Curriculum Vitae 1. Name Surname: Hülya TOROS YUMRU 2. Title: Assistant Prof. Dr. E-mail: hulyayumru@cag.edu.tr hulyayumru@gmail.com 3. Address: Çağ University Yaşar Bayboğan Kampüsü Fen-Edebiyat Fakültesi, İngilizce Öğretmenliği Bölümü Adana-Mersin Karayolu Üzeri 33800 Mersin Phone: +90 324 651 48 00 4. Educational Background: Degree Field University Year Bachelor s Degree English Language Teaching Gazi University, Ankara 1984 Master s Degree Teaching English as a Bilkent University, Ankara 1991 Foreign Language PhD English Language Teaching Çukurova University, Adana 2000 5. Academic Titles: Assistant Professor / Date: Çağ University, 2006 6. Administered master s thesis and doctoral dissertation 6.1. Master s thesis ENGİN ZİLKAR. An Investigation on Socially Disadvantaged Primary School Students' Perceptions of Doing Homework. Çağ University. 2015. MÜGE SELİN KAVACIK. A Study on the University Students' Perceieved Sources of Foreign Language Anxiety. Çağ University. 2015. FARUK SADIÇ. A Comparative Study on EFL Instructors' Attitudes Towards Professional Development Activities in State and Foundation Universities. Çağ University. 2015. ARZU DOĞAN. English Language Instructors' Beliefs Towards The Objectives of English Language Teaching Regarding Culture Teaching and Culture Teaching Activities at University Contexts. Çağ University. 2015. GÖKÇİN ATİK. Increasing EFL Students' Level of Participation Through Pre-Reading Activities in Reading Classes. Çağ University. 2015. MEHTAP ÇİÇEN. The Assessment Methods Used by EFL Teachers at Primary Level in Private Schools. Çağ NURCAN AYAS. An Investigation of Teachers' Conceptions and Practices Concerning Assessment in English for Young Learners' Classroom. Çağ ŞEYMA ÇANLIOĞLU. A Case Study on Increasing EFL Students' Level of Classroom Participation through the Use of Communicative Activities. Çağ FİLİZ TUNCEL. An Integration of Metacognitive Reading Strategies in English Language Lessons. Çağ 1
FİLİZ SARI. A Case Study on the Benefits of Using Songs in Teaching Vocabulary to Young Learners of English. Çağ BERNA TORLAKLI. An EFL Teacher Training Programme On Adapting Writing Rubrics To Evaluate University Students' Essays. Çağ VEYSEL EMİR EKE. Turkish EFL Students' Opinions Towards The Use Of Tablet PCs And Interactive Whiteboards In EFL Classrooms. Çağ SÜMEYYE ESRA SAYGILI. Engaging EFL Students in Group Collaboration in Speaking Classes. Çağ MELEK CANÖZÜ ÖZBEK. The Profile and The Continuous Professional Development Activity Choice Of English Language Teachers And The Factors Influencing Their Choice. Çağ SERA GÜVENÇ. A Case Study: EFL Learners' and Writing Teachers' Attitudes Towards Performance-Based Portfolio in a University Context. Çağ DİLBER MADENSOY. EFL Teachers' Conceptions of Teaching Grammar. Çağ AYÇA TALAN ŞİRİNKAYA. An Action Research Study on Designing Multimedia Focused Reading Classes. Çağ EVİNDAR ÇEPİK. A Comparison of Private and State High School EFL Teachers Perceptions on the Quality of English Language Education in Turkey. Çağ FATMA GAMZE SÖKÜCÜ. A Study on The Attitudes of EFL Teachers Toward Computer Assisted Language Learning. Çağ FUNDA GÖKDEMİR. EFL Instructors' Perceptions About Authentic Materials in English Language Teaching. Çağ LAURA ŞAKIRGİL. An Action Research Study on Teacher Development in a University Context. Çağ LEMAN TATLI. EFL Teachers Attitudes Towards Teaching English to Young Learners. Çağ University. 2014. MÜNEVVER GÖKMEN. Developing EFL Instructors' Reflective Teaching Through Collaborative Action Research and Peer Observation. Çağ NAZIM DİKMEN. A Study on the Identification of the Reading Strategy Types Used by the 9th Grade Students in a Private High School. Çağ NESRİN DEMİRTAŞ. EFL Teachers' Perceptions of Teaching Vocabulary Learning Strategies. Çağ NURSEVEN KILIÇ. A Case Study on Collaborative Group Activities to Reduce EFL Learners' Foreign Language Speaking Anxiety in a University Context. Çağ FARUK GÖKÇE. A Comparison of EFL Teachers' Perception of Formative Assessment in Public and Private Schools. Çağ SEÇİL SUBAŞI. A Case Study on a Vocabulary Development Program Based on Multiple Intelligence Theory. Çağ SEDA ZONTURLU. A Study on Computer Assisted Language Learning and the Development of Learner Autonomy. Çağ SİNAN ÖZYURT. A Study on EFL Teachers' Conceptions and Practices with EFL Learners' Listening Comprehension Problems. Çağ YUSUF UYAR. The Evaluation of a Writing Course Book and Development of Writing Strategies in a University Context. Çağ ALİYE NEŞE YAPIÖRER. EFL Learners Conceptions of Learner Autonomy. Çağ University. 2013. BEYZA KABADAYI. A Study on Professional Development Needs of EFL Instructors Working at a Foundation University. Çağ University. 2013. 2
