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ER, MUSTAFA

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MUSTAFA

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2013 - 20202
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    PublicationEmbargo
    Instructional technology as a tool in creating constructivist classrooms
    (Elsevier Science Bv, Sara Burgerhartstraat 25, Po Box 211, 1000 Ae Amsterdam, Netherlands, 2013) Er, Neslihan Fatma; ER, MUSTAFA
    Unlike traditional approach, constructivists view the learner as the active participant of the learning process. Constructivist instructors' main concern is providing the learners with learning environments in which they can engage in meaningful interactions. So, classrooms should be designed in such a way that the learners interpret and construct meaning based on their own experiences. Creation of rich learning environments via available technologies supporting constructivist learning platforms can be achieved through employing instructional strategies apt to the contextual variables. Teachers' new role is integrating technology into the curriculum so that learners build on their own experiences, construct their own meanings, create products, and solve problems successfully. (C) 2013 The Authors. Published by Elsevier Ltd.
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    PublicationOpen Access
    The Effects of Extensive Reading on Turkish Learners' L2 Reading/Writing Performance and Foreign Language Self-Concept
    (Asia TEFL, 2020) Yılmaz, Melda; Atay, Derin; ER, MUSTAFA
    This study investigates the impact of extensive reading (ER) program, which integrates extensive reading with in-class follow-up writing activities, on Turkish EFL learners' L2 reading/writing and foreign language self-concept (FLSC). In this research, conducted in a Turkish university, experimental design was used and the experimental group was exposed to ER for six weeks different from the control group. Data was collected by means of L2 reading and writing tests and Foreign Language Self-concept Scale (FLSCS) (Er, 2007) given at the beginning and at the end of the intervention, and by means of focus group interviews carried out with 10 randomly chosen experimental group students. Analyses of the data showed a significant difference between control and experimental groups regarding their L2 reading and writing performance. The difference between the groups' FLSC was found to be insignificant, though within group analyses indicated that ER affected the students' FLSC positively. Qualitative data, interviews, supported the quantitative data and revealed that the project also improved students' motivation and self-confidence as well as various aspects of L2 language ability and fostered their positive self images as EFL learners. The insights gained from the study provide important implications for English language teaching programmes in EFL context.