Browsing by Author "Sendag, Serkan"

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Enhancing Language Proficiency Through Mobile Extensive Listening and Podcasting: a Multifaceted Approach To Metacognition and Critical Thinking
(Elsevier Sci Ltd, 2024) Sendag, Serkan; Caner, Mustafa; Gedik, Nuray; Toker, Sacip; Information Systems Engineering
Mobile-assisted language learning (MALL) has gained considerable attention in foreign and second-language education. As part of a two-year project, this study employed a mixed-methods research design with 60 B2-level learners of English as a foreign language. The primary purpose of this study is to investigate the impact of repetitive listening and listening duration on participants' listening comprehension, speaking, critical thinking, listening strategies, and self-regulated learning strategies. The participants were divided into two groups, with the experimental group (n = 30) participating in the innovative Mobile Extensive Listening and Podcasting (MELAP) intervention. MELAP is a novel approach within the MALL framework that involves extensive listening to podcasts in the target language, content creation, and podcasting. The ten-week treatment revealed that unlike in previous studies, our experimental group improved not only in listening comprehension but also demonstrated significant gains in speaking skills and critical thinking. Notably, enhanced critical thinking skills were observed, correlated with an increased total listening duration and repeated extensive listening. Qualitative data analysis sheds light on how participants viewed the MELAP intervention, revealing what motivated them, what distractions they faced, and their opinions on developing and sharing podcasts. These findings emphasize the potential of the MELAP to enhance language skills and foster critical thinking in language learners, contributing to the ongoing discourse on the effectiveness of MALL.
Citation - WoS: 21
Citation - Scopus: 31
Impact of Repetitive Listening, Listening-Aid and Podcast Length on Efl Podcast Listening
(Pergamon-elsevier Science Ltd, 2018) Sendag, Serkan; Gedik, Nuray; Toker, Sacip; Information Systems Engineering
Repeated listening to English as a Foreign Language (EFL)/second language (L2) podcast has been recognized as cognitively beneficial, while it is usually perceived as boring by learners. As part of a two-year project funded by the Scientific and Technological Research Council of Turkey (TUBITAK, Grant No:113K727), the present study examined the effects of EFL-podcast length, repetitive listening and a listening aid on the listening comprehension of Turkish pre-service EFL teachers. The study was conducted using a repeated measure experimental design with 29 pre service EFL teachers and 24 different "listening treatments". The listening activities were delivered via Tablet PCs in Lab conditions. Qualitative data was compiled at the end of the experiment as a complement to quantitative data in order to better understand the perceived attentional and motivational factors identified during the study. Data showed that podcast length, repetitive listening and use of a listening aid had a significant impact on listening comprehension. Although repetitive listening was perceived as boring, it helped to improve comprehension and attention, and podcast topics and the use of Tablet PCs were perceived as motivating. These findings highlight the notion that using a listening aid can facilitate listening comprehension and help to reduce the number of repetitions required to achieve similar levels of comprehension.
Citation - WoS: 1
Citation - Scopus: 2
Predictors of E-Democracy Applicability in Turkish K-12 Schools
(Springer, 2022) Sendag, Serkan; Toker, Sacip; Uredi, Lutfi; Islim, Omer Faruk; Information Systems Engineering
Today, the COVID-19 pandemic has paved the way for a more democratic climate in K-12 schools. Administrators and teachers have had to seek out new ways through which to interact. This raises two questions; "What about the quality of interaction and participation in decision-making?" and "Which factors affect the level of participation in decision-making?" The aim of the current research is to determine the factors that predict the applicability level of e-democracy (i.e., "reporting and declaring opinions" and "decision-making") in K-12 schools. An associational research design was used in order to attain the main goal of the study, with Discriminant Function Analysis (DFA) technique used to analyze the factors predicting the applicability level of e-democracy. Data were collected from a total of 765 inservice K-12 teachers through a questionnaire developed by the researchers. DFA results showed "motivation to participate," "the level of participatory democracy in the country," and higher levels of the "use of Twitter" as the significant determinants of different levels of e-democracy application. Moreover, the results also indicated that those participants with the belief of e-democracy's applicability at the decision-making level found the "motivation level of stakeholders" to be the most critical. Their level of Twitter use was higher. They also believed that the level of participatory democracy in the country was at a higher level. Another result of the DFA pointed to "security and ethical issues," and lower levels of the "use of Twitter" as factors differentiating the group believing that e-democracy can be applicable with reporting and the declaration of opinions to administrators from the other groups. The discussions highlighted the critical role of participation level in e-democracy within K-12 schools.
Reading To Learn Developing Advanced Reading Skills in Traditional and Digital Environments
(John Benjamins B V Publ, 2018) Baturay, Meltem Huri; Toker, Sacip; Sendag, Serkan; Akbulut, Yavuz; Information Systems Engineering
Rapid advances in digital technologies are transforming patterns of learning to read, as well as 'reading to learn'. The latter refers to the process of reading in the service of learning, in school and beyond, and is a major purpose for reading beyond the earliest school years. When reading to learn, contemporary e-learning trends either promote the supplementary use of ICT in face-to-face settings or the use of such environments for comprehensive delivery of learning materials. Such changes make it imperative to understand the basic elements of reading in digital environments to support learning. In this chapter we first introduce the basic elements that can be used to build an effective digital reading environment to improve learning. The chapter then considers the instructional design principles that best promote learning through digital reading and explores the impact of digital interfaces on traditional reading-to-learn strategies.