Browsing by Author "Koc, Didem Koban"

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    On the Role of Media Input in the Learning of Formulaic Sequences by EFL Learners
    (2017) Koc, Serdar Engin; Koc, Didem Koban
    This study examined the role of media on the learning of formulaic sequences (FSs) by advanced English as a Foreign Language (EFL) learners (n = 40) enrolled in an English Language Teaching (ELT) program at a government university in Turkey. The learners were divided into experimental and control groups. The instrument involved clips from two American television series. Over the course of 3 weeks, the learners in the experimental group received training in 30 FSs through watching the video clips. The control group learned the FSs through training only. In order to determine the extent to which learners learned and retained the FSs, the learners in both groups were given both a posttest and a delayed posttest. Independent-samples t-tests were conducted to compare the two groups with respect to the learning and retention of FSs. The results showed that the experimental group had significantly higher rates of retention of FSs. Several pedagogical considerations regarding the teaching of FSs to English as a second language (ESL) and EFL learners are discussed.
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    Understanding Learner Autonomy through Cognitive, Metacognitive and Social Strategies Used by English Language Learners in a Computer-based Classroom
    (2016) Koc, Didem Koban; Koc, Serdar Engin; 0000-0002-1170-333X; AGG-0399-2022
    The purpose of this study is to investigate the extent to which metacognitive, cognitive and social strategies contribute to learner autonomy. Data were collected from 104 first year undergraduate learners who were taking a required Computer course in the English Language Teaching program at one of the major government universities in Turkey. Learners were asked to respond to a questionnaire adapted from Figura and Jarvis (2007). Descriptive statistics was employed to analyze the data to determine the types of strategies that learners use and the effect of using those strategies on learner autonomy. The results showed that the participants used metacognitive and cognitive strategies more than the social strategies. Based on the results, implications are provided with respect to how to encourage learners to use more of the learning strategies so that learners can achieve greater levels of autonomy. (C) Association of Applied Linguistics. All rights reserved.