Ertaş, Abdullah

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Abdullah, Ertaş
E., Abdullah
Ertaş, Abdullah
Ertaş,A.
E.,Abdullah
A.,Ertas
Ertas,A.
Abdullah, Ertas
Ertas, Abdullah
A., Ertaş
A., Ertas
A.,Ertaş
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Doktor Öğretim Üyesi
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abdullah.ertas@atilim.edu.tr
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Scholarly Output

5

Articles

4

Citation Count

2

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0

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2011 - 20165
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Now showing 1 - 5 of 5
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    Article
    The impact of e-portfolio on foreign language writing skills
    (Ankara University, Journal of Faculty of Educational Sciences,, 2011) Ertaş, Abdullah; Ertaş, Abdullah; Department of English Language and Literature
    This study explores the effect of e-portfolio use on developing the writing skills of English language learners who are at the pre-intermediate language proficiency level. The experiment group (n=23), were asked to enroll in an online classroom to keep online portfolios whereas the control group (n=24) kept paper portfolios. `The Motivation Strategies for Learning Questionnaire` and `Computer Attitude Questionnaire `were used in addition to the `Computer Literacy Survey` to collect data. This study provides insights into using portfolio through online writing practice compared with paper-based practice in terms of achievement. The results suggest that 1) The digital environment contributes to language writing skills. 2) Factors of previous computer experience and computer ownership influence computer attitudes. 3) E-portfolio can be integrated into foreign language teaching curricula.
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    Article
    Who is More Responsible? Preparatory Class Students’ Perceptions of Responsibility
    (ELT Research Journal, 2013) Ertaş, Abdullah; Ertaş, Abdullah; Department of English Language and Literature
    The main aim of this study is to explore learners‟ perceptions of their own responsibility in learning English. The question of whether our learners in Canakkale Onsekiz Mart University (hereafter COMU) Compulsory and Voluntary English Language Prep Classes are responsible enough for their own learning or not is the main focus of this study. Whether some variables like gender, the type of the prep class education (compulsory or voluntary) and the students‟ departments will affect their perceptions on responsibility is questioned in this study. Quantitative research methodology was used in the study. Being a sub-category of a survey method, a questionnaire was used by the researchers to find out the students‟ perceptions of responsibility in English preparatory classes of COMU. Findings reveal that female students are much more responsible than the male students are. Also, voluntary learners are less aware of their strengths and weaknesses in learning English. Students at Travel Management were found to know what to practice in English and how to learn English more when compared to the students of Archeology. Furthermore, students seem to have some problems in planning and revising their own learning. Bearing the findings of the study in mind, suggestions were drawn at the end of the study.
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    Article
    A Suggested Eclectic Checklist for ELT Coursebook Evaluation
    (The Reading Matrix, 2014) Ertaş, Abdullah; Ertaş, Abdullah; Department of English Language and Literature
    Coursebook evaluation helps practitioners decide on the most appropriate coursebook to be exploited. Moreover, evaluation process enables to predict the potential strengths and weaknesses of a given coursebook. Checklist method is probably the most widely adopted way of judging coursebooks and there are plenty of ELT coursebook evaluation checklists available designed for making material selection and evaluation process easier and systematic. As distinct from many other checklist development studies, this study attempts to suggest an eclectic checklist by borrowing items from quite different evaluation instruments available in the literature. Initially, more than thirty ELT coursebook evaluation forms and checklists were determined as a result of extensive review of literature. Afterwards, items were chosen from among those checklists by putting aside several of them on a utilitarian basis, accompanied by the researchers’ own items. We recommend that the resulting instrument be used by English language teachers, material developers and researchers.
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    Article
    THE CONTRIBUTION OF FORM AND MEANING FOCUSED TRANSLATION INSTRUCTION TO ELT STUDENTS’ READING COMPREHENSION
    (BUCA EĞİTİM FAKÜLTESİ DERGİSİ, 2011) Ertaş, Abdullah; Köse, Serhan; Department of English Language and Literature
    Reading is a dominant skill in translating. This study investigates if the reading skills of the trainees influence translating and which of the instruction, form or meaning focused translation instruction, is more effective in improving the reading skills of ELT students. The subject pool for the study consisted of 75 undergraduate students who have taken the Translation (from English to Turkish) at the Department of English Language Teaching, Gazi University: 40 for the experimental group, and 35 for the control group. The subjects took the Translation course for 10 weeks in the first term of the 2009-2010 academic year. As a result of the study it can be said that both groups improved their reading skills but the trainees in the experimental group which received meaning focused translation instruction showed better improvement than the control group.
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    Conference Object
    Citation Count: 2
    Developing a Textbook-Based Academic Turkish Wordlist
    (Elsevier Science Bv, 2016) Ertaş, Abdullah; Ertas, Abdullah; Department of English Language and Literature
    Vocabulary knowledge is solid bedrock, upon which other language skills can be built. Wilkins (1972) asserted that "without grammar very little can be conveyed, without vocabulary nothing can be conveyed". Since the pioneering research of Michael West (1953), many academic or general wordlists have been published in English or in other languages. On the other hand, the lack of an Academic Turkish Wordlist which meets the academic criteria such as being collected from a valid corpus has made this research necessary in the field of teaching Turkish as a foreign language. This study aims to investigate the academic vocabulary that any Turkish language learner should have before starting to study at undergraduate programs offering Turkish medium instruction. An academic corpus derived from fifty-seven textbooks was formed so as to discover the Academic Turkish Wordlist. There were 4032442 tokens in the academic corpus and various computer software programs some of which were written for the current study were used in order to acquire the academic wordlist. Lemmas, or the groups of lexical forms with the same stem that belong to the same word class, (Francis & Kucera, 1982) were used for the creation of the Academic Turkish Wordlist. Moreover, the most frequent 11000 words from Turkish National Corpus were used to make a list of words to be excluded from the academic corpus and the final version of the Academic Turkish Wordlist contained 1010 lemmas. The Academic Turkish Wordlist covered 32% of the academic corpus and it is evident that knowing the words in the academic wordlist will help undergraduate foreign students studying Turkish improve their academic language skills, especially reading comprehension. The Academic Turkish Wordlist could be utilized in various ways: 1) to check out language learning materials in order to find out how many low/high frequency words they contain 2) to compare students' writings in terms of how many academic words they are able to use 3) to prepare proficiency exams 4) to revise their language program in order to include more academic words to prepare their students for undergraduate programs. (C) 2016 Published by Elsevier Ltd.