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    Instag(R)ite: integrating visual social media into academic writing instruction
    (Routledge Journals, Taylor & Francis Ltd, 2023) Korucu-Kis, Saadet
    Although a number of studies examined the use of social networking sites (SNSs) in academic writing instruction, these studies mainly revolve around social media centered on microblogging features. Despite living in a visually dominated world, the potential of visual social media such as Instagram whereby the textual, the visual and the social can be integrated to support the development of academic writing skills has remained widely untapped. This case study hence attempts to explore learners' perceptions of the possible impact of visual social media-supported pedagogy on the learning progress of academic writing through the lens of a multiliteracies pedagogy that integrates rather than isolates the study of linguistic, visual, and sociocultural elements. Forty-nine first-year undergraduates enrolled in an English language teaching (ELT) program participated in the study. Adopting a constant comparative method, students' journals, responses to open-ended surveys and focus group interviews were qualitatively analyzed. Analysis results revealed that the majority of the participants had positive perceptions of the adopted pedagogy due to the following experiences: (a) active learning at the pre-writing stage-an aspect that received far too little attention in studies focusing on the use of SNSs in academic writing, (b) seeing the familiar unfamiliar (c) interactive learning, and (d) self-regulated learning. The study provides fresh insights for educators seeking for innovative applications in writing classrooms.
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    Perspectives on a flipped 'English language teaching methods course' and the association of satisfaction with digital learner characteristics
    (Routledge Journals, Taylor & Francis Ltd, 2022) Korucu-Kis, Saadet
    Flipped learning is a pedagogical approach, which suggests the allocation of class time for knowledge application activities and the learning of basic knowledge via lecture videos or assigned readings outside of class. Based on these premises, it may emerge as a strategic fit for practice-based courses in initial teacher education programmes. With this in mind, the present study aimed to explore student teachers' (N = 55) perceived experiences of learning in a flipped English language teaching methods course. Further, it examined the possible relationships between satisfaction with flipped learning and digital learner characteristics. Data were collected from written self-reports and surveys. The results revealed that flipped classrooms (a) allowed student teachers to get prepared for their future career through active learning experiences, (b) provided self-paced and differentiated learning opportunities that helped them process course content deeper and (c) encouraged them to develop a sense of ownership over their learning. However, having difficulties in transitioning into active learning due to increased workload, technical problems, and lack of instant help for clarification during pre-class work were mentioned as challenges of this approach. Based on correlation and regression analyses, there is a significant relationship between satisfaction with flipped learning and digital learner characteristics.
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    Preparing student teachers for real classrooms through virtual vicarious experiences of critical incidents during remote practicum: A meaningful-experiential learning perspective
    (Springer, 2021) Korucu-Kis, Saadet
    The Covid-19 pandemic has precipitated dramatic changes in education systems around the world and pre-service teacher preparation programs have been notably impacted by the associated difficulties and constraints. Due to lockdown of universities and schools, practicum placements had to shift from in-person to virtual learning environments. However, being a practical classroom activity, practicum posed particular challenges that prompted teacher educators to make adjustments in their pedagogical strategies to meet the course requirements. The present study reports on the first cycle of an action research project undertaken to respond to the practicum crisis caused by the Covid-19 restrictions. Conducted with eleven practicum students, this research investigated whether engaging student teachThe action research plannerers in vicarious experiences of critical incidents through Kolb's experiential learning cycle via a collaborative virtual application could create meaningful learning. The results indicated that the intervention process had the characteristics of active, constructive, authentic, intentional, and collaborative, and as well it led to improvements in practicum students' domain-specific knowledge and skills. Despite a few number of concerns raised, which will be utilized to refine the future implementations of the first action plan, the practicum students reported that this experience supported them during remote practicum and contributed positively to their development. Drawing on the results of the study, a series of rationales for the use of virtual vicarious experiences of critical incidents during Covid-19 and beyond are provided.
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    A review of graduate research on reflective practices in English language teacher education: Implications
    (Western Australian Inst Educational Research Inc, 2019) Korucu-Kis, Saadet; Demir, Yusuf
    The aim of this study is to advance knowledge and understanding about graduate research on reflective practices carried out in the field of English language teacher education in Turkey. Altogether the findings from 27 graduate theses were included in the final analysis. Seven themes emerged to guide educational stakeholders and future researchers on the further development of reflective practices in teacher education. This research on implications suggests both a long-term, collaborative, systematic and research-informed teacher education that develops teachers' understanding of reflective teaching, and also a longitudinal, repetitive and evidence-based research base to develop better understanding about reflective practices.
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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.