DUYGU ÖZMEN. Implementation of Writing Portfolios at a Preparatory School in a University Context. Çağ University. 2013. ESEN ASLAN. The Role of Teacher Efficacy over Language Teaching. Çağ University. 2013. EMRAH MUYAN. A Case Study on ELT Teachers Perceptions Towards Professional Development Activities. Çağ University. 2013. FATMA YUVAYAPAN. Teacher Development: Critical Friends Group. Çağ University. 2013. NURAY GÜLEÇ. Disruptive Student Behaviors In University Preparatory Classes Observed By Teachers Of English. Çağ University. 2013. SELEN ÖZÇAYLAK. The Development of Students Use of Reading Comprehension Strategies in English Texts. Çağ University. 2013. SİNEM AK. The Evaluation of Performance Tasks Given at Primary Education According to Students, Teachers and Parents Opinions. Çağ University. 2013. TUNCAY KOÇ. EFL Teachers and Students Perceptions Towards the Use of Writing Portfolios in Language Learning Process. Çağ University. 2013. ÖMER GÖKHAN ULUM. EFL Teachers Perceptions on In-Service Teacher Development Programs in the Turkish Educational System. Çağ University. 2012. BAŞAK N. TAN. An Action Research Study on Portfolio Assessment in a Process Writing Class with Seventh Grade Students in a Primary State School. Çukurova University. 2004. 6.2. Doctoral dissertation HARUN ŞİMŞEK. A Teacher Development Program For Young Learners of English. Çukurova University. 2007. 7. Publications 7.1. Papers published in international refereed journals (SCI & SSCI & Arts and Humanities) Sahinkarakas, S., Yumru, H. & Inozu, J. (2010). A Case Study: Two Teachers reflections on the ELP in Practice. ELT Journal. 64(1), pp. 65-74. SSCI/A Sahınkarakas, S., Inozu, J. & Yumru, H. (2010). The Influence of Higher Education Experiences on ELT Students Learning. Procedia-Social Behavioral Sciences, 2(2), 4183-4183, doi: 10.1016/j.sbspro. 2010.03.661. Scopus/A Inozu, J., Sahinkarakas, S. & Yumru, H. (2010). The Nature of Language Learning Experiences Beyond the Classroom and its Learning Outcomes. US-China Foreign Language, 8 (1), pp. 14-22. EBSCO/A 7.2. Papers presented at international conferences and published in the proceedings Yumru, H. & Sahinkarakas, S. (2006). The European Language Portfolio in Practice: Promoting Process and Context Awareness. 2nd International Conference on ELT Profession: Challenges and Prospects, 220-225, Turkish Republic of Northern Cyprus University. Lıncom Europa Publications ISBN 978 3 89586 134 5. 3
Ekmekçi, F. Ö. & Yumru, H. (2000). An Ownership Approach to Teacher Development. 6th METU International ELT Convention, 161-170. 7.3. International books or book chapters Yumru, H. (2014). Effects of Keeping Portfolios on Trainee Teachers Perceptions of the Writing Process, in Multidisciplinary Perspectives on Education. H. Arslan, G. Raţă, E. Kocayörük and M.A. Içbay (Eds.) 65-70, Cambridge Scholars Publishing: Newcastle upon Tyne. ISBN (10): 1-4438-6009-3, ISBN (13): 978-1-4438-6009-3. Yumru, H. & Inozu, J. (2003). A Learner-Based Approach to Writing Improvement: Using Repertory Grid Technique as a Learning Tool, in Contrastive Rhetoric, Issues, Insights and Pedagogy. N. Kassabgy, Z. Ibrahim and S. Aydelott (Eds.) 143-154, The American University in Press: Cairo, New York. Toros, H. (1996). Experiencing Action Research Through Action Research. (Unpublished MSc Thesis). Aston University in Birmingham. England. 7.4. Papers published in national refereed journals Ilin, G., Inozu, J. & Yumru, H. (2007). Teachers and Learners Perception of Tasks: Objectives and Outcomes, Journal of Theory and Practice in Education, 3(1), pp. 60-68. Yumru, H. & Inozu, J. (2007). Looking for a Learner-Based Writing Course Syllabus? Try Rep Grid. Journal of Cag University Institute of Social Sciences, 4(1), pp. 26-31. Inozu, J. & Yumru, H. (2006). An Action Research on Fostering Reflective Thinking For Writing Improvement, Journal of Çukurova University Institute of Social Sciences, 15(2), pp. 207-216. 7.6. Other publications Yumru, H., Sahinkarakas, S. & Inozu, J. (2008). Out-of-class Language Learning: Students Reflections. Languages for Europe-Language Learning in a Multilingual Europe, ELT Conference. British Council, Berlin. Sahinkarakas, S., Yumru, H. & Inozu, J. (2007). Teacher Reflections on the European Language Portfolio in Practice. The CEFR Benefits and Limitations. IATEFL TEA SIG Conference, Opatija, Croatia. Yumru, H. (2005, November). Change Management: Effective Team Work. In-service Teacher Training Program for Inspectors Working for the Primary Education. (Invited speaker). Yumru, H. (2004, March). European Language Portfolio. Private İkem School, İskenderun, Turkey. (Invited speaker). 4
