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Öğe Developing the Perceived Self-Regulation Skills Scale for Fourth Grade Students(Fac Teacher Education, 2020) Cavas, Pinar; Arslan-Cansever, Belgin; Unver, GulsenThis paper presents the development process of the Perceived Self-Regulation Skills Scale for primary fourth grade students. the 34-item trial form of the scale consists of 4-point Likert-type items that range from 1 to 4 as follows: 1 - Never, 2 - Sometimes, 3 - Often, and 4 - Always. It was administered to 585 fourth grade students in six primary schools. the total variance explained by three factors found as a result of Exploratory Factor Analysis (EFA) was calculated as 39.61%. the scale consists of 26 items - 12 items with factor load value varying between .32 and .74 in the first dimension; 4 items with factor load value varying between .51 and .67 in the second dimension, and 10 items with factor load value varying between .32 and .56 in the third dimension. the dimensions were named as follows: the first dimension is "Planning the Learning Process", the second dimension is "Implementation of the Learning Plan" and the third dimension is "Focusing on the Target and Learning Task". the validity study was carried out for 529 fourth grade students attending 11 primary schools. the goodness-of-fit index (GFI) which was calculated as a result of Confirmatory Factor Analysis (CFA) shows that the items of the Perceived Self-Regulation Skills Scale are in good or perfect accordance.Öğe Examining Theory-Practice Connection in a Pre-Service English Teacher Education Project(Journal Language Teaching & Learning, 2020) Canlier, Dilek; Yazicilar, Umran; Unver, GulsenThe disconnection between theory and practice in teacher education has been an important issue which partly stems from the lack of real classroom practice. There are attempts to overcome this problem and the Project "Give me a Hand" is one of them. This case study aims to determine the impacts of the Project regarding theory-practice connection. the findings derived from the semi-structured interviews and classroom observations revealed that teaching experience, mentoring, and self-evaluation were the activities promoting theory-practice connection. Also, the teacher candidates' transferring the theoretical knowledge into practice, questioning the practice, explaining the theoretical ground for their practice were found to be other promoting aspects of the Project. However, some shortcomings were determined which hinder the theory-practice connection. Some suggestions were proposed by the participants to correct these shortcomings. the Project might provide new insights to teacher educators who seek ways to bridge theory and practice. (c) Association of Applied Linguistics. All rights reservedÖğe Faculty Members Efficiency in Learner-Centered Approach: Perspectives From the Social Sciences Faculties(Ani Yayincilik, 2010) Unver, GulsenProblem Statement: Learner-centred approach is considered to be more effective than the teacher-centred approach. But there are some studies which reveal that learner-centred approach has not been applied sufficiently in institutions of higher education. Also, according to the findings of serveral studies, there are a number of variables that seem to have effects on learner-centred approach. Purpose of the Study: The purpose of this study is to investigate the faculty members' opinions and the students' opinions about faculty members' efficiency in learner-centered approach and whether some variables affect their opinions. Method: The data this survey study were collected from 97 faculty members and 2235 students. They filled out a 48-item scale with parallel form which were based on the learner-centred principles. T-test and ANOVA (One way Analysis of Variance) were used for the analysis of the data. Findings and Results: When the opinions of the faculty members are considered, the level of efficiency in learner-centered approach is found out be significantly higher than the level of efficiency declared in students opinions. The independent variable that are investigated in terms of their effects on faculty member's application of learner-centred approach are observed to be significantly ineffective in faculty members' opinions. When the oinions of the students are considered, it is seen that the opinions of female students are more positive than the opinions of male students about the faculty members' efficiency in learner-centred approach. Additionally, students have considered the faculty members with teaching experience of five year or less, more learner-centred compared to the faculty members with teaching experience of six-10 years. Conclusions and Recommendation: The study shows that faculty members' opinions are significantly different from the students' opinions about faculty members' efficiency in learner-centred approach. However, the results related to the faculty members' and students' characteristics confirm some previous studies. Characteristics of the faculty members and their students generally do not have effects on applying learner-centred approach. So, if the institutions of higher education implicate principles of learner-centred approach in faculty members' training programs and make the faculty members participate in studies about their teaching fields, the faculty members will apply learner-centered approach more properly on a larger scale.Öğe FACULTY MEMBERS' APPRECIATION LEVEL TO EVALUATION OF THE TEACHING BY THE STUDENTS(Hacettepe Univ, 2012) Unver, GulsenThe purpose of this study is to find out whether the faculty members' appreciation level to evaluation of the teaching by the students differ significantly according to the gender, academic title, teaching experience of the faculty members, and student ratings of faculty members' teaching activities. The data were collected by the scale including 10 items from 62 faculty members. Causal relationship model was administered in the study. The data was analyzed by using the Mann Withney U, Kruskal Wallis H and bivariate correlation tests. Results indicate that the most of the faculty members appreciate to evaluation of the teaching by the students. The faculty members' reactions about this issue do not differentiate regarding the genders, academic titles and teaching experiences of them. Besides, there is positive, significant and low relationship between the faculty members' appreciation level to evaluation of the teaching by the students and student ratings on their teaching.Öğe Predictive roles of self-regulatory learning strategies and self-efficacy beliefs on English language learning achievement(Mehmet Tekerek, 2022) Zorlu, Sinan; Unver, GulsenThe self-regulation and self-efficacy beliefs have a major effect on English language learning achievement. This study examines if self-regulatory learning strategies and English self-efficacy beliefs significantly predicted learning achievement in learning English. 542 ninth grade students studying at ten different Vocational and Technical Anatolian High Schools formed the sample. Data were gathered through the Self-Regulatory Learning Strategies Scale, the English Self-Efficacy Beliefs Scale and the ninth grade English Achievement Test. Pearson Correlation Analysis was applied to describe the relation between English self-efficacy beliefs and self-regulatory learning strategies and the students' learning achievement in English. Simple and Multiple Linear Regression Analysis was used to analyze the predictive role of self-regulatory learning strategies and English self-efficacy beliefs on learning achievement in learning English. Self-regulatory learning strategies and English self-efficacy were determined to be significant predictive variables in explaining English achievement. But also students' English self-efficacy beliefs (R-2 = .24) was found to be a more powerful predictor of explaining English achievement than self-regulatory strategies (R-2 = .04). Therefore, studies can be carried out to improve students' self-efficacy perceptions and self-regulation skills towards English in order to increase their success in English lessons. This research can be replicated regionally or nationally with a wider study population.
