an EFL speaking class
    (University of Granada, 2023) Kartal, Galip; Yesilçınar, Sabahattin
    This design-based research explored the language learning outcomes of watching movie trailers in a large speaking class offered in both face-to-face (f2f) and online learning environments. In this 12-week study, the instruction was f2f for the first four weeks and online for the remaining eight weeks. The data were collected from 58 first-year university students via semi-structured interviews, an open-ended online survey, and researcher field notes. The data of the interviews and the open-ended online survey were subjected to qualitative content analysis. The results indicated that watching trailers stimulated participation and improved their speaking, pronunciation as well as learning/recalling vocabulary. Furthermore, movie trailers helped increase their motivation and willingness to communicate. Therefore, it is argued that the movie trailers deliver positive contributions by infusing numerous pedagogical advantages into foreign language curricula, suggesting that using them in both f2f and online speaking classes is rewarding.