INTERNATIONAL CONFERENCE ON ICT IN LANGUAGE TEACHING June, / ESKİŞEHİR

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2 International Conference on ICT in Language Teaching INTERNATIONAL CONFERENCE ON ICT IN LANGUAGE TEACHING June, / ESKİŞEHİR Bu proje T.C. Avrupa Birliği Bakanlığı, AB Eğitim ve Gençlik Programları Merkezi Başkanlığınca (Ulusal Ajans yürütülen Hayatboyu Öğrenme Programı (LLP) kapsamında ve Avrupa Komisyonu'ndan sağlanan hibeyle gerçekleştirilmiştir. Ancak burada yer alan görüşlerden Ulusal Ajans veya Avrupa Komisyonu sorumlu tutulamaz. Temmuz 205, Eskişehir Yayın-Proje: Pınar Girmen C. Murat Kandemir Dizgi-Grafik: Burak Yasin Yılmaz Kapak Tasarımı: Çağlar Okur İletişim: Eskişehir Osmangazi Üniversitesi Eğitim Fakültesi Meşelik Kampüsü Merkez Eskişehir Türkiye Tel: +90(222) Faks: +90(222) E-posta: egitim@ogu.edu.tr

3 International Conference on ICT in Language Teaching Honor Committee Prof. Dr. Mehmet ŞİŞMAN, Member of Higher Education Council Prof. Dr. Hasan GÖNEN, Rector of Eskişehir Osmangazi University Congress Chair Selahattin TURAN Organizing Committee Co-Chairs Pınar GİRMEN Celal Murat KANDEMİR Organizing Committee Necmi ÖZEN, Provincial Education Directorate Of Eskisehir Barış HANCI, Provincial Education Directorate Of Eskisehir İlknur ŞENTÜRK Abdülkadir ÖZTÜRK Ümit ÖZKANAL İlknur YÜKSEL Semra KIRANLI GÜNGÖR Mehmet ERSOY Ersin KARADEMİR Zeynep YURTSEVEN AVCI Derya YILMAZ Ayşe DÖNMEZ Elif AYDOĞDU ÖZOĞLU Mehmet Fatih KAYA Zeynep KILIÇ Zeynep AKIN DEMİRCAN Nidan OYMAN Melis DEMİR Ahmet TATAR, Provincial Education Directorate Of Eskisehir Nurgül ÇOLAKER TOPALOĞLU, Provincial Education Directorate Of Eskisehir

4 International Conference on ICT in Language Teaching Scientific Committee Dr. Selahattin TURAN, Eskişehir Osmangazi University Dr. M. Bahaddin ACAT, Eskişehir Osmangazi University Dr. Hayati AKYOL, Gazi University Dr. Mustafa Volkan COŞKUN, Muğla Sıtkı Koçman University Dr. Ali Fuat ARICI, Yıldız Teknik University Dr. Suat UNGAN, Karadeniz Teknik University Dr. Adnan KARADÜZ, Erciyes University Dr. Mustafa BAŞARAN, Bozok University Dr. M. Eyüp SALLABAŞ, Yıldız Teknik University Dr. Petros LAMERAS, Coventry University Dr. Mandy ROHS, Technical University Kaiserslautern Dr. Mikolaj SOBOCINSKI, Kazimierza Wielki University Dr. Michal MOCHOCKI, Kazimierza Wielki University Dr. Mihaela Mitescu Manea, Universitatea de Arte George Enescu IASI Dr. Pınar GİRMEN, Eskişehir Osmangazi University Dr. Zühal ÇUBUKÇU, Eskişehir Osmangazi University Dr. Dilek BELET, Anadolu University Dr. Celal Murat KANDEMİR Eskişehir Osmangazi University Dr. Hüseyin ANILAN, Eskişehir Osmangazi University Dr. Hilmi DEMİRAL, Eskişehir Osmangazi University Dr. Yalçın BAY, Eskişehir Osmangazi University

5 International Conference on ICT in Language Teaching CONTENTS Conference Program The Use of ICT in teaching English Literature 3 The Examination of Preservice English Teachers' Attitudes and Self-efficacy Perceptions on Computer Assisted Instruction 4 ELT Preservice Teachers Perceptions on How to Use Technology in Language Class 5 Creating Digital Story: Sample Practice 6 The IOS applications in ELT: teaching opportunities and students' expectations 7 The Effect of Using Intelligent Tutoring System Educational Software on Students Academic Achievement in Turkish Teaching 8 Foreign language teachers' discursive construction of professional development in an EFL context 9 Experience in Information and Communication Technology Supported Education 0 ICT in Teaching Turkish as a Foreign Language Teacher Opinions Concerning The Use of ICT in Language Teaching Process 2

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8 International Conference on ICT in Language Teaching - 3 The Use of ICT in teaching English Literature Çağlar Demir The Use of ICT in teaching English Literature Methods in teaching English literature have undergone changes since digital media, ICT and internet took their places in our lives. It is certain that the teachers of English have to create an interesting learning atmosphere to motivate the language learners and the learners of English literature.information communication Technologies make students eager to learn about English poems and the novels written by different novelists in different periods.the aim of this study is to open a new perspective for teachers of English literature and discuss how enjoyable can the lesson be done through internet and ICT. Keywords: ICT, Internet,English Literature, Teachers, Learners Balıkesir University, erkandemir508@hotmail.com