Yumru, H. (2000, May). How to Use Portfolio in Writing Classes? Niğde University, Center for Foreign Languages. Niğde, Turkey. (Invited speaker). Yumru, H. (1997, November). Testing and Assessment. Beykent University, Center for Foreign Languages. İstanbul, Turkey. (Invited speaker). Toros, H. & Ün, H. (1994). Action Research. Gaziantep ELT Convention 1994: Focused Teaching and Focused Learning. Gaziantep, Turkey. Toros, H. (1993). Using Checklists in a Writing Classroom. The USIS English Language Teaching Conference: Incorporating the 1990 s Focus on Language Learning Strategies: A Look at Materials Adaptation and Materials Development. Adana, Turkey. Toros, H. (1992). A Process Approach to Writing Instruction. ELT METU Convention. Middle East Technical University. Ankara, Turkey. 8. Projects In-Service Teacher Education on UCLES CEELT Level II (University of Cambridge Local Examinations Syndicate-- Cambridge Examination in English for Language Teachers) Preparation for EFL Instructors in Center for Foreign Languages (YADİM), Çukurova University. (1994-1995; 1995-1996; 1996-1997; 1997-1998) In-Service Teacher Education on Action Research for EFL Instructors in Center for Foreign Languages (YADİM), Çukurova University. (1994-1995; 1995-1996). In-Service Teacher Education on UCLES COTE (University of Cambridge Local Examinations Syndicate-- Certificate for Overseas Teachers of English) for EFL Instructors in Center for Foreign Languages (YADİM), Çukurova University. (Supported by The British Council Overseas Development Administration). (1994-1995; 1995-1996; 1996-1997; 1997-1998). 9. Administrative positions Administrative Representative for Adana: Open Education Faculty, Distance BA Program in ELT, Anadolu University. 2001-2004. Director and Course Tutor for ODA (Overseas Development Administration) Teacher Development Courses: COTE (Certificate for Overseas Teachers of English) and UCLES CEELT Level II (Cambridge Examinations in English for Language Teachers). Çukurova University, Center for Foreign Languages (YADIM). 1994-1998. Testing Office Coordinator: Çukurova University, Center for Foreign Languages (YADIM). 1991-1993. 5
10. Membership of professional body INGED: English Language Education Association. 11. Awards 1. The British Council Scholarship, 1993. Durham The British Council Summer School: Contemporary Approaches in the English Language Classroom in Newcastle-upon-Tyne, England. Certificate. 2. The British Council Scholarship, 1994. Pilgrims The British Council Summer School: Trainer Development Course in University of Kent at Canterbury, England. Certificate. 3. The Overseas Development Administration Project-The British Council Scholarship, 1995. The University of Aston in Birmingham: Post-graduate Summer School in ELT. England. 4. The Overseas Development Administration Project Scholarship, 1994-1996 The University of Aston in Birmingham: "Teaching English." England. Master of Science in Teaching English. Diploma. 12. Undergraduate and graduate courses given in the last two years Academic Year 2012-2013 Term Course Hours (weekly) Number Theory Practice of student Fall ELT 213 Approaches to ELT I 3 0 20 ELT 327 Teaching Foreign 3 0 22 Languages to Children I 3 0 22 ELT 331 Teaching Language Skills I ELT 411 Materials Development in 3 0 25 Language Teaching ELT 505 Materials Evaluation and 3 0 30 Adaptation ELT 510 Seminar in ELT 3 0 30 Spring ELT 214 Approaches to ELT II 3 0 20 ELT 324 Teaching Foreign 3 0 22 Languages to Children II ELT 338 Teaching Language Skills II 3 0 22 ELT 504 Alternative Assessment 3 0 3y 2013-2014 Fall ELT 107 Advanced Reading & 3 0 41 Writing I ELT 327 Teaching Foreign 3 0 20 Languages to Children I ELT 411 Materials Development in Language Teaching 3 0 25 6
Spring ELT 505 Materials Evaluation and Adaptation 3 0 30 ELT 108 Advanced Reading & 3 0 41 Writing II 3 0 25 ELT 222 Instructional Technology & Materials Adaptation ELT 324 Teaching Foreign 3 0 20 Languages to Children II ELT 504 Alternative Assessment 3 0 30 7