9 International Conference on ICT in Language Teaching - 4 The Examination of Preservice English Teachers' Attitudes and Self-efficacy Perceptions on Computer Assisted Instruction Zühal Çubukçu, Gülçin Çeliker 2 The aim of this study is to examine the attitudes and self-efficacy perceptions of preservice English teachers on computer-assisted instruction in terms of several variables and to determine the relationship between attitudes and self-efficacy perceptions of the preservice English teachers. Survey design which is a quantitative research method is used in this study. The sample of the study consists of the preservice English teachers who study at the undergraduate program of English teaching at the education faculties of the universities in Eskişehir during academic year. The data of the study is collected by using The Attitude Scale Toward Making Computer Supported Education and Self-efficacy Scale in relation to Computer Based Education developed by Arslan (2006). After analyzing the data of the study by using data analysis programme, the findings is discussed within the context of literature and some suggestions is presented. Keywords: Preservice English Teachers; Computer Assisted Instruction; Attitude; Self-efficacy Eskişehir Osmangazi University, zuhal_cubukcu@hotmail.com 2 Eskişehir Osmangazi University, gulcinceliker@gmail.com

10 International Conference on ICT in Language Teaching - 5 ELT Preservice Teachers Perceptions on How to Use Technology in Language Class Ilknur YUKSEL, Esra EREN 2 The aim of this study is to examine the attitudes and self-efficacy perceptions of preservice English teachers on computer-assisted instruction in terms of several variables and to determine the relationship between attitudes and self-efficacy perceptions of the preservice English teachers. Survey design which is a quantitative research method is used in this study. The sample of the study consists of the preservice English teachers who study at the undergraduate program of English teaching at the education faculties of the universities in Eskişehir during academic year. The data of the study is collected by using The Attitude Scale Toward Making Computer Supported Education and Self-efficacy Scale in relation to Computer Based Education developed by Arslan (2006). After analyzing the data of the study by using data analysis programme, the findings is discussed within the context of literature and some suggestions is presented. Keywords: Web 2.0 tools, language teaching, preservice teachers Eskişehir Osmangazi University, iyuksel79@gmail.com 2 Eskişehir Osmangazi University, eeren@ogu.edu.tr

11 International Conference on ICT in Language Teaching - 6 Creating Digital Story: Sample Practice Mehmet Fatih KAYA Storytelling is the practice of combining narrative with digital content, including images, sound, and video, to create a short movie (2-3 minutes), typically with a strong emotional component. A story uses visuals, scenes, narration with music and (sometimes) vitalisation, combines creating storyboard, writing scenario, reviewing and production process, creates video projects published different types and supports researching a ideas through technology. Digital stories can be used in the context of alternative instructional materials, project based learning, Parent-Student-Teacher interaction, documenting students development, increasing self-confidence and self expression skill, creativity, motivation and Teknopedagogic Content Knowledge. The aim of this study is to determine language (primary, Turkish and English) teachers opinions about digital story. In this study Qualitative Research Method has been used. The datas has been collected by structured interviews, and written opinions are collected. The participants are 30 teachers training about Creating Digital Story for 5 days. The results show that teachers has positive attitudes digital stories and creating them; they want to use different lessons, if they have time, they want to prepare these digital story videos. Keywords: ICT, digital story, digital storytelling Eskişehir Osmangazi University, mfatihkaya@gmail.com

12 International Conference on ICT in Language Teaching - 7 The IOS applications in ELT: teaching opportunities and students' expectation Davran (Davronzhon) Gaipov The study deals with exploration of contemporary IOS applications intended for ELT classrooms. It aims at studying teachers' beliefs and students' expectations regarding ICT in ELT. The study has been carried out with the freshman of Suleyman Demirel University in Almaty, Kazakhstan. A small-scaled data has been collected on teachers'beliefs and students' expectations towards ICT in ELT incuding IOS applications. Next, the data has been discussed and some practical recommendations have been proposed upon conclusion. Keywords: IOS application, digital natives, digital immigrants Suleiman Demirel University, davran.gaipov@sdu.edu.kz

13 International Conference on ICT in Language Teaching - 8 The Effect of Using Intelligent Tutoring System Educational Software on Students Academic Achievement in Turkish Teaching Ümit DEMİR The purpose of this research is to explore the effect of determinig and fixing misconceptions of students by using evaluation systems at Intelligent Tutoring Systems (ITS) on students' academic success in Turkish Language Education. Pretest-post test experimental design with control group was used for the research. ITS software was used in the experiment group, whereas the control group used no software. The sample of the study was 57 students of Mehmet Akif Ersoy Vocational and Technical Anatolian High School in Çanakkale. An instruction software designed by researcher was used to fix misconceptions of the students. Following the 4-week experimental procedures at the end of 5th week, students' academic success was determined by post test. As a result of the research, academic achievement gap between pretest and post test in the experiment group a significant difference [t(28)=-3.33, p<.05] was found. Keywords: Misconceptions, Intelligent Tutoring Systems, Computer Asisted Instruction, Instructional Software Design Çanakkale Mehmet Akif Ersoy Vocational and Technical Anatolian High School, umit.demir@deu.edu.tr

14 International Conference on ICT in Language Teaching - 9 Foreign language teachers' discursive construction of professional development in an EFL context Farzaneh Dehghan The way teachers evaluate themselves in relation to their career (professional identity) and the way they try to develop different knowledge types, skills, and competencesin their field )professional development (are important issues in teacher education area.this study aims at exploring how eight foreign language teachers)all females( discursively construct theirprofessional identity and development while they are interacting with others in different layers of their social context. ticipants were included in a virtual group in a mobilethe parphone social network. The group and the discussions were administered by the researcher. The teachers also took part in individual interviews with the researcher. Based on Wenger's three modes of longing and van Leeuwen be's model of social actors, this study showed howthese language teachers make perceptions of the concept of professional development and their own professional identity through interactions that they had with the social context in which they live and work. The results indicated that for this group of teachers, the obstaclesto gain a professional identity of self and one's career are constructed and reconstructed through constant interaction with other context participants in the social. Keywords: professional development, teacher training, discursive construction, discourse Farhangian University, fdehghan75@gmail.com

15 International Conference on ICT in Language Teaching - 0 Experience in Information and Communication Technology Supported Education Muammer Akcay Information and communication technology (ICT) is a new trend in the education system. All of the partners in the education system need to be communicate. Especially the instructors and students have to communicate and exchange information. Course management tools help instructors to communicate better with the students. There are five steps in the education systems to use ICT. Those are follows:. Select appropriate equipment, tools, and software 2. Developing content of educational materials 3. Using ICT in teaching / testing 4. Hands on experience with ICT for instructor and students 5. Managing and measuring ICT usage In this study, teaching experience will be discussed at computer related courses. Keywords: Information and Communication Technology, ICT, Education Dumlupinar University, makcay26@gmail.com

16 International Conference on ICT in Language Teaching - ICT in Teaching Turkish as a Foreign Language Burak Yasin YILMAZ Language teaching in the world is old. However the history of teaching Turkish is not that old. There are only several litterateurs about teaching Turkish such as Kasgarli Mahmut at th century, several dictionary and grammar books. There is not any practice since 950 which the Turkish language has started to teach at the universities. Ankara University Turkish Language Center (TCL) has started to teach Turkish as a foreign language at 984. The planing, practicing, assessment of foreign language are field of education, grammar, description of the member of language, individualistic and societal use of the language, language learning are subject of linguistcs. Manager, teachers and students are important as methods used in Language learning. When we compare the policy of language teaching, methods of other countries with Turkey, we can say that we are more behind them in this field. Generally, three level has been determined as elementary, intermediate and advanced in teaching Turkish as a foreign language and teaching is done accordingly. textbook (main course book), workbooks and audio tapes are being used in these teaching activities. We want to using more ICT for teaching Turkish as a foreign language. Using effective ICT in teaching Turkish as a foreign language is important for reaching the goals and evolation of language teaching. According as widespread of the internet, direct and indirect contribution of ICT to learning won extraordinary speed. The place of yesterday's language labs replaced by today's multimedia activities. Audio, image and text that used a combination of these activities are achievement by using ICT and it is needed about serious studies in this matter. It aims to examine theses in teaching Turkish as a foreign language and usage of ICT in these theses exhaustivly. Datas was obtained from Turkey Council of Higher Education Thesis Center. 60 theses of master in teaching Turkish as a foreign language. Because only sixty theses had been written in division of teaching Turkish as a foreign language. Keywords: Turkish as a Foreign Language, ICT, teaching Eskisehir Osmangazi University, burakyilmaz@ogu.edu.tr

17 International Conference on ICT in Language Teaching - 2 Teacher Opinions Concerning The Use of ICT in Language Teaching Process Mehmet Fatih KAYA, Nidan OYMAN 2 The purpose of this study is to determine the participating teachers views about using ICT in the learning process the teachers views. The datas were revealed via interviews, analyzed with the content analysis method and classified in line with the research purposes. The participants of the study were 20 teachers (4 Turkish teachers, English teachers, 4 Primary School teachers and st grade teachers) from state schools in Eskisehir (Turkey). They has been chosen via maximum differentiation technique. As a result the teachers has positive views for students )success, motivation, getting attention and interest, easy, permanent and meaningful learning), for teachers (reducing workload, competence using of technology), for preparation to lesson (supply of e-learning content, introduction to the course), for teaching-learning process (games, enriching learning environment, appealing multiple senses, attendance) and assessment process (early literacy, listening-visual reading skills, evaluation method and techniques). Besides they stated that they use ICT (computer,) for different purposes in their courses. Finally, despite the problems, the teachers has positive views about using ICT in language teaching process. Keywords: ICT, Language Teaching, ICT in Language Teaching Eskişehir Osmangazi University, mfatihkaya@gmail.com 2 Eskişehir Osmangazi University, nidanoymann@hotmail.com